title: Bridging Worlds in the Social Studies Classroom:Teachers' Practices and Latino Immigrant Youths' Civic and Political Development.
abstract: OBJECTIVE
  Prior research suggests that high school experiences shape young adult political behaviors, particularly among immigrant youth. The U.S. social studies classroom, focused on democratic citizenship education, proves an interesting socializing institution.
  
  
  METHODS
  Through qualitative inquiry, we interviewed Latino immigrant young adults and their former teachers regarding their high school social studies experiences and evolving political and civic engagement.
  
  
  RESULTS
  indicate that armed with experience bridging the worlds of the school and home, immigrant students respond and relate to the content and pedagogy of the social studies classroom in such a way that they (1) participate in civic discourse and (2) nurture a disposition toward leadership through teachers' civic expectations of them and instructional emphasis on critical thinking skills.
  
  
  CONCLUSIONS
  The ability to engage in civic discourse and a disposition toward leadership are both necessary to foster America's democratic ideals, and to take on leadership roles during adulthood. With focused effort on the unique perspective of immigrant youth, high school social studies teachers can nurture in these students the ability to become leaders in young adulthood, broadening the potential leadership pool.
  
  
  CONCLUSIONS
  This study highlights how the social studies curriculum may be particularly salient to Latino immigrant youth as they transition from adolescence to young adulthood and develop their political and civic identities.
authors.affiliation: Department of Curriculum & Instruction, Population Research Center The University of Texas at Austin 1912 Speedway Stop, D5700 Austin, TX 78712 Callahan@prc.utexas.edu.
authors.forename: Rebecca M
authors.initials: RM
authors.lastname: Callahan
authors.affiliation: Department of Curriculum & Instruction Purdue University 100 University Street, BRNG 4108 West Lafayette, IN 47907 kobench@purdue.edu.
authors.forename: Kathryn M
authors.initials: KM
authors.lastname: Obenchain
keywords: adolescence; civic development; high school; immigrant; pedagogy