Shards from the glass ceiling: Deconstructing marginalizing systems in relation to critical consciousness development

2021 ◽  
Author(s):  
Mariah Kornbluh ◽  
Lesa Johnson ◽  
Mackenzie Hart
Keyword(s):  
Glass Ceiling ◽  
Critical Consciousness ◽  
Consciousness Development

Critical Consciousness Development

2012 ◽  
Author(s):  
Fatma Aydin ◽  
Kristen Adams ◽  
Laura Barsigian ◽  
John Bruner ◽  
Chih-Ting Chang ◽  
...  
Keyword(s):  
Critical Consciousness ◽  
Consciousness Development

Embodying justice: Situating college student articulations of social justice in critical consciousness

2018 ◽  
Vol 23 (1) ◽  
pp. 49-68
Author(s):  
Alexander Harris Jones
Keyword(s):  
College Students ◽  
Social Justice ◽  
College Student ◽  
Human Trafficking ◽  
Critical Consciousness ◽  
Affect Theory ◽  
Affective Domain ◽  
Christian College ◽  
Adverse Impact ◽  
Consciousness Development

Many American evangelical college students today enter into college with a new awareness of justice-related issues. However, situating student commitments to justice in a larger discourse on critical-consciousness development is necessary for educators to assist students in their justice development. This article reviews the literature on critical-consciousness development and places it in conversation with Deleuzian affect theory, suggesting that extant theory does not take into account the affective domain of critical-consciousness growth. This article also demonstrates common ways Christian college students might portray themselves as critically aware through distinctly Christian tropes that express their passion for and commitment to justice. These tropes, which commonly include human trafficking, diverse friend groups, and being globally-minded, actually have an adverse impact on social justice. By better understanding these tropes as masquerading critical consciousness and by understanding how students become critically aware through affect theory, educators and mentors can more adequately guide students in their attempts to seek justice.

Critical consciousness

2017 ◽  
Vol 98 (5) ◽  
pp. 18-23 ◽  
Author(s):  
Aaliyah El-Amin ◽  
Scott Seider ◽  
Daren Graves ◽  
Jalene Tamerat ◽  
Shelby Clark ◽  
...  
Keyword(s):  
Student Achievement ◽  
Black Students ◽  
Urban Schools ◽  
Academic Motivation ◽  
Critical Consciousness ◽  
Promising Practices ◽  
Marginalized Students ◽  
Consciousness Development ◽  
Motivation And Achievement

Research has suggested that critical consciousness — the ability to recognize and analyze systems of inequality and the commitment to take action against these systems — can be a gateway to academic motivation and achievement for marginalized students. To explore this approach, the authors studied six urban schools that include critical consciousness development in their mission. Three strategies emerged as promising practices that schools can use to develop black students’ critical consciousness and harness the connection between critical consciousness and student achievement. They include teaching students the language of inequality, creating space to interrogate racism, and teaching students how to take action.

scholarly journals Challenging racism, sexism, and social injustice: Support for urban adolescents' critical consciousness development.

2006 ◽  
Vol 12 (3) ◽  
pp. 444-460 ◽  
Author(s):  
Matthew A. Diemer ◽  
Aimee Kauffman ◽  
Nathan Koenig ◽  
Emily Trahan ◽  
Chueh-An Hsieh
Keyword(s):  
Critical Consciousness ◽  
Urban Adolescents ◽  
Social Injustice ◽  
Consciousness Development

The Development of Critical Consciousness in Adolescents of Color Attending “Opposing” Schooling Models

2021 ◽  
pp. 074355842110064
Author(s):  
Scott Seider ◽  
Daren Graves ◽  
Aaliyah El-Amin ◽  
Lauren Kelly ◽  
Madora Soutter ◽  
...  
Keyword(s):  
High Schools ◽  
Critical Consciousness ◽  
Ethnic Studies ◽  
Qualitative Interviews ◽  
Social Forces ◽  
Consciousness Development ◽  
Adolescents Of Color ◽  
Longitudinal Survey Data ◽  
Departments Of Education ◽  
Rates Of Growth

Critical consciousness refers to the ability to analyze and take action against oppressive social forces shaping society. This longitudinal, mixed methods study compared the critical consciousness development of adolescents of color (n = 453) attending two sets of high schools featuring schooling models that represent “opposing” approaches to education. The participating adolescents were 13-15 years old at the start of the study; the majority identified as African American or Latinx; and nearly 80% came from low-SES households. They attended public charter high schools located in five different northeastern cities. Analyses of longitudinal survey data revealed that the adolescents attending these two sets of high schools demonstrated greater rates of growth on different dimensions of critical consciousness over their four years of high school. Qualitative interviews with youth attending these two sets of schools(n = 70) offered evidence of the long-theorized relationship between critical consciousness and problem-posing education, but also that effective practices supporting youth critical consciousness can be found embedded in schools featuring a broader range of pedagogies. These findings offer support for ethnic studies and action civics programming that several state departments of education have recently added to secondary school curricula.

scholarly journals Building Bonds, Healing Youth: Prioritizing Youth Critical Consciousness Development in CBPR

2020 ◽  
Author(s):  
Briana Woods-Jaeger ◽  
Paige O'Connor ◽  
Teesha Miller ◽  
Chakilah Wade ◽  
D'Marko Price ◽  
...  
Keyword(s):  
Critical Consciousness ◽  
Consciousness Development

scholarly journals A Womanist Supervision Framework for Promoting Anti-Racist Therapy with Black Women

2021 ◽  
Author(s):  
Camellia V. Green ◽  
Danielle E. Burton
Keyword(s):  
Black Women ◽  
Culturally Responsive ◽  
Critical Consciousness ◽  
Black People ◽  
Power Dynamics ◽  
Treatment Needs ◽  
Call To Action ◽  
Consciousness Development ◽  
Supervisee Development ◽  
K 12

A counselor’s anti-racist disposition is particularly needed for Black woman clients due to unique treatment needs. Womanist values and pedagogy are used to develop a culturally-responsive supervision framework encompassing key themes of anti-racist supervisee development such as critical consciousness development, awareness of power dynamics, social justice activism and honoring the cultural self. Womanist pedagogy, previously used in K-12 schools, prioritizes the community orientation of maternal care to promote the survival of Black people in oppressive systems. A call to action for counselor educators is introduced for the promotion of an anti-racist supervisee disposition. Keywords: anti-racist, supervision, Womanist, critical consciousness

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