Fostering Race-Based Critical Consciousness in Black and Latino Youth at Five Urban High Schools

• In Event: 16.056 - Roundtable Session 4
  In Roundtable Session: 16.056-5 - Building on Strengths: Responses to Students' Positionalities and Social Locations

Abstract

A growing body of research demonstrates that Black and Latino youth are more likely to display resilience academically and psycho-socially when they possess high levels of critical consciousness about their racialized self-concepts and social contexts. However, the extant research scholarship does not thoroughly describe the ways in which schools can or do contribute to such development. The present study takes a mixed methods approach to investigating how five urban high schools serving Black and Latino youth, but featuring five different schooling models, seek to foster the critical consciousness of their respective student bodies.

Authors

• Daren Graves, Simmons College

• Scott Clifford Seider, Boston University

• Shelby Clark, Boston University

• Madora Soutter, Boston University

• Jalene Tamerat, Boston University

• Sherri Robyn Sklarwitz, Boston University

• Jennifer Y Yung, Boston University