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![Does School Participatory Budgeting Increase Students’ Political Efficacy? Bandura’s “Sources,” Civic Pedagogy, and Education for Democracy](https://d1rbsgppyrdqq4.cloudfront.net/s3fs-public/styles/width_400/public/2021-07/screen-shot-2021-07-20-at-6.10.57-pm.png?versionId=01Z5qqwcTKc.eJFlSZubPdwl2jx84EzA&X-Amz-Content-Sha256=UNSIGNED-PAYLOAD&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Credential=AKIASBVQ3ZQ42ZLA5CUJ/20240530/us-west-2/s3/aws4_request&X-Amz-Date=20240530T153632Z&X-Amz-SignedHeaders=host&X-Amz-Expires=120&X-Amz-Signature=5f99bae7fb5dd3b681870c13120e61e01f2fbbb4305bfafd85e96b7324580249&itok=Q5ViBtvN)
Description
Does school participatory budgeting (SPB) increase students’ political efficacy? SPB, which is implemented in thousands of schools around the world, is a democratic process of deliberation and decision-making in which students determine how to spend a portion of the school’s budget. We examined the impact of SPB on political efficacy in one middle school in Arizona. Our participants’ (n = 28) responses on survey items designed to measure self-perceived growth in political efficacy indicated a large effect size (Cohen’s d = 1.46), suggesting that SPB is an effective approach to civic pedagogy, with promising prospects for developing students’ political efficacy.
ContributorsGibbs, Norman P. (Author) / Bartlett, Tara Lynn (Author) / Schugurensky, Daniel, 1958- (Author)
Created2021-05-01