Researchers in comparative education have suggested different ways in which their field of study can be enhanced by considering units of analysis at different levels rather than focusing on a single level such as the nation-state (Bray and Thomas, 1995; Torney-Purta and Barber, 2011). The study reported here seeks to contribute to this area of interest to comparative researchers. It does so by identifying groups for comparison that are not predefined in advance of any analysis but which emerge during the analytic process itself. Drawing on data from ICCS 2009 (Schulz et al., 2010), the intentions of 14-year-old students in five Asian societies to participate in future civic related activities are analyzed with a focus on the students’ responses to specific questions. The results show that there is considerable variation within each of these societies when it comes to type of future civic engagement. At one end of the spectrum are groups of students who are classified as “Radical Participators” while at the other there are the “Minimal Participators” and there are other clusters of students in between. Groups such as these exist in each society, although not in the same proportions. The implications of these results are discussed, especially with reference to how comparative research can be enhanced by identifying groups through person-centered analytic techniques. Copyright © 2015 The Author(s).
|Journal||Research in Comparative and International Education|
|Early online date||Feb 2015|
|Publication status||Published - 2015|
CitationChow, J. K. F., & Kennedy, K. J. (2015). Asian students’ conceptions of future civic engagement: Comparing clusters using person-centered analysis. Research in Comparative and International Education, 10(1), 7-22.
- Civic participation
- Comparative research
- Hong Kong