Analyzing Educators’ Roles in Preparing Students for Civic Engagement in Arkansas Communities

Authors

• Mia L. Hastings, University of Arkansas, FayettevilleFollow

Files

Date of Graduation

5-2026

Description

Young adults ages eighteen to twenty-nine make up a large portion of the voting age population but historically participate in elections at lower rates. Although most students take at least one high school civics course, civic education often emphasizes the memorization of governmental facts rather than preparing students with the skills needed for active civic participation. This gap highlights the need to examine how educators can better prepare students for meaningful civic engagement. The purpose of this study is to examine how educators prepare students for civic engagement in Arkansas communities. The study defines practical strategies educators can implement in their instruction to strengthen students’ political efficacy and civic participation. This study uses a qualitative, practice-based research design centered on self-reflection and analysis. I am the participant in this study as a preservice educator taking part in the Arkansas Collegiate Civic Leadership Academy, a seven-month program hosted by the Winthrop Rockefeller Institute. The program included five seminars focused on topics such as public service, journalism, and local government structures. After each seminar, I responded to three reflection questions focused on civic learning, classroom application, and my professional growth as a future educator. These reflections serve as the primary data source and are analyzed using a reflexive thematic analysis to identify recurring themes and strategies related to civic engagement in education. I have compared my findings to Arkansas’s current social studies civic standards to evaluate how these experiences informed classroom practices that support civic participation. Results identify key themes from my reflections that highlight strategies educators can use to promote civic engagement among students in their classrooms. The analysis reveals connections between civic learning experiences and effective classroom practices that encourage political efficacy and participation. This study highlights how experiential civic learning can inform educators’ approaches to promoting civic engagement. The findings provide practical strategies for teachers, administrators, and curriculum developers to better integrate civic participation into classroom instruction. By connecting civic education with real-world engagement, educators can better prepare students to become informed and active citizens. These insights strengthen civic learning practices in Arkansas schools and support further efforts to increase youth civic participation.

Publication Date

2026

Document Type

Book

Degree Name

Bachelor of Arts in Social Studies Education and Bachelor of Arts in Political Science

Degree Level

Undergraduate

Department

Curriculum and Instruction

Advisor/Mentor

Christine Ralston

Committee Member

John Davis

Disciplines

Academic Advising | Curriculum and Instruction | Curriculum and Social Inquiry | Early Childhood Education | Education | Secondary Education | Secondary Education and Teaching | Social and Behavioral Sciences

Keywords

Practice-Based

Citation

Hastings, M. L. (2026). Analyzing Educators’ Roles in Preparing Students for Civic Engagement in Arkansas Communities. 2026 Honors Symposium. Retrieved from https://scholarworks.uark.edu/coesym26/13