Measuring Conflict: Open Classroom Climate and Fostering Civic Development in Students
Open Access
Author:
Zheng, Angel
Area of Honors:
Education and Public Policy
Degree:
Bachelor of Science
Document Type:
Thesis
Thesis Supervisors:
Dana Lynn Mitra, Thesis Supervisor Dana Lynn Mitra, Thesis Honors Advisor David Alexander Gamson, Faculty Reader Dana Lynn Mitra, Thesis Supervisor
Keywords:
civic education
Abstract:
An expression that traces back to the Vietnam War era once stated, "Dissent is the
highest form of patriotism." The ability to articulate personal opinion in the public
sphere is at the center of democratic practice, yet it is a skill that is often left on the
wayside in the present education system. In this study, the author examines the
impact of open classroom environment on the civic development of middle school
students. The study specifically examines how classroom pedagogy that encourages
students to express their diverse and personal opinions affects the development of
trust in government institutions, political self-efficacy, and future civic participation.
Using data from an existing dataset of over 2,800 U.S. students, the researcher
created a statistical model to observe the relationship of open classroom environment
to 1) If students believe they have an effect on the public and political system, 2) If
they believe this system to be fair, and 3) If students plan on participating in the
system. The study asks the following important questions: how do can we encourage
the students’ self-efficacy through discussion of public issues, and how could we set
the foundation for students to become more civically engaged through their ability to
question and form opinion on public matters?
