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Civic learning at the edge: Transfor...

Price-Mitchell, Marilyn.

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Civic learning at the edge: Transformative stories of highly engaged youth.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Civic learning at the edge: Transformative stories of highly engaged youth./
Author:	Price-Mitchell, Marilyn.
Description:	186 p.
Notes:	Source: Dissertation Abstracts International, Volume: 71-10, Section: B, page: .
Contained By:	Dissertation Abstracts International71-10B.
Subject:	Sociology, Theory and Methods. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3422334
ISBN:	9781124212180

Civic learning at the edge: Transformative stories of highly engaged youth.
Price-Mitchell, Marilyn.

Civic learning at the edge: Transformative stories of highly engaged youth. - 186 p.

Source: Dissertation Abstracts International, Volume: 71-10, Section: B, page: .

Thesis (Ph.D.)--Fielding Graduate University, 2010.

Why some young people become highly engaged in the social and political issues of a democracy and others do not is a topic of much speculation and research. This study explored how initiative is nurtured through public service and how challenging civic learning experiences are transformed into sustained civic action.

ISBN: 9781124212180Subjects--Topical Terms:

626625
Sociology, Theory and Methods.

Civic learning at the edge: Transformative stories of highly engaged youth.
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020 $a 9781124212180
035 $a (UMI)AAI3422334
035 $a AAI3422334
040 $a UMI $c UMI
100 1 $a Price-Mitchell, Marilyn. $3 1670279
245 1 0 $a Civic learning at the edge: Transformative stories of highly engaged youth.
300 $a 186 p.
500 $a Source: Dissertation Abstracts International, Volume: 71-10, Section: B, page: .
500 $a Adviser: Judith Stevens-Long.
502 $a Thesis (Ph.D.)--Fielding Graduate University, 2010.
520 $a Why some young people become highly engaged in the social and political issues of a democracy and others do not is a topic of much speculation and research. This study explored how initiative is nurtured through public service and how challenging civic learning experiences are transformed into sustained civic action.
520 $a Through the use of narrative inquiry, this qualitative study explored the lived experiences of a diverse and highly purposeful group of social and politically engaged college students. Forty-four participants, nominated by adult civic leaders and educators in 20 states, completed questionnaires on their civic engagement experiences. Twenty-two students participated in additional semi-structured interviews.
520 $a Several strands of multi-disciplinary literature offered foundational insights into understanding civically engaged youth. The first was the literature on child and adolescent development, particularly Erik Erikson's theory of identity and initiative. Other core contributions included research on initiative by Reed Larson, youth purpose by William Damon, self-efficacy by Albert Bandura, youth moral development by James Youniss and Miranda Yates, and citizenship education by Joel Westheimer and Joseph Kahne.
520 $a Results suggest that highly engaged adolescents overcome intellectual, interpersonal, and intrapersonal challenges as a result of civic involvement; benefit from adult scaffolding; and are personally transformed by demanding service experiences. They define their civic identity as a way of life rather than a collection of service activities on a resume. These purposeful youth gradually shift from external to internal motivators, discover value in small successes, and make developmental gains in other life arenas.
520 $a The study found that overcoming intrapersonal challenges in real-world service environments that involve face-to-face interactions with people who are suffering were transformative to the development of initiative, purpose, and civic identity. Also important was the role that high school educators and other non-parent adult mentors played in the development of self-efficacy, a characteristic of civically engaged youth.
520 $a Nine characteristics of engaged young citizens were identified. While initiative, purpose, moral reasoning, moral development, self-efficacy, critical thinking, self-reflection, ideology, and civic identity have been studied by numerous researchers, this study found a relationship between them that, through further research, may offer a new conceptual understanding of citizenship development.
520 $a Keywords: positive youth development, political engagement, youth activism, millennials, political socialization, civic efficacy, transformative learning, service learning
590 $a School code: 1503.
650 4 $a Sociology, Theory and Methods. $3 626625
650 4 $a Psychology, Social. $3 529430
650 4 $a Psychology, Developmental. $3 1017557
690 $a 0344
690 $a 0451
690 $a 0620
710 2 $a Fielding Graduate University. $b The School of Human and Organization Development. $3 1670280
773 0 $t Dissertation Abstracts International $g 71-10B.
790 1 0 $a Stevens-Long, Judith, $e advisor
790 1 0 $a Melville, Keith $e committee member
790 1 0 $a Rogers, Katrina S. $e committee member
790 1 0 $a Byrnes, Randy T. $e committee member
790 1 0 $a Levine, Peter $e committee member
790 $a 1503
791 $a Ph.D.
792 $a 2010
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3422334