A Bitter Pill to Swallow? Patterns of Critical Consciousness and Socioemotional and Academic Well-Being in Early Adolescence

Autor/inn/en	Godfrey, Erin B.; Burson, Esther L.; Yanisch, Tess M.; Hughes, Diane; Way, Niobe
Titel	A Bitter Pill to Swallow? Patterns of Critical Consciousness and Socioemotional and Academic Well-Being in Early Adolescence
Quelle	In: Developmental Psychology, 55 (2019) 3, S.525-537 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0000558
Schlagwörter	Critical Thinking; Reflection; Mental Health; Well Being; Early Adolescents; Minority Group Students; Middle School Students; Disadvantaged Youth; Social Differences; Ethnicity; Social Class; Racial Identification; Gender Issues; Socioeconomic Status; Depression (Psychology); Learner Engagement; Academic Ability; Grades (Scholastic); Predictor Variables; Student Development; New York (New York) + Suchen Sie Ihr Suchwort? Kritisches Denken; Psychohygiene; Well-being; Wellness; Wohlbefinden; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Benachteiligter Jugendlicher; Sozialer Unterschied; Ethnizität; Social classes; Soziale Klasse; Geschlechterfrage; Socio-economic status; Sozioökonomischer Status; Notenspiegel; Prädiktor
Abstract	An increasing body of research on critical consciousness explores how youth understand and react to inequality in their social contexts. The operationalization of critical consciousness remains inchoate, however. Developmental psychology traditionally conceptualizes critical consciousness as three components (critical reflection, political efficacy, and critical action), but how levels of these components combine for different youth or relate to outcomes remains unclear. This article uses latent class analysis to examine how components of critical consciousness pattern together in a sample 448 of marginalized (racial/ethnic minority) youth, and relate to demographic characteristics, socioemotional outcomes, and academic well-being. We identify four classes of critical consciousness components differentiated by their level of critical reflection, beliefs about the fairness of the United States, and external and internal political efficacy. Ethnicity was related to class membership, but gender and socioeconomic status were not. Controlling for race/ethnicity, we find differences in cross-sectional measures of depression, academic engagement, academic competence, and grades of youth across these classes and identify sociopolitical efficacy as a key predictor of positive youth development. Our findings provide theoretical clarity and practical insight into the complexity of critical consciousness and the combination of components that is most beneficial for positive youth development. (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	2020/1/01