An increasing body of research on critical consciousness explores how youth understand and react to inequality in their social contexts. The operationalization of critical consciousness remains inchoate, however. Developmental psychology traditionally conceptualizes critical consciousness as three components (critical reflection, political efficacy, and critical action), but how levels of these components combine for different youth or relate to outcomes remains unclear. This article uses latent class analysis to examine how components of critical consciousness pattern together in a sample 448 of marginalized (racial/ethnic minority) youth, and relate to demographic characteristics, socioemotional outcomes, and academic well-being. We identify four classes of critical consciousness components differentiated by their level of critical reflection, beliefs about the fairness of the United States, and external and internal political efficacy. Ethnicity was related to class membership, but gender and socioeconomic status were not. Controlling for race/ethnicity, we find differences in cross-sectional measures of depression, academic engagement, academic competence, and grades of youth across these classes and identify sociopolitical efficacy as a key predictor of positive youth development. Our findings provide theoretical clarity and practical insight into the complexity of critical consciousness and the combination of components that is most beneficial for positive youth development.
Scholars call for more attention to how marginalization influences the development of low-income and racial/ethnic minority youth and emphasize the importance of youth's subjective perceptions of contexts. This study examines how beliefs about the fairness of the American system (system justification) in sixth grade influence trajectories of self-esteem and behavior among 257 early adolescents (average age 11.4) from a diverse, low-income, middle school in an urban southwestern city. System justification was associated with higher self-esteem, less delinquent behavior, and better classroom behavior in sixth grade but worse trajectories of these outcomes from sixth to eighth grade. These findings provide novel evidence that system-justifying beliefs undermine the well-being of marginalized youth and that early adolescence is a critical developmental period for this process.
Developmental psychologists widely recognize that the social structures and inequities of American society influence youth development. A burgeoning body of research also considers how youth marginalized by society critically evaluate societal inequities and take action to change them (critical consciousness, Freire [Education for critical consciousness (Vol. 1). Bloomsbury Publishing.]), suggesting that marginalized youth who are more critically conscious experience improved mental health and better educational and occupational outcomes and are more engaged in traditional forms of civic behavior. The current manuscript critically reviews and extends this area of research from an intersectional perspective. Drawing from core writings in intersectionality and more recent psychological applications, we contend that research on marginalized youth's critical consciousness could be further strengthened by (1) focusing on marginalizing systems, rather than marginalized individuals; (2) conceptualizing and examining multiple systems of oppression; and (3) paying greater attention to sociohistorical knowledge. We conclude with some initial concrete recommendations for integrating principles of intersectionality into scholarship on youths' critical consciousness development.
Extracurricular groups can promote healthy development, yet the literature has given limited attention to indirect associations between extracurricular involvement and mental health or to sexual and gender minority youth. Among 580 youth (Mage = 15.59, range = 10–20 years) and adult advisors in 38 Gender‐Sexuality Alliances (GSAs), multilevel structural equation models showed that greater engagement in GSAs over the school year predicted increased perceived peer validation, self‐efficacy to promote social justice, and hope (baseline adjusted). Through increased hope, greater engagement indirectly predicted reduced depressive and anxiety symptoms at the year’s end (baseline adjusted). GSAs whose members had more mental health discussions and more meetings reported reduced mental health concerns. Findings suggest how groups addressing issues of equity and justice improve members’ health.
A central question in the growing field of intraminority relations is how best to promote solidarity among marginalized groups. The current article reviews existing social psychological theories of intraminority relations, with a focus on barriers to, and facilitators of, intraminority solidarity. In particular, we explore the roles of competition and identity threats in eroding solidarity, and examine how similarity perceptions, a common identity of stigma, and structural and historical attributions generate solidarity. We then suggest that critical consciousness, a theory of sociopolitical development prominent in the developmental and community psychology literatures, can integrate disparate findings and extend our understanding of solidarity among marginalized groups. Borrowing from the critical consciousness literature, we outline new theoretical predictions for fostering intraminority solidarity. This exploration furthers existing theoretical work on intraminority solidarity and intergroup relations more broadly.
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