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

Erin Godfrey, Esther L. Burson, Tess M. Yanisch, Diane Hughes, Niobe Way

Research output: Contribution to journalArticle

Abstract

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.

Original languageEnglish (US)
Pages (from-to)525-537
Number of pages13
JournalDevelopmental Psychology
Volume55
Issue number3
DOIs
StatePublished - Mar 1 2019

Fingerprint

Deglutition
Consciousness
adolescence
consciousness
well-being
ethnicity
class membership
developmental psychology
operationalization
Social Class
Mental Competency
fairness
national minority
social status
Demography
Depression
gender
Research

Keywords

  • Academic outcomes
  • Critical consciousness
  • Latent class analysis
  • Mental health
  • System justification

ASJC Scopus subject areas

  • Demography
  • Developmental and Educational Psychology
  • Life-span and Life-course Studies

Cite this

A bitter pill to swallow? Patterns of critical consciousness and socioemotional and academic well-being in early adolescence. / Godfrey, Erin; Burson, Esther L.; Yanisch, Tess M.; Hughes, Diane; Way, Niobe.

In: Developmental Psychology, Vol. 55, No. 3, 01.03.2019, p. 525-537.

Research output: Contribution to journalArticle

@article{00f4bf493ab84944a302c26fe8894bf5,
title = "A bitter pill to swallow? Patterns of critical consciousness and socioemotional and academic well-being in early adolescence",
abstract = "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.",
keywords = "Academic outcomes, Critical consciousness, Latent class analysis, Mental health, System justification",
author = "Erin Godfrey and Burson, {Esther L.} and Yanisch, {Tess M.} and Diane Hughes and Niobe Way",
year = "2019",
month = "3",
day = "1",
doi = "10.1037/dev0000558",
language = "English (US)",
volume = "55",
pages = "525--537",
journal = "Developmental Psychology",
issn = "0012-1649",
publisher = "American Psychological Association Inc.",
number = "3",

}

TY - JOUR

T1 - A bitter pill to swallow? Patterns of critical consciousness and socioemotional and academic well-being in early adolescence

AU - Godfrey, Erin

AU - Burson, Esther L.

AU - Yanisch, Tess M.

AU - Hughes, Diane

AU - Way, Niobe

PY - 2019/3/1

Y1 - 2019/3/1

N2 - 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.

AB - 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.

KW - Academic outcomes

KW - Critical consciousness

KW - Latent class analysis

KW - Mental health

KW - System justification

UR - http://www.scopus.com/inward/record.url?scp=85062074341&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85062074341&partnerID=8YFLogxK

U2 - 10.1037/dev0000558

DO - 10.1037/dev0000558

M3 - Article

C2 - 30802104

AN - SCOPUS:85062074341

VL - 55

SP - 525

EP - 537

JO - Developmental Psychology

JF - Developmental Psychology

SN - 0012-1649

IS - 3

ER -