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Lessons in Empowerment: The Civic Potential of Historically Grounded Conversations among Racially Marginalized Youth

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  • Matthew D. Nelsen

Abstract

Civic education is associated with the development of democratic capacity. However, this concept is measured using a limited battery of metrics (e.g., trust in government) that do not adequately capture the political sentiments of racially marginalized youth. Drawing from conversations with Chicago high school students and their teachers, I argue that democratic capacity should comprise a broader set of attitudes and behaviors, including political empowerment and acts of public voice. In the process, I identify one pedagogical technique associated with the development of empowerment: historically grounded conversations about politics that validate students’ distrust of government. Nationally representative survey data suggests that civic learning experiences of this kind are associated with feelings of political empowerment and that empowerment is associated with multiple forms of political participation, particularly among Black and Latinx youth. Overall, this study provides a path forward for those interested in reimagining civic education in the U.S.

Suggested Citation

  • Matthew D. Nelsen, 2023. "Lessons in Empowerment: The Civic Potential of Historically Grounded Conversations among Racially Marginalized Youth," The ANNALS of the American Academy of Political and Social Science, , vol. 705(1), pages 174-191, January.
    • Handle: RePEc:sae:anname:v:705:y:2023:i:1:p:174-191
    DOI: 10.1177/00027162231188576
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    References listed on IDEAS

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    1. Campbell, David E. & Niemi, Richard G., 2016. "Testing Civics: State-Level Civic Education Requirements and Political Knowledge," American Political Science Review, Cambridge University Press, vol. 110(3), pages 495-511, August.
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