Hostname: page-component-cd9895bd7-dzt6s Total loading time: 0 Render date: 2024-12-28T00:09:40.115Z Has data issue: false hasContentIssue false
  • English
  • Français

Empowering and Engaging Students Through Civically Engaged Research

Published online by Cambridge University Press:  06 August 2021

Emily Sydnor Open the ORCID record for Emily Sydnor [Opens in a new window] ,
Margaret M. Commins  and
Veronica Reyna
Emily Sydnor
Affiliation:
Southwestern University
Margaret M. Commins
Affiliation:
Queens University of Charlotte
Veronica Reyna
Affiliation:
Houston Community College
Get access Rights & Permissions [Opens in a new window]

Abstract

An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Civically Engaged Research and Political Science
Information
PS: Political Science & Politics , Volume 54 , Issue 4 , October 2021 , pp. 730 - 733
Copyright
© The Author(s), 2021. Published by Cambridge University Press on behalf of the American Political Science Association

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

REFERENCES

Association of American Colleges and Universities. 2014. “High-Impact Educational Practices.” Association of American Colleges & Universities. www.aacu.org/leap/hips.Google Scholar
Bennion, Elizabeth A., and Laughlin, Xander E.. 2018. “Best Practices in Civic Education: Lessons from the Journal of Political Science Education. ” Journal of Political Science Education 14 (3): 287–330.CrossRefGoogle Scholar
Chemers, Martin M., Zurbriggen, Eileen L., Syed, Moin, and Goza, Barbara K.. 2011. “The Role of Efficacy and Identity in Science Career Commitment Among Underrepresented Minority Students.” Journal of Social Issues 67 (3): 469–91.CrossRefGoogle Scholar
Gorham, Eric. 2005. “Service-Learning and Political Knowledge.” Journal of Political Science Education 1 (3): 345–65.CrossRefGoogle Scholar
Holbein, John B., and Hillygus, D. Sunshine. 2020. Making Young Voters: Converting Civic Attitudes into Civic Action. New York: Cambridge University Press. core/books/making-young-voters/D8A982E9E7C9DAAAE3DF9685F1DFC037.CrossRefGoogle Scholar
Katznelson, Ira. 2005. When Affirmative Action Was White: An Untold History of Racial Inequality in Twentieth-Century America. New York: W. W. Norton & Company.Google Scholar
Kuh, George D. 2008. High-Impact Educational Practices: What They Are, Who Has Access to Them, and Why They Matter. Washington, DC: Association of American Colleges and Universities.Google Scholar
Lee, Taedong, An, Jungbae, Sohn, Hyodong, and Yoo, In Tae. 2019. “An Experiment of Community-Based Learning Effects on Civic Participation.” Journal of Political Science Education 15 (4): 443–58.CrossRefGoogle Scholar
Levinson, Meira. 2010. “The Civic Empowerment Gap: Defining the Problem and Locating Solutions.” In Handbook of Research on Civic Engagement, ed. Sherrod, Lonnie, Torney-Purta, Judith, and Flanagan, Constance A., 331–61. Hoboken, NJ: John Wiley & Sons.CrossRefGoogle Scholar
Massey, Douglas S. 2007. Categorically Unequal: The American Stratification System. New York: Russell Sage Foundation.Google Scholar
McCartney, Alison Rios Millett. 2017. “Introduction.” In Teaching Civic Engagement: From Student to Active Citizen, ed. Bennion, Elizabeth A., Simpson, Dick, and McCartney, Alison Rios Millett. Washington, DC: American Political Science Association.Google Scholar
Mettler, Suzanne, and Lieberman, Robert C.. 2020. Four Threats: The Recurring Crises of American Democracy. New York: St. Martin’s Press.Google Scholar
Phoenix, Davin L. 2019. The Anger Gap: How Race Shapes Emotion in Politics. New York: Cambridge University Press.CrossRefGoogle Scholar
Putnam, Robert D. 2003. “APSA Presidential Address: The Public Role of Political Science.” Perspectives on Politics 1 (2): 249–55.CrossRefGoogle Scholar
Reynolds, Pamela. 2009. “Community Engagement: What’s the Difference Between Service Learning, Community Service, and Community-Based Research?” Journal of Physical Therapy Education 23 (2): 3–9.CrossRefGoogle Scholar
Simpson, Dick. 2013. “Teaching Engagement Today.” In Teaching Civic Engagement: From Student to Active Citizen, ed. McCartney, Alison Rios Millett, Bennion, Elizabeth A., and Simpson, Dick, 449–62. Washington, DC: American Political Science Association.Google Scholar
Smith, Rogers M. 2020. “What Good Can Political Science Do? From Pluralism to Partnerships.” Perspectives on Politics 18 (1): 10–26.CrossRefGoogle Scholar
Verschelden, Cia. 2017. Bandwidth Recovery: Helping Students Reclaim Cognitive Resources Lost to Poverty, Racism, and Social Marginalization. New York: Stylus Publishing.Google Scholar
Warren, Mark R. 2018. “Research Confronts Equity and Social Justice: Building the Emerging Field of Collaborative, Community Engaged Education Research: Introduction to the Special Issue.” Urban Education 53 (4): 439–44. https://doi.org/10.1177/0042085918763495.CrossRefGoogle Scholar