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  1.  25
    Civic Mandates for the ‘Majority’: The Perception of Whiteness and Open Classroom Climate in Predicting Youth Civic Engagement.Jenni Conrad, Jane C. Lo & Zahid Kisa - 2022 - Journal of Social Studies Research 46 (1):7-17.
    Informed by Critical Race Theory, this quantitative study supports civic educators in understanding the role of classroom climate and racial identity in students’ civic engagement during a statewide middle school civics mandate (n = 4707). Findings reveal that students of color experience higher civic engagement and lower civic attitude scores than white-identifying peers, after controlling for school, classroom, and affluence indicators. Students’ perception of whiteness (or perhaps majority status) appeared to correlate with positive civic knowledge and civic attitude, but relative (...)
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  2.  10
    Leveraging Dissent: A Policy Narrative's Power to Sow Distrust.Jane C. Lo & Candace Moore - 2024 - Educational Theory 74 (5):682-695.
    The rise of political polarization and disagreement within the United States and other democracies indicates an erosion of the social contract, a deterioration exacerbated by the balkanization of social media, that can negatively impact our social relationships. Recent anti–Critical Race Theory (CRT) narratives in education provide insights into how policy narratives can be used to sow distrust in an educational context. In this paper Jane Lo and candace moore argue for the ways policy narratives can sow distrust as opposed to (...)
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  3.  35
    Developing Participation through Simulations: A Multi-Level Analysis of Situational Interest on Students’ Commitment to Vote.Jane C. Lo - 2015 - Journal of Social Studies Research 39 (4):243-254.
    While simulation has been a staple of Social Studies curricula since the 1960s, few current studies have sought to understand the mechanisms behind how simulations may influence students’ learning and behavior. Learning theories around student engagement – specifically interest development theory (Hidi & Renninger, 2006) – may help explain students’ commitment to future political action. To incorporate this theory into the democratic education literature, this study asks: Do situational interest and simulation frequency uniquely contribute to students’ commitment to vote in (...)
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