Do They Really Dislike Social Studies? A Study of Middle School and High School Students

Journal of Social Studies Research, Spring 2004 by Chiodo, John J, Byford, Jeffery

The participants in the study were selected with the idea of creating a purposeful sample. Purposeful sampling is based on the assumption the investigator wants to discover, understand, and gain insight into a situation and therefore, must select a sample from which the most can be learned (Merriam, 1998). During purposeful sampling, subjects are selected because they reflect the average person, situation, or instance of phenomenon (Merriam, 1998, p. 62). Therefore, we purposefully chose to study younger (eighth grade) and older (eleventh grade) students.

The study was conducted in a southwestern state in the United States where schools are required to teach state objectives (Priority Academics Student Skills or P.A.S.S). Implemented by the state, P.A.S.S is designed to test students' knowledge in the core areas of education. Within the social studies curriculum the southwestern state identifies social studies content as anthropology, archaeology, economics, geography, history, law, philosophy, political science, psychology, religion, and sociology. The goal of the social studies curriculum is to promote civic competence among students. Local school districts are responsible for correlating their district goals, teaching strategies and scope and sequence of social studies curriculum to the F.A.S.S tests.

Both eighth and eleventh grade participants were located in a community with a population of one hundred thousand permanent residents. The community, which is considered progressive, has historically supported education. A large state university is located within the community.

The school district serves 12,511 students of which 81.4% are white, 6.6% Native American, 6.0% African American, 2.6% Asian and 1.7% Hispanic. The middle school where fieldwork was conducted was one of four similar size middle schools within the district. Social studies content covered in the schools' curriculum included early civilizations for sixth grade, geography for seventh grade, and pre-civil war history for eighth grade students.

The high school used during the research study was one of two located in the community. It had a student population of nearly 1800 students. Social studies courses there are diverse, allowing students a choice in levels of core courses and elective courses. Ninth grade students are required to take world history. Tenth grade students have choices between United States history, advanced United States history or Advanced Placement United States history. juniors and seniors are required to enroll in state history, government, and geography. Additional courses in sociology, current issues, psychology, and Advanced Placement European history are considered electives.

Methods and Sample Selection

This phenomenological study contained two bound systems (8th and 11th grade). Although the methods used to collect data were similar, they were not identical. In both cases, we interviewed, took notes, and audio taped interviews with each participant. The interviews were transcribed in the course of one school year for both the eighth and eleventh grade participants.