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.
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.
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.
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