Advances in civic engagement research: issues of civic measures and civic context

Civic engagement training at a school for youth with a history of dropping out

Community psychologists have made significant contributions to the study of civic engagement, yet scarce studies have examined the impact of civic engagement training among youth with a history of dropping out. We describe an effort to promote civic education and action through a curriculum implemented at an alternative school that focuses on (a) developing awareness of the importance of engaging in social/political issues; (b) increasing civic participation; and (c) acquiring political advocacy and organizing experience. This evaluation of the civic engagement training summarizes the issues students reported in a public presentation as having had an impact in their lives; their historical, political, and social understanding of the issues; the ways in which they used a variety of social media to communicate information to different audiences; and their engagement in civic actions to impact their selected issues. Overall, students became more aware of their role as citizens and voters and wanted to share their experiences with their peers, friends, and families. The implications of promoting civic engagement among youth with a history of dropping out of school are discussed, as well as the challenges of the training implementation.

Aedes ægypti control in urban areas: A systemic approach to a complex dynamic

The available strategy for controlling the diseases transmitted by Aedes ægypti (dengue fever, Zika, and chikungunya) relies on continued community participation. Despite slogans emphasizing how easy it should be, no country has achieved it since the seventies. To better investigate potentially sustainable interventions, we developed a systemic model based on a multidisciplinary approach, integrating as deeply as possible specialized knowledge and field experience. The resulting model is composed of 4 external and 8 internal subsystems and 31 relationships, consistent with the literature and checked over multiple iterations with specialists of the many areas. We analyzed the model and the main feedback loops responsible for the system’s stability, searching for possible interventions that could shift the existing balance. We suggest the introduction of 1 more player, the local primary health care structure, with the potential to change the undesired equilibrium. The health agents in the areas are the first to detect disease cases, and they could stimulate individuals to inform about potential mosquitoes’ breeding sites and bring timely information to the vector-control program. Triggering such an action could introduce changes in people's attitude through a positive feedback loop in the desired direction.

Classroom and School Predictors of Civic Engagement Among Black and Latino Middle School Youth

This study used short-term longitudinal data to examine the contributions of democratic teaching practices (e.g., the Developmental Designs approach) and equitable school climate to civic engagement attitudes, beliefs, and behaviors among 515 Black and Latino middle school students (47.9% male). Concurrent experiences of democratic homeroom and classroom practices, and equitable school climate were associated with higher scores on each civic engagement component. The relation between classroom practices and civic attitudes was more robust when school climate was seen as more equitable. Longitudinally, homeroom practices and equitable school climate predicted higher civic attitudes 1 year later. Discussion focuses on civic attitudes and future research on school experiences that support civic engagement among youth of color.

Illuminating trajectories of adolescent thriving and contribution through the words of youth: qualitative findings from the 4-H Study of Positive Youth Development

Theory and research in adolescent development have emphasized that contributing to self, others, and community is important to the success of society and predictive of positive youth and later adult development. Despite this emphasis, there is a lack of qualitative and youth-centered research exploring whether adolescents themselves value contribution as part of their daily lives or future goals. Understandings of contribution are, thus, limited in their generalizability. To lessen this gap, we implemented qualitative analyses of open-ended responses from youth in the 4-H Study of Positive Youth Development. We addressed questions about what is meaningful to youth and about their future goals through descriptive and thematic analyses of responses from 56 youth (66% female) who participated in the 4-H Study in each of three grades (6, 9, and 12). Findings indicated that most youth in this study valued acts and/or ideologies of contribution at some point in their adolescence, and several were committed to facets of contribution across grades. The analyses also identified other aspects of these youth experiences (e.g., athletics, family relationships, and academic competencies) that were described as meaningful across adolescence. Findings are discussed in relationship to youth programming aimed at encouraging well-being and contribution in adolescence.