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Civic Engagement in Marginalized Communities

According to Merriam-Webster, marginalized is defined as “to put or keep (someone) in a powerless or unimportant position within a society or group. In diverse communities it is perceived that awareness and participation according to a study, using three different types of community service for the interaction between diverse individuals and understanding each other’s perspective and enhancing relationships within the community. In addition, specifically Black Youth, there is an underlying gap of early civic education where there is lack of and where it thrives. According to Hope and Jagers, they studied civic engagement among Black youth using data acquired from the Youth Culture Survey from the Black Youth Project. The assumption is that Black youth who experience racial discrimination are fueled to be aware and participate in politics.

Another study by Chan describes the effect of the association of development and environmental factors among a group of at-risk youth such as African-Americans and Latino participants who come from low-income families that dwell in inner-city neighborhoods. Their research resulted in variations according to their participants as the racial minority youth were motivated and had aspiring goals for their futures due to early participation in civic engagement activities, but there was no sufficient evidence that this type of mindset will follow them into their adulthood. Looking into another oppressed group, Latinos, according to this report in the New York Times, states between 2000 and 2012 the number of  Hispanics eligible to vote increased to an estimate of 10 million, but there is a lack of taking an active approach towards dealing with the issues such as immigration and causing a stir within the Latino community. The Hispanic demographic is becoming a potential influence of power within political polls. To expand on another group that are oppressed is immigrant parents and their children in Jensen’s study their concentration is on Asia and Latin America. In their study they sampled a small group from an metropolitan area, the difference between both generations varies as the children who were in high school which is 87.5% were stated to be civically engaged. Whereas for the parents they were not civically engaged in issues but developed “bilcultural consciousness” such as sending money back their original country of origin and these participants saw it as their duty in their current state of opportunity to be civically engaged.

Higher Education

To answer this challenge, the incorporation of service learning into collegiate course design has gained acceptance as a pedagogy that links curricular content with civic education. In a recent study, students who participated in service learning even one time appear to have made gains in knowledge of and commitment to civic engagement when compared to non-service learners.^[17] Campus Compact, a coalition of nearly 1200 college presidents (as of 2013) promotes the development of citizenship skills by creating community partnerships and providing resources to train faculty to integrate civic and community-based learning into the curriculum.^[18] Building on the acceptance of service learning and civic engagement in higher education, The Carnegie Foundation for the Advancement in Teaching created the Political Engagement Project in 2003 to develop the political knowledge and skills of college-aged students.^[19] The American Democracy Project (ADP) was launched in the same year by the American Association of State Colleges and Universities (AASCU).^[20] The American Democracy Project was joined by the American Democracy Commitment,^[21] a partnership of community colleges, to sponsor an annual national conference focused on higher education’s role in preparing the next generation of informed, engaged citizens. The American Democracy Project also sponsors campus-based initiatives including voter registration, curriculum revision projects, and special days of action and reflection, such as the MLK Day of Service. In a report entitled, A Crucible Moment: College Learning and Democracy's Future issued in 2012 by the National Task Force on Civic Learning and Democratic Engagement, a joint project of the U.S. Department of Education and the American Association of Colleges and Universities, the authors argue that higher education must serve as an intellectual incubator and socially responsible partner in advancing civic learning and democratic engagement. The report recommends four basic steps to build civic minded institutions:

1. Foster a civic ethos across the campus culture.
2. Make civic literacy a core expectation for all students.
3. Practice civic inquiry across all fields of study.
4. Advance civic action through transformative partnerships.^[22]

These higher education-based initiatives endeavor to build in college students, a politically engaged identity while enhancing the capacity to evaluate the political landscape and make informed decisions about participation in our democracy.^[23] As evidenced by the growth in coalitions, professional development opportunities and civic education research, institutions of higher education and their association partners are committed to help prepare the next generation of citizens to become tomorrow's "Stewards of Place."^[20]

Many universities, like the University of Minnesota, have begun to focus on increasing the civic engagement of students and have mandated that educators begin incorporating it into several school activities. Edwin Fogelman, author of Civic Engagement at the University of Minnesota, states that true Civic Engagement can only be practiced by those living within a Democracy. According to Fogelman, Civic Engagement is largely shaped by schools. Education institutions have the skills to foster ‘civic competence, critical thinking, and Public Spirit, which empower citizens to become engaged.’ Many claim that civic engagement ought to become part of the curriculum and that higher education institutions should provide opportunities to become engaged such as internships, service-learning, and community based activities. Institutions also need to provide outlets where students can have open discussions over concerns and controversial issues.

Some schools such as Widener University, (private college located in Chester, Pennsylvania) have made civic engagement a core goal of the university. The University strove to get students involved in the local community to become more aware and civically engaged. (Civic Engagement And Service Learning In A Metropolitan University : Multiple Approaches And Perspectives)

Controversy

While Fogelman, believes that Civic Engagement supplements a liberal education by adding a social and political dimension to it, claims could be made that suggests that incorporating civic engagement in the classroom detracts from what a liberal education is  Another main issue concerning civic engagement in Higher Education institutions is the preparedness of educators on the subject. Educators may not feel prepared or even comfortable with teaching such a subject. Educators that believe in the traditional Liberal education have reasonable arguments to resist teaching civic engagement.

Outline

• Expand on ‘Role in Education’ (Sub: Higher Education)
  • Service learning most effective way of getting civically involved and interested in helping the community
    • Colleges and universities need to tie in education and volunteering
    • Example of Weidner University: civic engagement is a core goal of the university
  • Campus Compact
    • Want to demonstrate that college students are interested in the community
    • Began coalition to motivate students to be civically responsible and participate in their community.
    • “Campus Compact was created to help colleges and universities create such support structures. These include offices and staff to coordinate community engagement efforts, training to help faculty members integrate community work into their teaching and research, scholarships and other student incentives, and the institutional will to make civic and community engagement a priority. “
• Effects of Technology on Civic Engagement (Social Media)
  • Mention use of Twitter in movements such as the #Blacklivesmatter movement, and social activism
• Expand on Civic Engagement in the U.S.

Youth civic engagement

• • • Equipping the younger generation with knowledge and skills to have for the responsibilities they will have as adults
    • Grassroots organization courses in schools
    • By motivating them to take initiative in their community by being aware of current events and controversial topics that are difficult to discuss
    • Adults contribute to child development and will be their primary engagement in learning civic engagement
  • The new agenda for Democratic Reform (Sub: Civic Engagement in the role of local government)
    • • Breaking the barrier for those who have the ability to vote and those who are in charge of making the decisions
• Civic Engagement in marginalized communities (Gender, Age, Sexual Orientation, Socioeconomic Status, Race)
  • Use of technology tying communities together, ex. Twitter, #blacklivesmatter
  • Use of civic engagement for LGBT rights and African American rights
• Organization Errors to be fixed:
  • Omit ‘Ex. of low and high voter turnout’
• See Also:
  • Add in as needed, but has a plethora of links that will help the reader
• Bibliography:
  • Checkoway, B, and A Aldana. "Four Forms Of Youth Civic Engagement For Diverse Democracy." Children And Youth Services Review 35.11 (n.d.): 1894-1899. Social Sciences Citation Index. Web. 8 Mar. 2016.
  • Comstock-Gay, Stuart, and Joe Goldman. "Civic Engagement And The New Agenda For Democratic Reform." National Civic Review 98.2 (2009): 63-66. Business Source Complete. Web. 8 Mar. 2016.
  • O'Connor, John S. "Civic Engagement In Higher Education." Change 38.5 (2006): 52-58. Academic Search Complete. Web. 6 Apr. 2016.
  • Lamarche, Gara. “Rethinking Civic Engagement.” Nation 22 Feb. 2016: 20-24. MAS Ultra –School Edition [EBSCO]. Web. 9 Mar. 2016
  • Silver, Paula, Stephen C. Wilhite, and Michael W. Ledoux. Civic Engagement And Service Learning In A Metropolitan University : Multiple Approaches And Perspectives. New York: Nova Science Publishers, Inc, 2011. eBook Academic Collection (EBSCOhost). Web. 9 Mar. 2016.
  • White, Elizabeth S., and Rashmita S. Mistry. "Parent Civic Beliefs, Civic Participation, Socialization Practices, And Child Civic Engagement." Applied Developmental Science 20.1 (2016): 44-60. ERIC. Web. 8 Mar. 2016.