Sociopolitical development (SPD) is the process by which individuals become aware of social inequality, recognize the status of their social identities, and engage in activism. For racially marginalized youth, race is an important aspect of their SPD. Yet few studies have considered the connections between racial factors and youth's SPD. In this article, we introduce an integrative model situating racial sociocultural processes (i.e., racial identity, racial socialization, and experiences of racial discrimination) within current SPD theory. In particular, we look at African American youth as a case study to discuss how sociocultural factors can contribute to youth's awareness of structures of social inequality (i.e., critical social analysis) and engagement in action against social inequality (i.e., sociopolitical action). We conclude with suggestions for research.

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The current study examined whether youth perceptions of school racial messages that acknowledged the reality of racism (critical consciousness [CC] messages) or denied racism (color-blind messages) predicted youth anti-racism action through interpersonal and communal/political means.We further tested whether youths' critical reflection of perceived inequality and anger toward social injusticepsychological aspects of CC development-mediated relations between school messages and youth actions. These questions were explored using structural equation modeling with 372 racially/ethnically diverse adolescents (M age = 17.00; standard deviation = 1.29; female = 51.0%). Results indicated that youth perceptions of CC messages predicted their involvement in both interpersonal and communal/ political anti-racism action. Youths' anger toward social injustice mediated links between school racial messages and anti-racism action, albeit in unique ways. These findings underscore the power of schools in prompting youth antiracism action. Implications of the importance of partnerships between schools and youth community organizing groups to stimulate youth anti-racism action were discussed.

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Scholarship on critical consciousness frames how people who are more marginalized deeply analyze, feel empowered to change, and take collective action to redress perceived inequities. These three dimensions correspond to critical reflection, motivation, and action, respectively. In this article, we aim to recenter action in scholarship on critical consciousness, given the disproportionate attention that has been paid to reflection. To achieve this aim, we review empirical associations between critical action and positive developmental consequences among more marginalized youth, highlight promising practices to foster critical action, and identify questions and key areas for inquiry. We hope this article motivates a recentering of critical action in scholarship, policy, and practice on critical consciousness.

This research explored the development of Black adolescents’ (N = 454) critical reflection, conceived as individual (i.e., blaming Black people) and structural (i.e., blaming systemic racism) attributions for race achievement gaps. In this longitudinal study, adolescents and their parents reported their individual and structural attributions for race achievement gaps and parents’ racial socialization. Adolescents’ structural attributions increased from Grade 10 to Grade 12. Average levels of individual attributions did not change. Adolescents’ reports of parental racial socialization and parents’ structural attributions when youth were in Grade 10 predicted increases in adolescents’ structural attributions. Findings are applied to future research and efforts to increase adolescent critical reflection.

Sociopolitical development theory asserts that critical social analysis informs prosocial behaviors. We suggest that one aspect of Black adolescents’ critical social analysis development is an oppression analysis, in which Black adolescents consider (1) the importance of race to they are, (2) their personal feelings about their racial group, and (3) the experience of oppression for minority groups. The current study examined oppression analysis as a latent construct among a sample of 265 Black male adolescents in Grades 7 to 10 from three suburban districts in the Midwestern United States. Structural equation modeling revealed that received parental racial pride messages, but not school-based discrimination experiences, predicted Black male adolescents’ oppression analysis. An oppression analysis and school-based discrimination had direct effects on prosocial behaviors. Racial pride messages had an indirect effect on prosocial behaviors through oppression analysis. In addition, an oppression analysis had an indirect effect on prosocial behaviors through social-emotional skills. This research offers insight into the role of Black boys’ critical social analysis among individual and contextual factors in facilitating positive developmental outcomes.

Objectives: Latinx and Black young adults' experiences with the U.S. political system have been contentious. Despite this, they utilize psychological strengths, such as their critical consciousness (CC), to participate in the political process. This research explored relations between CC (e.g., critical reflection of social inequality and voting likelihood) and forms of civic/political engagement (e.g., sociopolitical action and social media engagement) among Latinx and Black young adults. Method: Measurement invariance (MI) tests and structural equation modeling (SEM) were used with Latinx (N ϭ 354, M age ϭ 26.08, SD ϭ 5.03) young adults who were slightly predominately male (55.1%) and Black American young adults (N ϭ 160, M age ϭ 25.84, SD ϭ 4.98) who were slightly predominately female (52.5%). Results: MI results indicated measures were not invariant (i.e., they were measured differently) across groups. Therefore, the hypothesized model was examined separately for groups. SEM analyses suggested both groups' critical reflection positively predicted voting likelihood and sociopolitical action. For Latinx young adults, voting likelihood mediated the relation between critical reflection and social media engagement. Black young adults' voting likelihood was unrelated to sociopolitical action and social media engagement. Alternative models examined bidirectional relations between CC and civic/political engagement. Conclusions: Findings suggest civic/political engagement pathways differ for Latinx and Black young adults. However, fostering critical reflection has the potential to stimulate both groups' intent to vote and sociopolitical action.