Bridging a Polarizing Divide: Election Simulation in an AP Government Course

Autor/in	Lo, Jane C.
Titel	Bridging a Polarizing Divide: Election Simulation in an AP Government Course
Quelle	In: Social Studies, 109 (2018) 6, S.281-293 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0037-7996
DOI	10.1080/00377996.2018.1521781
Schlagwörter	High School Students; Advanced Placement Programs; United States Government (Course); Civics; Elections; Simulation; Political Attitudes; Political Socialization; Public Opinion; Ideology; Politics; Perspective Taking; Attitude Change + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Staatsbürgerkunde; Election; Wahl; Simulation program; Simulationsprogramm; Political attitude; Politische Einstellung; Politische Sozialisation; Öffentliche Meinung; Ideologie; Politik; Zukunftsperspektive; Attitudinal change; Einstellungsänderung
Abstract	This article reports on a study that asks how might an elections simulation influence students with strong polarizing political beliefs? The elections simulation asks students to take on roles as candidate teams, political party leaders, interest groups, and media outlets in a mock presidential election. Students not only learn about elections but also political socialization, public opinion, political ideology, and the two-party system. Findings show that the elections simulations provided students with the opportunity to try out and engage with political perspectives that were different from their own. Even though the students' political stances did not change drastically at the end of the simulation, they reported understanding the two-party system better and can respect other perspectives more because of the simulation. This means that election simulations may help young people become more moderate (or less polarized) in their political opinions without diminishing their proclivities for active participation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01