77.043 - Name the World: Teaching Students to Recognize and Resist Racial and Economic Inequity

Session Type: Symposium

Abstract

Beginning in the fall of 2013, a diverse set of scholars collaborated on a four-year, mixed methods study investigating the role urban secondary schools can play in fostering their students’ critical consciousness of racial and economic inequality. The project focused on students (n = 552) in the Class of 2017 attending five different urban high schools featuring five different pedagogical approaches to this work. Data collected include five waves of surveys from all students; yearly qualitative interviews with 60 of these youth; and ethnographic field notes from a close study of programming and practices at two of the participating schools. This session reports on key findings and insights emerging from each of these different dimensions of the project.

Sub Unit

• SIG-Critical Educators for Social Justice

Chair

• Scott Clifford Seider, Boston University

Papers

• The Influence of Diverse Schooling Models on the Sociopolitical Development of Black and Latinx Adolescents - Scott Clifford Seider, Boston University; Daren Graves, Simmons College

• Examining High School Students' Sociopolitical Development Through Critical Classroom Practices - Lauren Leigh Kelly, Rutgers University Graduate School of Education

• Critical Curiosity: A Qualitative Four-Year Investigation of Its Role in Youth Critical Consciousness Development - Shelby Clark, Harvard University

• Advice for Change? Analyzing Adults' Advice to Black and Latinx Youth on How to Respond to Racism - Aaliyah El-Amin, Harvard University

Discussant

• Ben Kirshner, University of Colorado - Boulder