About this srcd poster session

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Panel information
Panel 7. Diversity, Equity & Social Justice

Abstract

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Background: Critical consciousness is a multidimensional concept defined by an individual’s ability to reflect on their own and others’ socio-political positionality, their commitment to rejecting injustices, and their actions taken to increase equity. The discipline of ethnic studies (ES) was first developed within universities in the 1960s to analyze structural racism, injustices, and social movements, as well as shed positive light on People of Color, and these curricular goals could spur the development of critical consciousness.

Method: This qualitative study analyzed data from a diverse group of 9th graders (n=112) in the 2021-2022 school year taking either ES (n=62) or a U.S. government course (control, n=50) in one Minneapolis high school to understand the curricular and broader socio-ecological influences on adolescents’ critical consciousness development. Students were divided into focus groups based on class type (ES or control), self-identified racial background (Student of Color = 48% or White Student = 52%), and gender (Male or Female, non-binary students selected preferred M/F gender grouping for the interview). Using reflexive thematic analyses, transcripts were deductively and inductively coded for themes related to influences on critical consciousness.

Results: Themes aligned with Bronfenbrenner’s socio ecological theory of development, reflecting influences at the individual, class and school, family, and institutional levels (see Figure). Critical consciousness developed in an iterative, cyclical fashion as students tried actions (e.g., talking to a friend about a social issue, protesting) and observed the reactions at different levels of the social ecology (e.g., validation or rejection in peer group, punishment or support at school/home). Four broad profiles of critical consciousness emerged, ranging from the lowest to the highest critical consciousness: Disengagement; Just a Kid; Educate Now, Act Later; and Agent of Change. Overall, responses from students in ES classes showed deeper consideration of social issues and motivation for action (e.g., more critically conscious profiles), related to the course catalyzing reflections on injustice and establishing social norms supportive of engagement. For female students of color, in particular, lived experiences with intersectional oppression were motivators for critical consciousness development.


Conclusion: The study identified multiple, interacting levels of the social ecology affecting students’ development of critical consciousness, pointing to diverse areas for intervention and support. The cultivation of critical consciousness within ES classes has the potential to empower students, especially students of color and other marginalized community members, to analyze and resist systemic injustices. In addition to specific curricula, adolescents are sensitive to the perceived norms within their peer and school communities, which can either motivate or discourage critical consciousness development.

Author information

Author	Role
Emily Katrina Chan, University of Minnesota- Twin Cities, Institute of Child Development	Presenting author
Sarah Gillespie, University of Minnesota- Twin Cities, Institute of Child Development	Non-presenting author
El Reinhard, University of Minnesota- Twin Cities, Institute of Child Development	Non-presenting author
Dr. Gail M. Ferguson, University of Minnesota- Twin Cities, Institute of Child Development	Non-presenting author

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