Empowering Student Voices: Insights from Disadvantaged Girls on Political Self-Efficacy Through Classroom Discussions

This paper presents findings from the G-Epic research project, which aims to enhance political self-efficacy (PSE) among girls from disadvantaged backgrounds through classroom discussions. A sub-study, part of Working Package 3, was carried out in five countries, involving a sample of 265 eighth-grade students (144 girls and 121 boys). The study employed a comprehensive research design that included a detailed questionnaire, classroom observations, teacher interviews, and focus groups. The questionnaire covered a wide range of factors, including political self-efficacy, personal characteristics, school experiences, and family background, with a focus on socioeconomic status (SES) and migrant or national origins. The primary objective of the research was to assess the overall level of political self-efficacy in the observed classrooms and identify the main predictors of PSE. These predictors included family background (such as parental interest in politics), the teaching methods and frequency of political discussions, the social climate of the classroom, and the students' individual characteristics. One of the key findings was that girls in the study exhibited slightly higher levels of political self-efficacy compared to boys, a difference that was statistically significant. This contrasts with prior research, where boys typically reported higher levels of PSE. The unexpected trend observed in this study may be linked to the unique context of the participating classrooms, which were often led by teachers committed to promoting political self-efficacy and reducing gender disparities. These educators may have adopted teaching strategies that differ from traditional methods, likely influencing the elevated PSE levels observed among girls. However, despite these progressive approaches, the study still highlighted several gender-related differences in both school experiences and academic outcomes. The analysis indicated that political self-efficacy is shaped by a combination of factors, including students' sense of belonging, their engagement in school activities, and the supportiveness of their educational environment. These factors were moderately correlated, underlining the complex, interconnected nature of PSE development. This study underscores the critical role that classroom climate and teaching practices play in fostering political self-efficacy. It demonstrates the potential for targeted educational strategies to narrow gender gaps, even in classrooms characterized by diverse socioeconomic and migrant backgrounds. These findings contribute valuable insights to the ongoing conversation about how to design inclusive and supportive educational environments that encourage political engagement among all students, with a particular emphasis on those from disadvantaged backgrounds. By highlighting the importance of both classroom dynamics and teacher engagement, the study provides a foundation for future efforts to improve political self-efficacy through tailored teaching approaches, ultimately aiming to empower all students, regardless of gender or background, to engage confidently in political life.