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"

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 evid...

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Bibliographic Details
Published in:Curriculum and teaching dialogue 2018, Vol.20 (1-2), p.53-179
Main Author: Perrotta, Katherine
Format: Article
Language:English
Subjects:
Analysis
Cognitive Ability
Empathy
Gender identity
High School Students
History
History Instruction
Identification (Psychology)
Language Proficiency
Literature Reviews
Middle and junior high school students
Middle School Students
Racial Identification
Secondary Education
Secondary school students
Sexual Identity
Social aspects
Social identity
Social sciences
Social Studies
Social studies education
Special Needs Students
Student Characteristics
Student Diversity
Students
Study and teaching
Thinking Skills
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Summary: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.
ISSN:1538-750X
2169-1231