A bitter pill to swallow? Patterns of critical consciousness and socioemotional and academic well-being in early adolescence.

Abstract

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.

Intraminority solidarity: The role of critical consciousness

“…Theoretically, the subcomponents of critical reflection, political efficacy, and critical action develop in tandem and reinforce each other (Watts et al, 2011). Recent research suggests, however, that these subcomponents can manifest independently and in different combinations among adolescents from marginalized racial/ethnic backgrounds (Godfrey, Burson, Yanisch, Hughes, & Way, 2019). For example, reflection can exist without efficacy or action.…”

Greater Engagement in Gender‐Sexuality Alliances (GSAs) and GSA Characteristics Predict Youth Empowerment and Reduced Mental Health Concerns

“…On the one hand, scholars have noted that this form of empowerment is important and carries benefits (e.g., action to change social systems; Watts & Hipolito‐Delgado, ). On the other hand, some youth who report higher sociopolitical efficacy than others also report elevated stress (e.g., feeling discouraged, burnout, or lower well‐being; Christens, Collura, & Tahir, ; Godfrey, Burson, Yanisch, Hughes, & Way, ). Thus, while our results suggest that greater GSA engagement could promote this form of psychological empowerment, GSAs may need to consider how best to leverage youth’s increased efficacy such that it carries a health‐promoting effect versus stress.…”

Person- and System-Focused Prevention in Preparing Youth to Navigate an Uncertain Work Future

“…In the context of work scarcity, economic inequality, and systemic racism, all young people need to understand the structural barriers that limit access to decent work so that they can work to dismantle the structures that sustain social, racial/ethnic, and economic marginalization. Current conceptualizations of CC draw from Paulo Freire's (1970) education liberation movement among illiterate Brazilian peasants. Freire maintained that by developing an understanding of the political, social, and economic factors that are responsible for pervasive poverty, racism, unemployment, and other forms of social exclusion, people can become less constrained by these conditions and gain a sense of agency to take action against oppressive forces (Diemer et al, 2016).…”

“…Here we speak to the importance for adults to educate one another through participation in group seminars, lectures or reading and reflection to foster critical awareness. As noted by Freire (1970), those who hold privilege and power in society must examine and modify their own roles in sustaining inequities for social justice to be advanced. Research has documented positive efforts in enhancing the critical reflection of professionals in education, educational leadership, psychology, social work, and the health professions (Halman et al, 2017;Nicotera & Kang, 2009;Zion et al, 2015).…”

“…In addition, recent research also offers some caveats about how CC may be both beneficial and challenging for young people based on developmental level and other factors (Heberle et al, 2020). Despite research suggesting that CC may have the potential to assist marginalized youth in negotiating structural barriers and social identity threats (Heberle et al, 2020), other studies have found that, for students who are of young age or of particular ethnicity or immigration backgrounds, the development of CC is intertwined with beliefs that justify the merits of the existing social and economic systems (Godfrey et al, 2019). These nuanced findings need further research and consideration in intervention planning.…”