Teaching citizens

the role of open classroom climate in fostering critical consciousness among youth

Erin B. Godfrey, Justina K amiel Grayman

Research output: Contribution to journalArticle

Abstract

Building on previous research on critical consciousness and civic development among youth, the current study examined the extent to which an open climate for discussion-one in which controversial issues are openly discussed with respect for all opinions-relates to youth's critical consciousness and whether this association differs for youth from racial/ethnic majority versus minority backgrounds. Critical consciousness consisted of three components: the ability to critically read social conditions (critical reflection), feelings of efficacy to effect change (sociopolitical efficacy) and actual participation in these efforts (critical action), in both the educational and political/community domains. Open classroom climate was operationalized at the classroom rather than individual student level to more accurately draw links to educational policy and practice. Multilevel analyses of the 1999 IEA Civic Education Study, a nationally-representative sample of 2,774 US ninth-graders (50 % female; 58 % white), revealed that an open classroom climate predicted some, but not all, components of critical consciousness. Specifically, open classroom climate was positively related to sociopolitical efficacy in both the educational and political domains and to critical action in the community domain, but was not related to critical reflection. Few differences in these associations were found for youth from racial/ethnic majority versus minority backgrounds. The exception was sociopolitical efficacy in the educational domain: open classroom climate was particularly predictive of sociopolitical efficacy for minority youth. The findings are discussed in regard to previous research on open classroom climate and youth critical consciousness; and implications for future research and educational practice are drawn.

Original languageEnglish (US)
Pages (from-to)1801-1817
Number of pages17
JournalJournal of Youth and Adolescence
Volume43
Issue number11
DOIs
StatePublished - Nov 1 2014

Fingerprint

climate in the classroom
Foster Home Care
Consciousness
Climate
consciousness
Teaching
citizen
ethnic structure
minority
educational practice
Multilevel Analysis
Aptitude
Social Conditions
educational policy
Research
social factors
community
respect
Emotions
climate

ASJC Scopus subject areas

  • Medicine(all)

Cite this

Teaching citizens : the role of open classroom climate in fostering critical consciousness among youth. / Godfrey, Erin B.; Grayman, Justina K amiel.

In: Journal of Youth and Adolescence, Vol. 43, No. 11, 01.11.2014, p. 1801-1817.

Research output: Contribution to journalArticle

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