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Multicultural students and civic education: A qualitative analysis of multicultural graduate college students\u27 experiences of civic engagement

机译：多元文化的学生与公民教育：对多元文化的研究生大学生公民参与经验的定性分析

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This qualitative study explores the civic engagement experiences of six student participants who identify as African American, Asian, Latino/a and Native American. Considering the emphasis the previous research has put on multicultural students\u27 lack of participation in civic engagement (Foster-Bey, 2008; Levine, 2009; Verba, Scholzman \u26 Brady, 1995) and current efforts to reform civic education (Sherrod, Torney-Purta \u26 Flanagan, 2010), the specific goal of this thesis is to bring the voices of the multicultural student participants into current discussions on civic engagement.Using phenomenology as a methodological framework, the participants were purposefully selected from a large, land-grant, Midwestern university to take part in semi-structured interviews. Data were coded, thematically analyzed and organized into two areas: (1) sense of belonging; and (2) making sense of civic engagement.Sense of belonging was found to have a profound impact on the participants\u27 experiences of civic engagement. Defined by the participants as a feeling of connectedness, sense of belonging motivated them to seek out civic engagement opportunities and to stay focused to perform their civic-related activities. At the same time, the participants described how a feeling of disconnect and inability to \u22fit\u22 in negatively affected their attitude towards civic engagement and discouraged their participation in civic service activities. Three factors were found to be instrumental in shaping the participants\u27 sense of belonging in relation to civic engagement: (1)community; (2) discourse, and (3) university.The findings of the study have implications for various constituencies, including student affairs professionals, faculty and institution administrators. Recommendations for future research include exploring multicultural and international students\u27 civic engagement experiences in relation to such factors as geographical location, public and private institutions, and ethnic culture. Furthermore, continued exploration of multicultural students\u27 experiences of civic engagement would help to get a more nuanced understanding of the varied ways in which students of color are contributing to the civic life in the United States.
机译：这项定性研究探索了六名学生参与者的公民参与经历，这些参与者被确认为非裔美国人，亚洲人，拉丁美洲人和美国原住民。考虑到先前的研究重点是多元文化学生对公民参与缺乏参与（Foster-Bey，2008; Levine，2009; Verba，Scholzman \ u26 Brady，1995）和当前的改革公民教育的努力（Sherrod，Torney） -Purta \ u26 Flanagan，2010年），本论文的具体目标是将多元文化学生参与者的声音带入当前关于公民参与的讨论中。使用现象学作为方法论框架，有意从广泛的，格兰特，中西部大学参加半结构化访谈。对数据进行编码，主题分析并组织为两个领域：（1）归属感； （2）理解公民参与感。归属感对参与者的公民参与体验产生深远影响。参与者将其定义为一种联系感，归属感，促使他们寻找公民参与的机会并集中精力进行与公民相关的活动。同时，参与者描述了一种脱节感和无法适应自己对公民参与的态度，并阻碍了他们参与公民服务活动的方式。发现三个因素有助于塑造参与者对公民参与的归属感：（1）社区； （2）话语和（3）大学。研究结果对包括学生事务专业人士，教职员工和机构管理人员在内的各种选区都有影响。对未来研究的建议包括探索与地理位置，公共和私人机构以及种族文化等因素相关的多元文化和国际学生的公民参与经历。此外，继续探索多元文化的学生的公民参与经历，将有助于更深入地了解有色学生在美国为公民生活做出贡献的各种方式。

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    Kokoza, Ganna;

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