An ethnographic study of the qualities and characteristics of democratic elementary classrooms which motivate students to civically participate

This study described two self-contained, upper elementary, democratic classrooms in order to determine if there were specific qualities and characteristics in these classrooms which would motivate students to be more participatory citizens. The two classrooms were ethnically and geographically diverse, one in Southern California and the other in the Midwest. The participating teachers expressed a commitment to citizenship education and it had been determined that democratic elements were present in their classrooms. The study was based in the theoretical frameworks of constructivism and interpretivism, and an ethnographic methodology was utilized to describe the classroom environment. Analyses of the data were completed through within-case and cross-case approaches. Findings generated from the study included two major assertions. First, in classrooms where democratic elements such as providing student choice, shared responsibility, shared decision-making, and deliberate opportunities for civic participation are present, students begin to accept more responsibility for their immediate community. Second, when the school principal makes student civic participation a high priority, as opposed to a low priority, those classrooms striving to include democratic elements and civic participation have more success with that inclusion. This study has implications for teachers and teacher educators. Teachers who wish to nurture democratic citizenship education should strive to create a democratic classroom in which students have real responsibilities and opportunities to participate. It is also important for these teachers to be aware that there may be barriers to democratic citizenship education when their school principal has other priorities and/or does not encourage and nurture the efforts of the teacher. Social studies teacher educators may wish to examine how they present social studies education to their pre-service teachers. If they wish to encourage a commitment to democratic citizenship education, it is necessary that pre-service teachers are exposed to available literature. It may also be important to model democratic classrooms to pre-service teachers as most will have come from undemocratic school experiences