Skip to main content Accessibility help
×
Hostname: page-component-cd9895bd7-dzt6s Total loading time: 0 Render date: 2024-12-22T20:14:33.430Z Has data issue: false hasContentIssue false

2 - Situating Critical Consciousness Within the Developmental System

Insights from the Phenomenological Variant of Ecological Systems Theory

from Part I - Theory

Published online by Cambridge University Press:  20 April 2023

Luke J. Rapa
Affiliation:
Clemson University, South Carolina
Erin B. Godfrey
Affiliation:
New York University
Get access

Summary

Over a relatively short period of time, critical consciousness (CC) has become a prominent framework for describing how the developing person addresses systems of oppression. However, there has been less work to situate CC within developmental systems theory. The phenomenological variant of ecological systems theory (PVEST) is a developmental systems theory that accounts for how the reality of oppression influences developmental contexts and processes. We draw on PVEST to illuminate new theoretical directions for CC, including: (1) considering the broader context of CC within the developmental system; (2) addressing meaning-making as a primary developmental process that impacts CC; (3) considering CC as embedded in time, and (4) focusing on the dynamic and collective nature of CC. We explore the combined strengths of CC and PVEST to imagine new research questions that explore the contextualized and dynamic ways young people contend with systems of oppression across development.

Type
Chapter
Information
Critical Consciousness
Expanding Theory and Measurement
, pp. 41 - 62
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

Absolon, K. (2010). Indigenous wholistic theory: A knowledge set for practice. First Peoples Child & Family Review, 5(2), 7487. www.erudit.org/en/journals/fpcfr/1900-v1-n1-fpcfr05254/1068933ar.pdf.CrossRefGoogle Scholar
Baker, A. M., & Brookins, C. C. (2014). Toward the development of a measure of sociopolitical consciousness: Listening to the voices of Salvadoran youth. Journal of Community Psychology, 42(8), 10151032. https://doi.org/10.1002/jcop.21668.CrossRefGoogle Scholar
Ballard, P. J., Hoyt, L. T., & Pachucki, M. C. (2019). Impacts of adolescent and young adult civic engagement on health and socioeconomic status in adulthood. Child Development, 90(4), 11381154. https://doi.org/10.1111/cdev.12998.Google Scholar
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: The Official Journal of the Society for Research on Adolescence, 30 Suppl 2, 403417. https://doi.org/10.1111/jora.12485.Google Scholar
Bowers, E. P., Winburn, E. N., Sandoval, A. M., & Clanton, T. (2020). Culturally relevant strengths and positive development in high achieving youth of color. Journal of Applied Developmental Psychology, 70, 101182. https://doi.org/10.1016/j.appdev.2020.101182.CrossRefGoogle Scholar
Bronfenbrenner, U., & Morris, P. A. (2007). The bioecological model of human development. In Damon, W. & Lerner, R. M. (Eds.), Handbook of Child Psychology (Vol. 3, p. 266). John Wiley & Sons, Inc. https://doi.org/10.1002/9780470147658.chpsy0114.Google Scholar
Cadenas, G. A., Bernstein, B. L., & Tracey, T. J. G. (2018). Critical consciousness and intent to persist through college in DACA and US citizen students: The role of immigration status, race, and ethnicity. Cultural Diversity & Ethnic Minority Psychology, 24(4), 564575. https://doi.org/10.1037/cdp0000200.Google Scholar
Case, A. D., & Hunter, C. D. (2012). Counterspaces: A unit of analysis for understanding the role of settings in marginalized individuals’ adaptive responses to oppression. American Journal of Community Psychology, 50(1–2), 257270. https://doi.org/10.1007/s10464-012-9497-7.Google Scholar
Chung, H. L., & Docherty, M. (2011). The protective function of neighborhood social ties on psychological health. American Journal of Health Behavior, 35(6), 785796. https://doi.org/10.5993/ajhb.35.6.14.CrossRefGoogle ScholarPubMed
Dassonneville, R., Quintelier, E., Hooghe, M., & Claes, E. (2012). The relation between civic education and political attitudes and behavior: A two-year panel study among Belgian late adolescents. Applied Developmental Science, 16(3), 140150. https://doi.org/10.1080/10888691.2012.695265.Google Scholar
Diemer, M. A., & Li, C. (2011). Critical consciousness development and political participation among marginalized youth. Child Development, 82(6), 18151833. https://doi.org/10.1111/j.1467-8624.2011.01650.x.Google Scholar
Diemer, M. A., McWhirter, E. H., Ozer, E. J., & Rapa, L. J. (2015). Advances in the conceptualization and measurement of critical consciousness. The Urban Review, 47(5), 809823. https://doi.org/10.1007/s11256-015-0336-7.Google 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), 216221. https://doi.org/10.1111/cdep.12193.CrossRefGoogle Scholar
Diemer, M. A., Wang, Q., Moore, T. et al. (2010). Sociopolitical development, work salience, and vocational expectations among low socioeconomic status African American, Latin American, and Asian American youth. Developmental Psychology, 46(3), 619635. https://doi.org/10.1037/a0017049.CrossRefGoogle ScholarPubMed
DiFulvio, G. T. (2011). Sexual minority youth, social connection and resilience: From personal struggle to collective identity. Social Science & Medicine, 72(10), 16111617. https://doi.org/10.1016/j.socscimed.2011.02.045.CrossRefGoogle ScholarPubMed
Dumontheil, I. (2014). Development of abstract thinking during childhood and adolescence: The role of rostrolateral prefrontal cortex. Developmental Cognitive Neuroscience, 10, 5776. https://doi.org/10.1016/j.dcn.2014.07.009.Google Scholar
Flanagan, C. A., Syvertsen, A. K., Gill, S., Gallay, L. S., & Cumsille, P. (2009). Ethnic awareness, prejudice, and civic commitments in four ethnic groups of American adolescents. Journal of Youth and Adolescence, 38(4), 500518. https://doi.org/10.1007/s10964-009-9394-z.CrossRefGoogle ScholarPubMed
Freire, P. (1972). Education: Domestication or liberation? Prospects, 11(2), 173181.CrossRefGoogle Scholar
Freire, P. (1998). Cultural action for freedom. Harvard Educational Review, 68(4), 476521. https://doi.org/10.17763/haer.68.4.656ku47213445042.Google Scholar
Freire, P. (2014). Education for critical consciousness. Continuum. (Original work published 1974).Google Scholar
Freire, P. (2016). Pedagogy of the oppressed (M. B. Ramos, trans.). Bloomsbury Academic. (Original work published 1970).Google Scholar
Freire, P., & Macedo, D. P. (1987). Literacy: Reading the word and the world. Bergin & Garvey Publishers.Google Scholar
French, B. H., Lewis, J. A., Mosley, D. V. et al. (2020). Toward a psychological framework of radical healing in communities of color. The Counseling Psychologist, 48(1), 1446. https://doi.org/10.1177/0011000019843506.Google Scholar
García Coll, C., Lamberty, G., Jenkins, R. et al. (1996). An integrative model for the study of developmental competencies in minority children. Child Development, 67(5), 18911914. https://doi.org/10.1111/j.1467-8624.1996.tb01834.x.CrossRefGoogle Scholar
Ginwright, S., & Cammarota, J. (2007). Youth activism in the urban community: Learning critical civic praxis within community organizations. International Journal of Qualitative Studies in Education: QSE, 20(6), 693710. https://doi.org/10.1080/09518390701630833.CrossRefGoogle Scholar
Gutiérrez, L. M. (1995). Understanding the empowerment process: Does consciousness make a difference? Social Work Research, 19(4), 229237. https://doi.org/10.1093/swr/19.4.229.Google Scholar
Harris, J. A., Beale Spencer, M., Kruger, A. C., & Irving, M. A. (2019). An examination and interrogation of African American males’ racial identity, prosocial behaviors and aggression. Research in Human Development, 16(1), 7691. https://doi.org/10.1080/15427609.2018.1556068.Google Scholar
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), 525551. https://doi.org/10.1037/bul0000230.CrossRefGoogle ScholarPubMed
Herrera, C., Grossman, J. B., Kauh, T. J., & McMaken, J. (2011). Mentoring in schools: An impact study of big brothers big sisters school-based mentoring. Child Development, 82(1), 346361. https://doi.org/10.1111/j.1467-8624.2010.01559.x.Google Scholar
Holst, J. D. (2006). Paulo Freire in Chile, 1964–1969: Pedagogy of the Oppressed in its sociopolitical economic context. Harvard Educational Review, 76(2), 243270. https://doi.org/10.17763/haer.76.2.bm6532lgln2744t3.Google Scholar
Hope, E. C., & Spencer, M. B. (2017). Civic engagement as an adaptive coping response to conditions of inequality: An application of Phenomenological Variant of Ecological Systems Theory (PVEST). In Cabrera, N. & Leyendecker, B. (Eds.), Handbook on Positive Development of Minority Children and Youth (pp. 421435), Springer. https://doi.org/10.1007/978-3-319-43645-6_25.Google Scholar
Hope, E. C., Velez, G., Offidani-Bertrand, C., Keels, M., & Durkee, M. I. (2018). Political activism and mental health among Black and Latinx college students. Cultural Diversity & Ethnic Minority Psychology, 24(1), 2639. https://doi.org/10.1037/cdp0000144.CrossRefGoogle ScholarPubMed
Hurd, N. M., Stoddard, S. A., & Zimmerman, M. A. (2013). Neighborhoods, social support, and African American adolescents’ mental health outcomes: A multilevel path analysis. Child Development, 84(3), 858874. https://doi.org/10.1111/cdev.12018.CrossRefGoogle ScholarPubMed
Ilten-Gee, R., & Manchanda, S. (2021). Using social domain theory to seek critical consciousness with young children. Educational Research and Evaluation: An International Journal on Theory and Practice, 19(3), 235260. https://doi.org/10.1177/14778785211057485.Google Scholar
Kirshner, B. (2015). Youth activism in an era of education inequality. New York University Press. www.degruyter.com/document/doi/10.18574/9781479805563/html.Google Scholar
Kirshner, B., & Ginwright, S. (2012). Youth organizing as a developmental context for African American and Latino adolescents. Child Development Perspectives, 6(3), 288294. https://doi.org/10.1111/j.1750-8606.2012.00243.x.CrossRefGoogle Scholar
Mathews, C. J., Medina, M. A., Bañales, J. et al. (2019). Mapping the intersections of adolescents’ ethnic-racial identity and critical consciousness. Adolescent Research Review, 5, 363379. https://doi.org/10.1007/s40894-019-00122-0.Google Scholar
Montero, M. (2009). Methods for liberation: Critical consciousness in action. In Montero, M. & Sonn, C. C. (Eds.), Psychology of Liberation: Theory and Applications (pp. 7391). Springer Science+Business Media, LLC. https://doi.org/10.1007/978-0-387-85784-8_4.Google Scholar
Morgan, I. (2018, February 26). Students of color face steep school funding gaps. The Education Trust. https://edtrust.org/the-equity-line/students-color-face-steep-school-funding-gaps/.Google Scholar
Neblett, E. W., Jr, Rivas-Drake, D., & Umaña-Taylor, A. J. (2012). The promise of racial and ethnic protective factors in promoting ethnic minority youth development. Child Development Perspectives, 6(3), 295303. https://doi.org/10.1111/j.1750-8606.2012.00239.x.CrossRefGoogle Scholar
Phinney, J. S., & Ong, A. D. (2007). Conceptualization and measurement of ethnic identity: Current status and future directions. Journal of Counseling Psychology, 54(3), 271281. https://doi.org/10.1037/0022-0167.54.3.271.Google Scholar
Piña-Watson, B., Gonzalez, I. M., & Manzo, G. (2019). Mexican-descent adolescent resilience through familismo in the context of intergeneration acculturation conflict on depressive symptoms. Translational Issues in Psychological Science, 5(4), 326334. https://doi.org/10.1037/tps0000210.Google Scholar
Pollock, M., Kendall, R., Bingener, C. et al. (2022). The conflict campaign: Exploring local experiences of the campaign to ban “critical race theory” in public K-12 education in the US, 2020–2021. UCLA’s Institute for Democracy, Education, and Access.Google Scholar
Quintana, S. M., & Segura-Herrera, T. A. (2003). Developmental transformations of self and identity in the context of oppression. Self and Identity: The Journal of the International Society for Self and Identity, 2(4), 269285. https://doi.org/10.1080/714050248.CrossRefGoogle Scholar
Reardon, S. F., Fox, L., & Townsend, J. (2015). Neighborhood income composition by household race and income, 1990–2009. The Annals of the American Academy of Political and Social Science, 660(1), 7897. https://doi.org/10.1177/0002716215576104.Google Scholar
Romero, A. J., White, R. M. B., Anguas, M. M., Curlee, A., & Rodas, J. M. (2020). Resilience of Mexican descent youth in a low-income neighborhood: Examining family and neighborhood factors. Journal of Latinx Psychology, 8(4), 265279. https://doi.org/10.1037/lat0000149.CrossRefGoogle Scholar
Rovner, J. (2016, April 1). Racial disparities in youth commitments and arrests. www.sentencingproject.org/publications/racial-disparities-in-youth-commitments-and-arrests/.Google Scholar
Saito, N. T. (2020). Settler Colonialism, Race, and the Law: Why Structural Racism Persists. New York University Press.CrossRefGoogle Scholar
Sánchez Carmen, S. A., Domínguez, M., Greene, A. C. et al. (2015). Revisiting the collective in critical consciousness: Diverse sociopolitical wisdoms and ontological healing in sociopolitical development. The Urban Review, 47(5), 824846. https://doi.org/10.1007/s11256-015-0338-5.Google Scholar
Seider, S., Clark, S., & Graves, D. (2019). The development of critical consciousness and its relation to academic achievement in adolescents of color. Child Development, 91(2), e451e474. https://doi.org/10.1111/cdev.13262.Google Scholar
Seider, S., Graves, D., El-Amin, A. et al. (2018). Developing sociopolitical consciousness of race and social class inequality in adolescents attending progressive and no excuses urban secondary schools. Applied Developmental Science, 22(3), 169187. https://doi.org/10.1080/10888691.2016.1254557.Google Scholar
Smetana, J. G., Jambon, M., & Ball, C. (2014). The social domain approach to children’s moral and social judgments. In Smetana, J. G. & Killen, M. (Eds.), Handbook of Moral Development (2nd ed., pp. 2345). Psychology Press.Google Scholar
Sonn, C. C., & Montero, M. (Eds.). (2009). Psychology of liberation: Theory and applications. New York: Springer. https://doi.org/10.1007/978-0-387-85784-8.CrossRefGoogle Scholar
Spencer, M. B. (1999). Social and cultural influences on school adjustment: The application of an identity-focused. Educational Psychologist, 34(1), 4357. https://doi.org/10.1207/s15326985ep3401_4.Google Scholar
Spencer, M. B. (2006). Phenomenology and ecological systems theory: Development of diverse groups. In Lerner, R. M. (Ed.), Handbook of child psychology: Theoretical models of human development. John Wiley & Sons, Inc. (6th ed., Vol. 1, pp. 829893). https://doi.org/10.1002/9780470147658.chpsy0115.Google Scholar
Spencer, M. B., Harpalani, V., Cassidy, E. et al. (2015). Understanding vulnerability and resilience from a normative developmental perspective: Implications for racially and ethnically diverse youth. In Cicchetti, D. & Cohen, D. J. (Eds.), Developmental Psychopathology (2nd ed., Vol. 1, pp. 627–672). John Wiley & Sons, Inc. https://doi.org/10.1002/9780470939383.ch16.Google Scholar
Steyer, R., Geiser, C., & Fiege, C. (2012). Latent state-trait models. In APA handbook of research methods in psychology, Vol 3: Data analysis and research publication (pp. 291308). American Psychological Association. https://doi.org/10.1037/13621-014.Google Scholar
Sue, D. W., Sue, D., Neville, H. A., & Smith, L. (2019). Counseling the culturally diverse: Theory and practice. John Wiley & Sons.Google Scholar
Suldo, S. M., Friedrich, A. A., White, T. et al. (2009). Teacher support and adolescents’ subjective well-being: A mixed-methods investigation. School Psychology Review, 38(1), 6785. https://doi.org/10.1080/02796015.2009.12087850.Google Scholar
Suyemoto, K. L., Day, S. C., & Schwartz, S. (2015). Exploring effects of social justice youth programming on racial and ethnic identities and activism for Asian American youth. Asian American Journal of Psychology, 6(2), 125135. https://doi.org/10.1037/a0037789.Google Scholar
Terriquez, V. (2015). Intersectional mobilization, social movement spillover, and queer youth leadership in the immigrant rights movement. Social Problems, 62(3), 343362. https://doi.org/10.1093/socpro/spv010.Google Scholar
Tuck, E., & Yang, K. W. (2012). Decolonization is not a metaphor. Decolonization: Indigeneity, Education & Society, 1(1), 140.Google Scholar
Uriostegui, M., Roy, A. L., & Li-Grining, C. P. (2021). What drives you? Black and Latinx youth’s critical consciousness, motivations, and academic and career activities. Journal of Youth and Adolescence, 50(1), 5874. https://doi.org/10.1007/s10964-020-01343-6.Google Scholar
Watts, R. J., Diemer, M. A., & Voight, A. M. (2011). Critical consciousness: Current status and future directions. New Directions for Child and Adolescent Development, 2011(134), 4357. https://doi.org/10.1002/cd.310.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), 847867. https://doi.org/10.1007/s11256-015-0341-x.Google Scholar
Watts, R. J., Williams, N. C., & Jagers, R. J. (2003). Sociopolitical development. American Journal of Community Psychology, 31(1/2), 185194. https://doi.org/10.1023/a:1023091024140.CrossRefGoogle ScholarPubMed
Young, I. M. (2011). Five faces of oppression. In Justice and the politics of difference (pp. 3965). Princeton University Press. (Original work published 1990).Google Scholar
Yu, D., Smith, E. P., & Oshri, A. (2019). Exploring racial–ethnic pride and perceived barriers in positive youth development: A latent profile analysis. Applied Developmental Science, 25(4), 332350. https://doi.org/10.1080/10888691.2019.1640607.Google Scholar
Zimmerman, M. A., & Zahniser, J. H. (1991). Refinements of sphere-specific measures of perceived control: Development of a sociopolitical control scale. Journal of Community Psychology, 19(2), 189204. https://doi.org/10.1002/1520-6629(199104)19:2<189::AID-JCOP2290190210>3.0.CO;2-6.3.0.CO;2-6>CrossRefGoogle Scholar

Save book to Kindle

To save this book to your Kindle, first ensure [email protected] 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
×