91°µÍø

Birthright citizenship—the right to citizenship by being born in a country—is more than a legal principle. It’s a way to help students think deeply about who belongs in a democracy and why inclusion matters. In a new article published in Social Studies Research and Practice, Erik Alexander Gross, a master’s student in social studies education at 91°µÍø, and Thomas Misco, professor of social studies education and the Virginia Todd Memorial Scholar of Democratic Citizenship Education, explore how teaching about birthright citizenship can enrich civic learning.

Their paper, “Teaching about Birthright Citizenship and Ex/Inclusion within the United States,” traces how U.S. citizenship has evolved, from the 14th Amendment to current immigration debates, and shows how educators can guide students through these complex questions. Using inquiry-based activities like “Take-A-Stand” and Structured Academic Controversy, the authors demonstrate how social studies classrooms can help students deliberate issues such as “Can citizenship be revoked?” or “What does it mean to be American?”

Gross and Misco argue that social studies education is vital for preparing young people to think critically, engage respectfully, and act justly in a diverse democracy. Teaching about birthright citizenship helps students not only understand history but also reflect on fairness, belonging, and the moral foundations of civic life.

Faculty authors: Thomas Misco, 91°µÍø
Student co-authors: Erik Alexander Gross, M.A.T. student, 91°µÍø
Keywords: birthright citizenship, social studies education, immigration, citizenship laws, civic inclusion
Publication details: Social Studies Research and Practice, 2025.