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

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 c...

Ausführliche Beschreibung

Gespeichert in:
Bibliographische Detailangaben
Veröffentlicht in:Developmental psychology Jg. 55; H. 3; S. 525
Hauptverfasser: Godfrey, Erin B, Burson, Esther L, Yanisch, Tess M, Hughes, Diane, Way, Niobe
Format: Journal Article
Sprache:Englisch
Veröffentlicht: United States 01.03.2019
Schlagworte:
Academic Performance
Adolescent
Adolescent Development
Consciousness
Continental Population Groups
Cross-Sectional Studies
Depression - ethnology
Ethnic Groups
Female
Humans
Male
Minority Groups
New York - ethnology
Social Class
Social Marginalization
Thinking
New York
ISSN:1939-0599, 1939-0599
Online-Zugang:Weitere Angaben
Tags: Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
Beschreibung
Zusammenfassung: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. (PsycINFO Database Record (c) 2019 APA, all rights reserved).
Bibliographie:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 23
ISSN:1939-0599
1939-0599
DOI:10.1037/dev0000558