A need exists to better understand how racial/ethnic minority students' critical consciousness development in response to marginalization may be involved in their educational and career development. We therefore examined the link between critical consciousness development and career decision self‐efficacy and career outcome expectations among racial/ethnic minority community college students. Following social cognitive career theory's conceptual pillars, we developed a testable model integrating critical consciousness and social cognitive variables. This model was tested with 135 racially and ethnically diverse community college students. Data analysis included path analyses and tests of model fit using structural equation modeling. Results suggested that (a) higher critical agency is linked to higher career decision self‐efficacy and outcome expectations and (b) critical action and reflection have a bidirectional link and predict higher critical agency. Implications for research and practice aiming to close educational and career gaps among racial/ethnic minorities are discussed.

Black and Latino students, particularly boys, experience higher rates of school disengagement and dropout than their non-Hispanic White peers (Gregory, Skiba, & Noguera, 2010). Although attention to exclusionary disciplinary practices is necessary to understand their disengagement, a focus on the experiences and perceptions of relationships and on teacher attitudes among boys of color can help to illuminate some of the challenges they experience. Eight focus groups involving 23 middle school-and 99 high school-aged boys of color participating in a community-driven basketball program shared how they experienced their school and their relationships with teachers and peers. Students' age ranged from 12 to 19 years (M ϭ 15.86, SD ϭ 1.71). Constant comparative analysis of focus group interviews yielded the following 5 themes: (a) school climate; (b) respect and disrespect; (c) encounters with discrimination; (d) hopes, wants, needs, and facilitative conditions; and (e) barriers to academic success. These themes illustrate students' perception of relationships, respect, and differential treatment within schools. Although these are barriers to academic success, students were not without hope. Students communicated their hopes and demonstrated an awareness of the importance of healthy relationships with teachers. These themes are discussed within the research on masculinity, discrimination, and school climate. Implications for research and practice are framed within the literature on bias, masculinity, and restorative practices. Public Significance StatementStructural and interpersonal forms of discrimination embedded in schools are reasons for academic disparities (e.g., dropout, suspensions/expulsions) and opportunity gaps (e.g., gifted and talented programs) experienced by boys of color. The findings of this qualitative study shed light on how boys of color experience race-and gender-based structural and interpersonal barriers in academic settings. Boys of color in this study also share their observations of what is needed for change.

No abstract