Investigating the Relationship Between Youth Critical Consciousness and Academic Achievement for Black, Indigenous, and People of Color and White Adolescents

• In Event: Fairmont Roundtable Session Four
  In Roundtable Session: Student Critical Consciousness: A Vehicle for Positive Academic, Personal/Social, and Career Development (Table 11)

Abstract

Critical consciousness refers to the ability to understand, analyze, and challenge oppressive forces. The present study investigates how the association between critical consciousness and academic achievement varies for youth (n = 179) across different content areas in school as well as whether this association differs for youth from different racial-ethnic groups. OLS regression analyses revealed that different components of critical consciousness differentially predicted students’ academic achievement in different subject areas. Additionally, moderation analyses suggest that these associations between critical consciousness and academic achievement are stronger for BIPOC students than White students. These findings suggest youth critical consciousness development can play a role in eliminating racial opportunity gaps in K-12 education.

Authors

• Scott Clifford Seider, Boston College
  Presenting Author

• Daphne Henry, University of Pittsburgh
  Non-Presenting Author

• James P. Huguley, University of Pittsburgh
  Non-Presenting Author

• Brianna C. Diaz, Boston College
  Presenting Author