Critical consciousness refers to an individual's awareness of oppressive systemic forces in society, a sense of efficacy to work against oppression, and engagement in individual or collective action against oppression. In the past few decades, interest in critical consciousness as a resource that may promote thriving in marginalized people has grown tremendously. This article critically examines the results of a systematic review of 67 studies of critical consciousness in children and adolescents, published between 1998 and 2019. Across these studies, major themes included the role of socialization experiences, relationships, and context in the development of critical consciousness. In addition, critical consciousness was associated with a number of adaptive developmental outcomes, including career-related, civic, social-emotional, and academic outcomes-especially for marginalized youth. However, our analysis highlights several critical gaps in the literature. We highlight the need for further delineation of the impacts of parent and peer socialization on critical consciousness in specific developmental periods and for studying critical consciousness at multiple levels of the ecological system. We further note the dearth of rigorous experimental or quasi-experimental studies in the area of interventions to promote critical consciousness. In addition, we note that developmental questions-questions about the nature and function of critical consciousness over time-are largely unanswered in the literature, including questions about how critical consciousness manifests and develops during childhood. Leveraging the findings of our systematic review, we outline key next steps for this rapidly growing area of research. Public Significance StatementCritical consciousness is a person's awareness of oppressive social systems, their sense that they and their communities can work to resist oppression, and their engagement in antioppressive action. This systematic review indicates that critical consciousness may promote thriving among adolescents experiencing marginalization based on their race, social class, income, gender, or other aspects of their identities. Adults such as teachers, parents, and mentors can help to promote critical consciousness in children and youth.

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Using a collaborative critical personal narrative methodology grounded in intersectionality, we interrogated tensions in identifying ourselves as tempered radicals and scholar-activists who were involved in a local universitycommunity activist organization. We assert the value of informal activist spaces within the university and identify issues related to the lack of recognition of scholaractivism as legitimate scholarship, including the paradox of universities as colonizing and liberatory spaces for community engagement and activism. Our themes highlight how mentorship affects scholar-activism and how activism transforms and disrupts the neoliberal university. Yet, activism is rendered invisible, making homeplaces for scholar-activism critical for students, faculty, staff, and the community to address structural inequalities within and outside of the university. We conclude with recommendations to improve mentorship for scholar-activists, to revise tenure and promotion policies to include scholar-activism, and to recognize spaces within the academy that honor scholar-activism as a critical form of praxis informed by intersectionality. We employed a collaborative critical personal narrative methodology to interrogate the structural and systematic inequalities we experience as scholar-activists (Collins & Bilge, 2016; Crenshaw, 1989; Moraga & Anzaldúa, 1981). Using intersectionality, we locate spaces and moments where power dynamics around class, race, and gender are necessary to transform higher

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In Eastern Uganda, 201 adolescents aged 11- to 17-years old (48% girls; Mage = 14.62) answered close- and open-ended questions about gender stereotypes of domestic and recreational activities and gender-role attitudes about women’s behavior, rights, and roles. Adolescents answered questions such as “who is more likely to . . .?” assessing descriptive stereotypes (i.e., stereotype knowledge) and questions such as “is it ok for women to . . .?” assessing prescriptive stereotypes (i.e., stereotype endorsement) about gender roles. Data were analyzed via descriptive statistics, correlations, and thematic coding. Findings indicate that Ugandan adolescents were fairly egalitarian in some domains (e.g., leisure and recreation) but were non-egalitarian in other domains (e.g., marital and domestic roles). Adolescents held a mix of gender-stereotyped and non-stereotyped views about domestic and recreational activities as well as attitudes about women. Findings present reasons for hope and for continued work toward gender equality in Uganda. Results may inform interventions that foster gender egalitarian attitudes in youth.

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This study presents findings from an Infant and Early Childhood Mental Health Consultation (IECMHC) initiative in Arizona called Smart Support. The IECMHC used an early childhood mental health consultation model as an early childhood education intervention to address the needs of preschoolers with challenging behaviors. Disparities in teacher‐child relationships and discipline are some of the most persistent racial disparities impacting young Black children. The goal of IECMHC is to facilitate teachers' skills to respond to challenging child behavior and to shift teachers' internal representations of young children. This study is one of the first to link a statewide IECMHC intervention to the analysis of racial and gender teacher‐child relational and discipline disparities. Multilevel growth analyses examined whether child scores at baseline and growth over time differed as a function of child race and gender. At baseline, Black children, compared to white peers, and Black boys, compared to white boys, had higher teacher‐child conflict scores. These scores decreased more strongly over the course of IECMHC such that Black children's outcomes surpassed those of white peers by the end of consultation. A trend was also seen for the reduction of Black boys' preschool expulsion risk, although this trend was only marginally significant.

Ugandan adolescents ( n = 202, 54% girls; Mage = 14.26) answered closed- and open-ended questions about the gender composition of friends and attitudes about, and activities with, same- and other-gender peers and friends. Adolescents’ friendships were somewhat gender segregated, although other-gender friendships were present. Positive attitudes about same- and other-gender peers and friends were prevalent. Girls and boys displayed similar attitudes about same- and other-gender peers, with the exception of boys reporting more positive attitudes toward boys. Adolescents enjoyed the following aspects of same- and other-gender friendships: talking about problems, receiving help, sharing items and activities, receiving advice about romance and puberty, and receiving help with schoolwork. Adolescents engaged with mixed-gender peers for most shared activities, although gender segregation was present for certain activities (e.g., playing sports). Results may inform programs that support positive peer interactions among youth in sub-Saharan Africa.