Civic Education: Insights From Culturally and Linguistically Diverse Middle School Students.

This study examines the perspectives of culturally and linguistically diverse (CLD) middle school students in an urban Northeastern U.S. setting regarding civic education, highlighting a need for curricula that better reflect their communities and lived experiences. Using qualitative methods, including a gallery walk and focus groups with 15 racially diverse students, the research found students interested in law and civic issues but feeling disconnected from current civic education, which often overlooks race, social justice, and contemporary political topics. The study emphasizes incorporating critical race theory, antiracism, critical multicultural citizenship education, and culturally relevant pedagogy to create more inclusive and engaging civic education. Recommendations include partnerships between law schools and public schools, integrating real-world legal issues, fostering student activism, and adapting curricula to students' cultural and linguistic backgrounds to promote equitable civic participation and representation in the legal profession.