Bridging Worlds in the Social Studies Classroom: Teachers’ Practices and Latino Immigrant Youths’ Civic and Political Development

Abstract

Purpose – Prior research suggests that high school experiences shape young adult political behaviors, particularly among immigrant youth. The U.S. social studies classroom, focused on democratic citizenship education, proves an interesting socializing institution.Methods – Through qualitative inquiry, we interviewed Latino immigrant young adults and their former teachers regarding their high school social studies experiences and evolving political and civic engagement.Findings – Armed with experience bridging the worlds of the school and home, immigrant students respond and relate to the content and pedagogy of the social studies classroom in such a way that they (1) participate in civic discourse and (2) nurture a disposition toward leadership through teachers’ civic expectations of them and instructional emphasis on critical thinking skills.Social implications – The ability to engage in civic discourse and a disposition toward leadership are both necessary to foster America's democratic ideals, and to take on leadership roles during adulthood. With focused effort on the unique perspective of immigrant youth, high school social studies teachers can nurture in these students the ability to become leaders in young adulthood, broadening the potential leadership pool.Originality – This study highlights how the social studies curriculum may be particularly salient to Latino immigrant youth as they transition from adolescence to young adulthood and develop their political and civic identities.

Citation

Callahan, R.M. and Obenchain, K.M. (2013), "Bridging Worlds in the Social Studies Classroom: Teachers’ Practices and Latino Immigrant Youths’ Civic and Political Development", Kawecka Nenga, S. and Taft, J.K. (Ed.) Youth Engagement: The Civic-Political Lives of Children and Youth (Sociological Studies of Children and Youth, Vol. 16), Emerald Group Publishing Limited, Leeds, pp. 97-123. https://doi.org/10.1108/S1537-4661(2013)0000016009