Fostering and Measuring Civic Agency in an American Government Course

Abstract

Scholars and commentators are increasingly concerned about the erosion of democratic norms in the United States. Political science education stands at the forefront of higher education’s mission to create an educated citizenry, and civic education is linked to outcomes like civic engagement and trust in government. Much of the research on civic education, however, examines how different classroom interventions affect students’ intentions of engaging civically in the future. This study argues that between intention and action lies agency. Specifically, it examines how an introductory course in American government influences the development of civic agency. A new scenario-based method of measuring civic agency is also introduced. The study finds that civic agency does in fact develop, with students sharpening their calculus of engagement by the end of the course. In other words, students better understand where they can best engage and how as a result of taking this course. Increasing agency at this early juncture of the university curriculum, we argue, lays the foundation for future engagement when students care about an issue enough to weigh in.

Keywords:

• Civic engagement
• civic agency
• American government
• active learning

Notes

1 https://drawthelinespa.org/

2 www.nearpod.com

Additional information

Notes on contributors

Daniel J. Mallinson

Daniel J. Mallinson is an Assistant Professor of Public Policy and Administration at Penn State Harrisburg. His research interests include policy process theory (particularly policy diffusion and punctuated equilibrium theory), cannabis policy, energy policy, and the science of teaching and learning.

Laura Cruz

Laura Cruz is an Associate Research Professor at the Schreyer Institute for Teaching Excellence at Penn State. Her research interests include research methods and design, educational technology, scholarship of teaching and learning, and learning design.