Promoting Critical Consciousness, Academic Performance, and Persistence among Graduate Students Experiencing Class-Based Oppression

Autor/inn/en	Cadenas, German A.; Liu, Lian; Li, Katherine M.; Beachy, Sara
Titel	Promoting Critical Consciousness, Academic Performance, and Persistence among Graduate Students Experiencing Class-Based Oppression
Quelle	In: Journal of Diversity in Higher Education, 15 (2022) 1, S.26-36 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cadenas, German A.) ORCID (Li, Katherine M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-8926
DOI	10.1037/dhe0000250
Schlagwörter	Critical Theory; Consciousness Raising; Academic Achievement; Academic Persistence; Graduate Students; Student Experience; Social Class; Social Differences; Minority Group Students; Low Income Students; Self Efficacy; Political Attitudes; Social Justice + Suchen Sie Ihr Suchwort? Kritische Theorie; Bewusstseinsbildung; Schulleistung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Studienerfahrung; Social classes; Soziale Klasse; Sozialer Unterschied; Self-efficacy; Selbstwirksamkeit; Political attitude; Politische Einstellung; Soziale Gerechtigkeit
Abstract	Despite providing valuable intellectual labor to universities, graduate students experience oppression based on social class (e.g., underpaid labor, student debt, barriers to unionizing), which is compounded for graduate students who hold minoritized statuses (i.e., students of color, sexual minoritized students). Minimal research has focused on graduate student academic persistence and performance in this context. Critical consciousness (CC) has been shown to improve the development of political agency that enables socially oppressed students to persist against systemic barriers. The current study adopts a structural equation modeling (SEM) path model that integrates CC and social cognitive career theory (SCCT) with a racially and ethnically diverse and low-income sample of graduate students (N = 159) to better understand how CC is involved in promoting academic performance and graduate student persistence. Analyses involved examining direct and indirect effects models. Results supported the fit of the model among graduate students, and suggested that higher critical activism predicted higher political self-efficacy, while greater critical reflection predicted greater political outcome expectations, which in turn predicted higher intent to persist and academic performance. These results suggest that integrating CC and SCCT is appropriate for understanding how to improve academic outcomes for low-income graduate students. Results suggest that the model integrating critical consciousness and SCCT is appropriate in predicting outcomes for students who face oppression based on socioeconomic status, including students holding other minoritized identities based on race and ethnicity. Implications for future research and practice aiming to promote equity in graduate education are discussed. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01