Sociopolitical efficacy as a mediator of pedagogical experience and sociopolitical involvement

Abstract

Discourse on youth development has only begun to explore how Black youth experience courses intended to result in their sociopolitical development. The present study examined the link between pedagogical experience in a culturally relevant class and sociopolitical involvement and tested the mediating role of sociopolitical efficacy. Cross-sectional data were collected from 278 Black, former students of a mandatory high school course, called Social Justice. Pedagogical experience, sociopolitical efficacy and sociopolitical involvement were all measured as latent variables. As anticipated, structural equation modeling showed that pedagogical experience is associated with sociopolitical involvement, and that sociopolitical efficacy mediates this relationship. Ultimately, the current study shows the merit of giving Black youth the opportunity to learn how to respond to social and personal unjustness, and the paramountcy of improving youth’s perception of their ability to make a difference in their communities. Findings highlight the role of sociopolitical efficacy and support the idea that student experience has implications for whether culturally relevant teachers meet their intended goals. In the case of the present study, many years after the course, there is a relationship between their perceptions of their course experiences and their intention to engage productively in their communities.

Fostering Youth Sociopolitical Action: The Roles of Critical Reflection, Sociopolitical Efficacy, and Transformative Student Voice

“…Implying that the development of critical reflection is the sole prerequisite for the development of sociopolitical efficacy and engagement in sociopolitical action. Though Harrell-Levy (2018) found that sociopolitical efficacy mediated critical reflection and action—supporting the linear model; neither Diemer and Rapa (2016) nor Godfrey et al (2019) were able to confirm this relationship. Leaving in question the nature of the relationship between these three constructs.…”

“…As Tarlau (2014) wrote, for example: “while the hope is that critical pedagogy will offer teachers tools to help build a more equal society, scholars of critical pedagogy often fail to make the connection between radical educational practices and concrete examples of social change” (p. 372). This argument was supported by the findings of Harrell-Levy (2018). She found no relationship between culturally responsive pedagogy and social action in a study of 278 Black students who partook in a high school course on social justice.…”

“…According to Watts and Guessous (2006), “People take action when they believe they can make an impact” (p. 63). Two promising findings indicate that culturally relevant pedagogy (Harrell-Levy, 2018) and an open classroom environment (Godfrey & Grayman, 2014) were both positively related to sociopolitical efficacy. Though these initial results are promising, we argue additional research is needed to better understand educational practices that promote sociopolitical efficacy.…”

“…After all, sociopolitical efficacy refers to the belief that one can make a difference in the world (Godfrey & Grayman, 2014). However, most academic literature theorized a linear trajectory where critical reflection leads to sociopolitical efficacy which then leads to sociopolitical action (Diemer et al, 2015; Diemer & Rapa, 2016; Godfrey et al, 2019; Godfrey & Grayman, 2014; Harrell-Levy, 2018; Poteat et al, 2020). Implying that the development of critical reflection is the sole prerequisite for the development of sociopolitical efficacy and engagement in sociopolitical action.…”

Transformative Student Voice for Sociopolitical Development: Developing Youth of Color as Political Actors

“…For example, Tarlau (2014) argued that while critical pedagogies, with their aim on consciousness‐raising, can provide educators with tools to combat social inequality, teachers often failed to make connections with concrete actions for social change. Harrell‐Levy (2018) agreed, finding no relationship between a culturally responsive pedagogical approach and social action in a study of 278 Black students who partook in a high school course on social justice. Though critical reflection is an important element of SPD, it is not the only predictor of social action to consider.…”