This dissertation examines how one pervasive state institution¬—schools—shapes the political behavior of young people along the lines of race and ethnicity. I make four primary claims. First, I show that the content of traditional civic education courses privileges the political experiences of white political actors. Second, I argue that this phenomenon contributes to divergent political attitudes and behaviors across racial and ethnic groups – most notably contributing to a racial gap in political engagement across a range of measures. Third, rather than viewing traditional civic education courses as a way to jumpstart youth political engagement, I find that other educational approaches that have been advocated for, but not widely used, can close the aforementioned gaps. The approach I focus on is critical pedagogy, an educational philosophy that centers the agency and grassroots political action of marginalized groups. Fourth, I highlight the agency of teachers in processes of political socialization, examining how their attitudes and lived experiences shape their pedagogy.

Creator

• Nelsen, Matthew D

DOI

• https://doi.org/10.21985/n2-j3be-ar65

Subject

• Political science

Language

• en

Alternate Identifier

• etdadmin_upload_759277
• http://dissertations.umi.com/northwestern:15208

Keyword

• Race
• Ethnicity
• Critical Pedagogy
• Socialization
• Civic Education
• and Politics
• Education Policy
• Youth Political Engagement

Date created

• 2020-01-01

Resource type

• Dissertation

Rights statement

• In Copyright