Civic education, school climate, and gender in Latin American countries: A path analysis using ICCS 2016 data

Abstract

This multilevel path analysis of data collected from the International Civic and Citizenship Study investigates how differing civic education experiences between girls and boys predict notions of citizenship across five Latin American countries. Findings show statistically significant differences by gender. Generally, classroom activities, including the value of civic learning in the classroom, willingness to participate in classroom activities, and an open classroom climate were positively related to engagement, while student experience with abuse had a negative relationship. Additionally, evidence suggests that civic learning at school had a stronger impact on male students. This finding varies between countries and notions of citizenship. Teachers can increase civic learning with participation opportunities and monitor their interactions with girls and boys to ensure equity.