Review and analyze minority civic engagement in the US. Based on the readings below and your own research, what strategies would you recommend to increase minority civic engagement?

Review and analyze minority civic engagement in the US. Based on the readings below and your own research, what strategies would you recommend to increase minority civic engagement?

https://www.vox.com/polyarchy/2017/1/31/14458966/democracy-requires-civic-engagement

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CIRCLE The Center for Information & Research on Civic Learning & Engagement FACT SHEET Electoral Engagement Among Latino Youth By Mark Hugo Lopez, Research Director1March 2003 There are many ways to measure electoral engagement. In this fact sheet, information on three main measures, voter turnout, voter registration, and political engagement is presented with specific emphasis on Latino Youth between ages 18 and 30. Population Estimates In 2000, there were an estimated 4.2 million young Latino citizens2 between the ages of 18 and 30, and another 10.4 million Latino citizens between the ages of 0 and 17. Approximately 51.7 percent of young Latino citizens were female. This compares to an estimated 30.5 million young non-Hispanic white citizens ages 18-30 and 6.4 million young African American citizens 18-30 year olds.3 Table 1 – Latino Citizen Youth Population Estimates, In thousands Ages 18-30 Ages 18-19 Ages 20-21 Ages 22-24 Ages 25-30 Ages 0-17 1974 1,780 361 326 404 690 *** 1976 2,005 397 339 453 816 *** 1978 1,862 309 346 431 776 *** 1980 2,216 383 360 532 942 *** 1982 2,279 427 364 554 934 *** 1984 2,506 439 367 582 1,118 *** 1986 2,983 454 482 644 1,403 *** 1988 2,941 471 439 668 1,363 *** 1990 2,822 428 443 600 1,350 *** 1992 2,808 417 457 621 1,313 *** 1994 3,525 655 551 762 1,557 8,641 1996 3,785 654 663 857 1,611 9,350 1998 4,113 840 656 952 1,665 9,912 2000 4,229 839 723 954 1,713 10,358 Source: Current Population Survey, November Supplements, 1974-2000. School of Public Affairs | 2101 Van Munching Hall | University of Maryland | College Park, MD 20742-1821 | P: 301 405 2790 | F: 301 314 9346 | W: www.civicyouth.org CIRCLE was founded in 2001 with a generous grant from The Pew Charitable Trusts and is based in the University of Maryland’s School of Public Affairs.

2 Voter Turnout As reported in our fact sheet “Youth Voter Turnout has Declined by Any Measure,” voter turnout, using the CIRCLE method,4 for young people ages 18-30 has declined steadily since 1972 with spikes in voter turnout among all young people in 1992, and a large spike in 1984 for African American youth. In all years however, voter turnout among young Latinos trails significantly behind young African Americans and young non-Hispanic whites. Graphs 1 and 2 show the trend in youth voter turnout among citizens ages 18-30. Graph 1: Voter Turnout Presidential Years Among 18-30 year old Citizens, by Race/Ethnicity10%20%30%40%50%60%70%19721976198019841988199219962000Source: Current Population Survey, November Supplements, 1972-2000.NH WhiteNH African AmericanLatinoNH Asian AmericanNH Native AmericanGraph 2: Voter Turnout Midterm Election Years Among 18-30 year old Citizens, by Race/Ethnicity 10%20%30%40%50%60%70%1974197819821986199019941998Source: Current Population Survey, November Supplements, 1972-2000.NH WhiteNH African AmericanLatinoNH Asian AmericanNH Native American All Latinos are not the same, and there are likely to be differences in voter turnout (or any other measure of civic engagement) across Latino ethnic groups. For voter turnout in 2000, young Latinos of Cuban origin are significantly more likely to turnout than their young Mexican, Puerto Rican, or Central American counterparts. Table 2 – Voter Turnout Among Citizens by Ethnicity, 2000 18-30 31 and older Mexican 32.7% 53.6% Puerto Rican 31.7% 58.0% Cuban 50.1% 72.6% Central American 39.2% 64.6% Non-Hispanic African American 50.4% 71.5% Non-Hispanic White 48.7% 73.8% Note: All results are for citizens only. All results are based on Author’s tabulation from the Current Population Survey, November Supplement 2000.

3 Voter Turnout in Select States and Metropolitan Areas in 2000 Voter turnout in 2000 among young Latinos varied between a low of 28.6 percent in Arizona to a high of 47.4 percent in Illinois. However, across all states, young Latinos were less likely to vote than their non-Hispanic white and African American counterparts. Furthermore, Latino adults in 2000 were less likely to vote than their non-Hispanic white and African American counterparts. Table 3 – Voter Turnout Among Citizens in Select States, 20005 Latino, 18-30 Non-Hispanic African American, 18-30 Non-Hispanic White, 18-30 All Young People 18-30 Latinos 31 and older All Adults 31 and older Arizona 28.6% *** 38.6% 32.8% 50.6% 65.0% California 37.6% 57.6% 53.5% 48.7% 61.7% 72.3% Florida 37.8% 50.7% 48.4% 47.1% 62.4% 70.9% Illinois 47.4% 71.2% 49.6% 53.1% 64.6% 74.6% New Mexico 31.1% *** 46.5% 36.5% 55.8% 65.4% New York 39.7% 50.9% 51.2% 48.8% 61.1% 72.7% Texas 31.1% 51.9% 44.4% 41.2% 52.0% 67.4% National 34.9% 50.4% 48.7% 47.2% 57.5% 72.0% Note: All results are for citizens only. There were too few African American respondents from Arizona and New Mexico to provide reliable estimates of voter turnout. For youth voter turnout state by state, see “Voter Turnout in the States, 1998 and 2000.” All results are based on Author’s tabulations from the Current Population Survey, November Supplement 2000. In select metropolitan areas, young Latino voter turnout trailed that of non-Hispanic whites and African Americans in 2000. Table 4 – Voter Turnout Among Citizens in Select Metropolitan Areas, 2000 Latino, 18-30 Non-Hispanic African American, 18-30 Non-Hispanic White, 18-30 All Young People 18-30 Latinos 31 and older All Adults 31 and older Chicago 50.5% 76.4% 57.2% 60.1% 64.3% 76.1% Dallas/Ft Worth 20.1% 47.1% 40.5% 38.5% 53.4% 65.9% Houston 31.1% 50.0% 51.6% 46.7% 43.6% 69.4% Los Angeles 40.1% 53.5% 56.0% 51.1% 65.9% 73.6% Miami 43.0% 66.2% 54.5% 52.0% 64.7% 71.8% New York 40.6% 50.2% 53.9% 50.4% 64.5% 74.4% National 34.9% 50.4% 48.7% 47.2% 57.5% 72.0% Note: All results are for citizens only. All results are based on Author’s tabulation from the Current Population Survey, November Supplement 2000.

4 Views on Voting Graph 3: African American Youth Ages 15-25 are Most Likely to View Voting as Important51%56%46%48%44%53%0%10%20%30%40%50%60%70%80%NH WhiteNH AfricanAmericanLatinoSource: CIRCLE/Council for Excellence in Government National Youth Survey, Jan 2002 ImportantNot ImportantIn a survey of 1,500 young people among 15-25 year olds, young Latinos are least likely to view voting as an important activity. Graph 4: How do you describe voting Among 18-25 year olds, by Race/Ethnicity33%22%32%9%26%25%32%13%25%21%35%13%0%10%20%30%40%50%”a right””aresponsibility””a choice””a duty”Source: CIRCLE/Council for Excellence in Government National Youth Survey, Jan 2002NH WhiteNH African AmericanLatino Among young people, approximately 30 percent view voting as “a right,” with a similar view of voting evident across young whites, young African Americans, and young Latinos, though young Latinos are less likely than their non-Hispanic African American and non-Hispanic white youth to view voting as “a right” and more likely to view voting as “a choice.”

5 Graph 5: A Majority of Youth Ages 15-25 Feel They Can Make Little Difference in Solving the Problems of Their Communities48%41%40%51%58%58%0%10%20%30%40%50%60%70%80%NH WhiteNH AfricanAmericanLatinogreat deal/somea little/almost no/noYoung people feel they can make little difference in solving the problems of their community, with young African Americans and Young Latinos feeling less efficacious than their young non-Hispanic white counterparts. Graph 6: Talked About Politics with Parents, Young People Ages 15-25 53%46%42%47%54%58%0%10%20%30%40%50%60%70%NH WhiteNH AfricanAmericanLatinooften/sometimesnot often/never Source: CIRCLE/Council for Excellence in Government National Youth Survey, Jan 2002. Source: CIRCLE/Council for Excellence in Government Youth Survey, Jan 2002. As Keeter, Zukin, Andolina, and Jenkins have shown in their report “The Civic and Political Health of the Nation: A Generational Portrait,” whether or not parents discuss politics with their children can be an important factor in determining the civic engagement of young people later in life. Among young people, young Latinos are least likely to have discussed politics with their parents.

6 Graph 7: How Difficult is it for people like you to actually vote? Among 18-25 year olds, by Race/Ethnicity12%80%14%77%23%67%0%10%20%30%40%50%60%70%80%90%difficultnot difficultSource: CIRCLE/Council for Excellence in Government National Youth Survey, Jan 2002NH WhiteNH African AmericanLatino When it comes to casting a vote, most youth say it is not necessarily difficult. However, young Latinos are least likely to say it is not difficult to vote.

7 Registering to Vote Voter registration rates among young people have remained relatively flat over the past 30 years, though since 1984 voter registration rates among young African Americans are statistically indistinguishable from those of whites. Young Latinos continue to lag behind their young African American and white counterparts in voter registration rates.6 Graph 8: Voter Registration Presidential Years Among 18-30 year old Citizens, by Race/Ethnicity10%20%30%40%50%60%70%80%19721976198019841988199219962000Source: Current Population Survey, November Supplements, 1972-2000.NH WhiteNH African AmericanLatinoNH Asian AmericanNH Native AmericanGraph 9: Voter Registration Midterm Election Years Among 18-30 year old Citizens, by Race/Ethnicity 10%20%30%40%50%60%70%80%1974197819821986199019941998Source: Current Population Survey, November Supplements, 1972-2000.NH WhiteNH African AmericanLatinoNH Asian AmericanNH Native American Across ethnicities, young Cuban Americans are more likely to be registered to vote than their Latino counterparts in 2000. Table 5 – Registration Rates Among Citizens by Ethnicity, 2000 18-30 31 and older Mexican 50.8% 69.1% Puerto Rican 47.0% 70.1% Cuban 70.6% 81.1% Central American 48.9% 73.2% Non-Hispanic African American 68.3% 82.2% Non-Hispanic White 65.7% 83.5% Note: All results are for citizens only. All results are based on Author’s tabulation from the Current Population Survey, November Supplement 2000.

8 Voter Registration Rates in Select States and Metropolitan Areas in 2000 Voter registration rates among young Latinos varied between a low of 35.9 percent in Arizona to a high of 61.8 percent in Illinois in 2000. However, no matter what state one considers, young Latinos were less likely to be registered to vote than their non-Hispanic white and African American counterparts in 2000. Table 6 – Voter Registration Among Citizens in Select States, 2000 Latino, 18-30 Non-Hispanic African American, 18-30 Non-Hispanic White, 18-30 All Young People 18-30 Latinos 31 and older All Adults 31 and older Arizona 35.9% *** 49.9% 42.6% 62.5% 72.9% California 49.9% 69.9% 69.4% 62.6% 71.8% 80.6% Florida 54.4% 68.7% 62.8% 62.8% 71.4% 81.3% Illinois 61.8% 85.8% 69.1% 70.7% 75.1% 85.7% New Mexico 48.8% *** 59.6% 50.2% 67.2% 74.3% New York 52.3% 65.7% 70.9% 66.8% 72.6% 82.1% Texas 58.5% 72.7% 71.0% 67.0% 72.5% 82.1% National 51.6% 68.3% 65.8% 64.2% 70.9% 82.1% Note: All results are for citizens only. There were too few African American respondents from Arizona and New Mexico to provide reliable estimates of voter registration. All results are based on Author’s tabulations from the Current Population Survey, November Supplement 2000. In select metropolitan areas, young Latino voter registration rates trailed those of non-Hispanic whites and African Americans in 2000. Table 7 – Voter Registration Among Citizens in Select Metropolitan Areas, 2000 Latino, 18-30 Non-Hispanic African American, 18-30 Non-Hispanic White, 18-30 All Young People 18-30 Latinos 31 and older All Adults 31 and older Chicago 65.3% 85.6% 74.8% 74.7% 75.1% 85.0% Dallas/Ft Worth 58.2% 72.9% 65.1% 64.4% 67.7% 80.1% Houston 60.3% 67.9% 77.3% 70.9% 64.0% 79.8% Los Angeles 50.9% 67.1% 72.0% 64.7% 74.9% 81.4% Miami 56.5% 87.2% 75.0% 70.3% 73.8% 82.6% New York 52.2% 64.6% 70.7% 66.1% 76.1% 83.5% National 51.6% 68.3% 65.8% 64.2% 70.9% 82.1% Note: All results are for citizens only. All results are based on Author’s tabulation from the Current Population Survey, November Supplement 2000.

9 Graph 10: How Difficult is it for People Like You to Register to Vote? Among 18-25 year olds, by Race/Ethnicity13%80%17%74%26%66%0%10%20%30%40%50%60%70%80%90%difficultnot difficultSource: CIRCLE/Council for Excellence in Government National Youth Survey, Jan 2002NH WhiteNH African AmericanLatino Young Latinos are most likely to find it difficult to register to vote, though a sizeable majority of all youth claim it is not difficult to register to vote. Graph 11: My Vote Counts, Youth Ages 18-25 88%81%84%12%18%15%0%10%20%30%40%50%60%70%80%90%100%NH WhiteNH AfricanAmericanLatinoagreedisagreeStrong majorities of young people feel their vote will count, though young African Americans are least likely to feel their vote makes a difference. Source: CIRCLE/Council for Excellence in Government National Youth Survey, Jan 2002.

10 Voter Turnout Among the Registered An alternative measure of voter turnout is turnout among those who are already registered to vote. Among registered voters, youth voter turnout has also declined, though at a slower rate than overall voter turnout. Furthermore, there is little distinction in voter turnout among registered young voters across race and ethnicity. Graph 12: Voter Tunrout Among the Registered, Presidential Years Among 18-30 year old Citizens, by Race/Ethnicity10%20%30%40%50%60%70%80%90%100%19721976198019841988199219962000Source: Current Population Survey, November Supplements, 1972-2000.NH WhiteNH African AmericanLatinoNH Asian AmericanNH Native AmericanGraph 13: Voter Turnout Among the Registered, Midterm Election Years Among 18-30 year old Citizens, by Race/Ethnicity 10%20%30%40%50%60%70%80%90%100%1974197819821986199019941998Source: Current Population Survey, November Supplements, 1972-2000.NH WhiteNH African AmericanLatinoNH Asian AmericanNH Native American In 2000, young Latinos of Cuban origin were more likely to be registered to vote than their Latino counterparts. Table 8 – Voter Turnout Among Registered Citizens by Ethnicity, 2000 18-30 31 and older Mexican 66.8% 79.2% Puerto Rican 71.1% 83.1% Cuban 69.6% 91.0% Central American 80.9% 89.3% Non-Hispanic African American 76.6% 88.0% Non-Hispanic White 75.8% 89.2% Note: All results are for citizens only. All results are based on Author’s tabulation from the Current Population Survey, November Supplement 2000.

11 Voter Turnout Among Registered Citizens in Select States and Metropolitan Areas in 2000 In 2000, voter turnout among registered young Latinos varied from a low of 67.2 percent in New Mexico to a high of 80.3 percent in Arizona. Table 9 – Voter Turnout Among Registered Citizens in Select States, 2000 Latino, 18-30 Non-Hispanic African American, 18-30 Non-Hispanic White, 18-30 All Young People 18-30 Latinos 31 and older All Adults 31 and older Arizona 80.3% *** 77.8% 78.0% 81.6% 89.8% California 77.7% 86.8% 79.2% 80.2% 86.3% 90.4% Florida 70.8% 74.7% 78.1% 76.0% 87.9% 87.8% Illinois 77.5% 84.7% 74.3% 77.3% 86.0% 88.0% New Mexico 67.2% *** 79.0% 74.7% 84.2% 88.9% New York 80.0% 83.5% 75.7% 77.0% 85.6% 90.1% Texas 55.8% 73.2% 63.3% 63.0% 74.0% 84.0% National 70.0% 76.6% 75.8% 75.5% 82.4% 88.6% Note: All results are for citizens only. There were too few African American respondents from Arizona and New Mexico to provide reliable estimates of voter turnout. All results are based on Author’s tabulations from the Current Population Survey, November Supplement 2000. In select metropolitan areas, voter turnout among registered young Latinos trailed voter turnout rates among registered non-Hispanic whites and African Americans in 2000. Table 10 – Voter Turnout Among Registered Citizens in Select Metropolitan Areas, 2000 Latino, 18-30 Non-Hispanic African American, 18-30 Non-Hispanic White, 18-30 All Young People 18-30 Latinos 31 and older All Adults 31 and older Chicago 78.0% 90.0% 77.9% 81.7% 85.6% 90.2% Dallas/Ft Worth 34.6% 67.6% 63.3% 61.1% 73.7% 85.3% Houston 57.8% 75.4% 67.3% 67.2% 70.1% 88.4% Los Angeles 79.8% 85.4% 80.0% 81.2% 88.9% 91.1% Miami 74.6% 75.9% 73.7% 73.9% 88.6% 87.4% New York 81.6% 82.5% 79.0% 79.5% 86.6% 90.6% National 70.0% 76.6% 75.8% 75.5% 82.4% 88.6% Note: All results are for citizens only. All results are based on Author’s tabulation from the Current Population Survey, November Supplement 2000.

12 Trust in Government African American and Latino youth express less trust in government than their white counterparts. Graph 14: Trust in GovernmentYouth Ages 15-25 65%59%56%34%40%42%0%10%20%30%40%50%60%70%80%NH WhiteNH AfricanAmericanLatinoa lot/somea little/not at all Trust in government is highest among young women Source: CIRCLE/Council for Excellence in Government National Youth Survey, Jan 2002. Graph 15: Trust in Government, by Gender, Youth Ages 15-2559%72%56%62%52%59%40%27%43%37%45%40%0%10%20%30%40%50%60%70%80%NH White MaleNH WhiteFemaleNH AfricanAmerican MaleNH AfricanAmericanFemaleLatinoLatinaa lot/somea little/not at all Source: CIRCLE/Council for Excellence in Government National Youth Survey, Jan 2002.

13 Trust in Others Graph 16: Can you trust others, Among 18-25 year olds, by Race/Ethnicity44%50%39%55%36%57%0%10%20%30%40%50%60%70%80%most people can betrustedyou can’t be too carefulSource: CIRCLE/Council for Excellence in Government National Youth Survey, Jan 2002NH WhiteNH African AmericanLatino Young Latinos are more likely to say that “you can’t be too careful” when it comes to trusting others. Across gender, young Latinas are more likely than either Latinos or non-Hispanic whites or African Americans to say that when it comes to trusting other people, “you can’t be too careful.” Graph 17: Can You Trust Others, Among 18-25 Year Olds, by Race/Ethnicity & Gender41%48%33%39%36%36%51%49%56%55%54%60%0%10%20%30%40%50%60%70%80%NH WhitemaleNH WhitefemaleNH AfricanAmericanmaleNH AfricanAmericanfemaleLatinoLatinaSource: CIRCLE/Council for Excellence in Government National Youth Survey, Jan 2002most people can be trustedyou can’t be too careful

14 Political Party Identification Young African Americans are most likely to identify themselves as Democrats. This is particularly true for young female African Americans. Among Latinos, young Hispanic males are more likely to identify as Democrats than their female counterparts, who are evenly split across political parties. Graph 18: Political Party Identification,Youth Ages 18-2530%41%36%28%21%25%32%27%29%0%10%20%30%40%50%60%NH WhiteNH AfricanAmericanLatinoDemocratIndependentRepublican Source: CIRCLE/Council for Excellence in Government National Youth Survey, Jan 2002. Graph 19: Political Party Identification, By Gender, Youth Ages 18-2527%33%39%44%41%30%30%26%21%21%21%29%32%32%30%23%24%34%0%10%20%30%40%50%NH White MaleNH WhiteFemaleNH AfricanAmerican MaleNH AfricanAmericanFemaleLatinoLatinaDemocratIndependentRepublicanSource: CIRCLE/Council for Excellence in Government National Youth Survey, Jan 2002.

15 Views of Government, Politics and Elections Young Latinos are more likely to disagree with the statement “Government Addresses the Needs of Young People” than their white or African American counterparts. Graph 20: Government Addresses the Needs of Young People, Among 18-25 Year Olds, by Race/Ethnicity56%43%47%49%43%55%0%10%20%30%40%50%60%70%80%agreedisagreeSource: CIRCLE/Council for Excellence in Government National Youth Survey, Jan 2002NH WhiteNH African AmericanLatino Graph 21: How Much do Political Leaders Pay Attention to the Needs of Young People, Among 18-25 Year Olds, by Race/Ethnicity51%47%54%44%41%55%0%10%20%30%40%50%60%70%a lot/somea little/not at allSource: CIRCLE/Council for Excellence in Government National Youth Survey, Jan 2002NH WhiteNH African AmericanLatinoYoung Latinos are also more likely to say that political leaders pay “little” to no attention to the needs of young people.

16 Graph 22: Politics and Elections Address the Needs of Young People, Among 18-25 Year Olds, by Race/Ethnicity53%45%52%43%60%38%0%10%20%30%40%50%60%70%80%agreedisagreeSource: CIRCLE/Council for Excellence in Government National Youth Survey, Jan 2002NH WhiteNH African AmericanLatino In contrast however, young Latinos are more likely to say that “Politics and Elections address the needs of young people” than their young white or African American counterparts. Graph 23: “Candidates Take Young People Seriously,” Among 18-25 Year Olds, by Race/Ethnicity52%46%46%51%42%53%0%10%20%30%40%50%60%70%agreedisagreeSource: CIRCLE/Council for Excellence in Government National Youth Survey, Jan 2002NH WhiteNH African AmericanLatino With regards to politics and candidates, young Latinos have a generally more negative opinion of political candidates than their white or African American counterparts. Specifically, young Latinos are more likely to say that they disagree with the statement “Candidates take young people seriously” than their young non-Hispanic counterparts.

17 Graph 24: “Candidates Never Come to My Community,” Among 18-25 Year Olds, by Race/Ethnicity47%47%49%50%55%38%0%10%20%30%40%50%60%70%agreedisagreeSource: CIRCLE/Council for Excellence in Government National Youth Survey, Jan 2002NH WhiteNH African AmericanLatino Furthermore, young Latinos are more likely to say that “Candidates never come to my community” than their non-Hispanic counterparts. Graph 25: “Candidates Would Rather Talk to Wealthier/Older Voters,” Among 18-25 Year Olds, by Race/Ethnicity67%31%65%34%77%23%0%10%20%30%40%50%60%70%80%90%agreedisagreeSource: CIRCLE/Council for Excellence in Government National Youth Survey, Jan 2002NH WhiteNH African AmericanLatino Finally, young Latinos are most likely to agree with the statement that “Candidates would rather talk to wealthier/older voters” than young non-Hispanic whites and African Americans.

18 Notes 1 I thank Michael Olander for excellent research assistance. I also thank Emily Kirby for helpful comments on previous drafts of this fact sheet. All errors in fact or interpretation are my own. 2 There are approximately 3.3 million young Latinos between the ages of 18 and 30 who are not citizens of the U.S. When taken together with the number of Latino citizens, the total estimated population in 2000 of young Latinos between the ages 18 and 30 is 7.5 million. 3 These figures are estimates of the number of non-institutionalized young people in the U.S. Estimates are based on the 2000 November supplement of the Current Population Survey. 4 Data for Voter Turnout rates and Registration rates are taken from the 1972 to 2000 November Supplements of the Current Population Survey. Each survey is completed within two weeks of the November elections, and interviews over 50,000 non-institutionalized individuals. Calculation of the voter turnout rate by the CIRCLE method excludes survey participants who did not answer the voting question or the registration question. Inclusion of “no answers” would result in a lower turnout rate than that reported here. For this fact sheet, voter turnout and voter registration rates are calculated for U.S. citizens only. For example, Voter Turnout among citizens is given as: VoterTurnoutofselfreportedvotersofUSCitizensoveragewhoansweredthevotingquestioncitizensnomiss_(#__)(#__..___18_____).__=− 5 States were selected based on the sample size of Latino citizens. If the sample size was below 50, results were not reported. 6 Similar to the measure for voter turnout, the measure of voter registration has been adjusted to reflect registration rates among U.S. citizens only, and non-responses to the question of voter registration.

Journal of Family Strengths Journal of Family Strengths Volume 16 Issue 1 Latino Civic and Social Engagement: Voices, Experiences, Trials, and Triumphs Article 10 9-30-2016 The Importance of Civic and Social Engagement in Minority The Importance of Civic and Social Engagement in Minority Communities Communities Lisa A. Jones University of Houston – Clear Lake, [email protected] Follow this and additional works at: https://digitalcommons.library.tmc.edu/jfs Recommended Citation Recommended Citation Jones, Lisa A. (2016) “The Importance of Civic and Social Engagement in Minority Communities,” Journal of Family Strengths: Vol. 16 : Iss. 1 , Article 10. Available at: https://digitalcommons.library.tmc.edu/jfs/vol16/iss1/10 The Journal of Family Strengths is brought to you for free and open access by CHILDREN AT RISK at DigitalCommons@The Texas Medical Center. It has a “cc by-nc-nd” Creative Commons license” (Attribution Non-Commercial No Derivatives) For more information, please contact [email protected]

Introduction As communities and schools become more ethnically and culturally diverse, participation in civic and social engagements by members of the community becomes more important. Participation in such activities provides the support needed to strengthen communities that have been around for generations and grow those communities that are just developing. Moreover, civic and social engagement undergirds the foundations of schools in those communities by providing resources to further support student academic success. The purpose of schools is to prepare our students to interact and function in an ever-shrinking world. Support pillars to help prepare students to participate in a diverse society, and become critical thinkers and advocates for social change are community residents who share their world experiences with students. This idea is perhaps most important for minority communities as some are faced with a myriad of issues that stagnate the growth and prosperity of schools and communities. It begins, however, with creating and cultivating a sense of trust among all stakeholders. It is critically important that there is a commitment to community engagement through civic organization partnerships, volunteering, or participation in the political process to enact change. Civic and social engagement through community activities strengthen society by: 1) addressing social justice issues in both the community and schools, 2) providing a voice for people in the community to challenge inequities, and 3) investing in our schools to ensure future advancement. This is perhaps keenly evident when examining the recent water crisis in Flint, Michigan. In Flint, where the majority of the residents are African American and low income, the crisis began over two years ago when the state-appointed emergency manager, in efforts to save money, decided to draw water from the Flint River, rather than continue piping clean drinking water from Detroit. This resulted in a variety of health issues for Flint residents, including lead poisoning for some children that affected their ability to learn. While residents complained, city officials assured them that the water was safe to use. Their concerns were dismissed (Simmons, 2016), although General Motors said that parts in the local engine factory were being corroded by the city’s water in October 2014 (Kolowich, 2016). Many residents had to resort to (and continue to do so) using bottled water to bathe, cook, and clean, while some others could and still do travel outside of the city to homes of friends and other family members to take care of basic needs. It was not until September 2015 that researchers announced that the city’s water supply and samples of blood at the local pediatric hospital contained lead (Kolowich, 2016). Finally at this juncture, no longer could residents’ concerns and complaints be dismissed. It is now an environmental injustice 1Jones: The Importance of Civic and Social EngagementPublished by DigitalCommons@TMC, 2016

(Simmons, 2016) situation where so many people were let down, and unfortunately, the crisis continues. It is these kinds of crises and social justice issues that should continue to encourage us to participate in civic and social engagement activities. Community members who participate in social and civic engagement send positive and encouraging messages to schools and students. Their participation in activities highlights the importance of taking care of their community and building trusting relationships between members. Strengthening schools through collaborative partnerships are the backbone of thriving communities and keeps us all connected within the global community. Globalization expands the “scope and magnitude of human contact with subsequent escalation of interaction and interdependence” (Cushner, McClelland, & Safford, 2012, p. 208). Therefore, the purpose of this paper is to explore aspects of civic and social engagement and their importance in minority communities. Defining civic and social engagement While there are several definitions of civic and social engagement that can be discussed, for the purpose of this piece, the definition of both terms is offered by McBride (2003), who posits that civic engagement focuses on activities and actions of two components, social and political. Keeter, Zukin, Andolina, and Jenkins (2002) further explain that civic engagement encompasses 3 different areas—civic activities, electoral activities, and having a political voice. Moreover, Lenzi et al. (2014) simply defines civic engagement as being involved in community life. However, Nath (2012) offers a more detailed definition with the assertion that: social engagement is characterized by behaviors such as acting as a member of, volunteering for, and donating various types of resources to an individual, group, association, or organization, as well as acts of care for neighbors that do not occur through an organization or as a result of friendship; political engagement refers to behaviors that influence legislative, electoral, or judicial processes and public decision-making. (p. 1) Additionally, civic engagement is addressing issues concerning the public, both as an individual or as a collective group. Grillo, Teixeira, and Wilson (2010) offer that it is also “a product of social trust” (p. 453). It is through social trust that community members embrace a common goal to work together to bring about change or to address a pressing issue that affects the community as a whole. To that end, civic and social engagement activities can be in many forms such as individual volunteerism, and 2Journal of Family Strengths, Vol. 16 [2016], Iss. 1, Art. 10https://digitalcommons.library.tmc.edu/jfs/vol16/iss1/10

organizational or political involvement (American Psychological Association, 2016). The focus of engagement activities may be on issues political in nature, social injustices that affect groups of people, or community improvement; thus, stronger communities are cultivated. Regardless of how civic and social engagement is defined, it is important to note that they support a sense of public responsibility. In that regard, active participation in activities reinforces schools and communities by providing care and development of others who would otherwise be left out of the dynamics of human experiences. Public responsibility supports the human experience and highlights the breadth and depth of our need to preserve communities; so much so, that we exercise our right to vote, participate in rallies, join organizations that we are passionate about, and donate our time to volunteer activities and service learning projects. Factors affecting civic and social engagement participation Participation in civic and social engagement activities is different for various cultural and ethnic groups than their white counterparts. For some individuals a commitment to participate in civic and social engagement activities require a certain level of trust. Furthermore, involvement in community life is based on reciprocal relationships (Lenzi et al., 2014). McBride, Sherraden, and Pritzker (2006) state that most studies find that those who are gainfully employed, have an advanced education, and own a home are more likely to participate in civic engagement through political organizations and participate in social engagement through volunteerism, association and group memberships. However, this is not to say that those from low income neighborhoods or those of ethnically and culturally diverse backgrounds do not contribute to their communities through civic and social engagements. According to Zani and Barrett (2012), “research on participation by ethnic minority and migrant groups is relatively recent, but has revealed that such populations are no less active than majority groups, although the forms of participation may be different because they are focused more on issues relating to their status as minorities” (p. 276). There are some factors that contribute to a lack of participation in activities. However, these factors are not necessarily based on a lack of concern for the community, but rather on the aspects of the human condition. Research studies have indicated specific reasons why individuals participate in civic and social engagements activities, and have also outlined some of the characteristics of these community members. For instance, Flanagan and Levine (as cited in Nath, 2013) reveal: inequalities in political participation among young Americans are rooted in the differing education 3Jones: The Importance of Civic and Social EngagementPublished by DigitalCommons@TMC, 2016

and political involvement of their parents. The parents of high socioeconomic status pass on to their children such advantages as political awareness, access to community and educational resources, and, ultimately, the child’s own educational attainment. (p. 7) In the African American and Latino communities, civic and social engagement is depended upon economics and social capital (McBride et al., 2006; Nath, 2012; Zani & Barrett, 2012). A study by Segura, Pachon, and Woods (2001), found that “residential mobility and lower real income adversely affect social capital formation in Latino communities” (p. 92); thus, Latino participation in civic engagement and political participation were affected. In addition, Bird (as cited in Mayan, Turner, Ortiz, & Moffatt, 2013), found that language barriers, poverty, and a lack of understanding of the political process also prevent underrepresented minorities from participating civic and social engagement activities. Keidan (2008) offered that involving Latino community members in public decision making within communities can be challenging because of language literacy, bias and prejudices that exist in public agencies, and a sense of fear and lack of trust of the government. Hence, the level of commitment to and concern about community engagement activities cannot be assigned to one or two categories or narrowly defined. We must view civic and social engagement through a variety of lens as they relate to individuals. While we may have a sense of civic mindfulness, some may not have the wherewithal to actually participate in those activities that are needed to bring about change. Limited participation in civic and social activities in minority communities are based on other factors as well. Such factors include, not enough time to devote to activities because of family and work commitments, limited information and awareness of engagement opportunities, and low socioeconomic status and low educational levels (Flanagan, & Levine, 2010; Grillo et al., 2010; Segura et al., 2001). These factors have their roots in the social capital of the community. Therefore, a discussion of social capital and its impact on civic and social engagement participation is offered below. Social capital Segura et al. (2001) best describe social capital by using the conceptualization of James Coleman. Segura et al. (2001) state that “social capital is defined as an inherent aspect of any social interaction that provides the foundation by which some future social interaction is initiated” 4Journal of Family Strengths, Vol. 16 [2016], Iss. 1, Art. 10https://digitalcommons.library.tmc.edu/jfs/vol16/iss1/10

(p. 85). In light of this description of social capital, it is evident of how it plays a role in civic engagement. Thus, it is can be said that social capital can be an attribute by which members of the community identify with others in the community, and their role in being responsible to and for the positive development of community resources. It is important to note that civic engagement and social capital are not synonymous. Grillo et al. (2010) explain that: civic engagement is a manifestation of social capital, while social capital itself is the disposition to create and maintain social networks. From this perspective, civic engagement is an observable result of social capital. Therefore, communities that have greater social capital also have greater civic engagement. (p. 452) Given this statement, a relationship between social capital and economics is highlighted. Polson (2015) offers that social capital provides those attributes of human character that allows individuals to participate in civic engagement. Cox-Petersen (2011) further adds that social capital is illustrated in a community by diverse interactions and relationships cultivated through the participation in activities such as volunteerism, service and community activities. Moreover, it is social capital that defines our stewardship (a call to be responsible for the welfare of the world). Stewardship includes individuals or groups working together to build and sustain peace throughout all communities (Cox-Petersen, 2011). Whether one wants to acknowledge it, we are all called to be good stewards of the Earth, and it begins within our own communities. Additionally, it is through active participation in our communities that encourages civic engagement as it is the supporting network for thriving communities. Collective participation in civic and social engagement activities impact communities in a number of ways. Such activities support communities in schools, promote a collective voice that addresses social justice issues, and sustain community development. Communities in schools and globalization Studies have shown that civic and social engagements benefit schools. Communities in schools seek to enhance schools’ missions to not only educate students, but to help them become critical thinkers who will work with others to address social justice issues. A strong partnership between members of the community, who actively participate in civic and social engagement activities, and schools provide the framework in which students learn to interact with others and function in the world at home, at school, and in the community (Taylor & Whittaker, 2009). Creating 5Jones: The Importance of Civic and Social EngagementPublished by DigitalCommons@TMC, 2016

community in schools is requisite for ensuring that students are educated from a global perspective. In doing so, students are able to understand their own condition in the community and in the world to make better judgements or assessments of other cultures and the human condition (Cushner et al., 2012). A global perspective goes beyond access to and communication through the internet. It is important for stakeholders to understand how a global perspective prepares our students to be contributing members of society and citizens of the world. Teaching from a global perspective emphasizes different ideas that ultimately encapsulate the characteristics of social and civic engagement. According to Cushner et al. (2012), in summary, a global perspective emphasizes these five ideas: 1) the influence of “transnational, cross-cultural, and multicultural and multiethnic interaction” (p. 211) on people with regards to the human experience, 2) the work we do to purchase the things we need and the communication across cultures within and outside of our communities, 3) multiple team players in the world that includes individuals, corporations, and nongovernmental organizations, 4) the interdependence of humans within the global environment, and 5) local and international civic participation is vitally important. Teaching from a global perspective focuses on the study of various cultural aspects of different nations and civilizations. It is through this perspective that students learn how to navigate through issues of our own pluralistic society. Students also gain an understanding and awareness of how world cultures and societies are interconnected. Moreover, a global perspective support students in their endeavor to become critical thinkers and action oriented change agents. Student involvement in civic and social engagement While it is vitally important for adult members of communities, particularly minority communities, to be engaged in activities to support their neighborhoods, it is just as important for young people to be involved. Students should be contributing to the growth and development of their schools and communities through civic and social engagement. Educators, community leaders, parents and stakeholders must help students in any endeavor in which they take action as community members. Students as community leaders build stronger schools by disrupting the idea that young people are not investing in their future. Minority students are constantly placed at a disadvantage in the school environment. Some issues these students face include the inequities presented by the achievement gap between Hispanic and African American students and 6Journal of Family Strengths, Vol. 16 [2016], Iss. 1, Art. 10https://digitalcommons.library.tmc.edu/jfs/vol16/iss1/10

White students (Nieto & Bode, 2012), a disproportionate number of African American males in special education courses (Banks & Banks, 2013), and the higher number of students of color suspended or expelled from schools more so than their White counterparts (U.S. Department of Education, 2014). While the U.S. has made strides in addressing these and many other inequities in schools for underrepresented minorities, more work is needed. For example, during the 2011 – 2012 school year, the United States experienced the highest high school graduation rate at 80%; however, African American students graduated at a rate of 68% and Hispanic students at 76% (National Center for Education Statistics, 2015); thus, what can be done at the community level to help improve graduation rates and possibly address other school inequities? One possible way to get students involved in civic and social engagement is through the use of service learning in the classroom. By doing so, involvement disrupts those negative critical experiences that result in limited student achievement for underrepresented minority students. Taylor and Whittaker (2009) state that school-family-community partnerships ensure that every child has an opportunity to grow because of the relationship dynamics created through these partnerships. While there are a myriad of words and phrases that define service learning, one particular definition captures the essence of the goals of service learning. According to the National Service Learning Clearinghouse (n.d.), “Service-learning combines service objectives with learning objectives with the intent that the activity changes both the recipient and the provider of the service. This is accomplished by combining service tasks with structured opportunities that link the task to self-reflection, self-discovery, and the acquisition and comprehension of values, skills, and knowledge content” (p. 1). In short, service learning seeks to transform both the student and the community. Ideally, service learning promotes active learning, fosters a sense of caring for others in the community, and extends learning beyond the doors of the school (Fiske, 2002). Ultimately, this is what we want our students to do—contribute to their school and community in a positive way. Cox-Petersen (2011) offers that service learning is a dualistic relationship whereby through the learning process, “students contribute and provide a service to the community while the community in turn provides a service to students and schools” (p. 147). Unfortunately, civic opportunity gap or “civic knowledge gap” (Shiller, 2013, p. 69) for adolescents exists in those communities that need young people to be involved. Young people feel connected to society by experiencing a sense of belonging. Active participation in community service and volunteerism, in essence, provides that validation that some of 7Jones: The Importance of Civic and Social EngagementPublished by DigitalCommons@TMC, 2016

them seek. Studies on adolescent civic engagement reveal that in lower income communities, schools in these areas tend to offer fewer civic learning activities (Chan, Ou, & Reynolds, 2014). Other studies find similar results in that limited participation of students in civic and social engagement activities has more to do with social class disparities (Flanagan, & Levine, 2010). Schools with more affluent or privileged students, tend to offer more opportunities for students to engage in civic activities whether it is through school clubs or through partnerships with community organizations or local businesses. Getting students to participate in civic activities or community service projects in disadvantaged communities can be challenging. According to Flanagan and Levine (2010), many community service activities take place in the context of community-based youth organizations that rely heavily on adult volunteers of the community to lead these activities, however, for some low-income communities there is a high ratio of children to adults. Hence, there are not enough adults to carry out or support these programs. In conclusion, to encourage more young people to get involved in their communities, we should: 1) inspire other adults to visibly engage in service activities, 2) connect young people with adults with similar interests (e.g. create mentoring relationships), 3) invite youth to join community groups, and 4) include the youth in efforts to address problems that affect the community. Student participation in civic and social engagement increases the social trust of adolescents thereby strengthening the social connections and relationships between them and the community. Youth involvement in civic and social engagement allows them to work with others with shared goals to build a stronger community that enriches society. References: American Psychological Association. (2016). Civic engagement. Retrieved from http://www.apa.org/education/undergrad/civic-engagement.aspx Banks, J., & Banks, C. (2013). Multicultural education: Issues & perspectives (8th ed.). Hoboken, NJ: John Wiley & Sons, Inc. Chan, W., Ou, S., & Reynolds, A. (2014, November). Adolescent civic 8Journal of Family Strengths, Vol. 16 [2016], Iss. 1, Art. 10https://digitalcommons.library.tmc.edu/jfs/vol16/iss1/10

engagement and adult outcomes: An examination among urban racial minorities. Journal of Youth and Adolescence, 43(11). 1829-1843. doi: 10.1007/s10964-014-0136-5 Cox-Petersen, A. (2011). Educational partnerships. Los Angeles: Sage. Cushner, K., McClelland, A., & Safford, P. (2012). Human diversity in education: An intercultural approach (8th ed.). New York: McGraw-Hill. Fiske, E. (2002). Learning in deed: The power of service-learning for American Schools (Report No. UD 035 033). Newton, MA: National Commission on Service-Learning. (ERIC Document Reproduction Service No. ED465829) Flanagan, C., & Levine, P. (2010, Spring). Civic engagement and the transition to adulthood. The Future of Children, 20(1), 159-179. Grillo, M., Teixeira, M., & Wilson, D. (2010, July). Residential satisfaction and civic engagement: Understanding the causes of community participation. Social Indicators Research, 97(3), 451-466. doi: 10.1007/s11205-009-9511-0 Keeter, S., Zukin, C., Andolina, M., & Jenkins, K. (2002). The civic and political health of the nation: A generational portrait. College Park, MD: Center for Information and Research on Civic Learning and Engagement. (Accession number: 11607) Keidan, G. (2008). Latino outreach strategies for civic engagement. National Civic Review, 97(4), 30-38. Kolowich, S. (2016, February 12). A poison in the water. The Chronicle of Higher Education, 62(22). A14-A18. Lenzi, M., Vieno, A., Sharkey, J., Mayworm, A., Scacchi, L., Pastore, M., & Santinello, M. (2014). How school can teach civic engagement besides civic education: The role of democratic school climate. American Journal of Community Psychology, 54, 251-261. doi: 10.1007/s10464-9669-8 Mayan, M., Turner, A., Ortiz, L., & Moffatt, J. (2013). Building a 9Jones: The Importance of Civic and Social EngagementPublished by DigitalCommons@TMC, 2016

multicultural coalition: Promoting participation in civic society among ethnic minority communities. Canadian Ethnic Studies, 45(1-2), 157-178. McBride, A.M. (2003). “Asset ownership among low-income and low-wealth individuals: Opportunity, asset ownership, and civic engagement.” Dissertation Abstracts International, 64, 3483. McBride, A., Sherraden, M., & Pritzker, S. (2006). Civic Engagement among low-Income and low-wealth families: In their words. Family Relations, 55(2), 152-162. Nath, S. (2012). Civic engagement in low income and minority neighborhoods, and the role of public investment. Undergraduate Economic Review, 9(1). Article 8. 1-24. National Center for Education Statistics. (2015, May). Public high school graduation rates. Retrieved from http://nces.ed.gov/programs/coe/indicator_coi.asp National Service Learning Clearinghouse (n.d.). What is service learning? Retrieved March 27, 2016 from www.sjcme.edu/uploadedfiles/sites/sjcmeedu/pages/homepage/academics/files/what-is-service-learning.pdf Nieto, S., & Bode, P. (2012). Affirming diversity: The sociopolitical context of multicultural education (6th ed.). Boston: Pearson. Polson, E. (2015). Social diversity and civic engagement: The effects of ethnic and social heterogeneity on the community involvement of American congregations. Nonprofit and Voluntary Sector Quarterly, 44(5), 968-987. doi: 10.1177/0899764014548424 Segura, G.M., Pachon, H., & Woods, N. D. (2001). Hispanics, social capital, and civic engagement. National Civic Review, 90, 85-96. doi: 10.1002/ner.90108 Shiller, J. (2013). Preparing for democracy: How community-based organizations build civic engagement among urban youth. Urban Education, 48(1), 69-91. 10Journal of Family Strengths, Vol. 16 [2016], Iss. 1, Art. 10https://digitalcommons.library.tmc.edu/jfs/vol16/iss1/10

Simmons, A. M. (2016, March 23). Scathing report finds Michigan fundamentally accountable for Flint’s water crisis. Los Angeles Times. Retrieved from http://www.latimes.com/nation/nationnow/la-na-flint-michigan-water- crisis-report-20160323-story.html Taylor, L., & Whittaker, C. (2009). Bridging multiple worlds (2nd ed.). Boston: Pearson. U.S. Department of Education. (2014, March 21). Expansive Survey of America’s Public Schools Reveals Troubling Racial Disparities. Retrieved from http://www.ed.gov/news/press-releases/expansive-survey-americas-public-schools-reveals-troubling-racial-disparities Zani, B., & Barrett, M. (2012). Engaged citizens? Political participation and social engagement among youth, women, minorities, and migrants. Human Affairs, 22, 273 – 282. 11Jones: The Importance of Civic and Social EngagementPublished by DigitalCommons@TMC, 2016

Journal of Family Strengths Journal of Family Strengths Volume 16 Issue 1 Latino Civic and Social Engagement: Voices, Experiences, Trials, and Triumphs Article 10 9-30-2016 The Importance of Civic and Social Engagement in Minority The Importance of Civic and Social Engagement in Minority Communities Communities Lisa A. Jones University of Houston – Clear Lake, [email protected] Follow this and additional works at: https://digitalcommons.library.tmc.edu/jfs Recommended Citation Recommended Citation Jones, Lisa A. (2016) “The Importance of Civic and Social Engagement in Minority Communities,” Journal of Family Strengths: Vol. 16 : Iss. 1 , Article 10. Available at: https://digitalcommons.library.tmc.edu/jfs/vol16/iss1/10 The Journal of Family Strengths is brought to you for free and open access by CHILDREN AT RISK at DigitalCommons@The Texas Medical Center. It has a “cc by-nc-nd” Creative Commons license” (Attribution Non-Commercial No Derivatives) For more information, please contact [email protected]

Introduction As communities and schools become more ethnically and culturally diverse, participation in civic and social engagements by members of the community becomes more important. Participation in such activities provides the support needed to strengthen communities that have been around for generations and grow those communities that are just developing. Moreover, civic and social engagement undergirds the foundations of schools in those communities by providing resources to further support student academic success. The purpose of schools is to prepare our students to interact and function in an ever-shrinking world. Support pillars to help prepare students to participate in a diverse society, and become critical thinkers and advocates for social change are community residents who share their world experiences with students. This idea is perhaps most important for minority communities as some are faced with a myriad of issues that stagnate the growth and prosperity of schools and communities. It begins, however, with creating and cultivating a sense of trust among all stakeholders. It is critically important that there is a commitment to community engagement through civic organization partnerships, volunteering, or participation in the political process to enact change. Civic and social engagement through community activities strengthen society by: 1) addressing social justice issues in both the community and schools, 2) providing a voice for people in the community to challenge inequities, and 3) investing in our schools to ensure future advancement. This is perhaps keenly evident when examining the recent water crisis in Flint, Michigan. In Flint, where the majority of the residents are African American and low income, the crisis began over two years ago when the state-appointed emergency manager, in efforts to save money, decided to draw water from the Flint River, rather than continue piping clean drinking water from Detroit. This resulted in a variety of health issues for Flint residents, including lead poisoning for some children that affected their ability to learn. While residents complained, city officials assured them that the water was safe to use. Their concerns were dismissed (Simmons, 2016), although General Motors said that parts in the local engine factory were being corroded by the city’s water in October 2014 (Kolowich, 2016). Many residents had to resort to (and continue to do so) using bottled water to bathe, cook, and clean, while some others could and still do travel outside of the city to homes of friends and other family members to take care of basic needs. It was not until September 2015 that researchers announced that the city’s water supply and samples of blood at the local pediatric hospital contained lead (Kolowich, 2016). Finally at this juncture, no longer could residents’ concerns and complaints be dismissed. It is now an environmental injustice 1Jones: The Importance of Civic and Social EngagementPublished by DigitalCommons@TMC, 2016

(Simmons, 2016) situation where so many people were let down, and unfortunately, the crisis continues. It is these kinds of crises and social justice issues that should continue to encourage us to participate in civic and social engagement activities. Community members who participate in social and civic engagement send positive and encouraging messages to schools and students. Their participation in activities highlights the importance of taking care of their community and building trusting relationships between members. Strengthening schools through collaborative partnerships are the backbone of thriving communities and keeps us all connected within the global community. Globalization expands the “scope and magnitude of human contact with subsequent escalation of interaction and interdependence” (Cushner, McClelland, & Safford, 2012, p. 208). Therefore, the purpose of this paper is to explore aspects of civic and social engagement and their importance in minority communities. Defining civic and social engagement While there are several definitions of civic and social engagement that can be discussed, for the purpose of this piece, the definition of both terms is offered by McBride (2003), who posits that civic engagement focuses on activities and actions of two components, social and political. Keeter, Zukin, Andolina, and Jenkins (2002) further explain that civic engagement encompasses 3 different areas—civic activities, electoral activities, and having a political voice. Moreover, Lenzi et al. (2014) simply defines civic engagement as being involved in community life. However, Nath (2012) offers a more detailed definition with the assertion that: social engagement is characterized by behaviors such as acting as a member of, volunteering for, and donating various types of resources to an individual, group, association, or organization, as well as acts of care for neighbors that do not occur through an organization or as a result of friendship; political engagement refers to behaviors that influence legislative, electoral, or judicial processes and public decision-making. (p. 1) Additionally, civic engagement is addressing issues concerning the public, both as an individual or as a collective group. Grillo, Teixeira, and Wilson (2010) offer that it is also “a product of social trust” (p. 453). It is through social trust that community members embrace a common goal to work together to bring about change or to address a pressing issue that affects the community as a whole. To that end, civic and social engagement activities can be in many forms such as individual volunteerism, and 2Journal of Family Strengths, Vol. 16 [2016], Iss. 1, Art. 10https://digitalcommons.library.tmc.edu/jfs/vol16/iss1/10

organizational or political involvement (American Psychological Association, 2016). The focus of engagement activities may be on issues political in nature, social injustices that affect groups of people, or community improvement; thus, stronger communities are cultivated. Regardless of how civic and social engagement is defined, it is important to note that they support a sense of public responsibility. In that regard, active participation in activities reinforces schools and communities by providing care and development of others who would otherwise be left out of the dynamics of human experiences. Public responsibility supports the human experience and highlights the breadth and depth of our need to preserve communities; so much so, that we exercise our right to vote, participate in rallies, join organizations that we are passionate about, and donate our time to volunteer activities and service learning projects. Factors affecting civic and social engagement participation Participation in civic and social engagement activities is different for various cultural and ethnic groups than their white counterparts. For some individuals a commitment to participate in civic and social engagement activities require a certain level of trust. Furthermore, involvement in community life is based on reciprocal relationships (Lenzi et al., 2014). McBride, Sherraden, and Pritzker (2006) state that most studies find that those who are gainfully employed, have an advanced education, and own a home are more likely to participate in civic engagement through political organizations and participate in social engagement through volunteerism, association and group memberships. However, this is not to say that those from low income neighborhoods or those of ethnically and culturally diverse backgrounds do not contribute to their communities through civic and social engagements. According to Zani and Barrett (2012), “research on participation by ethnic minority and migrant groups is relatively recent, but has revealed that such populations are no less active than majority groups, although the forms of participation may be different because they are focused more on issues relating to their status as minorities” (p. 276). There are some factors that contribute to a lack of participation in activities. However, these factors are not necessarily based on a lack of concern for the community, but rather on the aspects of the human condition. Research studies have indicated specific reasons why individuals participate in civic and social engagements activities, and have also outlined some of the characteristics of these community members. For instance, Flanagan and Levine (as cited in Nath, 2013) reveal: inequalities in political participation among young Americans are rooted in the differing education 3Jones: The Importance of Civic and Social EngagementPublished by DigitalCommons@TMC, 2016

and political involvement of their parents. The parents of high socioeconomic status pass on to their children such advantages as political awareness, access to community and educational resources, and, ultimately, the child’s own educational attainment. (p. 7) In the African American and Latino communities, civic and social engagement is depended upon economics and social capital (McBride et al., 2006; Nath, 2012; Zani & Barrett, 2012). A study by Segura, Pachon, and Woods (2001), found that “residential mobility and lower real income adversely affect social capital formation in Latino communities” (p. 92); thus, Latino participation in civic engagement and political participation were affected. In addition, Bird (as cited in Mayan, Turner, Ortiz, & Moffatt, 2013), found that language barriers, poverty, and a lack of understanding of the political process also prevent underrepresented minorities from participating civic and social engagement activities. Keidan (2008) offered that involving Latino community members in public decision making within communities can be challenging because of language literacy, bias and prejudices that exist in public agencies, and a sense of fear and lack of trust of the government. Hence, the level of commitment to and concern about community engagement activities cannot be assigned to one or two categories or narrowly defined. We must view civic and social engagement through a variety of lens as they relate to individuals. While we may have a sense of civic mindfulness, some may not have the wherewithal to actually participate in those activities that are needed to bring about change. Limited participation in civic and social activities in minority communities are based on other factors as well. Such factors include, not enough time to devote to activities because of family and work commitments, limited information and awareness of engagement opportunities, and low socioeconomic status and low educational levels (Flanagan, & Levine, 2010; Grillo et al., 2010; Segura et al., 2001). These factors have their roots in the social capital of the community. Therefore, a discussion of social capital and its impact on civic and social engagement participation is offered below. Social capital Segura et al. (2001) best describe social capital by using the conceptualization of James Coleman. Segura et al. (2001) state that “social capital is defined as an inherent aspect of any social interaction that provides the foundation by which some future social interaction is initiated” 4Journal of Family Strengths, Vol. 16 [2016], Iss. 1, Art. 10https://digitalcommons.library.tmc.edu/jfs/vol16/iss1/10

(p. 85). In light of this description of social capital, it is evident of how it plays a role in civic engagement. Thus, it is can be said that social capital can be an attribute by which members of the community identify with others in the community, and their role in being responsible to and for the positive development of community resources. It is important to note that civic engagement and social capital are not synonymous. Grillo et al. (2010) explain that: civic engagement is a manifestation of social capital, while social capital itself is the disposition to create and maintain social networks. From this perspective, civic engagement is an observable result of social capital. Therefore, communities that have greater social capital also have greater civic engagement. (p. 452) Given this statement, a relationship between social capital and economics is highlighted. Polson (2015) offers that social capital provides those attributes of human character that allows individuals to participate in civic engagement. Cox-Petersen (2011) further adds that social capital is illustrated in a community by diverse interactions and relationships cultivated through the participation in activities such as volunteerism, service and community activities. Moreover, it is social capital that defines our stewardship (a call to be responsible for the welfare of the world). Stewardship includes individuals or groups working together to build and sustain peace throughout all communities (Cox-Petersen, 2011). Whether one wants to acknowledge it, we are all called to be good stewards of the Earth, and it begins within our own communities. Additionally, it is through active participation in our communities that encourages civic engagement as it is the supporting network for thriving communities. Collective participation in civic and social engagement activities impact communities in a number of ways. Such activities support communities in schools, promote a collective voice that addresses social justice issues, and sustain community development. Communities in schools and globalization Studies have shown that civic and social engagements benefit schools. Communities in schools seek to enhance schools’ missions to not only educate students, but to help them become critical thinkers who will work with others to address social justice issues. A strong partnership between members of the community, who actively participate in civic and social engagement activities, and schools provide the framework in which students learn to interact with others and function in the world at home, at school, and in the community (Taylor & Whittaker, 2009). Creating 5Jones: The Importance of Civic and Social EngagementPublished by DigitalCommons@TMC, 2016

community in schools is requisite for ensuring that students are educated from a global perspective. In doing so, students are able to understand their own condition in the community and in the world to make better judgements or assessments of other cultures and the human condition (Cushner et al., 2012). A global perspective goes beyond access to and communication through the internet. It is important for stakeholders to understand how a global perspective prepares our students to be contributing members of society and citizens of the world. Teaching from a global perspective emphasizes different ideas that ultimately encapsulate the characteristics of social and civic engagement. According to Cushner et al. (2012), in summary, a global perspective emphasizes these five ideas: 1) the influence of “transnational, cross-cultural, and multicultural and multiethnic interaction” (p. 211) on people with regards to the human experience, 2) the work we do to purchase the things we need and the communication across cultures within and outside of our communities, 3) multiple team players in the world that includes individuals, corporations, and nongovernmental organizations, 4) the interdependence of humans within the global environment, and 5) local and international civic participation is vitally important. Teaching from a global perspective focuses on the study of various cultural aspects of different nations and civilizations. It is through this perspective that students learn how to navigate through issues of our own pluralistic society. Students also gain an understanding and awareness of how world cultures and societies are interconnected. Moreover, a global perspective support students in their endeavor to become critical thinkers and action oriented change agents. Student involvement in civic and social engagement While it is vitally important for adult members of communities, particularly minority communities, to be engaged in activities to support their neighborhoods, it is just as important for young people to be involved. Students should be contributing to the growth and development of their schools and communities through civic and social engagement. Educators, community leaders, parents and stakeholders must help students in any endeavor in which they take action as community members. Students as community leaders build stronger schools by disrupting the idea that young people are not investing in their future. Minority students are constantly placed at a disadvantage in the school environment. Some issues these students face include the inequities presented by the achievement gap between Hispanic and African American students and 6Journal of Family Strengths, Vol. 16 [2016], Iss. 1, Art. 10https://digitalcommons.library.tmc.edu/jfs/vol16/iss1/10

White students (Nieto & Bode, 2012), a disproportionate number of African American males in special education courses (Banks & Banks, 2013), and the higher number of students of color suspended or expelled from schools more so than their White counterparts (U.S. Department of Education, 2014). While the U.S. has made strides in addressing these and many other inequities in schools for underrepresented minorities, more work is needed. For example, during the 2011 – 2012 school year, the United States experienced the highest high school graduation rate at 80%; however, African American students graduated at a rate of 68% and Hispanic students at 76% (National Center for Education Statistics, 2015); thus, what can be done at the community level to help improve graduation rates and possibly address other school inequities? One possible way to get students involved in civic and social engagement is through the use of service learning in the classroom. By doing so, involvement disrupts those negative critical experiences that result in limited student achievement for underrepresented minority students. Taylor and Whittaker (2009) state that school-family-community partnerships ensure that every child has an opportunity to grow because of the relationship dynamics created through these partnerships. While there are a myriad of words and phrases that define service learning, one particular definition captures the essence of the goals of service learning. According to the National Service Learning Clearinghouse (n.d.), “Service-learning combines service objectives with learning objectives with the intent that the activity changes both the recipient and the provider of the service. This is accomplished by combining service tasks with structured opportunities that link the task to self-reflection, self-discovery, and the acquisition and comprehension of values, skills, and knowledge content” (p. 1). In short, service learning seeks to transform both the student and the community. Ideally, service learning promotes active learning, fosters a sense of caring for others in the community, and extends learning beyond the doors of the school (Fiske, 2002). Ultimately, this is what we want our students to do—contribute to their school and community in a positive way. Cox-Petersen (2011) offers that service learning is a dualistic relationship whereby through the learning process, “students contribute and provide a service to the community while the community in turn provides a service to students and schools” (p. 147). Unfortunately, civic opportunity gap or “civic knowledge gap” (Shiller, 2013, p. 69) for adolescents exists in those communities that need young people to be involved. Young people feel connected to society by experiencing a sense of belonging. Active participation in community service and volunteerism, in essence, provides that validation that some of 7Jones: The Importance of Civic and Social EngagementPublished by DigitalCommons@TMC, 2016

them seek. Studies on adolescent civic engagement reveal that in lower income communities, schools in these areas tend to offer fewer civic learning activities (Chan, Ou, & Reynolds, 2014). Other studies find similar results in that limited participation of students in civic and social engagement activities has more to do with social class disparities (Flanagan, & Levine, 2010). Schools with more affluent or privileged students, tend to offer more opportunities for students to engage in civic activities whether it is through school clubs or through partnerships with community organizations or local businesses. Getting students to participate in civic activities or community service projects in disadvantaged communities can be challenging. According to Flanagan and Levine (2010), many community service activities take place in the context of community-based youth organizations that rely heavily on adult volunteers of the community to lead these activities, however, for some low-income communities there is a high ratio of children to adults. Hence, there are not enough adults to carry out or support these programs. In conclusion, to encourage more young people to get involved in their communities, we should: 1) inspire other adults to visibly engage in service activities, 2) connect young people with adults with similar interests (e.g. create mentoring relationships), 3) invite youth to join community groups, and 4) include the youth in efforts to address problems that affect the community. Student participation in civic and social engagement increases the social trust of adolescents thereby strengthening the social connections and relationships between them and the community. Youth involvement in civic and social engagement allows them to work with others with shared goals to build a stronger community that enriches society. References: American Psychological Association. (2016). Civic engagement. Retrieved from http://www.apa.org/education/undergrad/civic-engagement.aspx Banks, J., & Banks, C. (2013). Multicultural education: Issues & perspectives (8th ed.). Hoboken, NJ: John Wiley & Sons, Inc. Chan, W., Ou, S., & Reynolds, A. (2014, November). Adolescent civic 8Journal of Family Strengths, Vol. 16 [2016], Iss. 1, Art. 10https://digitalcommons.library.tmc.edu/jfs/vol16/iss1/10

engagement and adult outcomes: An examination among urban racial minorities. Journal of Youth and Adolescence, 43(11). 1829-1843. doi: 10.1007/s10964-014-0136-5 Cox-Petersen, A. (2011). Educational partnerships. Los Angeles: Sage. Cushner, K., McClelland, A., & Safford, P. (2012). Human diversity in education: An intercultural approach (8th ed.). New York: McGraw-Hill. Fiske, E. (2002). Learning in deed: The power of service-learning for American Schools (Report No. UD 035 033). Newton, MA: National Commission on Service-Learning. (ERIC Document Reproduction Service No. ED465829) Flanagan, C., & Levine, P. (2010, Spring). Civic engagement and the transition to adulthood. The Future of Children, 20(1), 159-179. Grillo, M., Teixeira, M., & Wilson, D. (2010, July). Residential satisfaction and civic engagement: Understanding the causes of community participation. Social Indicators Research, 97(3), 451-466. doi: 10.1007/s11205-009-9511-0 Keeter, S., Zukin, C., Andolina, M., & Jenkins, K. (2002). The civic and political health of the nation: A generational portrait. College Park, MD: Center for Information and Research on Civic Learning and Engagement. (Accession number: 11607) Keidan, G. (2008). Latino outreach strategies for civic engagement. National Civic Review, 97(4), 30-38. Kolowich, S. (2016, February 12). A poison in the water. The Chronicle of Higher Education, 62(22). A14-A18. Lenzi, M., Vieno, A., Sharkey, J., Mayworm, A., Scacchi, L., Pastore, M., & Santinello, M. (2014). How school can teach civic engagement besides civic education: The role of democratic school climate. American Journal of Community Psychology, 54, 251-261. doi: 10.1007/s10464-9669-8 Mayan, M., Turner, A., Ortiz, L., & Moffatt, J. (2013). Building a 9Jones: The Importance of Civic and Social EngagementPublished by DigitalCommons@TMC, 2016

multicultural coalition: Promoting participation in civic society among ethnic minority communities. Canadian Ethnic Studies, 45(1-2), 157-178. McBride, A.M. (2003). “Asset ownership among low-income and low-wealth individuals: Opportunity, asset ownership, and civic engagement.” Dissertation Abstracts International, 64, 3483. McBride, A., Sherraden, M., & Pritzker, S. (2006). Civic Engagement among low-Income and low-wealth families: In their words. Family Relations, 55(2), 152-162. Nath, S. (2012). Civic engagement in low income and minority neighborhoods, and the role of public investment. Undergraduate Economic Review, 9(1). Article 8. 1-24. National Center for Education Statistics. (2015, May). Public high school graduation rates. Retrieved from http://nces.ed.gov/programs/coe/indicator_coi.asp National Service Learning Clearinghouse (n.d.). What is service learning? Retrieved March 27, 2016 from www.sjcme.edu/uploadedfiles/sites/sjcmeedu/pages/homepage/academics/files/what-is-service-learning.pdf Nieto, S., & Bode, P. (2012). Affirming diversity: The sociopolitical context of multicultural education (6th ed.). Boston: Pearson. Polson, E. (2015). Social diversity and civic engagement: The effects of ethnic and social heterogeneity on the community involvement of American congregations. Nonprofit and Voluntary Sector Quarterly, 44(5), 968-987. doi: 10.1177/0899764014548424 Segura, G.M., Pachon, H., & Woods, N. D. (2001). Hispanics, social capital, and civic engagement. National Civic Review, 90, 85-96. doi: 10.1002/ner.90108 Shiller, J. (2013). Preparing for democracy: How community-based organizations build civic engagement among urban youth. Urban Education, 48(1), 69-91. 10Journal of Family Strengths, Vol. 16 [2016], Iss. 1, Art. 10https://digitalcommons.library.tmc.edu/jfs/vol16/iss1/10

Simmons, A. M. (2016, March 23). Scathing report finds Michigan fundamentally accountable for Flint’s water crisis. Los Angeles Times. Retrieved from http://www.latimes.com/nation/nationnow/la-na-flint-michigan-water- crisis-report-20160323-story.html Taylor, L., & Whittaker, C. (2009). Bridging multiple worlds (2nd ed.). Boston: Pearson. U.S. Department of Education. (2014, March 21). Expansive Survey of America’s Public Schools Reveals Troubling Racial Disparities. Retrieved from http://www.ed.gov/news/press-releases/expansive-survey-americas-public-schools-reveals-troubling-racial-disparities Zani, B., & Barrett, M. (2012). Engaged citizens? Political participation and social engagement among youth, women, minorities, and migrants. Human Affairs, 22, 273 – 282. 11Jones: The Importance of Civic and Social EngagementPublished by DigitalCommons@TMC, 2016

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