How Adolescents in 27 Countries Understand, Support, and Practice Human Rights
Identifieur interne : 001A58 ( Istex/Corpus ); précédent : 001A57; suivant : 001A59How Adolescents in 27 Countries Understand, Support, and Practice Human Rights
Auteurs : Judith Torney-Purta ; Britt Wilkenfeld ; Carolyn BarberSource :
- Journal of Social Issues [ 0022-4537 ] ; 2008-12.
Abstract
An understanding of human rights among young people forms a foundation for future support and practice of rights. We have used data from 88,000 14‐year‐olds surveyed in the 1999 International Association for the Evaluation of Educational Achievement (IEA) Civic Education Study to examine country differences in students' knowledge pertaining to human rights compared with other forms of civic knowledge, and in students' attitudes toward promoting and practicing human rights. A hierarchical linear modeling (HLM) analysis examines student‐level predictors (e.g., gender and school experiences) and country‐level predictors (e.g., history of democracy) of rights‐related knowledge and attitudes. Countries with governments that pay more attention to human rights in intergovernmental discourse (i.e., dialogue between nations and international governing bodies) have students who perform better on human rights knowledge items. Students' experiences of democracy at school and with international issues have a positive association with their knowledge of human rights. Significant gender differences also exist. Looking at rights‐related attitudes, students with more knowledge of human rights, more frequent engagement with international topics, and more open class and school climates held stronger norms supporting social movement citizenship, had more positive attitudes toward immigrants' rights, and were more politically efficacious. Implications are drawn for psychologists and educators who wish to play a role in increasing adolescents' understanding, support, and practice of human rights.
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DOI: 10.1111/j.1540-4560.2008.00592.x
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We have used data from 88,000 14‐year‐olds surveyed in the 1999 International Association for the Evaluation of Educational Achievement (IEA) Civic Education Study to examine country differences in students' knowledge pertaining to human rights compared with other forms of civic knowledge, and in students' attitudes toward promoting and practicing human rights. A hierarchical linear modeling (HLM) analysis examines student‐level predictors (e.g., gender and school experiences) and country‐level predictors (e.g., history of democracy) of rights‐related knowledge and attitudes. Countries with governments that pay more attention to human rights in intergovernmental discourse (i.e., dialogue between nations and international governing bodies) have students who perform better on human rights knowledge items. Students' experiences of democracy at school and with international issues have a positive association with their knowledge of human rights. Significant gender differences also exist. Looking at rights‐related attitudes, students with more knowledge of human rights, more frequent engagement with international topics, and more open class and school climates held stronger norms supporting social movement citizenship, had more positive attitudes toward immigrants' rights, and were more politically efficacious. Implications are drawn for psychologists and educators who wish to play a role in increasing adolescents' understanding, support, and practice of human rights.</div></front></TEI><istex><corpusName>wiley</corpusName><author><json:item><name>Judith Torney‐Purta</name><affiliations><json:string>University of Maryland</json:string><json:string>E-mail: jtpurta@umd.edu</json:string></affiliations></json:item><json:item><name>Britt Wilkenfeld</name><affiliations><json:string>University of Maryland</json:string></affiliations></json:item><json:item><name>Carolyn Barber</name><affiliations><json:string>University of Missouri, Kansas City</json:string></affiliations></json:item></author><articleId><json:string>JOSI592</json:string></articleId><language><json:string>eng</json:string></language><originalGenre><json:string>article</json:string></originalGenre><abstract>An understanding of human rights among young people forms a foundation for future support and practice of rights. We have used data from 88,000 14‐year‐olds surveyed in the 1999 International Association for the Evaluation of Educational Achievement (IEA) Civic Education Study to examine country differences in students' knowledge pertaining to human rights compared with other forms of civic knowledge, and in students' attitudes toward promoting and practicing human rights. A hierarchical linear modeling (HLM) analysis examines student‐level predictors (e.g., gender and school experiences) and country‐level predictors (e.g., history of democracy) of rights‐related knowledge and attitudes. Countries with governments that pay more attention to human rights in intergovernmental discourse (i.e., dialogue between nations and international governing bodies) have students who perform better on human rights knowledge items. Students' experiences of democracy at school and with international issues have a positive association with their knowledge of human rights. Significant gender differences also exist. Looking at rights‐related attitudes, students with more knowledge of human rights, more frequent engagement with international topics, and more open class and school climates held stronger norms supporting social movement citizenship, had more positive attitudes toward immigrants' rights, and were more politically efficacious. Implications are drawn for psychologists and educators who wish to play a role in increasing adolescents' understanding, support, and practice of human rights.</abstract><qualityIndicators><score>8.104</score><pdfVersion>1.4</pdfVersion><pdfPageSize>432 x 648 pts</pdfPageSize><refBibsNative>true</refBibsNative><abstractCharCount>1601</abstractCharCount><pdfWordCount>8212</pdfWordCount><pdfCharCount>54136</pdfCharCount><pdfPageCount>24</pdfPageCount><abstractWordCount>217</abstractWordCount></qualityIndicators><title>How Adolescents in 27 Countries Understand, Support, and Practice Human Rights</title><refBibs><json:item><host><author></author><title>Amnesty International. (1996). First steps: A manual for starting human rights education. London : Author.</title></host></json:item><json:item><author><json:item><name>L. R. Atkeson</name></json:item><json:item><name>R. B. 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We have used data from 88,000 14‐year‐olds surveyed in the 1999 International Association for the Evaluation of Educational Achievement (IEA) Civic Education Study to examine country differences in students' knowledge pertaining to human rights compared with other forms of civic knowledge, and in students' attitudes toward promoting and practicing human rights. A hierarchical linear modeling (HLM) analysis examines student‐level predictors (e.g., gender and school experiences) and country‐level predictors (e.g., history of democracy) of rights‐related knowledge and attitudes. Countries with governments that pay more attention to human rights in intergovernmental discourse (i.e., dialogue between nations and international governing bodies) have students who perform better on human rights knowledge items. Students' experiences of democracy at school and with international issues have a positive association with their knowledge of human rights. Significant gender differences also exist. Looking at rights‐related attitudes, students with more knowledge of human rights, more frequent engagement with international topics, and more open class and school climates held stronger norms supporting social movement citizenship, had more positive attitudes toward immigrants' rights, and were more politically efficacious. Implications are drawn for psychologists and educators who wish to play a role in increasing adolescents' understanding, support, and practice of human rights.</p></abstract></profileDesc><revisionDesc><change when="2008-12">Published</change></revisionDesc></teiHeader></istex:fulltextTEI><json:item><extension>txt</extension><original>false</original><mimetype>text/plain</mimetype><uri>https://api.istex.fr/document/83706C4E6DEBD14D5F575135A1852810575443D0/fulltext/txt</uri></json:item></fulltext><metadata><istex:metadataXml wicri:clean="Wiley, elements deleted: body"><istex:xmlDeclaration>version="1.0" encoding="UTF-8" standalone="yes"</istex:xmlDeclaration><istex:document><component version="2.0" type="serialArticle" xml:lang="en"><header><publicationMeta level="product"><publisherInfo><publisherName>Blackwell Publishing Inc</publisherName><publisherLoc>Malden, USA</publisherLoc></publisherInfo><doi origin="wiley" registered="yes">10.1111/(ISSN)1540-4560</doi><issn type="print">0022-4537</issn><issn type="electronic">1540-4560</issn><idGroup><id type="product" value="JOSI"></id><id type="publisherDivision" value="ST"></id></idGroup><titleGroup><title type="main" sort="JOURNAL OF SOCIAL ISSUES">Journal of Social Issues</title></titleGroup></publicationMeta><publicationMeta level="part" position="12004"><doi origin="wiley">10.1111/josi.2008.64.issue-4</doi><numberingGroup><numbering type="journalVolume" number="64">64</numbering><numbering type="journalIssue" number="4">4</numbering></numberingGroup><coverDate startDate="2008-12">December 2008</coverDate></publicationMeta><publicationMeta level="unit" type="article" position="9" status="forIssue"><doi origin="wiley">10.1111/j.1540-4560.2008.00592.x</doi><idGroup><id type="unit" value="JOSI592"></id></idGroup><countGroup><count type="pageTotal" number="24"></count></countGroup><titleGroup><title type="tocHeading1">CULTURAL AND CROSS‐CULTURAL PERSPECTIVES ON CHILDREN'S RIGHTS</title></titleGroup><copyright>© 2008 The Society for the Psychological Study of Social Issues</copyright><eventGroup><event type="firstOnline" date="2008-11-25"></event><event type="publishedOnlineFinalForm" date="2008-11-25"></event><event type="xmlConverted" agent="Converter:BPG_TO_WML3G version:2.3.2 mode:FullText source:FullText result:FullText" date="2010-03-11"></event><event type="xmlConverted" agent="Converter:WILEY_ML3G_TO_WILEY_ML3GV2 version:3.8.8" date="2014-01-31"></event><event type="xmlConverted" agent="Converter:WML3G_To_WML3G version:4.1.7 mode:FullText,remove_FC" date="2014-10-30"></event></eventGroup><numberingGroup><numbering type="pageFirst" number="857">857</numbering><numbering type="pageLast" number="880">880</numbering></numberingGroup><correspondenceTo> *Correspondence concerning this article should be addressed to Judith Torney‐Purta, Department of Human Development, 3304 Benjamin Building, University of Maryland 20742 [e‐mail: <email>jtpurta@umd.edu</email>].</correspondenceTo><linkGroup><link type="toTypesetVersion" href="file:JOSI.JOSI592.pdf"></link></linkGroup></publicationMeta><contentMeta><countGroup><count type="figureTotal" number="0"></count><count type="tableTotal" number="5"></count><count type="formulaTotal" number="0"></count><count type="referenceTotal" number="43"></count><count type="linksCrossRef" number="82"></count></countGroup><titleGroup><title type="main">How Adolescents in 27 Countries Understand, Support, and Practice Human Rights</title><title type="shortAuthors"><b>Torney‐Purta, Wilkenfeld, and Barber</b></title><title type="short"><b>Adolescents' Support for Human Rights</b></title></titleGroup><creators><creator creatorRole="author" xml:id="cr1" affiliationRef="#a1" corresponding="yes"><personName><givenNames>Judith</givenNames><familyName>Torney‐Purta</familyName></personName></creator><creator creatorRole="author" xml:id="cr2" affiliationRef="#a1"><personName><givenNames>Britt</givenNames><familyName>Wilkenfeld</familyName></personName></creator><creator creatorRole="author" xml:id="cr3" affiliationRef="#a2"><personName><givenNames>Carolyn</givenNames><familyName>Barber</familyName></personName></creator></creators><affiliationGroup><affiliation xml:id="a1" countryCode="US"><unparsedAffiliation>University of Maryland</unparsedAffiliation></affiliation><affiliation xml:id="a2"><unparsedAffiliation>University of Missouri, Kansas City</unparsedAffiliation></affiliation></affiliationGroup><abstractGroup><abstract type="main" xml:lang="en"><p> <i>An understanding of human rights among young people forms a foundation for future support and practice of rights. We have used data from 88,000 14‐year‐olds surveyed in the 1999 International Association for the Evaluation of Educational Achievement (IEA) Civic Education Study to examine country differences in students' knowledge pertaining to human rights compared with other forms of civic knowledge, and in students' attitudes toward promoting and practicing human rights. A hierarchical linear modeling (HLM) analysis examines student‐level predictors (e.g., gender and school experiences) and country‐level predictors (e.g., history of democracy) of rights‐related knowledge and attitudes. Countries with governments that pay more attention to human rights in intergovernmental discourse (i.e., dialogue between nations and international governing bodies) have students who perform better on human rights knowledge items. Students' experiences of democracy at school and with international issues have a positive association with their knowledge of human rights. Significant gender differences also exist. Looking at rights‐related attitudes, students with more knowledge of human rights, more frequent engagement with international topics, and more open class and school climates held stronger norms supporting social movement citizenship, had more positive attitudes toward immigrants' rights, and were more politically efficacious. Implications are drawn for psychologists and educators who wish to play a role in increasing adolescents' understanding, support, and practice of human rights.</i> </p></abstract></abstractGroup></contentMeta><noteGroup><note xml:id="n-fnt-1" numbered="no"><p>The authors are grateful to Felisa Tibbitts for assistance in conducting the review of research and to David Suarez for providing data about countries' emphasis on human rights used in the analysis.</p></note></noteGroup></header></component></istex:document></istex:metadataXml><mods version="3.6"><titleInfo lang="en"><title>How Adolescents in 27 Countries Understand, Support, and Practice Human Rights</title></titleInfo><titleInfo type="abbreviated" lang="en"><title>Adolescents' Support for Human Rights</title></titleInfo><titleInfo type="alternative" contentType="CDATA" lang="en"><title>How Adolescents in 27 Countries Understand, Support, and Practice Human Rights</title></titleInfo><name type="personal"><namePart type="given">Judith</namePart><namePart type="family">Torney‐Purta</namePart><affiliation>University of Maryland</affiliation><affiliation>E-mail: jtpurta@umd.edu</affiliation><role><roleTerm type="text">author</roleTerm></role></name><name type="personal"><namePart type="given">Britt</namePart><namePart type="family">Wilkenfeld</namePart><affiliation>University of Maryland</affiliation><role><roleTerm type="text">author</roleTerm></role></name><name type="personal"><namePart type="given">Carolyn</namePart><namePart type="family">Barber</namePart><affiliation>University of Missouri, Kansas City</affiliation><role><roleTerm type="text">author</roleTerm></role></name><typeOfResource>text</typeOfResource><genre type="article" displayLabel="article"></genre><originInfo><publisher>Blackwell Publishing Inc</publisher><place><placeTerm type="text">Malden, USA</placeTerm></place><dateIssued encoding="w3cdtf">2008-12</dateIssued><copyrightDate encoding="w3cdtf">2008</copyrightDate></originInfo><language><languageTerm type="code" authority="rfc3066">en</languageTerm><languageTerm type="code" authority="iso639-2b">eng</languageTerm></language><physicalDescription><internetMediaType>text/html</internetMediaType><extent unit="tables">5</extent><extent unit="references">43</extent></physicalDescription><abstract lang="en">An understanding of human rights among young people forms a foundation for future support and practice of rights. We have used data from 88,000 14‐year‐olds surveyed in the 1999 International Association for the Evaluation of Educational Achievement (IEA) Civic Education Study to examine country differences in students' knowledge pertaining to human rights compared with other forms of civic knowledge, and in students' attitudes toward promoting and practicing human rights. A hierarchical linear modeling (HLM) analysis examines student‐level predictors (e.g., gender and school experiences) and country‐level predictors (e.g., history of democracy) of rights‐related knowledge and attitudes. Countries with governments that pay more attention to human rights in intergovernmental discourse (i.e., dialogue between nations and international governing bodies) have students who perform better on human rights knowledge items. Students' experiences of democracy at school and with international issues have a positive association with their knowledge of human rights. Significant gender differences also exist. Looking at rights‐related attitudes, students with more knowledge of human rights, more frequent engagement with international topics, and more open class and school climates held stronger norms supporting social movement citizenship, had more positive attitudes toward immigrants' rights, and were more politically efficacious. Implications are drawn for psychologists and educators who wish to play a role in increasing adolescents' understanding, support, and practice of human rights.</abstract><relatedItem type="host"><titleInfo><title>Journal of Social Issues</title></titleInfo><genre type="journal">journal</genre><identifier type="ISSN">0022-4537</identifier><identifier type="eISSN">1540-4560</identifier><identifier type="DOI">10.1111/(ISSN)1540-4560</identifier><identifier type="PublisherID">JOSI</identifier><part><date>2008</date><detail type="volume"><caption>vol.</caption><number>64</number></detail><detail type="issue"><caption>no.</caption><number>4</number></detail><extent unit="pages"><start>857</start><end>880</end><total>24</total></extent></part></relatedItem><identifier type="istex">83706C4E6DEBD14D5F575135A1852810575443D0</identifier><identifier type="DOI">10.1111/j.1540-4560.2008.00592.x</identifier><identifier type="ArticleID">JOSI592</identifier><accessCondition type="use and reproduction" contentType="copyright">© 2008 The Society for the Psychological Study of Social Issues</accessCondition><recordInfo><recordContentSource>WILEY</recordContentSource><recordOrigin>Blackwell Publishing Inc</recordOrigin></recordInfo></mods></metadata><serie></serie></istex></record>Pour manipuler ce document sous Unix (Dilib)
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