Abstract
This mixed-model study examined the relationship between urban adolescents' perceived support for challenging racism, sexism, and social injustice from peers, family, and community members and their critical consciousness development. These relationships were examined by relating participants' qualitative perceptions of support for challenging racism, sexism, and social injustice to quantitative data obtained from Likert-type measures of the reflection and action components of critical consciousness. Perceived support for challenging racism, sexism, and social injustice had a significant impact upon the reflection component of critical consciousness; the significance criterion was supported by effect size estimates. Support for challenging racism, sexism, and social injustice was not significantly related to the action component of critical consciousness. Participants perceived the most support for challenging racism, moderate support for challenging social injustice, and the least support for challenging sexism. Additionally, female participants perceived more support for challenging sexism than male participants. These results suggest that the informal interactions of urban adolescents play a role in shaping their critical consciousness, and hold implications for psychosocial interventions and research with marginalized populations.
Highlights
This is the author manuscript accepted for publication and has undergone full peer review but has not been through the copyediting, typesetting, pagination and proofreading process, which may lead to differences between this version and the Version of Record
Using the components of the UB program and the CC perspective, we chose to organize our results based on a two-dimensional taxonomy comprised of the characteristics of the STEM program along one axis and the attributes of the social justice curriculum along the other axis
Rather than asking students about what they thought about environmental justice, we elicited their overall understanding of social injustices and how they could use their STEM knowledge and skills to eradicate those injustices
Summary
This is the author manuscript accepted for publication and has undergone full peer review but has not been through the copyediting, typesetting, pagination and proofreading process, which may lead to differences between this version and the Version of Record. The lack of STEM workers, from communities of color and historically marginalized communities, may reduce the capacity of these communities to foster economic growth and job creation, exacerbating socioeconomic and racial/ethnic disparities (Akom, Scott, & Shah, 2013; U.S Congress Joint Economic Committee). To address these needs, educators and psychologists have developed programs that seek to attract the interests of marginalized students to the STEM world and enhance their STEM-related skills. Given the underrepresentation of women and minority-status individuals in STEM fields, the combination of social justice pedagogy with STEM education and college/career planning is promisingly synergistic
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Cultural Diversity & Ethnic Minority Psychology
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
