A Study of Students' Social Identities and a "Historical Empathy Gap" in Middle and Secondary Social Studies Classes with the Instructional Unit "The Elizabeth Jennings Project"

Autor/in	Perrotta, Katherine
Titel	A Study of Students' Social Identities and a "Historical Empathy Gap" in Middle and Secondary Social Studies Classes with the Instructional Unit "The Elizabeth Jennings Project"
Quelle	In: Curriculum and Teaching Dialogue, 20 (2018) 1-2, S.53-69 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1538-750X
Schlagwörter	Middle School Students; High School Students; Social Studies; Identification (Psychology); Empathy; Student Diversity; Racial Identification; Language Proficiency; Sexual Identity; Cognitive Ability; History; Secondary Education; Student Characteristics; Special Needs Students + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Gemeinschaftskunde; Empathie; Language skill; Language skills; Sprachkompetenz; Geschlechtsidentität; Sexuelle Identität; Denkfähigkeit; Geschichte; Geschichtsdarstellung; Sekundarbereich; Sonderpädagogischer Förderbedarf
Abstract	The purpose of this study is to examine whether middle and secondary students' social identities impact exhibition of historical empathy through analysis of an underrepresented historical figure with the instructional unit "The Elizabeth Jennings Project."Major findings show that evidence of a "historical empathy gap" exists with regard to disparities on how students of diverse racial affiliations, English language proficiency, gender identities, and learning abilities impact demonstration of historical empathy. (As Provided).
Anmerkungen	IAP - Information Age Publishing, Inc. P.O. Box 79049, Charlotte, NC 28271-7047. Tel: 704-752-9125; Fax: 704-752-9113; e-mail: infoage@infoagepub.com; Web site: https://www.infoagepub.com/series/Curriculum-and-Teaching-Dialogue
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01