Differentiating Pathways between Ethnic-Racial Identity and Critical Consciousness

Kiang, Lisa; Christophe, N. Keita; Stein, Gabriela L.

doi:10.1007/s10964-021-01453-9

Cited by 17 publications

(28 citation statements)

References 71 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The internalization of ethnicity/race as a critical aspect of one’s identity, coupled with awareness of the status and power disparities faced by one’s group, has been theorized to relate to greater likelihood of participating in community actions for social change (Gutierrez, 1990; Hope & Spencer, 2017; Stürmer & Simon, 2004). Empirically, some research suggests that, among racially marginalized youth, stronger ERI centrality is associated with greater critical consciousness (Kiang et al., 2021) and with being more likely to engage in activism or collective action (Tran & Curtin, 2017).…”

Section: (Politicized) Ethnic/racial Identity: a Developmental Piece ...mentioning

confidence: 99%

“…As noted, Latinx youth’s critical analysis of racism must include a recognition of structural oppression; such recognition has the potential to inform youth’s sense of linked fate. Linked fate refers to the belief that the sociopolitical conditions that affect members of a broader social group are relevant to one’s own life chances, including among those who do not necessarily share the same intersectional oppressions or privileges (e.g., Gay et al., 2016; Kiang et al., 2021). An example of linked fate is reflected in the finding that anti‐immigrant laws are associated with a greater sense that the oppression that Latinx people collectively face is relevant to one’s life chances as a Latinx person (e.g., Vargas et al., 2017).…”

Section: Critical Analysis Of Racism: a Key Ingredientmentioning

confidence: 99%

See 1 more Smart Citation

Showing Up: A Theoretical Model of Anti‐Racist Identity and Action for Latinx Youth

Bañales¹,

Rivas‐Drake

2022

J of Research on Adolesc

View full text Add to dashboard Cite

Historical and contemporary political events underscore that Latinx people do not necessarily view race and racism in the United States through a shared lens with other Latinx people and other communities of color. Thus, it is critical to understand how Latinx youth develop attitudes, beliefs, and behaviors that challenge white supremacy-or anti-racist identities and behaviors-that actively disrupt racial oppression communities of color face as well as their own communities. In this paper, we review theoretical mechanisms by which Latinx youth may develop anti-racist identities and actions on behalf of their own ethnic/racial communities and other communities oppressed by white supremacy. We conclude by offering suggestions for how institutions may support Latinx youth's anti-racist identities and actions.

show abstract

Section: (Politicized) Ethnic/racial Identity: a Developmental Piece ...mentioning

confidence: 99%

Section: Critical Analysis Of Racism: a Key Ingredientmentioning

confidence: 99%

Showing Up: A Theoretical Model of Anti‐Racist Identity and Action for Latinx Youth

Bañales¹,

Rivas‐Drake

2022

J of Research on Adolesc

View full text Add to dashboard Cite

show abstract

“…Ideology has also been connected to dimensions of critical consciousness. For example, Kiang, Christophe, and Stein (2021) found that youth of colour who saw their experiences of oppression as linked with other similarly marginalized groups (oppressed minority ideology) were more aware of systemic inequality (critical reflection) and motivated to address these inequities (critical motivation). Regard is theoretically connected to critical consciousness.…”

Section: Patterns Of Critical Consciousness and Associations With Soc...mentioning

confidence: 99%

Patterns of critical consciousness and associations with sociocultural factors in black adolescents

Briggs

Hope

Cryer‐Coupet

2022

Community & Applied Soc Psy

View full text Add to dashboard Cite

Critical consciousness includes an understanding of structural oppression, agency to act and actions to redress oppression. Questions remain regarding how youth's experiences with oppression and their social identities might relate to their critical consciousness. In this study, we explored associations between critical consciousness (critical reflection, critical agency, and action) and sociocultural factors (racial identity, racial socialization, and racial stress) among Black adolescents (n = 604; M age = 15.44, SD = 1.24). We used latent profile analysis and identified four profiles of critical consciousness: Precritical Bystander (62.7%), Liberated Actor (19.9%), Precritical Actor (10.8%), and Acritical Bystander (6.6%). These profiles were distinct in critical reflection, critical agency, and critical action. Next, we examined associations between critical consciousness profiles and sociocultural factors. We found that profile membership was differentially associated with some aspects of racial identity, racial socialization, and racial stress. These findings suggest that there are specific patterns of critical consciousness among Black youth which are differentially associated with racial identity, racial socialization that emphasizes cultural pride, and experiences of cultural racism. Please refer to the Supplementary Material section to find this article's Community and Social Impact Statement.

show abstract

“…Critical consciousness is the ability for individuals to both understand and challenge oppressive social forces (like racism, ableism, and homophobia) (Freire, 1973). This consciousness is positive in many ways, associated with positive outcomes for students both academically and socio‐emotionally (Chapman et al, 2020; Seider et al, 2020), and it is associated with other positive constructs such as positive racial identity development (Kiang et al, 2021; Watts et al, 2011). As the group of authors here have watched the teachers in that study find creative and thoughtful ways of integrating lessons about critical consciousness into their curricula, we see a range of instructional choices happening.…”

Section: What Is Critical Consciousness?mentioning

confidence: 99%

How Critical is Critical Enough: Forefronting Critical Consciousness When Engaging in Critical Online Reasoning and Evaluation (CORE)

Dobbs¹,

Forzani²,

Leider³

2023

The Reading Teacher

View full text Add to dashboard Cite

Effectively learning to evaluate sources, especially when conducting online research, is an essential skill for middle‐grade students. This article argues that supporting students in learning to evaluate sources must involve using critical consciousness skills to do so, or the evaluation is incomplete. In the article, the authors expand the critical online reasoning and evaluation (CORE) framework to support students in learning to read in a critically conscious way. Critical consciousness is a key means for students to use in learning and solidifying critical literacy skills, and this focus is essential if we are to support students in learning to “read the word and the world.”

show abstract

Differentiating Pathways between Ethnic-Racial Identity and Critical Consciousness

Cited by 17 publications

References 71 publications

Showing Up: A Theoretical Model of Anti‐Racist Identity and Action for Latinx Youth

Showing Up: A Theoretical Model of Anti‐Racist Identity and Action for Latinx Youth

Patterns of critical consciousness and associations with sociocultural factors in black adolescents

How Critical is Critical Enough: Forefronting Critical Consciousness When Engaging in Critical Online Reasoning and Evaluation (CORE)

Contact Info

Product

Resources

About