Correlates of Open Discussion of Controversy in the Social Studies Classroom.

Two aspects of the place of controversy in the secondary school social studies curricula are considered in this study. First, students' attitudes and descriptions concerning the introduction of controversial course material into the social studies curricula are investigated; and, secondly, the possible consequences of such material are examined. Data collected from 588 secondary students in three southern Illinois communities through a questionnaire administered to English classes shows that students strongly prefer an emphasis on controversial subject matter in social studies, that they expect the teacher's role to be active, and that half prefer the expression of personal opinions by the teacher. The consequences for the student in a civic education class with open discussion of controversial subject matter are investigated in relation to positive educational outputs of attitudes, behaviors, or perceptions. General conclusions drawn from measures of these three correlates are that secondary students prefer a comparatively strong emphasis on controversial subject matter in social studies and that, when allowed to discuss controversial materials openly in the social studies class, students display marked behavioral and perceptual effects not manifested in students more constrained in this activity. (Author/KSM)