Kahne, Joseph & Ellen Middaugh. (2008). Democracy for some: The civic opportunity gap in high school.

Kahne, Joseph & Ellen Middaugh. (2008). Democracy for some: The civic opportunity gap in high school.

Bartels: those in the highest third of income distribution best predict senator votes, bottom third has no influence.

Gillens: link between policy preferences and outcomes best for high income, worst for low income citizens.

Verba, Schlozman and Brady: more wealth people participate more in a variety of ways, especially making campaign contributions.

Inequality also linked to race, homeownership, age, and education.

There is some evidence that civic education increases civic knowledge, political knowledge, and interest in voting. There are now a set of curricula that are shown to help in this.

Tracking systems in schooling often places socioeconomically disadvantaged, African-American, and Latino kids in lower tracks. There is also a “civic achievement gap” where those same groups have less civic knowledge. These students also participate less in service activities and have less access to activities like student government.

Access to civic learning opportunities:

3 studies assessing the link between demographics and civic education experiences.
study 1:

sample: 2366 students from 12 schools from diverse parts of California.

Survey: asked about civic ed curriculum and demos

Results: African-American students experienced less civic ed than white kids in a number of criteria, Asian kids had more service and simulations, but less open discussion than white children, and Latinos had fewer experiences and opportunities in some areas. (see table 1)

Post high school plans were positively related to all areas of civic ed.

Study 2:

Sample: 898 students from 10 CA schools, 6 schools could identify the tracks of us govt course (AP or college prep).

Results:

AP students had more experience with all the criteria for civic ed, both within schools with both and in an overall comparison.

Study 3:

Data from Civic education study

SES of students and at the school level are positively related to civic ed for most criteria.
Summary of findings:

Academically successful students and those with wealthier parents have more civic ed.\

Schools reinforce inequalities in pol. Participation by unequally distributing civic ed.
Policy options:

Shift to universal or low SES focused civic ed programs, have mandatory programs in all tracks. Bring civic opportunities into classrooms and not just in extracurriculars, ie senior projects.

Increase time and emphasis on social studies, instead of cutting it in favor of math and reading as a result of no child left behind. Either add testing for civics or reduce emphasis on other testing.