Strengthening youth participation in civic engagement: Applying the Convention on the Rights of the Child to social work practice

The Convention on the Rights of the Child (CRC) provides a framework for strengthening youth participation in civic engagement, especially within the field of social work. Through a review of peer-reviewed social work literature over the last decade, this paper explores the central question: How does the CRC shape social work scholarship about youth participation in civic engagement? We find that the CRC is reflected in scholarship' outside of the U.S., while U.S. social work scholarship rarely draws on the CRC and concepts related to child rights. This results in qualitative differences between youth civic engagement scholarship in countries where the CRC has been ratified and scholarship in the U.S., with divergent research and practice models for working with youth. Non-U.S. social work literature offers framing, perspectives, and practice examples that can be of value for positioning youth civic engagement within U.S. social work practice. We discuss the implications of the CRC for youth participation in civic engagement in the U.S. and explore potential future directions for research and practice.     

Civic Engagement and Civic Literacy Among Social Work Students: Where Do We Stand?

Civic engagement is pivotal to the survival of the social work profession and to our historic role in shaping the social contract. Recent studies report declining rates of civic engagement and civic literacy among Americans. This article, which was presented at the Policy Conference 2.0, examines civic engagement and civic literacy among social work students at a medium-sized program in the western United States. Findings from this study indicate that these students are more likely to be engaged in volunteering and fundraising than in politically oriented activities. Results suggest that understanding of government and democratic processes lead to more civic engagement.     

Religion and Spirituality at the Border

Abstract

A survey of 88 Mexican-American social work students reflects the growing religious diversity among U.S. Latinos/as. Forty-three percent of the students were non-Catholics, compared to 30–35% non-Catholics in the U.S. Latino/a population. Non-Catholic students in the sample were more likely to attend church frequently, and Catholic students were more likely to have consulted a Curandero/a (traditional healer). There were no differences between Catholics and non-Catholics in frequency of private religious practices such as meditation or prayer. Social work practitioners and educators should recognize religious diversity among Mexican-Americans, seek knowledge about traditional Mexican healing practices, and support Mexican-American clients' self-determination in choosing spiritual resources.     

Research-based service-learning: outcomes of a social policy course

Previous research has found service-learning in undergraduate social policy courses to increase students’ knowledge, skills, values, and competence. The present study utilized a sample of 60 graduate-level social work students who participated in a research-based service-learning (RBSL) project that involved collecting and analyzing data about the extent of payday loan use among bankruptcy filers and reporting results to community partners. Quantitative findings revealed significant increases in students’ personal social responsibility. Qualitative findings shed light on growth in personal social responsibility, civic awareness, policy advocacy, and personal values. Suggestions for future studies using RBSL pedagogy to teach social policy are discussed.     

Why Macro Practice Matters

This article asserts that macro practice is increasingly important in today’s rapidly changing and complex practice environment. It briefly explores the history of macro practice in U.S. social work, summarizes its major contributions to the profession and to U.S. society, and provides some suggestions for how social work programs can expand interest in macro practice among their students and increase the number of students who pursue macro-oriented careers.     

An Exploratory Study on Attitudes Toward Persons with Disabilities Among U.S. and Japanese Social Work Students

ABSTRACT

This exploratory study was conducted to understand and compare attitudes among social work students in the United States and Japan toward people with disabilities. The Modified Issues in Disabilities Scale (MIDS), designed to measure attitudes toward people with physical disabilities, was implemented on convenient samples of 92 U.S. and 73 Japanese social work students. The findings suggest that social work students in both countries hold moderately positive attitudes. Other similarities as well as differences among the sampled students from the two countries, and their implications to social work education, will be discussed in this paper.     

A Mission of Civic Engagement: Undergraduate Students Working with Nonprofit Organizations and Public Sector Agencies to Enhance Societal Wellbeing

Universities in the U.S. have been criticized for not contributing enough to the social well-being of the communities within which they operate, and business schools have been accused of failing to prepare students adequately for careers in business. These criticisms have led to increased focus on service learning, a form of experiential learning that aids students in the application of theoretical knowledge to “real-life” situations—including problems and opportunities—faced by local as well as international communities. Even though service-learning has become fairly popular in business schools throughout the U.S., there is relatively little literature that illuminates its application. Thus, the present article describes a service-learning project in a marketing research course and how this project supports the university’s mission of civic engagement. Included are also a discussion of course-specific objectives as well as learning goals, objectives, and assessments as commonly required by regional and national accreditation agencies.     

Changes in small town social capital and civic engagement

Small towns are often depicted as places with many interpersonal relationships and generalized trust, or high social capital. Social capital is a resource which towns can use to solve problems and improve the local quality of life. In this paper, I determined if social capital and civic engagements have declined in small towns in the U.S. Midwest as has happened more generally and tested likely explanations for the change. Quantitative analyses of data from the U.S. Census, other secondary sources, and a longitudinal study of residents of 99 small towns were conducted. Findings revealed that social capital has declined, but one type of civic engagement improved. Towns in counties with more small farms in 1990 had more bonding social capital and civic engagement in 2004 than other towns when other factors were controlled. The proportion of local businesses had no impact on civic engagement and was negatively associated with one kind of social capital. Mixed findings about how income impacted social capital and civic engagement indicated a complex relationship. The retirement of the so called “civic generation” had minimal impact on social capital and civic engagement.     

Student Perspectives on Homelessness: Contact Is Related to Helpful Attitudes

Abstract

Research in the U.S. population shows that contact with homelessness, like exposure to social diversity, is associated with more helpful attitudes, promoting greater social responsibility and civic engagement. This article empirically examines the theory that students who have greater contact with homelessness through the media, schooling, and direct experiences also have more helpful attitudes about homelessness. Survey data support hypotheses to show that students who have more contact with or exposure to homelessness are significantly more accepting of structural explanations of homelessness and poverty, less likely to consider homelessness a community burden, and more willing to help reduce homelessness. Including homelessness in educational curricula helps increase student contact with homelessness, building structural explanations and promoting more helpful attitudes towards homelessness. Teaching and learning about homelessness can help students and teachers fulfill ethical obligations to engage with communities, take civic responsibilities, and improve society.     

Utilizing Social Media to Promote Civic Engagement in the Social Studies Classroom

The United States of America's government relies on the people. Unfortunately, research illuminates a gradual decline in the civic and political participation among youth, ages 18-29, in the U.S. since the 1970s. While the decline takes shape in multiple forms other than voting, this article argues that teachers can improve students' civic engagement through the aide of social media. In order to achieve that goal, the article begins by defining civic engagement, especially within context of a digital age. Then describes three prominent classroom techniques for using social media found in the literature: micro-blogging, backchanneling, and virtual social networks. Finally, the article provides classroom-tested examples of how teachers can utilize the three techniques to promote the kind of civic and political engagement first defined.     

Beyond the Classroom: The Impact of a University-Based Civic Hackathon Addressing Homelessness

ABSTRACT

Stigma and prejudice are barriers to developing policies addressing homelessness. Awareness development, using civic hackathons, may be beneficial in reducing stigma and promoting policy while offering unique training to social work students. The current study explores the feasibility of hosting a university-based homelessness hackathon; associated changes in self-perceived knowledge, attitudes, beliefs, and investment in addressing homelessness; and development of innovative solutions. Participants (N=32) attended a 7-hour event, involving expert panels, rapid iteration, and solution pitches. Pre- and postevent surveys demonstrate changes in knowledge and attitudes related to homelessness as well as civic responsibility. The event was less successful in generating deployable solutions. Findings suggest the benefit of university-based hackathons to train social work students and offer considerations for implementing hackathons in educational settings.     

Environmental Concern and Action: A View from the Border

An online survey investigated environmental concern and action among 105 Latino social work students (85% female) residing in a high poverty region near the U.S.–Mexico border. Approximately 85% of the respondents reported being moderately or very concerned about environmental issues, but the respondents' level of environmental concern exceeded their self-reported levels of knowledge and attention regarding environmental issues. Rates of practicing five pro-environmental behaviors varied from a low of 27% who used renewable sources of energy to 95% who turned off unneeded lights. Level of environmental concern predicted only one pro-environmental behavior. To address gaps in environmental knowledge and behavior, social work educators can help students analyze the connections between the health of the natural environment and human well-being, identify obstacles to pro-environmental behavior, and propose changes in organizations and communities to encourage environmentally responsible behavior.     

Prevalence and Predictors of Social Work Student Food Insecurity

ABSTRACT

Food security is an essential component of material wellness and social justice. This study draws on a 2013 survey of 496 students within a school of social work in a Pacific Northwestern U.S. public university to (a) provide the first estimate of the prevalence of food insecurity among social work students and (b) investigate coping strategies used and resources accessed by students. It was determined that 43% of students had experienced food insecurity in the preceding year. In addition, students in the BSW program, students of color, females, and first-generation college students were more likely to be food-insecure. Based on these findings, the article describes strategies for addressing the material and self-care needs of social work students and practitioners.     

Indonesian civic engagement among college students

ABSTRACT

This paper aims to analyze the overall picture of Indonesian civic engagement, particularly among Palangka Raya university students. Through a quantitative approach and survey method, the population and sample of the research include the students who were on their fourth (2015/2016) and second (2016/2017) semester about 2,422 students. The answers were then divided into three categories: good, moderate, and poor. As for the civic attitude and civic behavior variables, the maximum value is 5 and the minimum 1, and then the answers were divided into five categories: very high, high, moderate, low and very low. Findings reveal (i) the similarity of civic engagement in each faculty and level of the students who are on their fourth and second semester is in moderate category in terms of their knowledge based on identifying the governmental process, rights, and duties of citizens in terms of laws and politics, as well as the lecturers; (ii) the similarity of the high category of their attitude based on the values of humanity, empathy, openness, tolerance, ethics, and social responsibility; (iii) the difference of civic engagement between the second semester students who are low and the fourth semester who are high in terms of their behavior is determined by learning experience where the fourth semester students are more experienced in coping with the problems in community than the second semester counterparts. Recommendation for future research is the exploration of the reason behind the emerging unsynchronized results between the Indonesian civic knowledge, attitude, and behavior.     

Young people and social action: youth participation in the United Kingdom and United States

This chapter provides two case studies of projects in the United Kingdom and United States using a social action approach to encourage youth participation and civic engagement. The authors provide a snapshot of U.K. and U.S. policy related to inclusionary practice in youth development work, along with testimony from youth participating in the two community development initiatives. As part of the positive youth development approach, youth inclusion is seen as a key to policy, programs, planning, and practice with young people. Educators, researchers, and practitioners using participatory methodologies have continued to move the youth development field forward. Social action provides a theory and practice that enhances community building, social cohesion, and positive youth development.     

Normalizing effective conflict management through academic curriculum integration: the example of workable peace

An innovative program being implemented in U.S. school systems teaches youth to integrate the skills of conflict management beyond academics to their social and civic lives.     

Investigating Diversity in Social Work Doctoral Education in the United States

ABSTRACT

Despite its emphasis on social justice, social work in the United States has not always attended to issues of diversity in doctoral education. This article examines the state of the discipline’s research on traditionally underrepresented students in U.S. doctoral social work programs. An analysis of relevant peer-reviewed articles from social work journals revealed that this research has focused on demographic trends, degree motivation, student barriers, existing supports, and career navigation. Diversity in U.S. doctoral social work education is vastly understudied with the majority of scholarship focusing on ethnoracial difference. The limitations of this study are discussed, and future research directions are proposed including the need to examine various kinds of social differences and a wider range of support initiatives.     

Training for Citizenship

Schools throughout the United States provide instruction on democracy, voting, and major institutions of government, but often excluded from the curriculum is a central reality of our political system: the role of money in elections. This article provides background information and pedagogical strategies to help teachers foster productive discussions on this issue. First, we summarize recent increases in U.S. election spending and five schools of thought on how to address this trend. Then we present various classroom discussion and assessment strategies for supporting students’ learning about our current campaign finance system and its potential alternatives. These processes can facilitate students’ development of important civic knowledge and skills and also fulfill a variety of state and national standards.     

WHOSE CIVIC COMMUNITY? TESTING ALTERNATIVE HYPOTHESES OF THE RELATIONSHIP BETWEEN CIVIC COMMUNITY AND RACIAL INEQUALITY IN ARREST RATES

This analysis extends prior research on racial inequality in arrest rates by testing opposing hypotheses derived from the civic community tradition in sociology. One interpretation of this perspective suggests that communities with a locally-oriented economic infrastructure, an abundance of civic institutions, and civically engaged citizens should exhibit lower racial disparity in arrest rates. On the other hand, recent writings exposing a potential “dark side” of social capital suggest that civic community may exacerbate such racial disparties. Using spatial regression models to analyze data from nearly 1,800 U.S. counties, the current analysis examines these competing hypotheses regarding the effects of civic community. Results suggest mixed support for both the traditional and “dark side” predictions. Implications for theory and empirical research are discussed.     

Academic Civic Mindedness and Model Citizenship in the International Baccalaureate Diploma Programme

This study uses interview and survey methods to describe the International Baccalaureate (IB) Diploma Programme's (DP) development of students' “academic civic mindedness” and “model citizenship” at four public schools in California. Results indicate that the DP pedagogy enables students to develop many of the skills that are necessary for civic advocacy and that the DP places a strong emphasis on students' knowledge of issues related to public policy. The DP develops students' citizenship through promoting their awareness of political and social issues and required active engagement with a local or global issue. Most IB students and teachers feel that the DP develops students' academic civic mindedness and model citizenship to a considerably greater extent than other curricular alternatives. Finally, teachers feel that the strongest limitation to their prioritization of students' citizenship development is their lack of clarity on how to frame the civic implications of what they teach.