Differential effects of school experiences on active citizenship among German and Turkish-origin students.

Autor/inn/en	Jugert, Philipp; Eckstein, Katharina; Noack, Peter
Titel	Differential effects of school experiences on active citizenship among German and Turkish-origin students.
Quelle	In: International journal of psychology, 53 (2018) 6, S. 433-438Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0020-7594; 1464-066X
DOI	10.1002/ijop.12409
Schlagwörter	Jugend; Schulumwelt; Lebensereignis; Partizipation; Staatsangehörigkeit; Wahlverhalten; Aktivismus; Entwicklung; Ethnische Gruppe; Jugendlicher
Abstract	While research suggests that schools can foster active citizenship among youth, studies have not tested whether ethnic minority youth may benefit differently from school experiences than ethnic majority youth. In this study of 219 students (138 German majority and 81 Turkish-origin minority; M-age = 18.26; 55% females), we examined the association between different experiences at school and 4 indicators of youth active citizenship, controlling for various socio-demographic characteristics. Although value of social studies was associated with three out of four active citizenship indicators among both ethnic groups, the effects of the other school-related variables on active citizenship were moderated by ethnicity. Specifically, indicators of classroom climate, such as open classroom climate and classroom community, were only associated with greater active citizenship among Turkish-minority youth, while participatory factors, such as engagement in school decisions, were only associated with active citizenship among native German youth. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2020/4