Perspectives on the United States Pledge of Allegiance

By Leisa Martin.

Published by The International Journal of Pedagogy and Curriculum

Format Price
Article: Print $US10.00
Published online: March 26, 2014 $US5.00

The United States Pledge of Allegiance is a common tradition in American schools. However, limited research has examined students’ perceptions on the United States Pledge of Allegiance. Consequently, this case study explored 100 middle school students and 36 high school students’ views on the United States Pledge of Allegiance using a theoretical framework of constructivism. When asked what the Pledge meant to them personally, the majority of the students expressed positive comments such as respect and loyalty to the nation; however, for 9.00% of the middle school students and for 27.78% of the high school students, the Pledge meant nothing to them. In terms of formal instruction, 62.00% of the middle school students and 61.11% of the high school students had received no formal instruction to prepare them for the Pledge ceremony. To prepare students for the Pledge ceremony and to help students make more informed decisions about the Pledge, educators can help ensure that students understand the concepts in the Pledge, the purpose of the Pledge, and its history.

Keywords: United States Pledge of Allegiance, Middle School Students, High School Students, Social Studies

International Journal of Pedagogy and Curriculum, Volume 20, Issue 2, March 2014, pp.111-117. Article: Print (Spiral Bound). Published online: March 26, 2014 (Article: Electronic (PDF File; 614.396KB)).

Dr. Leisa Martin

Assistant Professor of Social Studies Education, Department of Curriculum and Instruction, The University of Texas at Arlington, Arlington, Texas, USA

Dr. Leisa A. Martin is an Assistant Professor in Middle Level Social Studies Education at The University of Texas at Arlington in Arlington, Texas, United States of America. She is a former middle school social studies teacher; her research focuses on social studies education, citizenship education, and the United States Pledge of Allegiance. She has published in a variety of journals such as The International Journal of Learning, Theory and Research in Social Education, Journal of Social Studies Research, The Social Studies, the International Journal of Social Education, The Educational Forum, Middle Ground, Action in Teacher Education, and Multicultural Perspectives.