Civics and Citizenship Assessment

Publication Date

4-2018

Subjects

Student beliefs, Civics, Student attitudes

Comments

Papers about ICCS presented at the Annual Meeting of the American Educational Research Association (AERA) in New York (13 - 17 April 2018)

Abstract

This paper will discuss ICCS 2016 results regarding students’ beliefs about issues of relevance in society. This paper focuses on four attitudinal constructs: students’ endorsement of gender equality, students’ endorsement of equal rights for all ethnic and racial groups, students’ trust in civic institutions, and students’ endorsement of the influence of religion in society (which was measured as part of an international option in which most countries participated). It describes the extent of these beliefs, changes since 2009, and its associations with student characteristics, home background and engagement variables, and factors related to civic learning at school and social interactions at home. Results already published from ICCS 2009 suggest generally strong endorsement of equal opportunities for gender groups as well as ethnic and racial groups, however, with considerable variation across countries. Students’ trust in civic institutions was more limited, was their endorsement of religious influence on society. Factors associated with civic learning, in particular civic knowledge, were positively associated with endorsement of equal opportunities, and negatively related to endorsement of religious influence. Furthermore, the findings suggest associations of these attitudes (regarding gender and ethnic/racial equality, trust in civic institutions and religious influence on society) with school climate factors as well as background and engagement.

Language

English, English

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