The Development of Critical Consciousness and its Relation to Academic Achievement in Adolescents of Color.
Journal
Child development
ISSN: 1467-8624
Titre abrégé: Child Dev
Pays: United States
ID NLM: 0372725
Informations de publication
Date de publication:
03 2020
03 2020
Historique:
received:
31
07
2018
revised:
20
02
2019
accepted:
01
03
2019
pubmed:
30
5
2019
medline:
27
2
2021
entrez:
30
5
2019
Statut:
ppublish
Résumé
Critical consciousness, the process by which individuals come to understand, analyze, and take action against systems of oppression, is associated with several positive youth outcomes. However, little research has considered how the core components of critical consciousness (critical reflection, political agency, critical action) are associated with academic achievement. The present study explored the extent to which the developing critical consciousness of adolescents of color (N = 364) over 4 years of high school predicted academic achievement, as measured by grade point average (GPA) and the Scholastic Aptitude Test (SAT). Results demonstrated that adolescents' critical reflection and critical action intercepts predicted SAT scores whereas critical reflection and critical action slopes predicted GPAs. Political agency was not predictive of either academic outcome.
Types de publication
Journal Article
Research Support, Non-U.S. Gov't
Langues
eng
Sous-ensembles de citation
IM
Pagination
e451-e474Informations de copyright
© 2019 Society for Research in Child Development, Inc.
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