Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-848d4c4894-xm8r8 Total loading time: 0 Render date: 2024-06-15T15:55:05.623Z Has data issue: false hasContentIssue false

9 - Conceptualizing Adolescents’ Daily Critical Consciousness

A Model and Research Agenda

from Part II - Measurement

Published online by Cambridge University Press:  20 April 2023

By
Corine P. Tyler ,
Kelly D. Chandler ,
Shauna L. Tominey ,
Svea G. Olsen ,
Linda J. Fenske  and
Kara McElvaine
Edited by
Luke J. Rapa  and
Erin B. Godfrey
Luke J. Rapa
Affiliation:
Clemson University, South Carolina
Erin B. Godfrey
Affiliation:
New York University
Get access

Summary

Critical consciousness, or the process of coming to understand and combat oppression, is an integral aspect of adolescents’ sociopolitical development and is necessary for collective liberation. Although adolescents interface with oppression daily, little is known about how they engage in critical consciousness or how this process manifests across different situations and contexts. In this chapter, we propose a conceptual model and research agenda aimed at capturing this complexity. Specifically, we argue that daily diary studies would be well positioned to examine the finer-grained temporal nature of critical consciousness and intraindividual variability. We provide an overview of how daily diaries might be applied to the study of critical consciousness. Additionally, we discuss implications for research, practice, and policy.

Keywords

sociopolitical developmentdaily diarywithin personintraindividual variabilitydaily process modelactivismliberationintensive longitudinal design
Type
Chapter
Information
Critical Consciousness
Expanding Theory and Measurement
 , pp. 228 - 252
Publisher: Cambridge University Press
Print publication year: 2023

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Almeida, D. M. (2005). Resilience and vulnerability to daily stressors assessed via diary methods. Current Directions in Psychological Science, 14(2), 64–68. https://doi.org/10.1111/j.0963-7214.2005.00336.x.CrossRefGoogle Scholar
Almeida, D. M., Wethington, E., & Kessler, R. C. (2002). The daily inventory of stressful events: An interview-based approach for measuring daily stressors. Assessment, 9(1), 41–55. https://doi.org/10.1177/1073191102091006.Google ScholarPubMed
Anyon, Y., Bender, K., Kennedy, H., & Dechants, J. (2018). A systematic review of youth participatory action research (YPAR) in the United States: Methodologies, youth outcomes, and future directions. Health Education & Behavior, 45(6), 865–878. https://doi.org/10.1177/1090198118769357.CrossRefGoogle ScholarPubMed
Bañales, J., Aldana, A., Richards‐Schuster, K. et al. (2021). Youth anti‐racism action: Contributions of youth perceptions of school racial messages and critical consciousness. Journal of Community Psychology, 49(8), 3079–3100. https://doi.org/10.1002/jcop.22266.CrossRefGoogle ScholarPubMed
Bañales, J., Marchand, A. D., Skinner, O. D. et al. (2020). Black adolescents’ critical reflection development: Parents’ racial socialization and attributions about race achievement gaps. Journal of Research on Adolescence, 30(2), 403–417. https://doi.org/10.1111/jora.12485.CrossRefGoogle ScholarPubMed
Baltes, P. B., Reese, H. W., & Nesselroade, J. R. (1988). Introduction to research methods: Life-span developmental psychology. Lawrence Erlbaum Associates.Google Scholar
Bogart, L. M., Dale, S. K., Christian, J. et al. (2017). Coping with discrimination among HIV-positive Black men who have sex with men. Culture, Health & Sexuality, 19(7), 723–737. https://doi.org/10.1080/13691058.2016.1258492.CrossRefGoogle ScholarPubMed
Bogenschneider, K., Corbett, T. J., & Parrott, E. (2019). Realizing the promise of research in policymaking: Theoretical guidance grounded in policymaker perspectives. Journal of Family Theory & Review, 11(1), 127–147. https://doi.org/10.1111/jftr.12310.CrossRefGoogle Scholar
Bolger, N., Davis, A., & Rafaeli, E. (2003). Diary methods: Capturing life as it is lived. Annual Review of Psychology, 54(1), 579–616. https://doi.org/10.1146/annurev.psych.54.101601.145030.CrossRefGoogle ScholarPubMed
Bolger, N., & Laurenceau, J-P. (2013) Intensive longitudinal methods: An introduction to diary and experience sampling research. The Guilford Press.Google Scholar
Bornstein, M. H. (2017). The specificity principle in acculturation science. Perspectives in Psychological Science, 12(1), 3–45. https://doi.org/10.1177/1745691616655997.CrossRefGoogle ScholarPubMed
Collaborative for Academic, Social, and Emotional Learning [CASEL] (2022). What Is the CASEL Framework? https://casel.org/fundamentals-of-sel/what-is-the-casel-framework/.Google Scholar
Collins, L. M. (2006). Analysis of longitudinal data: The integration of theoretical model, temporal design, and statistical model. Annual Review of Psychology, 57, 505–528. https://doi.org/10.1146/annurev.psych.57.102904.190146.Google Scholar
DiAngelo, R., (2018). White fragility: Why it’s so hard for white people to talk about racism. Beacon Press.Google Scholar
Díaz, K. (n.d.) Paulo Freire. https://iep.utm.edu/freire/.Google Scholar
Diemer, M. A. (2012). Fostering marginalized youths’ political participation: Longitudinal roles of parental political socialization and youth sociopolitical development. American Journal of Community Psychology, 50, 246–256. https://doi.org/10.1007/s10464-012-9495-9.CrossRefGoogle ScholarPubMed
Diemer, M. A., Frisby, M. B., Pinedo, A. et al. (2020). Development of the Short Critical Consciousness Scale (ShoCCS). Applied Developmental Science, 1–17. https://doi.org/10.1080/10888691.2020.1834394.CrossRefGoogle Scholar
Diemer, M. A., Hsieh, C., & Pan, T. (2009). School and parental influences on sociopolitical development among poor adolescents of color. The Counseling Psychologist, 30(2), 317–344. https://doi.org/10.1177/0011000008315971.CrossRefGoogle Scholar
Diemer, M. A., Kauffman, A., Koenig, N., Trahan, E., & Hsieh, C. A. (2006). Challenging racism, sexism, and social injustice: Support for urban adolescents’ critical consciousness development. Cultural Diversity and Ethnic Minority Psychology, 12(3), 444–460. https://doi.org/10.1037/1099-9809.12.3.444.CrossRefGoogle ScholarPubMed
Diemer, M. A., & Li, C. H. (2011). Critical consciousness development and political participation among marginalized youth. Child Development, 82(6), 1815–1833. https://doi.org/10.1111/j.1467-8624.2011.01650.x.CrossRefGoogle ScholarPubMed
Diemer, M. A., Pinedo, A., Bañales, J. et al. (2021). Recentering action in critical consciousness. Child Development Perspectives, 15(1), 12–17. https://doi.org/10.1111/cdep.12393.CrossRefGoogle Scholar
Diemer, M. A., Rapa, L. J., Park, C. J., & Perry, J. C. (2017). Development and validation of the Critical Consciousness Scale. Youth & Society, 49(4), 461–483. https://doi.org/10.1177/0044118X14538289.CrossRefGoogle Scholar
Diemer, M. A., Rapa, L. J., Voight, A. M., & McWhirter, E. H. (2016). Critical consciousness: A developmental approach to addressing marginalization and oppression. Child Development Perspectives, 10(4), 216–221. https://doi.org/10.1111/cdep.12193.Google Scholar
Freire, P. (1970). Pedagogy of the oppressed (M. B. Ramos, Trans.). Continuum.Google Scholar
Ginwright, S., & James, T. (2002). From assets to agents of change: Social justice, organizing, and youth development. New Directions for Youth Development, 96(2022), 27–46.CrossRefGoogle Scholar
Godfrey, E. B., & Grayman, J. K. (2014). Teaching citizens: The role of open classroom climate in fostering critical consciousness among youth. Journal of Youth and Adolescence, 43(11), 1801–1817. https://doi.org/10.1007/s10964-013-0084-5.CrossRefGoogle ScholarPubMed
Hagen, W. B., Hoover, S. M., & Morrow, S. L. (2018). A grounded theory of sexual minority women and transgender individuals’ social justice activism. Journal of Homosexuality, 65(7), 833–859. https://doi.org/10.1080/00918369.2017.1364562.CrossRefGoogle ScholarPubMed
Heberle, A. E., Rapa, L. J., & Faragó, F. (2020). Critical consciousness in children and adolescents: A systematic review, critical assessment, and recommendations for future research. Psychological Bulletin, 146(6), 525–551. https://doi.org/10.1037/bul0000230.CrossRefGoogle ScholarPubMed
Hektner, J. M., Schmidt, J. A., & Csikszentmihalyi, M. (2007). Experience sampling method: Measuring the quality of everyday life. Sage.CrossRefGoogle Scholar
Hoffman, L., & Stawski, R. S. (2009). Persons as contexts: Evaluating between-person and within-person effects in longitudinal analysis. Research in Human Development, 6(2–3), 97–120. https://doi.org/10.1080/15427600902911189.Google Scholar
Hyers, L. L. (2007). Resisting prejudice every day: Exploring women’s assertive responses to anti-Black racism, anti-Semitism, heterosexism, and sexism. Sex Roles, 56(1), 1–12. https://doi.org/10.1007/s11199-006-9142-8.CrossRefGoogle Scholar
Jagers, R. J., Rivas-Drake, D., & Williams, B. (2019). Transformative social and emotional learning (SEL): Toward SEL in service of educational equity and excellence. Educational Psychologist, 54(3), 162–184. https://doi.org/10.1080/00461520.2019.1623032.CrossRefGoogle Scholar
Jemal, A. (2017). Critical consciousness: A critique and critical analysis of the literature. The Urban Review, 49(4), 602–626. https://doi.org/10.1007/s11256-017-0411-3.CrossRefGoogle ScholarPubMed
Johnson, N. L., Walker, R. V., & Rojas-Ashe, E. E. (2019). A social justice approach to measuring bystander behavior: Introducing the critically conscious bystander scale. Sex Roles, 81(11), 731–747. https://doi.org/10.1007/s11199-019-01028-w.Google Scholar
Kennedy, H., Matyasic, S., Schofield Clark, L. et al. (2020). Early adolescent critical consciousness development in the age of Trump. Journal of Adolescent Research, 35(3), 279–308. https://doi.org/10.1177/0743558419852055.CrossRefGoogle Scholar
Linder, C., Quaye, S. J., Stewart, T. J. et al. (2019). “The whole weight of the world on my shoulders”: Power, identity, and student activism. Journal of College Student Development, 60(5), 527–542. https://doi.org/10.1353/csd.2019.0048.CrossRefGoogle Scholar
Lischetzke, T. (2014). Daily diary methodology. In Michalos, A. C. (Ed.), Encyclopedia of quality of life and well-being research. Springer, pp. 1413–1419.Google Scholar
Marszalek, J. M., Barber, C., & Nilsson, J. E. (2017). Development of the social issues advocacy scale-2 (SIAS-2). Social Justice Research, 30(2), 117–144. https://doi.org/10.1007/s11211-017-0284-3.CrossRefGoogle Scholar
Matlock, S. A., & DiAngelo, R. (2015). “We put it in terms of not-nice”: White antiracists and parenting. Journal of Progressive Human Services, 26(1), 67–92. https://doi.org/10.1080/10428232.2015.977836.Google Scholar
Oosterhoff, B., Hill, R. M., & Slonaker, N. J. (2020). Longitudinal associations between civic engagement and interpersonal needs during the 2018 US midterm elections. Applied Developmental Science, 26(2), 290–302. https://doi.org/10.1080/10888691.2020.1787169.CrossRefGoogle Scholar
Oosterhoff, B., Whillock, S., Tintzman, C., & Poppler, A. (2021). Temporal associations between character strengths and civic action: A daily diary study. The Journal of Positive Psychology, 1–13. https://doi.org/10.1080/17439760.2021.1940247.CrossRefGoogle Scholar
Palmer, G. (2019). Role of zero tolerance policies in school-to-prison pipeline: Does zero tolerance help or harm students of color? https://www.psychologytoday.com/us/blog/achieving-excellence-through-diversity-in-psychology-and-counseling/201905/role-zero-tolerance.Google Scholar
Patton, M.Q. (2002). Qualitative, research & evaluation methods. Sage Publications.Google Scholar
Poteat, V. P., Godfrey, E. B., Brion-Meisels, G., & Calzo, J. P. (2020). Development of youth advocacy and sociopolitical efficacy as dimensions of critical consciousness within gender-sexuality alliances. Developmental Psychology, 56(6), 1207–1219. https://doi.org/10.1037/dev0000927.Google Scholar
Rapa, L. J., Bolding, C. W., & Jamil, F. M. (2020). Development and initial validation of the Short Critical Consciousness Scale (CCS-S). Journal of Applied Developmental Psychology, 70, 1–10. https://doi.org/10.1016/j.appdev.2020.101164.CrossRefGoogle Scholar
Rapa, L. J., Bolding, C. W., & Jamil, F. M. (2022). (Re)examining the effects of open classroom climate on the critical consciousness of preadolescent and adolescent youth. Applied Developmental Science, 26(3), 471–487. https://doi.org/10.1080/10888691.2020.1861946.Google Scholar
Saad, L. F. (2020). Me and white supremacy: Combat racism, change the world, and become a good ancestor. Sourcebooks, Inc.Google Scholar
Salovey, P., & Mayer, J. D. (1990). Emotional intelligence. Imagination, Cognition and Personality, 9(3), 185–211. https://doi.org/10.2190/DUGG-P24E-52WK-6CDG.Google Scholar
Sawchuk, S. (2021). What is critical race theory, and why is it under attack? www.edweek.org/leadership/what-is-critical-race-theory-and-why-is-it-under-attack/2021/05Google Scholar
Seider, S., Graves, D., El-Amin, A. et al. (2021). The development of critical consciousness in adolescents of color attending “opposing” schooling models. Journal of Adolescent Research, 38(1), 3–47. https://doi.org/10.1177/07435584211006466CrossRefGoogle Scholar
Shamrova, D. P., & Cummings, C. E. (2017). Participatory action research (PAR) with children and youth: An integrative review of methodology and PAR outcomes for participants, organizations, and communities. Children and Youth Services Review, 81, 400–412. https://doi.org/10.1016/j.childyouth.2017.08.022.CrossRefGoogle Scholar
Smith, C. D., & Hope, E. C. (2020). “We just want to break the stereotype”: Tensions in Black boys’ critical social analysis of their suburban school experiences. Journal of Educational Psychology, 112(3), 551–566. https://doi.org/10.1037/edu0000435.Google Scholar
Smyth, J. M., & Heron, K. E. (2014). Ecological momentary assessment (EMA) in family research. In McHale, S., Amato, P., & Booth, A. (Eds), Emerging methods in family research (pp. 145–161). Springer.Google Scholar
Smyth, J. M., Juth, V., Ma, J., & Sliwinski, M. (2017). A slice of life: Ecologically valid methods for research on social relationships and health across the life span. Social and Personality Psychology Compass, 11(10), e12356. https://doi.org/10.1111/spc3.12356.Google Scholar
Schwarzenthal, M., Juang, L. P., Moffitt, U., & Schachner, M. K. (2022). Critical consciousness socialization at school: Classroom climate, perceived societal islamophobia, and critical action among adolescents. Journal of Research on Adolescence, 1–18. https://doi.org/10.1111/jora.12713.CrossRefGoogle Scholar
Torres-Harding, S. R., Siers, B., & Olson, B. D. (2012). Development and psychometric evaluation of the Social Justice Scale (SJS). American Journal of Community Psychology, 50(1), 77–88. https://doi.org/10.1007/s10464-011-9478-2.CrossRefGoogle ScholarPubMed
Turner-Essel, L. D. (2013). Critical consciousness development of black women activists: A qualitative examination (Doctoral dissertation, University of Akron; Order No. 10631300). Available from ProQuest Dissertations & Theses Global. (1923893084).Google Scholar
Tyler, C. P., Olsen, S. G., Geldhof, G. J., & Bowers, E. P. (2020). Critical consciousness in late adolescence: Understanding if, how, and why youth act. Journal of Applied Developmental Psychology, 70, 1–13. https://doi.org/10.1016/j.appdev.2020.101165.Google Scholar
Vaccaro, A., & Mena, J. A. (2011). It’s not burnout, it’s more: Queer college activists of color and mental health. Journal of Gay & Lesbian Mental Health, 15(4), 339–367. https://doi.org/10.1080/19359705.2011.600656.CrossRefGoogle Scholar
Vollhardt, J. R. & Twali, M. S. (2016). Emotion-based reconciliation requires attention to power differences, critical consciousness, and structural change. Psychological Inquiry, 27: 2, 136–143. https://doi.org/10.1080/1047840X.2016.1160762.Google Scholar
Wallin-Ruschman, J. (2018). “I thought it was just knowledge but it’s definitely a lot of guts”: Exploring emotional and relational dimensions of critical consciousness development. The Urban Review, 50(1), 3–22. https://doi.org/10.1007/s11256-017-0427-8.Google Scholar
Watts, R. J., & Flanagan, C. (2007). Pushing the envelope on youth civic engagement: A developmental and liberation psychology perspective. Journal of Community Psychology, 35(6), 779–792. https://doi.org/10.1002/jcop.20178.Google Scholar
Watts, R. J., & Guessous, O. (2006). Sociopolitical development: The missing link in research and policy on adolescents. Beyond Resistance, 59–80.Google Scholar
Watts, R. J., & Hipolito-Delgado, C. P. (2015). Thinking ourselves to liberation?: Advancing sociopolitical action in critical consciousness. The Urban Review, 47(5), 847–867. https://doi.org/10.1007/s11256-015-0341-x.Google Scholar
Wheeler, L., & Reis, H. T. (1991). Self‐recording of everyday life events: Origins, types, and uses. Journal of Personality, 59(3), 339–354. https://doi.org/10.1111/j.1467-6494.1991.tb00252.x.Google Scholar
Wray-Lake, L., DeHaan, C. R., Shubert, J., & Ryan, R. M. (2019). Examining links from civic engagement to daily well-being from a self-determination theory perspective. The Journal of Positive Psychology, 14(2), 166–177. https://doi.org/10.1080/17439760.2017.1388432.Google Scholar
Zelenski, J. M., & Larsen, R. J. (2000). The distribution of basic emotions in everyday life: A state and trait perspective from experience sampling data. Journal of Research in Personality, 34(2), 178–197. https://doi.org/10.1006/jrpe.1999.2275.CrossRefGoogle Scholar

Save book to Kindle

To save this book to your Kindle, first ensure coreplatform@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×