Developing sociopolitical consciousness of race and social class inequality in adolescents attending progressive and no excuses urban secondary schools

Seider, Scott; Graves, Daren; El‐Amin, Aaliyah; Soutter, Madora; Tamerat, Jalene; Jennett, Pauline; Clark, Shelby; Malhotra, Saira; Johannsen, Jamie

doi:10.1080/10888691.2016.1254557

Cited by 33 publications

(35 citation statements)

References 53 publications

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“…This study drew upon data collected as part of a larger mixed‐methods investigation of the development of adolescents’ critical consciousness of racial and economic injustice (Seider et al, , , ).…”

Section: Methodsmentioning

confidence: 99%

The Development of Critical Consciousness and its Relation to Academic Achievement in Adolescents of Color

2019

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Critical consciousness, the process by which individuals come to understand, analyze, and take action against systems of oppression, is associated with several positive youth outcomes. However, little research has considered how the core components of critical consciousness (critical reflection, political agency, critical action) are associated with academic achievement. The present study explored the extent to which the developing critical consciousness of adolescents of color (N = 364) over 4 years of high school predicted academic achievement, as measured by grade point average (GPA) and the Scholastic Aptitude Test (SAT). Results demonstrated that adolescents’ critical reflection and critical action intercepts predicted SAT scores whereas critical reflection and critical action slopes predicted GPAs. Political agency was not predictive of either academic outcome.

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Section: Methodsmentioning

confidence: 99%

The Development of Critical Consciousness and its Relation to Academic Achievement in Adolescents of Color

2019

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“…Participants then completed this same survey in May 2014 at the conclusion of their ninth-grade year ( n = 450); in May 2015 at the conclusion of their 10th-grade year ( n = 396); and in May 2016 at the conclusion of their 11th-grade year ( n = 395). Previously published articles have reported on preliminary analyses of the second and third waves of data collection (Seider et al, 2016, 2017).…”

Section: Methodsmentioning

confidence: 99%

Fostering the Sociopolitical Development of African American and Latinx Adolescents to Analyze and Challenge Racial and Economic Inequality

et al. 2018

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Sociopolitical development refers to the processes by which an individual acquires the knowledge, skills, and commitment to analyze and challenge oppressive social forces. A growing body of scholarship reports that high levels of sociopolitical development are predictive in adolescents of a number of key outcomes including resilience and civic engagement. The present study explored the role that urban secondary schools can play in fostering adolescents’ sociopolitical development through a longitudinal, mixed-methods investigation of more than 400 adolescents attending “progressive” and “no-excuses” high schools. Analyses revealed that, on average, students attending progressive high schools demonstrated meaningful growth in their ability to critically analyze racial and economic inequality, while students attending no-excuses high schools demonstrated meaningful growth in their motivation to challenge these inequities through activism. Qualitative interviews offered insight into youth’s perceptions of the programming and practices at their respective schools that contributed to their sociopolitical development.

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“…As a critically literate high school senior, Aaliyah was able to critique the pedagogical strategies and assessment techniques of her teachers and challenge the superficiality of the race-based discourse that, when it did occur, maintained a narrow view of Blackness and racism. While young people’s critical development is an essential component of the global struggle for social justice (Seider et al, 2018), developing critical analysis on one’s own can have the opposite of the intended effect, leaving young people who are critically aware alone to process their anger and frustrations without a space for critical dialogue or support. For Aaliyah, social media and Black feminist literature became that space, making up for the critical learning that was missing in school.…”

Section: Resultsmentioning

confidence: 99%

Exploring Black Girls’ Subversive Literacies as Acts of Freedom

Kelly

2020

Journal of Literacy Research

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Research on Black girls’ and women’s literacies reveals how they utilize literacy practices to resist oppression and define their identities. Yet, these practices are frequently absent from or marginalized in formalized schooling spaces. In addition, Black girlhood is rarely placed at the center of equity interventions in schools. As the history of activism in the United States is tied to Black women’s struggles for freedom, research and practice involving racial equity must be attentive to the literacies and activism of Black girls. Grounded in Black feminist theory, this article describes a longitudinal study of the critical consciousness development of two young Black women as they engaged in distinct literacy practices to navigate and resist racial oppression in high school. The author analyzes interviews as well as literacy artifacts to explore how these girls enacted critical, digital, and subversive literacies to challenge intersecting oppressions of race and gender in a predominantly White, suburban school.

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Developing sociopolitical consciousness of race and social class inequality in adolescents attending progressive and no excuses urban secondary schools

Cited by 33 publications

References 53 publications

The Development of Critical Consciousness and its Relation to Academic Achievement in Adolescents of Color

The Development of Critical Consciousness and its Relation to Academic Achievement in Adolescents of Color

Fostering the Sociopolitical Development of African American and Latinx Adolescents to Analyze and Challenge Racial and Economic Inequality

Exploring Black Girls’ Subversive Literacies as Acts of Freedom

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