A Systematic Review of the Last Decade of Civic Education Research in the United States

ABSTRACT

The United States has witnessed a steady increase in concern about political polarization and its impact on youth. We systematically review and compare the empirical research literature on civic education pedagogy in the United States between 2009 and 2019 to frame efforts to construct an inclusive and healthy democracy—one that decreases polarization and increases broad youth civic participation. Despite evidence that civic education must be revitalized to address societal inequities underlying participation and polarization, few articles addressed how to achieve such education. We recommend future researchers evaluate promising practices for increasing youth participation and decreasing political polarization. There is a related need for more civic education research in K–12 schools, particularly critical research focused on program implementation and outcomes.

Notes

¹ We define marginalized youth as low-income youth and/or youth of color who experience socioeconomic or racialized forms of oppression (see Garcia Coll et al., 1996).

Additional information

Notes on contributors

Jason C. Fitzgerald

Jason C. Fitzgerald, PhD, is an Assistant Professor of Social Studies Education at Monmouth University. His research focuses on empirical and philosophical questions of historical and civic thinking. A former social studies teacher, his work includes studies of action civics programming, instruction, and learning.

Alison K. Cohen

Alison K. Cohen, PhD, MPH, is an assistant professor of epidemiology and biostatistics at the University of California San Francisco and an affiliated researcher with the Center for Information and Research on Civic Learning and Engagement (CIRCLE) at Tufts University. An epidemiologist by training, she has experience studying action civics education and youth civic engagement inequities and is a co-editor of this special issue.

Elena Maker Castro

Elena Maker Castro, MA, is a doctoral student at the Graduate School of Education and Information Studies at UCLA, studying within the department of Human Development and Psychology. A prior secondary Social Studies and English Language Learner teacher, Elena’s research centers on youth civic engagement, particularly as it pertains to ethnic-racial identity development and societal inequities.

Alexander Pope

Alexander Pope IV, PhD, is an associate professor in the Department of Secondary and Physical Education at Salisbury University, where he is also Director of the Institute for Public Affairs and Civic Engagement. He teaches about social studies and civic engagement, and studies interactions between classroom instruction and community engagement.