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

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, pol...

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Bibliographic Details
Published in:Child development Vol. 91; no. 2; pp. e451 - e474
Main Authors: Seider, Scott, Clark, Shelby, Graves, Daren
Format: Journal Article
Language:English
Published: United States Wiley-Blackwell 01.03.2020
Blackwell Publishing Ltd
Subjects:
Academic Achievement
Academic Aptitude
Academic Success
Action
Adolescent
Adolescent Development - physiology
Adolescents
Aptitude Tests
College Entrance Examinations
Color
Consciousness
Consciousness - physiology
Consciousness Raising
Correlation
Critical Thinking
Educational evaluation
Ethnic Groups
Female
Grade Point Average
Grades (Scholastic)
High School Students
Humans
Male
Minority Group Students
Oppression
Outcomes of Education
Political Attitudes
Prediction
SAT assessment
Schools
Scores
Secondary schools
Students
Teenagers
Thinking - physiology
United States
United States
ISSN:0009-3920, 1467-8624, 1467-8624
Online Access:Get full text
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Summary: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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ISSN:0009-3920
1467-8624
1467-8624
DOI:10.1111/cdev.13262