Aldana, A., Bañales, J., & Richards-Schuster, K. (2019). Youth anti-racist engagement: Conceptualization, development, and validation of an anti-racism action scale. Adolescent Research Review, 4(4), 369–381. https://doi.org/gb82.Google Scholar

Aldana, A., & Byrd, C. M. (2015). School ethnic-racial socialization: Learning about race and ethnicity among African American students. The Urban Review, 47(3), 563–576. https://doi.org/10.1007/s11256-014-0319-0.Google Scholar

Aldana, A., Richards-Schuster, K., & Checkoway, B. (2021). “Down woodward”: A case study of empowering youth to see and disrupt segregation using photovoice methods. Journal of Adolescent Research, 36(1), 34–67. https://doi.org/10.1177/0743558420933220.CrossRefGoogle Scholar

Aldana, A., Rowley, S. J., Checkoway, B., & Richards-Schuster, K. (2012). Raising ethnic-racial consciousness: The relationship between intergroup dialogues and adolescents’ ethnic-racial identity and racism awareness. Equity and Excellence in Education, 45(1), 120–137. https://doi.org/10.1080/10665684.2012.641863.Google Scholar

Aldana, A. & Vazquez, N. (2020). From colorblind racism to critical race theory: The road toward anti-racist social work in the United States. In Singh, G. and Masocha, S. (Eds.) Anti-racist social work: International perspectives (pp. 129–148). Red Globe Press.Google Scholar

Allen, R., & Goetz, E. G. (2021). A home for xenophobia: US public housing policy under Trump. International Journal of Housing Policy, 21(1), 127–137.Google Scholar

Annamma, S. A., Jackson, D. D., & Morrison, D. (2016). Conceptualizing color-evasiveness: Using dis/ability critical race theory to expand a color-blind racial ideology in education and society. Race Ethnicity and Education, 20(2), 1–16. https://doi.org/10.1080/13613324.2016.1248837.Google Scholar

Anyiwo, N., Bañales, J., Rowley, S. J., Watkins, D. C., & Richards-Schuster, K. (2018). Sociocultural influences on the sociopolitical development of African American youth. Child Development Perspectives, 12(3), 165–170. https://doi.org/10.1111/cdep.12276.CrossRefGoogle Scholar

Anyiwo, N., Palmer, G. J., Garrett, J. M., Starck, J. G., & Hope, E. C. (2020). Racial and political resistance: An examination of the sociopolitical action of racially marginalized youth. Current Opinion in Psychology, 35, 86–91. https://doi.org/10.1016/j.copsyc.2020.03.005.CrossRefGoogle ScholarPubMed

Atkin, A. L., Yoo, H. C., Jager, J., & Yeh, C. J. (2018). Internalization of the model minority myth, school racial composition, and psychological distress among Asian American adolescents. Asian American Journal of Psychology, 9(2), 108–116. https://doi.org/10.1037/aap0000096.Google Scholar

Bañales, J. (2020). Adolescent critical racial consciousness (unpublished doctoral dissertation). University of Michigan.Google Scholar

Bañales, J., Aldana, A., Richards-Schuster, K., & Merritt, A. (2021). Something you can see, hear, and feel: A descriptive, exploratory mixed-methods analysis of youths’ articulations about racism. Journal of Adolescent Research. https://doi.org/10.1177/07435584211062117.Google Scholar

Bañales, J., Hoffman, A. J., Rivas-Drake, D., & Jagers, R. J. (2020). The development of ethnic-racial identity process and its relation to civic beliefs among Latinx and Black American adolescents. Journal of Youth and Adolescence, 49(12), 2495–2508. https://doi.org/10.1007/s10964-020-01254-6.Google Scholar

Bañales, J., Hope, E. C., & Rowley, S. J., & Cryer-Coupet, Q. (2021). Raising justice-minded youth: Parental political and ethnic-racial socialization on Black youths’ critical consciousness. Journal of Social Issues, 77(4), 964–986.CrossRefGoogle Scholar

Bañales, J., Lozada, F. T., Channey, J., & Jagers, R. J. (2021). Relating through oppression: Longitudinal relations between parental racial socialization, school racial climate, oppressed minority ideology, and empathy in Black male adolescents’ prosocial development. American Journal of Community Psychology, 68(1–2), 88–99. https://doi.org/10.1002/ajcp.12496.Google Scholar

Bañales, J., Marchand, A. D., Skinner, O. D. et al. (2019). Black adolescents’ critical reflection development: Parents’ racial socialization and attributions about race achievement gaps. Journal of Research on Adolescence, 30(S2), 403–417. https://doi.org/10.1111/jora.12485.CrossRefGoogle ScholarPubMed

Bañales, J., & Rivas-Drake, D. (2022). Showing up: A theoretical model of anti-racist identity and action for Latinx youth. Journal of Research on Adolescence. https://doi.org/10.1111/jora.12747.Google Scholar

Bañales, J., Sarissa Pech, A., Pinetta, B. J. et al. (2021). Critiquing inequality on campus and in society: Peers and faculty in civic and academic outcomes of college students. Research in Higher Education, 63, 589–609. https://doi.org/10.1007/s11162-09663-7.Google Scholar

Barnes, C. Y., & Hope, E. C. (2017). Means-tested public assistance programs and adolescent political socialization. Journal of Youth and Adolescence, 46(7), 1611–1621. https://doi.org/10.1007/s10964-016-0624-x.Google Scholar

Barr, S. C., & Neville, H. (2008). Examination of the link between parent racial socialization messages and racial ideology among Black college students. Journal of Black Psychology, 34(2), 131–155. https://doi.org/10.1177/0095798408314138.Google Scholar

Benner, A. D., Wang, Y., Shen, Y. et al. (2018). Racial/ethnic discrimination and well-being during adolescence: A meta-analytic review. American Psychologist, 73(7), 855–883. https://doi.org/10.1037/amp0000204.supp.Google Scholar

Bonilla-Silva, E. (2017). Racism without racists: Colorblind racism and the persistence of racial inequality in America. (5th ed.) Rowman & Littlefield Publishers.Google Scholar

Bonilla-Silva, E., & Embrick, D. G. (2001). Are Blacks color blind too? An interview-based analysis of Black Detroiters’ racial views. Race and Society, 4(1), 47–67. https://doi.org/10.1016/s1090-9524(02)00034-7.CrossRefGoogle Scholar

Bronfenbrenner, U., & Morris, P. A. (2006). The bioecological model of human development. In Lerner, R. M. & Damon, W. (Eds.), Handbook of child psychology: Theoretical models of human development (pp. 793–828). John Wiley & Sons Inc.Google Scholar

Burson, E., & Godfrey, E. B. (2020). Intraminority solidarity: The role of critical consciousness. European Journal of Social Psychology, 50(6), 1362–1377. https://doi.org/10.1002/ejsp.2679.Google Scholar

Byrd, C. M., & Ahn, L. H. R. (2020). Profiles of ethnic-racial socialization from family, school, neighborhood, and the Internet: Relations to adolescent outcomes. Journal of Community Psychology, 48(6), 1942–1963. https://doi.org/10.1002/jcop.22393.Google Scholar

Byrd, C., & Hope, E. C. (2011, April). Understanding adolescents’ conceptions of race and ethnicity using the Q-sort: Implications for racial/ethnic identity research. Society for Research in Child Development.Google Scholar

Cabrera, N. L., Meza, E. L., Romero, A. J., & Cintli Rodríguez, R. (2013). “If there is no struggle, there is no progress”: Transformative youth activism and the school of ethnic studies. Urban Review, 45(1), 7–22. https://doi.org/10.1007/s11256-012-0220-7.Google Scholar

Cammarota, J. (2004). The gendered and racialized pathways of Latina and Latino youth: Different struggles, different resistances in the urban context. Anthropology and Education Quarterly, 35(1), 53–74. https://doi.org/10.1525/aeq.2004.35.1.53.Google Scholar

Cammarota, J., & Aguilera, M. (2012). “By the time I get to Arizona”: Race, language, and education in America’s racist state. Race Ethnicity and Education, 15(4), 485–500.Google Scholar

Causadias, J. M., Vitriol, J. A., & Atkin, A. L. (2018). Do we overemphasize the role of culture in the behavior of racial/ethnic minorities? Evidence of a cultural (mis)attribution bias in American psychology. American Psychologist, 73(3), 243–255. https://doi.org/10.1037/amp0000099.CrossRefGoogle ScholarPubMed

Chavez-Dueñas, N. Y., Adames, H. Y., Perez-Chavez, J. G., & Salas, S. P. (2019). Healing ethno-racial trauma in Latinx immigrant communities: Cultivating hope, resistance, and action. American Psychologist, 74(1), 49–62. https://doi.org/10.1037/amp0000289.Google Scholar

Collins, P. H. (2002). Black feminist thought: Knowledge, consciousness, and the politics of empowerment. Routledge.Google Scholar

Corning, A. F., & Myers, D. J. (2002). Individual orientation toward engagement in social action. Political Psychology, 23(4), 703–729. https://doi.org/10.1111/0162-895x.00304.CrossRefGoogle Scholar

Crenshaw, K. W. (2017). On intersectionality: Essential writings. The New Press.Google Scholar

David, E. J. R., Schroeder, T. M., & Fernandez, J. (2019). Internalized racism: A systematic review of the psychological literature on racism’s most insidious consequence. Journal of Social Issues, 75, 1057–1086. https://doi.org/10.1111/josi.12350.Google Scholar

Delgado, R., & Stefancic, J. (2017). Critical race theory: An introduction (3rd ed.). NYU Press.Google Scholar

Deutsch, N. L., & Jones, J. N. (2008). “Show me an ounce of respect”: Respect and authority in adult-youth relationships in after-school programs. Journal of Adolescent Research, 23(6), 667–688. https://doi.org/10.1177/0743558408322250.Google Scholar

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.Google Scholar

Diemer, M. A., & Rapa, L. J. (2016). Unraveling the complexity of critical consciousness, political efficacy, and political action among marginalized adolescents. Child Development, 87(1), 221–238. https://doi.org/10.1111/cdev.12446.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), 216–221. https://doi.org/10.1111/cdep.12193.Google Scholar

Emirbayer, M., & Desmond, M. (2012). Race and reflexivity. Ethnic and Racial Studies, 35(4), 574–599. https://doi.org/10.1080/01419870.2011.606910.Google Scholar

Flanagan, C. A., Kim, T., Pykett, A. et al. (2014). Adolescents’ theories about economic inequality: Why are some people poor while others are rich? Developmental Psychology, 50(11), 2512–2525. https://doi.org/f6pjfq.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), 500–518. https://doi.org/bjvd2k.CrossRefGoogle ScholarPubMed

Frabutt, J. M., MacKinnon-Lewis, C., Walker, A. M., & MacKinnon-Lewis, C. (2002). Racial socialization messages and the quality of mother/childhood interactions in African American families. Journal of Early Adolescence, 22(2), 200–217. https://doi.org/dvrt76.Google Scholar

Freire, P. (2018). Pedagogy of the oppressed (MB Ramos, Trans.; 50th Anniversary ed.). Bloomsbury Publishing. (Original work published 1970).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), 14–46. https://doi.org/d7h6.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), 1891–1914. https://doi.org/cbjhg7.CrossRefGoogle Scholar

Griffin, S. R., Brown, M., & Warren, N. M. (2012). Critical education in high schools: The promise and challenges of intergroup dialogue. Equity and Excellence in Education, 45(1), 159–180. https://doi.org/10.1080/10665684.2012.641868.Google Scholar

Gorski, P. C. (2019) Fighting racism, battling burnout: causes of activist burnout in US racial justice activists. Ethnic and Racial Studies, 42(5), 667–687. https://doi.org/10.1080/01419870.2018.1439981.Google Scholar

Hagerman, M. A. (2018). White kids: Growing up with racial privilege in a racially divided America. NYU Press.Google Scholar

Heberle, A. E., Rapa, L. J., & Farago, 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.Google Scholar

Helms, J. E. (1994). The conceptualization of racial identity and other “racial” constructs. In Trickett, E. J, Watts, R. J, & Birman, D (Eds.), Human diversity: Perspectives on people in context (pp. 285–311). Jossey-Bass/Wiley.Google Scholar

Helms, J. E. (2005). An update on Helms’s White and People of Color racial identity models. In Ponterotto, J. G., Casas, J. M., Suzuki, L. A., and Alexander, C. M. (Eds.), Handbook of Multicultural Counseling (pp. 181–191). Sage.Google Scholar

Helms, J. E. (2014). A review of White racial identity theory: The sociopolitical implications of studying White racial identity in psychology. In Cooper, S. & Kopano, R. (Eds.), Proceedings of the 30th International Congress of Psychology. (Vol. 2, pp. 12–27). Taylor & Francis Group.Google Scholar

Hochman, A. (2019). Racialization: A defense of the concept. Ethnic and Racial Studies, 42(8), 1245–1262.Google Scholar

Hope, E. C., Anyiwo, N., Palmer, G. J. M., Bañales, J., & Smith, C. (in press). Sociopolitical development theory: A history and overview of a Black liberatory approach to youth development. American Psychologist.Google Scholar

Hope, E. C., & Bañales, J. (2019). Black early adolescent critical reflection of inequitable sociopolitical conditions: A qualitative investigation. Journal of Adolescent Research, 34(2), 167–200. https://doi.org/10.1177/0743558418756360.Google Scholar

Hope, E. C., Gugwor, R., Riddick, K. N., & Pender, K. N. (2019). Engaged against the machine: Institutional and cultural racial discrimination and racial identity as predictors of activism orientation among Black youth. American Journal of Community Psychology, 63(1–2), 61–72. https://doi.org/10.1002/ajcp.12303.Google Scholar

Hope, E. C., Pender, K. N., & Riddick, K. N. (2019). Development and validation of the Black Community Activism Orientation Scale. Journal of Black Psychology, 45(3), 185–214. https://doi.org/10.1177/0095798419865416.Google Scholar

Hope, E. C., Skoog, A. B., & Jagers, R. J. (2015). “It’ll never be the white kids, it’ll always be us”: Black high school students’ evolving critical analysis of racial discrimination and inequity in schools. Journal of Adolescent Research, 30(1), 83–112. https://doi.org/10.1177/0743558414550688.CrossRefGoogle Scholar

Hope, E. C., Smith, C. D., Cryer-Coupet, Q. R., & Briggs, A. S. (2020). Relations between racial stress and critical consciousness for Black adolescents. Journal of Applied Developmental Psychology, 70, 101184. https://doi.org/10.1016/j.appdev.2020.101184.Google Scholar

Hughes, D., Rodriguez, J., Smith, E. P. et al. (2006). Parents’ ethnic-racial socialization practices: A review of research and directions for future study. Developmental Psychology, 42(5), 747–770. https://doi.org/bdqxq6.Google Scholar

Husband, T., & Bertrand, S. (2021). The inequitable consequences of school disciplinary policies on Black girls in Ohio. Journal of Global Education and Research, 5(2), 175–184. https://doi.org/10.5038/2577-509x.5.2.1075.Google Scholar

Jones, J. M. (1997). Prejudice and racism (2nd ed.). McGraw Hill Companies.Google Scholar

Jost, J. T. (2019). A quarter century of system justification theory: Questions, answers, criticisms, and societal applications. British Journal of Social Psychology, 58(2), 263–314. https://doi.org/10.1111/bjso.12297.Google Scholar

Jost, J. T, Banaji, M. R, & Nosek, B. A. (2004). A decade of system justification theory: Accumulated evidence of conscious and unconscious bolstering of the status quo. Political Psychology, 25(6), 881–920. https://doi.org/10.31234/osf.io/6ue35.Google Scholar

Jost, J. T. & Hunyady, O. (2005). Antecedents and consequences of system-justifying ideologies. Current Directions in Psychological Science, 14(5), 260–265.CrossRefGoogle Scholar

Kendi, I. X. (2019). How to be an antiracist. One World.Google Scholar

Li, Y., & Nicholson Jr., H. L. (2021). When “model minorities” become “yellow peril”: Othering and the racialization of Asian Americans in the COVID‐19 pandemic. Sociology Compass, 15(2), 1–13. https://doi.org/10.1111/soc4.12849.Google Scholar

Losen, D., Hodson, C., Keith II, M. A., Morrison, J., & Belway, S. (2015). Are we closing the school discipline gap? The Center for Civil Rights remedies. https://escholarship.org/content/qt2t36g571/qt2t36g571.pdf.Google Scholar

Mathews, C. J., Bañales, J., Christophe, N. K., Briggs, A. S., & Hope, E. C. (in press). Action, but make it critical. The content and developmental processes of critical action among youth of color. In G. L. & Witherspoon, D. (Eds.), Diversity and developmental science – bridging the gaps between research, practice, and policy. Springer.Google Scholar

Mathews, C. J., Medina, M., Bañales, J. et al. (2020). Mapping the intersections of adolescents’ ethnic-racial identity and critical consciousness. Adolescent Research Review, 5(4), 363–379. https:/doi.org/10.1007/s40894-019-00122-0.Google Scholar

McKown, C. (2004). Age and ethnic variation in children’s thinking about the nature of racism. Journal of Applied Developmental Psychology, 25, 597–617. https:doi.org/10.1016/j.appdev.2004.08.001.Google Scholar

McWhirter, E. H., Gomez, D., & Rau, E. D. (2019). “Never give up. Fight for what you believe in”: Perceptions of how Latina/o adolescents can make a difference. Cultural Diversity and Ethnic Minority Psychology, 25(3), 403–412. https://do.org/10.1037/cdp0000254.Google Scholar

McWhirter, E. H., & McWhirter, B. T. (2016). Critical consciousness and vocational development among Latina/o high school youth: Initial development and testing of a measure. Journal of Career Assessment, 24(3), 543–558. https://doi.org/f8xvkd.Google Scholar

Miller, J., & Garran, A. M. (2007). The web of institutional racism. Smith College Studies in Social Work, 77(1), 33–67. https://doi.org/10.1300/J497v77n01_03.Google Scholar

Miller, J., & Garran, A. M. (2017). Racism in the United States: Implications for the helping professions. Springer Publishing Company.Google Scholar

Montoro, J. P., Kilday, J. E., Rivas-Drake, D., Ryan, A. M., & Umaña-Taylor, A. J. (2021). Coping with discrimination from peers and adults: Implications for adolescents’ school belonging. Journal of Youth and Adolescence, 50(1), 126–143. https://doi.org/10.1007/s10964-020-01360-5.Google Scholar

Neblett, E. W., Jr. (2019). Racism and health: Challenges and future directions in behavioral and psychological research. Cultural Diversity and Ethnic Minority Psychology, 25(1), 12–20. https://doi.org/10.1037/cdp0000253.Google Scholar

Neville, H. A., Awad, G. H., Brooks, J. E., Flores, M. P., & Bluemel, J. (2013). Color-blind racial ideology theory, training, and measurement implications in psychology. American Psychologist, 68(6), 455–466. https://doi.org/10.1037/a0033282.Google Scholar

Neville, H. A., Poteat, V. P., Lewis, J. A., & Spanierman, L. B. (2014). Changes in white college students’ color-blind racial ideology over 4 years: Do diversity experiences make a difference? Journal of Counseling Psychology, 61(2), 179–190. https://doi.org10.1037/a0035168.Google Scholar

Norton, L., & Sliep, Y. (2018). A critical reflexive model: Working with life stories in health promotion education. South African Journal of Higher Education, 32(3), 45–63. https://doi.org/10.20853/32-3-2523.Google Scholar

O’Leary, A. O., & Romero, A. J. (2011). Chicana/o students respond to Arizona’s anti-ethnic studies bill, SB 1108: Civic engagement, ethnic identity, and well-being. Aztlan: A Journal of Chicano Studies, 36(1), 9–36.Google Scholar

Omi, M., & Winant, H. (2018). Racial Formation in the United States: From the 1960s to the 1990s (pp. 222–227). Routledge.Google Scholar

Paradies, Y., Ben, J., Denson, N. et al. (2015). Racism as a determinant of health: A systematic review and meta-analysis. PLoS One, 10(9), e0138511. https://doi.org/10.1371/journal.pone.0138511.Google Scholar

Quiñones-Rosado, R. (2020). Liberation psychology and racism. In Comas-Daz, L. & Rivera, E. T. (Eds.), Liberation psychology: Theory, method, practice, and social justice. (pp. 53–68). American Psychological Association. https://doi.org/10.1037/0000198-004.Google Scholar

Quintana, S. M. (1998). Children’s developmental understanding of ethnicity and race. Applied and Preventive Psychology, 7, 27–45. https://doi.org/10.1016/S0962-1849(98)80020-6.Google Scholar

Quintana, S. M. (2008). Racial perspective taking: Developmental, theoretical and empirical trends. In Quintana, S. M & McKown, C (Eds.), Handbook of race, racism, and the developing child (pp. 16–36). John Wiley & Sons.Google Scholar

Raval, V. V., Ovia, T., Freeman, M., Raj, S. P., & Daga, S. S. (2021). Discourses about race in the United States: A thematic analysis of short essays. International Journal of Intercultural Relations, 83(4), 98–113. https://doi.org/10.1016/j.ijintrel.2021.05.004.Google Scholar

Rendón, M. G., Aldana, A., & Hom, L. D. (2020). Children of Latino immigrants framing race: Making sense of criminalisation in a colour-blind era. Journal of Ethnic and Migration Studies, 46(11), 2407–2425.Google Scholar

Richards-Schuster, K., & Aldana, A. (2013). Learning to speak out about racism: Youths’ insights on participation in an intergroup dialogues program. Social Work with Groups, 36(4), 332–348. https://doi.org/10.1080/01609513.2013.763327.Google Scholar

Rios, V. (2011). Punished: Policing the lives of Black and Latino boys. NYU Press.Google Scholar

Rivera, E. T. (2020). Concepts of liberation psychology. In Comas-Daz, L. & Rivera, E. T. (Eds.), Liberation psychology: Theory, method, practice, and social justice (pp. 41–51). American Psychology Association. https://doi.org/10.1037/0000198-003.Google Scholar

Rivas-Drake, D., & Umaña-Taylor, A. (2019). Below the surface: Talking with teens about race, ethnicity, and identity. Princeton University Press.Google Scholar

Roberts, R. A., Bell, L. A., & Murphy, B. (2008). Flipping the script: Analyzing youth talk about race and racism. Anthropology and Education Quarterly, 39(3), 334–354. https://doi.org/10.1111/j.1548-1492.2008.00025.x.Google Scholar

Rosa, J. (2018). Looking like a language, sounding like a race: Raciolinguistic ideologies and the learning of Latinidad. Oxford University Press.Google Scholar

Rozas, L. W., & Miller, J. (2009). Discourses for social justice education: The web of racism and the web of resistance. Journal of Ethnic and Cultural Diversity in Social Work, 18(1–2), 24–39. https://doi.org/10.1080/15313200902874953.Google Scholar

Sakamoto, I., & Pitner, R. O. (2005). Use of critical consciousness in anti-oppressive social work practice: Disentangling power dynamics at personal and structural levels. British Journal of Social Work, 35(4), 435–452. https://doi.org/10.1093/bjsw/bch190.Google 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. Urban Review, 47(5), 824–846. https://doi.org/10.1007/s11256-015-0338-5.Google Scholar

Saul, R., & Burkholder, C. (2020). Intellectualizing whiteness as a response to campus racism: Some concerns. Ethnic and Racial Studies, 43(9), 1636–1653. https://doi.org/gng3.Google Scholar

Seaton, E. K., Gee, G. C., Neblett, E., & Spanierman, L. (2018). New directions for racial discrimination research as inspired by the integrative model. American Psychologist, 73(6), 768–780. https://doi.org/10.1037/amp0000315.Google Scholar

Seaton, E. K., & Iida, M. (2019). Racial discrimination and racial identity: Daily moderation among Black youth. American Psychologist, 74(1), 117–127. https://doi.org/gf9gqc.Google Scholar

Seider, S., Clark, S., Graves, D. et al. (2019). Black and Latinx adolescents’ developing beliefs about poverty and associations with their awareness of racism. Developmental Psychology, 55(3), 509.Google Scholar

Seider, S., Clark, S., & Graves, D. (2020). The development of critical consciousness and its relation to academic achievement in adolescents of color. Child Development, 91(2), e451–e457. https://doi.org/10.1111/cdev.13262.Google Scholar

Sellers, R. M., Smith, M. A., Shelton, J. N., Rowley, S. A., & Chavous, T. M. (1998). Multidimensional model of racial identity: A reconceptualization of African American racial identity. Personality and Social Psychology Review, 2(1), 18–39. https://doi.org/10.1207/s15327957pspr0201_2.Google Scholar

Selod, S. (2015). Citizenship denied: The racialization of Muslim American men and women post-9/11. Critical Sociology, 41(1), 77–95.Google Scholar

Sirin, S. R., Bikmen, N., Mir, M. et al. (2008). Exploring dual identification among Muslim-American emerging adults: A mixed methods study. Journal of Adolescence, 31(2), 259–279. https://doi.org/10.1016/j.adolescence.2007.10.009.Google 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

Spencer, M. B., Dupree, D., & Hartmann, T. (1997). A Phenomenological Variant of Ecological Systems Theory (PVEST): A self-organization perspective in context. Development and Psychopathology, 9(4), 817–833. https://doi.org/10.1017/s0954579497001454.Google Scholar

Tatum, B. D. (2017). Why are all the Black kids sitting together in the cafeteria? And other conversations about race. Basic Books.Google Scholar

Thomas, A. J., & Blackmon, S. M. (2015). The influence of the Trayvon Martin shooting on racial socialization practices of African American parents. Journal of Black Psychology, 41(1), 75–89. https://doi.org/10.1177/0095798414563610.Google Scholar

Toraif, N., Augsberger, A., Young, A. et al. (2021). How to be an anti-racist: Youth of color’s critical perspectives on antiracism in a youth participatory action research context. Journal of Adolescent Research, 35, 86–91. https://doi.org/10.1177/07435584211028224.Google Scholar

Umaña-Taylor, A. J., Quintana, S. M., Lee, R. M. et al. (2014). Ethnic and racial identity during adolescence and into young adulthood: An integrated conceptualization. Child Development, 85(1), 21–39. https://doi.org/10.1111/cdev.12196.Google Scholar

Utsey, S. O., & Ponterotto, J. G. (1996). Development and validation of the Index of Race-Related Stress (IRRS). Journal of Counseling Psychology, 43(4), 490–501. https://doi.org/10.1037/0022-0167.43.4.490.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), 43–57. https://doi.org/10.1002/cd.310.Google Scholar

Watts, R. J., Griffith, D. M., & Abdul-Adil, J. (1999). Sociopolitical development as an antidote for oppression: Theory and action. American Journal of Community Psychology, 27, 255–271. https://doi.org/10.1023/A:1022839818873.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.Google Scholar

Watts, R. J., & Guessous, O. (2006). Sociopolitical development: The Missing link in research and policy on adolescents. In Ginwright, S., Noguera, P., & Cammarota, J. (Eds.), Beyond resistance! Youth resistance and community change: New democratic possibilities for practice and policy for America’s youth (pp. 59–80). Routledge.Google Scholar

Watts, R. J., & Hipolito-Delgado, C. P. (2015). Thinking ourselves to liberation? Advancing sociopolitical action in critical consciousness. Urban Review, 47(5), 847–867. 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, 185–194. http://dx.doi.org/10.1023/A:1023091024140.Google Scholar

Williams, C. D., Byrd, C. M., Quintana, S. M. et al. (2020). A lifespan model of ethnic-racial identity. Research in Human Development, 17(2–3), 99–129. https://doi.org/10.1080/15427609.2020.1831882.Google Scholar

Wray-Lake, L., Plummer, J. A., & Alvis, L. (2023). Adolescents’ developmental pathways to critical consciousness in the contexts of racial oppression and privilege. In Rapa, L. J. and Godfrey, E. B. (Eds.), Critical consciousness: Expanding theory and measurement. Cambridge University Press.Google Scholar

Wray-Lake, L., Wells, R., Alvis, L. et al. (2018). Being a Latinx adolescent under a Trump presidency: Analysis of Latinx youth’s reactions to immigration politics. Children and Youth Services Review, 87, 192–204. https://doi.org/10.1016/j.childyouth.2018.02.032.Google Scholar

Yi, J., Todd, N. R., & Mekawi, Y. (2020). Racial colorblindness and confidence in and likelihood of action to address prejudice. American Journal of Community Psychology, 65(3–4), 407–422. https://doi.org/10.1002/ajcp.12409.Google Scholar

Young, A. A. (2006). The minds of marginalized Black men. Princeton University Press.Google Scholar

Zinn, H. (2015). A people’s history of the United States: 1492–present. Routledge.Google Scholar

Aldana, A., Bañales, J., & Richards-Schuster, K. (2019). Youth anti-racist engagement: Conceptualization, development, and validation of an anti-racism action scale. Adolescent Research Review, 4(4), 369–381. https://doi.org/gb82.Google Scholar

Anyiwo, N., Bañales, J., Rowley, S. J., Watkins, D. C., & Richards‐Schuster, K. (2018). Sociocultural influences on the sociopolitical development of African American youth. Child Development Perspectives, 12(3), 165–170. https://doi.org/f5rm.Google Scholar

Anyiwo, N., Palmer, G. J., Garret, J. M., Starck, J. G., & Hope, E. C. (2020). Racial and political resistance: An examination of the sociopolitical action of racially marginalized youth. Current Opinion in Psychology, 35(2020), 86–91. https://doi.org/10.1016/j.copsyc.2020.03.005.Google Scholar

Atkin, A. L., Yoo, H. C., White, R. M. B., Tran, A. G. T. T., & Jackson, K. F. (2021). Validation of the Multiracial Youth Socialization (MY-Soc) Scale among racially diverse multiracial emerging adults. Journal of Family Psychology, 36(1), 13–22. https://doi.org/10.1037/fam0000879.Google Scholar

Ballard, P. J. (2015). Longitudinal links between discrimination and civic development among Latino and Asian adolescents. Journal of Research on Adolescence, 26(4), 723–737. https://doi.org/f9fcj2.Google Scholar

Bañales, J., Lozada, F. T., Channey, J., & Jagers, R. J. (2021). Relating through oppression: Longitudinal relations between parental racial socialization, school racial climate, oppressed minority ideology, and empathy in Black male adolescents’ prosocial development. American Journal of Community Psychology, 74, 63–12. https://doi.org/10.1002/ajcp.12496.Google Scholar

Benner, A. D., Wang, Y., Shen, Y. et al. (2018). Racial/ethnic discrimination and well-being during adolescence: A meta-analytic review. American Psychologist, 73(7), 855–883. https://doi.org/10.1037/amp0000204.supp.Google Scholar

Bonilla-Silva, E. (1997). Rethinking racism: Toward a structural interpretation. American Sociological Review, 62, 465–480. http://doi.org/10.2307/2657316.Google Scholar

Brody, G. H., Lei, M., Chae, D. H. et al. (2014). Perceived discrimination among African American adolescents and allostatic load: A longitudinal analysis with buffering effects. Child Development, 85(3), 989–1002. https://doi.org/10.1111/cdev.12213.Google Scholar

Bryant-Davis, T., & Moore-Lobban, S. J. (2020). Black minds matter: Applying liberation psychology to Black Americans. In Comas-Díaz, L. & Torres Rivera, E. (Eds.), Liberation psychology: Theory, method, practice, and social justice (pp. 189–206). American Psychological Association. https://doi.org/10.1037/0000198-011.Google Scholar

Burson, E., & Godfrey, E. B. (2020). Intraminority solidarity: The role of critical consciousness. European Journal of Social Psychology, 50(6), 1362–1377. https://doi.org/10.1002/ejsp.2679.Google Scholar

Butler-Barnes, S. T., & Inniss-Thompson, M. N. (2020). “My teacher doesn’t like me”: Perceptions of teacher discrimination and school discipline among African-American and Caribbean Black adolescent girls. Education Sciences, 10, 44–57. https://doi.org/10.3390/educsci10020044.Google Scholar

Cabrera, N. L., Meza, E. L., Romero, A. J., & Rodríguez, R. C. (2013). “If there is no struggle, there is no progress”: Transformative youth activism and the school of ethnic studies. Urban Review, 45, 7–22. https://doi.org/10.1007/s11256-012-0220-7.Google Scholar

Carasik, L. (2016). N Dakota Pipeline Protest Is a Harbinger of Many More. (November 21). ALJAZEERA. www.aljazeera.com/indepth/opinion/2016/11/dakota-pipeline-protest-harbinger-161120150300919.html.Google Scholar

Cheeks, B. L., Chavous, T. M., & Settles, I. H. (2020). A daily examination of African American adolescents’ racial discrimination, parental racial socialization, and psychological affect. Child Development, 29, 57–18. https://doi.org/10.1111/cdev.13416.Google Scholar

Christens, B. D., & Dolan, T. (2011). Interweaving youth development, community development, and social change through youth organizing. Youth & Society, 43(2), 528–548. https://doi.org/10.1177/0044118x10383647.Google Scholar

Christophe, N. K., Martin Romero, M. Y., Hope, E. C., & Stein, G. L. (2021). Critical civic engagement in Black college students: Interplay between discrimination, centrality, and preparation for bias. American Journal of Orthopsychiatry, 92(2), 144–153. https://doi.org/10.1037/ort0000600.Google Scholar

Clark, S., & Seider, S. (2019). The role of curiosity in the sociopolitical development of Black and Latinx adolescents. Journal of Research on Adolescence, 30(1), 189–202. http://doi.org/10.1111/jora.12511.Google Scholar

Cole, E. R. (2008). Coalitions as a model for intersectionality: From practice to theory. Sex Roles, 59(5–6), 443–453. https://doi.org/10.1007/s11199-008-9419-1.Google Scholar

Collingwood, L., Lajevardi, N., & Oskooii, K. A. (2018). A change of heart? Why individual-level public opinion shifted against Trump’s “Muslim Ban.” Political Behavior, 40(4), 1035–1072. https://doi.org/10.1007/s11109-017-9439-z.Google Scholar

Conner, J. O. (2015). Pawns or power players: The grounds on which adults dismiss or defend youth organizers in the USA. Journal of Youth Studies, 19(3), 403–420. https://doi.org/10.1080/13676261.2015.1083958.Google Scholar

Cooc, N., & Kim, G. M. (2021). The roles of racial discrimination and English in civic outcomes for Asian Americans and Pacific Islanders. Cultural Diversity and Ethnic Minority Psychology, 7(3), 483–494. http://doi.org/10.1037/cdp0000443.Google Scholar

Corning, A. F., & Myers, D. J. (2002). Individual orientation toward engagement in social action. Political Psychology, 23, 703–729. https://doi.org/cqrz2s.Google Scholar

Cuellar, A. E., & Markowitz, S. (2015). School suspension and the school-to-prison pipeline. International Review of Law and Economics, 43, 98–106. https://doi.org/10.1016/j.irle.2015.06.001.Google Scholar

Diemer, M. A., Hsieh, C.-A., & Pan, T. (2008). School and parental influences on sociopolitical development among poor adolescents of color. The Counseling Psychologist, 37(2), 317–344. https://doi.org/10.1177/0011000008315971.Google Scholar

Diemer, M. A., Pinedo, A., Bañales, J. et al. (2020). (Re)centering action in critical consciousness. Child Development Perspectives, 26, 176–182. https://doi.org/gh7kq6.Google 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.Google Scholar

Diemer, M. A., Rapa., L., Voight, A., & McWhirter, E. (2016). Critical consciousness: A developmental approach to addressing marginalization and oppression. Child Development Perspectives, 10(4), 216–221. https://doi.org/10.1111/cdev.12446.CrossRefGoogle Scholar

Driscoll, M. W., Reynolds, J. R., & Todman, L. C. (2015). Dimensions of race-related stress and African American life satisfaction: A test of the protective role of collective efficacy. Journal of Black Psychology, 41(5), 462–486.Google Scholar

English, D., Lambert, S. F., Tynes, B. M. et al. (2020). Daily multidimensional racial discrimination among Black US American adolescents. Journal of Applied Developmental Psychology, 66, 101068. https://doi.org/10.1016/j.appdev.2019.101068.Google Scholar

Fanon, F. (1968). The wretched of the earth. Grove Press.Google Scholar

Freire, P. (1970). Pedagogy of the oppressed. Continuum.Google Scholar

Fulbright-Anderson, K., Lawrence, K., Sutton, S., Susi, G., & Kubisch, A. (2005). Structural Racism and Youth Development: Issues, Challenges, and Implications. The Aspen Institute. www.aspeninstitute.org/publications/structural-racism-youth-development-issues-challenges-implications/.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, 1891–1914. https://doi.org/10.1111/j.1467-8624.1996.tb01834.x.Google Scholar

Gibson, S. M., Bouldin, B. M., Stokes, M. N., Lozada, F. T., & Hope, E. C. (2021). Cultural racism and depression in Black adolescents: Examining racial socialization and racial identity as moderators. Journal of Research on Adolescence, 32(1), 41–48. https://doi.org/10.1111/jora.12698.Google Scholar

Ginwright, S. (2010). Black youth rising: Activism and healing in urban American. Teacher’s College Press.Google Scholar

Goings, R. B., & Ford, D. Y. (2018). Investigating the intersection of poverty and race in gifted education journals: A 15-year analysis. Gifted Child Quarterly, 62, 25–26. https://doi.org/10.1177/0016986217737618.Google Scholar

Gopalan, M., & Nelson, A. A. (2019). Understanding the racial discipline gap in schools. AERA Open, 5(2), 1–26. https://doi.org/10.1177/2332858419844613.Google Scholar

Gover, A. R., Harper, S. B., & Langton, L. (2020). Anti-Asian hate crime during the COVID-19 pandemic: Exploring the reproduction of inequality. American Journal of Criminal Justice, 45(4), 647–667. https://doi.org/10.1007/s12103-020-09545-1.Google Scholar

Harrell, S. P. (2000). A multidimensional conceptualization of racism-related stress: implications for the well-being of people of color. American Journal of Orthopsychiatry, 70(1), 42–57. https://doi.org/10.1037/h0087722.Google Scholar

Henderson, D. X., Walker, L., Barnes, R. R. et al. (2019). A framework for race‐related trauma in the public education system and implications on health for Black youth. Journal of School Health, 89(11), 926–933. https://doi.org/10.1111/josh.12832.Google Scholar

Hope, E. C., Brinkman, M., Hoggard, L. S. et al. (2021). Black adolescents’ anticipatory stress responses to multilevel racism: The role of racial identity. American Journal of Orthopsychiatry, 91(4), 487–498. https://doi.org/10.1037/ort0000547.Google Scholar

Hope, E. C., Cryer-Coupet, Q. R., & Stokes, M. N. (2020). Race-related stress, racial identity, and activism among young Black men: A person-centered approach. Developmental Psychology, 56(8), 1484–1495. https://doi.org/gb87.Google Scholar

Hope, E. C., Gugwor, R., Riddick, K. N., & Pender, K. N. (2019). Engaged against the machine: Institutional and cultural racial discrimination and racial identity as predictors of activism orientation among Black youth. American Journal of Community Psychology, 63(1–2), 61–72. https://doi.org/gftk4q.Google Scholar

Hope, E. C., & Jagers, R. J. (2014). The role of sociopolitical attitudes and civic education in the civic engagement of Black youth. Journal of Research on Adolescence, 24(3), 460–470. https://doi.org/10.1111/jora.12117.Google Scholar

Hope, E., Keels, M., & Durkee, M. (2016). Participation in Black Lives Matter and deferred action for childhood arrivals: Modern activism among Black and Latino college students. Journal of Diversity in Higher Education, 9, 203–215. https://doi.org/f84zd5.Google Scholar

Hope, E. C., Pender, K. N., & Riddick, K. N. (2019). Development and validation of the Black Community Activism Orientation Scale. Journal of Black Psychology, 45(3), 185–214. https://doi.org/10.1177/0095798419865416.Google Scholar

Hope, E. C., Skoog, A. B., & Jagers, R. J. (2015). “It’ll never be the white kids, it’ll always be us”: Black high school students’ evolving critical analysis of racial discrimination and inequity in schools. Journal of Adolescent Research, 30(1), 83–112. https://doi.org/10.1177/0743558414550688.Google Scholar

Hope, E. C., Smith, C. D., Cryer-Coupet, Q. R., & Briggs, A. S. (2020). Relations between racial stress and critical consciousness for Black adolescents. Journal of Applied Developmental Psychology, 70, 101184. https://psycnet.apa.org/doi/10.1016/j.appdev.2020.101184.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. 421–435). Springer. https://doi.org/gb88ur.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 and Ethnic Minority Psychology, 24(1), 26–39. https://doi.org/10.1037/cdp0000144.Google Scholar

Huber, L. P., Villanueva, B. P., Guarneros, N., Vélez, V. N., & Solórzano, D. G. (2014). DACAmented in California: The impact of the Deferred Action for Childhood Arrivals program on Latina/os. CSRC Research Report. No. 18. UCLA Chicano Studies Research Center. www.chicano.ucla.edu/publications/report-brief/dacamented-california.Google Scholar

Jones, J. M. (1997). Prejudice and racism (2nd ed.). McGraw Hill Companies.Google Scholar

Jun, J., Kim, J. K., & Woo, B. (2021). Fight the virus and fight the bias: Asian Americans’ engagement in activism to combat anti-Asian COVID-19 racism. Race and Justice, Advanced Online Publication. https://doi.org/10.1177/21533687211054165.Google Scholar

Keels, M., Durkee, M., & Hope, E. C. (2017). The psychological and academic costs of school-based racial and ethnic microaggressions. American Educational Research Journal, 54(6), 1316–1344. https://doi.org/10.3102/0002831217722120.Google Scholar

Kishi, R., & Jones, S. (2020). Demonstrations and political violence in America: New data for Summer 2020. Armed Conflict Location and Event Data Project (ACLED). https://acleddata.com/2020/09/03/demonstrations-political-violence-in-america-new-data-for-summer-2020/.Google Scholar

Leath, S., & Chavous, T. (2017). “We really protested”: The influence of sociopolitical beliefs, political self-efficacy, and campus racial climate on civic engagement among Black college students attending predominantly white institutions. The Journal of Negro Education, 86(3), 220–237. https://psycnet.apa.org/doi/10.7709/jnegroeducation.86.3.0220.Google Scholar

Lewis, J. A., Mendenhall, R., Ojiemwen, A. et al. (2021). Racial microaggressions and sense of belonging at a historically white university. American Behavioral Scientist, 65(8), 1049–1071. https://doi.org/10.1177/0002764219859613.Google Scholar

Lozada, F. T., Jagers, R. J., Smith, C. D., Bañales, J., & Hope, E. C. (2017). Prosocial behaviors of Black adolescent boys: An application of a sociopolitical development theory. Journal of Black Psychology, 43(5), 493–516. https://doi.org/10.1177/0095798416652021.Google Scholar

Lundberg, K., Kiesa, A., & Medina, A. (2021). The 2020 election is over, but young people believe in continued engagement. Center for Information & Research on Civic Learning and Engagement. https://circle.tufts.edu/latest-research/2020-election-over-young-people-believe-continued-engagement.Google Scholar

Martin, A. C. (2008). Television media as a potential negative factor in the racial identity development of African American youth. Academic Psychiatry, 32(4), 338–342. https://doi.org/10.1176/appi.ap.32.4.338.Google Scholar

Mathews, C. J., Bañales, J., Christophe, N. K., Briggs, A. S., & Hope, E. C. (in press). Action, but make it critical: The measurement and developmental processes of critical action for Black and Latinx youth. In Witherspoon, D. & Livas Stein, G. (Eds.), Diversity and developmental science: Bridging the gaps between research, practice, and policy. Springer.Google 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, 43(3), 1–17. https://doi.org/10.1007/s40894-019-00122-0.Google Scholar

Montoro, J. P., Kilday, J. E., Rivas-Drake, D., Ryan, A. M., & Taylor, A. J. U. (2020). Coping with discrimination from peers and adults: Implications for adolescents’ school belonging. Journal of Youth and Adolescence, 30(2), 1–18. https://doi.org/10.1007/s10964-020-01360-5.Google Scholar

Mosley, D. V., Hargons, C. N., Meiller, C. et al. (2021). Critical consciousness of anti-Black racism: A practical model to prevent and resist racial trauma. Journal of Counseling Psychology, 68(1), 1–16. https://doi.org/10.1037/cou0000430.Google Scholar

Neville, H. A., & Cross, W. E. (2017). Racial awakening: Epiphanies and encounters in Black racial identity. Cultural Diversity and Ethnic Minority Psychology, 23(1), 102–108. https://doi.org/10.1037/cdp0000105.Google Scholar

Nguyen, B. M. D., Noguera, P., Adkins, N., & Teranishi, R. T. (2019). Ethnic discipline gap: Unseen dimensions of racial disproportionality in school discipline. American Educational Research Journal, 56(5), 1973–2003. https://doi.org/10.3102/0002831219833919.Google Scholar

Oosterhoff, B., Poppleer, A., Hill, R. M., Fitzgerald, H., & Shook, N. J. (2021). Understanding the costs and benefits of politics among adolescents within a sociocultural context. Infant and Child Development, Advanced Online Publication. https://doi.org/10.1002/icd.2280.Google Scholar

Pancer, S. M., Pratt, M., Hunsberger, B., & Alisat, S. (2007). Community and political involvement in adolescence: What distinguishes the activists from the uninvolved? Journal of Community Psychology, 35(6), 741–759. https://doi.org/10.1002/jcop.20176.Google Scholar

Pinedo, A., Durkee, M. I., Diemer, M., & Hope, E. C. (2021). Disentangling racial discrimination and critical action among Black and Latinx college students: What role do peers play? Cultural Diversity & Ethnic Minority Psychology, 27(3), 546–557. https://doi.org/gb9b.Google Scholar

Richards-Schuster, K., & Aldana, A. (2013). Learning to speak out about racism: Youths’ insights on participation in an intergroup dialogues program. Social Work with Groups, 36(4), 332–348. https://doi.org/10.1080/01609513.2013.763327.Google Scholar

Riley, T. N., DeLaney, E., Brown, D. et al. (2020). The associations between African American emerging adults’ racial discrimination and civic engagement via emotion regulation. Cultural Diversity and Ethnic Minority Psychology, 27(2), 169–175. https://doi.org/10.1037/cdp0000335.Google Scholar

Seaton, E. K., Gee, G. C., Neblett, E., & Spanierman, L. (2018). New directions for racial discrimination research as inspired by the integrative model. American Psychologist, 73(6), 768–780. https://doi.org/10.1037/amp0000315.Google Scholar

Singh, S., Berezin, M. N., Wallach, L. N., Godfrey, E. B., & Javdani, S. (2020). Traumatic incidents and experiences of racism and sexism: Examining associations with components of critical consciousness for system‐involved girls of color. American Journal of Community Psychology, 6(2), 3–12. https://doi.org/10.1002/ajcp.12479.Google Scholar

Spencer, M. B., Fegley, S. G., & Harpalani, V. (2003). A theoretical and empirical examination of identity as coping: Linking coping resources to the self processes of African American youth. Applied Developmental, 7(3), 181–188. https://doi.org/10.1207/s1532480xads0703_9.Google Scholar

Stewart, A., Schuschke, J., & Tynes, B. (2019) Online racism: Adjustment and protective factors among adolescents of color. In Fitzgerald, H., Johnson, D., Qin, D., Villarruel, F., & Norder, J (Eds.), Handbook of Children and Prejudice (pp. 501–513). Springer. https://doi.org/10.1007/978-3-030-12228-7_28.Google Scholar

Stokes, M. N., Charity-Parkeer, B. M., & Hope, E. C. (2021). What does it mean to be Black and white? A meta-ethnographic review of racial socialization in multiracial families. Journal of Family Theory and Review, 13(2), 181–201. https://doi.org/10.1111/jftr.12413.Google Scholar

Suzuki, S., Morris, S. L., & Johnson, S. K. (2021). Using QuantCrit to advance an anti-racist developmental science: Applications to mixture modeling. Journal of Adolescent Research, 36(5), 535–560. https://doi.org/10.1177%2F07435584211028229.Google Scholar

Szymanski, D. M. (2012). Racist events and individual coping styles as predictors of African American activism. Journal of Black Psychology, 38(3), 342–367. https://doi.org/ccx55h.Google Scholar

Szymanski, D. M., & Lewis, J. A. (2015). Race-related stress and racial identity as predictors of African American activism. Journal of Black Psychology, 41(2), 170–191. https://doi.org/10.1177/0095798414520707.Google Scholar

Tao, X., & Fisher, C. B. (2022). Exposure to social media racial discrimination and mental health among adolescents of color. Journal of Youth and Adolescence, 51, 30–44. https://doi.org/10.1007/s10964-021-01514-z.Google Scholar

Terriquez, V. (2017). Legal status, civic organizations, and political participation among Latino young adults. The Sociological Quarterly, 58(2), 315–336. https://doi.org/10.1080/00380253.2017.1296756.Google Scholar

Terriquez, V., Brenes, T., & Lopez, A. (2018). Intersectionality as a multipurpose collective action frame: The case of the undocumented youth movement. Ethnicities, 18(2), 260–276. https://doi.org/10.1177/1468796817752558.Google Scholar

Tessler, H., Choi, M., & Kao, G. (2020). The anxiety of being Asian American: Hate crimes and negative biases during the COVID-19 pandemic. American Journal of Criminal Justice, 45(4), 636–646. https://doi.org/10.1007/s12103-020-09541-5.Google Scholar

Thompson, C. E., & Alfred, D. M. (2009). Black liberation psychology and practice. In Neville, H. A., Tynes, B. M., & Utsey, S. O. (Eds.), Handbook of African American psychology (pp. 483–494). Sage Publications, Inc.Google Scholar

Tyler, C. P., Geldhof, G. J., Settersten, Jr., R. A., & Flay, B. R. (2021). How do discrimination and self-esteem control beliefs affect prosociality? An examination among Black and Latinx youth. Journal of Early Adolescence, 41(2), 282–308. https://doi.org/10.1177/0272431620912486.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, 101165. https://doi.org/10.1016/j.appdev.2020.101165.Google Scholar

Utsey, S. O., & Ponterotto, J. G. (1996). Development and validation of the Index of Race-Related Stress (IRRS). Journal of Counseling Psychology, 43(4), 490–501. https://doi.org/10.1037/0022-0167.43.4.490.Google Scholar

Volpe, V. V., Lee, D. B., Hoggard, L. S., & Rahal, D. (2019). Racial discrimination and acute physiological responses among Black young adults: The role of racial identity. Journal of Adolescent Health, 64(2), 179–185. https://doi.org/10.1016/j.jadohealth.2018.09.004.Google Scholar

Watson-Singleton, N. N., Mekawi, Y., Wilkins, K. V., & Jatta, I. F. (2020). Racism’s effect on depressive symptoms: Examining perseverative cognition and Black Lives Matter activism as moderators. Journal of Counseling Psychology, 68(1), 27–37. https://doi.org/10.1037/cou0000436.Google Scholar

Watts, R. J., & Guessous, O. (2006). Sociopolitical development: The missing link in research and policy on adolescents. In Ginwright, S., Noguera, P., & Cammarota, J. (Eds.), Beyond resistance! Youth activism and community change: New democratic possibilities for practice and policy for America’s youth (pp. 59–80). Routledge.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

Webster, N. (2021). Acknowledging the historical contributions of Black youth’s civic engagement in society. Sociology Compass, 15(5), 1–17. https://doi.org/10.1111/soc4.12871.Google Scholar

White-Johnson, R. L. (2012). Prosocial involvement among African American young adults: Considering racial discrimination and racial identity. Journal of Black Psychology, 38(3), 313–341. https://doi.org/bzh6dt.Google Scholar

White-Johnson, R. L. (2015). The impact of racial socialization on the academic performance and prosocial involvement of Black emerging adults. Journal of College Student Development, 56(2), 140–154. https://doi.org/10.1353/csd.2015.0015.Google Scholar

Williams, D. R., Neighbors, H. W., & Jackson, J. S. (2003). Racial/ethnic discrimination and health: Findings from community studies. American Journal of Public Health, 93(2), 200–208. https://doi.org/10.2105/ajph.93.2.200.Google Scholar

Woodson, C. G. (1933). The mis-education of the Negro. Associated Publishers.Google Scholar

Yellow Horse, A. J., Kuo, K., Seaton, E. K., & Vargas, E. D. (2021). Asian Americans’ indifference to Black Lives Matter: The role of nativity, belonging and acknowledgment of anti-Black racism. Social Sciences, 10, 168–183. https://doi.org/10.3390/socsci10050168.Google Scholar

Abrego, L. J. (2011). Legal consciousness of undocumented Latinos: Fear and stigma as barriers to claims-making for first-and 1.5-generation immigrants. Law and Society Review, 45(2).Google Scholar

Abrego, L., & Negrón-Gonzales, G. (2020). We are not dreamers: Undocumented scholars theorize undocumented life in the United States. Duke University Press.Google Scholar

Aguilar, C. (2019). Undocumented critical theory. Cultural Studies↔ Critical Methodologies, 19(3), 152–160.Google Scholar

Aguilar, C. (2021a). Undocumented critical theory in education. In Garcia, N. M., Salinas Jr, C.., & Cisneros, J. (Eds.), Studying Latinx/a/o students in higher education: A critical analysis of concepts, theory, and methodologies (pp. 149–163). Routledge.Google Scholar

Aguilar, C. (2021b). Review of We are not dreamers: Undocumented scholars theorize undocumented life in the United States. Anthropology & Education Quarterly, 52(3), 362–363.Google Scholar

Annamma, S. A., Connor, D., & Ferri, B. (2013). Dis/ability critical race studies (DisCrit): Theorizing at the intersections of race and dis/ability. Race Ethnicity and Education, 16(1), 1–31.Google Scholar

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.Google Scholar

Autin, K. L., Duffy, R. D., Jacobson, C. J. et al. (2018). Career development among undocumented immigrant young adults: A psychology of working perspective. Journal of Counseling Psychology, 65(5), 605–617.Google Scholar

Bean, F. D., Edmonston, B., & Passel, J. S. (1990). Undocumented migration to the United States: IRCA and the experience of the 1980s. Rand Corp.Google Scholar

Becerra, D., Androff, D. K., Ayon, C., & Castillo, J. T. (2012). Fear vs. facts: Examining the economic impact of undocumented immigrants in the US. Journal of Sociology & Social Welfare, 39, 111–200.Google Scholar

Bess, K. D., Prilleltensky, I., Perkins, D. D., & Collins, L. V. (2009). Participatory organizational change in community-based health and human services: From tokenism to political engagement. American Journal of Community Psychology, 43(1–2), 134–148.Google Scholar

BjorklundJr., P. (2018). Undocumented students in higher education: A review of the literature, 2001 to 2016. Review of Educational Research, 88(5), 631–670.Google Scholar

Boucher, A. K. (2020). How “skill” definition affects the diversity of skilled immigration policies. Journal of Ethnic and Migration Studies, 46(12), 2533–2550.Google Scholar

Brayboy, B. M. J. (2005). Toward a tribal critical race theory in education. The Urban Review, 37(5), 425–446.Google Scholar

Budman, A. (2020). Key findings about US immigrants. Pew Research Center. www.pewresearch.org/fact-tank/2020/08/20/key-findings-about-u-s-immigrants/.Google Scholar

Cabrera, N. L. (2018). Where is the racial theory in critical race theory?: A constructive criticism of the crits. The Review of Higher Education, 42(1), 209–233.Google Scholar

Cadenas, G. A., Bernstein, B. L., & Tracey, T. J. (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 and Ethnic Minority Psychology, 24(4), 564–575. https://doi.org/10.1037/cdp0000200.Google Scholar

Cadenas, G. A., Cantú, E. A., Lynn, N., Spence, T., & Ruth, A. (2020a). A programmatic intervention to promote entrepreneurial self-efficacy, critical behavior, and technology readiness among underrepresented college students. Journal of Vocational Behavior, 116, 103350.https://doi.org/10.1016/j.jvb.2019.103350.Google Scholar

Cadenas, G. A., Cantú, E. A., Spence, T., & Ruth, A. (2020b). Integrating critical consciousness and technology in entrepreneurship career development with diverse community college students. Journal of Career Development, 47(2), 162–176. https://doi.org/10.1177/0894845318793968.Google Scholar

Cadenas, G. A., Cisneros, J., Todd, N. R., & Spanierman, L. B. (2018). DREAMzone: Testing two vicarious contact interventions to improve attitudes toward undocumented immigrants. Journal of Diversity in Higher Education, 11(3), 295–308. https://doi.org/10.1037/dhe0000055.Google Scholar

Cadenas, G. A., & Kiehne, E. (2021). The undocumented advantage: Intersectional predictors of critical consciousness and academic performance among US Latinxs. Journal of Latinx Psychology. Advance online publication. https://doi.org/10.1037/lat0000163.Google Scholar

Cadenas, G. A., & Nienhusser, H. K. (2021). Immigration status and college students’ psychosocial well-being. Educational Researcher, 50(3), 197–200. https://doi.org/10.3102/0013189X20962470.Google Scholar

Cadenas, G. A., Neimeyer, G., Suro-Maldonado, B. et al. (2022). Developing cultural competencies for providing psychological services with immigrant populations: A cross-level training curriculum. Training and Education in Professional Psychology, 16(2), 121–129.Google Scholar

Cadenas, G. A., Peña, D., & Cisneros, J. (2019). Creating a welcoming environment of mental health equity for undocumented students. In Crawford, E. & Dorner, L. (Eds.), Educational leadership of immigrants: Case studies in times of change (pp. 71–78). Routledge.Google Scholar

Cadenas, G. A., Peña, D., Minero, L. P., Rojas-Araúz, B. O., & Lynn, N. (2021). Critical agency and vocational outcome expectations as coping mechanisms among undocumented immigrant students. Journal of Latinx Psychology, 9(2), 92–108. https://doi.org/10.1037/lat0000178.Google Scholar

Cadenas, G. A., Sosa, R., & Liang, C. (2021). Immigrant youth’s community participation to promote immigrant rights and resist psychological and sociopolitical challenges. Encyclopedia of Child and Adolescent Health. https://doi.org/10.1016/B978-0-12-818872-9.00024-8.Google Scholar

Cahill, C., Alberto Quijada Cerecer, D., Reyna Rivarola, A. R., Hernández Zamudio, J., & Alvarez Gutiérrez, L. (2019). “Caution, we have power”: Resisting the “school-to-sweatshop pipeline” through participatory artistic praxes and critical care. Gender and Education, 31(5), 576–589.Google Scholar

Cahill, C., Alvarez Gutiérrez, L., & Quijada Cerecer, D. A. (2016). A dialectic of dreams and dispossession: The school-to-sweatshop pipeline. Cultural Geographies, 23(1), 121–137.Google Scholar

Cammarota, J. (2016). The praxis of ethnic studies: Transforming second sight into critical consciousness. Race Ethnicity and Education, 19(2), 233–251.Google Scholar

Castrellón, L. E. (2021). “Just being undocumented you gotta find loopholes”: Policy enactment of an in-state resident tuition policy. Journal of Diversity in Higher Education, 15(4), 480–492.Google Scholar

Freeman, Chy Lung v.. (1959). The Yale Law Journal, 68(8), 1596.Google Scholar

Chavez, K. (2013). Queer migration politics: Activist rhetoric and coalitional possibilities. University of Illinois Press.Google Scholar

Chavez, L. (2008). The Latino threat: Constructing immigrants, citizens, and the nation. Stanford University Press.Google Scholar

Chavez-Dueñas, N. Y., Adames, H. Y., Perez-Chavez, J. G., & Salas, S. P. (2019). Healing ethno-racial trauma in Latinx immigrant communities: Cultivating hope, resistance, and action. American Psychologist, 74(1), 49–62.Google Scholar

Cisneros, J., & Valdivia, D. (2018). Undocumented student resource centers: Institutional supports for undocumented students. Penn Center for Minority Serving Institutions. https://cmsi.gse.rutgers.edu/sites/default/files/USRCs.pdf.Google Scholar

Cobb, C. L., Meca, A., Xie, D., Schwartz, S. J., & Moise, R. K. (2017). Perceptions of legal status: Associations with psychosocial experiences among undocumented Latino/a immigrants. Journal of Counseling Psychology, 64(2), 167–178.Google Scholar

Collins, P. H. (2000). Black feminist thought: Knowledge, consciousness, and the politics of empowerment (2nd ed.). Routledge.Google Scholar

Crenshaw, K. W. (1991). Mapping the margins: Intersectionality, identity politics, and violence against women of color. Sandford Law Review, 43(6), 1241–1279.Google Scholar

Darolia, R., & Potochnick, S. (2015). Educational “when,” “where,” and “how” implications of in-state resident tuition policies for Latino undocumented immigrants. The Review of Higher Education, 38(4), 507–535.Google Scholar

De Genova, N. P. (2002). Migrant “illegality” and deportability in everyday life. Annual Review of Anthropology, 31(1), 419–447.Google Scholar

De Haas, H. (2005). International migration, remittances and development: Myths and facts. Third World Quarterly, 26(8), 1269–1284.Google Scholar

Delgado, R., & Stefancic, J. (2017). Critical race theory: An introduction. New York University Press.Google Scholar

Dinnerstein, L., & Reimers, D. (1975). Ethnic Americans: A history of immigration and assimilation. Dodd, Mead.Google Scholar

Diemer, M. A., & Blustein, D. L. (2007). Vocational hope and vocational identity: Urban adolescents’ career development. Journal of Career Assessment, 15(1), 98–118.Google Scholar

Diemer, M. A., & Li, C. H. (2011). Critical consciousness development and political participation among marginalized youth. Child Development, 82(6), 1815–1833.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), 809–823.Google Scholar

Diemer, M. A., Pinedo, A., Bañales, J. et al. (2021). Recentering action in critical consciousness. Child Development Perspectives, 15(1), 12–17.Google Scholar

Diemer, M. A., & Rapa., L. J. (2016). Unraveling the complexity of critical consciousness, political efficacy, and political action among marginalized adolescents. Child Development, 87(1), 221–238. https://doi.org/10.1111/cdev.12446.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), 216–221.Google Scholar

Edmond, C. (2020). Global migration, by the numbers: Who migrates, where they go and why. World Economic Forum. www.weforum.org/agenda/2020/01/iom-global-migration-report-international-migrants-2020/.Google Scholar

Escudero, K. (2020). Organizing while undocumented: Immigrant youth’s political activism under the law. New York University Press.Google Scholar

Fanon, F. (2009). Piel negra, máscaras blancas. Ediciones Akal.Google Scholar

Fong, E., & Chan, E. (2008). An account of immigration studies in The United States and Canada, 1990–2004. Sociological Quarterly, 49(3), 483–502.Google Scholar

Forenza, B., Rogers, B., & Lardier, D. (2017). What facilitates and supports political activism, by and for, undocumented students? The Urban Review, 49, 648–667. https://doi.org/10.1007/s11256-017-0413-1.Google Scholar

Freire, P. (1973). Education for critical consciousness (Vol. 1). Bloomsbury Publishing.Google Scholar

Godfrey, E. B., & Wolf, S. (2016). Developing critical consciousness or justifying the system? A qualitative analysis of attributions for poverty and wealth among low-income racial/ethnic minority and immigrant women. Cultural Diversity and Ethnic Minority Psychology, 22(1), 93–103. http://dx.doi.org/10.1037/cdp0000048.Google Scholar

Golash-Boza, T. M. (2015). Deported: Immigrant policing, disposable labor, and global capitalism. New York University Press.Google Scholar

Gómez-Quiñones, J. (1981). Porfirio Díaz, los intelectuales y la Revolución (1st ed.). Ediciones El Caballito.Google Scholar

Gonzales, R. G. (2011). Learning to be illegal: Undocumented youth and shifting legal contexts in the transition to adulthood. American Sociological Review, 76(4), 602–619.Google Scholar

Gonzales, R. G. (2015). Lives in limbo. University of California Press.Google Scholar

Gonzales, R. G., Suárez-Orozco, C., & Dedios-Sanguineti, M. C. (2013). No place to belong: Contextualizing concepts of mental health among undocumented immigrant youth in the United States. American Behavioral Scientist, 57(8), 1174–1199.Google Scholar

Goodman, A. (2020). The deportation Machine: America’s long history of expelling immigrants. Princeton University Press.Google Scholar

Gorski, P. C., 2018. Racial battle fatigue and activist burnout in racial justice activists of color at predominately white colleges and universities. Race Ethnicity and Education, 22(1), 1–20. https://doi.org/10.1080/13613324.2018.1497966.Google Scholar

Guidotti-Hernández, N. (2021). Archiving Mexican masculinities in diaspora. Duke University Press.Google Scholar

Gulasekaram, P., & Ramakrishnan, S. K. (2013). Immigration federalism: A reappraisal. New York University Law Review, 88(6), 2074–2145.Google Scholar

Haney-López, I. (2006). White by law: The legal construction of race (Rev. and updated, 10th anniversary ed.). New York University Press.Google Scholar

Harvey, R. (2003). Amache: The story of Japanese internment in Colorado during World War II. Taylor Publishing.Google Scholar

Hernandez, E. (2018). Undocumented, unafraid, and unapologetic: Exploring the role of activism in DACAmented Latinas/os/xs’ thwarted transition into adulthood. Doctoral dissertation, Columbia University. Pro-Quest Dissertations and Theses Global (Order No. 10808152).Google Scholar

Hing, B. O. (2004). Defining America through immigration policy. Temple University Press.Google Scholar

Jemal, A. (2017). Critical consciousness: A critique and critical analysis of the literature. The Urban Review, 49(4), 602–626.Google Scholar

Kaatz, K. W., & Ivey, L. L. (2017). Citizen internees: A second look at race and citizenship in Japanese American internment camps. Praeger.Google Scholar

Kanstroom, D. (2010). Deportation nation: Outsiders in American history. Harvard University Press.Google Scholar

Kettner, J. H. (1978). The development of American citizenship, 1608–1870. Published for the Institute of Early American History and Culture, Williamsburg, VA, University of North Carolina Press.Google Scholar

Kolano, L. (2016). Smartness as cultural wealth: An AsianCrit counterstory. Race Ethnicity and Education, 19(6), 1149–1163.Google Scholar

Ladson-Billings, G. (2013). Critical race theory – What it is not! In Lynn, M, & Dixson, A. D (Eds.), Handbook of critical race theory in education (pp. 54–67). Routledge.Google Scholar

Lee, E. (2019). America for Americans: A history of xenophobia in the United States (1st ed.). Basic Books.Google Scholar

Lopez, D., & García, O. (2019). Translanguaging: Challenges and opportunities for school leaders. In Crawford, E. R, & Dorner, L. M (Eds.), Educational leadership of immigrants (pp. 37–47). Routledge.Google Scholar

Lopez, M. H., Passel, J. S., & Cohn, D. (2021). Key facts about the changing US unauthorized immigrant population. Pew Research Center. www.pewresearch.org/fact-tank/2021/04/13/key-facts-about-the-changing-u-s-unauthorized-immigrant-population/.Google Scholar

Lytle Hernández, K. (2010). Migra! A history of the US Border Patrol. University of California Press.Google Scholar

Martínez, R. A., & Schreiber, R. M. (2018). Sovereignty and sanctuary: a roundtable. Chiricú Journal: Latina/o Literature, Art, and Culture, 3(1), 141–154.Google Scholar

Mateos-Fernández, R., & Saavedra, J. (2021). Designing and assessing of an art-based intervention for undocumented migrants. Arts & Health, 1–14.Google Scholar

McWhirter, E. H., Cendejas, C., Fleming, M. et al. (2021) College and career ready and critically conscious: Asset-building with Latinx immigrant youth. Journal of Career Assessment, 1–18. https://doi.org/10.1177/1069072720987986.Google Scholar

Menjívar, C., & Abrego, L. (2012). Legal violence: Immigration law and the lives of Central American immigrants. American Journal of Sociology, 117(5), 1380–1421.Google Scholar

Mitchell, D. (2012). They saved the crops: Labor, landscape, and the struggle over industrial farming in the Bracero-era California. University of Georgia Press.Google Scholar

Montero, M. (2009). Methods for liberation: Critical consciousness in action. In Psychology of liberation (pp. 73–91). Springer.Google Scholar

Moreno, O., Fuentes, L., Garcia-Rodriguez, I., Corona, R., & Cadenas, G. A. (2021). Psychological impact, strengths, and handling the uncertainty among Latinx DACA recipients. The Counseling Psychologist, 00110000211006198.Google Scholar

Museus, S. D., & Iftikar, J. (2013). An Asian critical theory (AsianCrit) framework. Asian American Students in Higher Education, 31(10), 18–29.Google Scholar

Negrón‐Gonzales, G. (2017). Political possibilities: Lessons from the undocumented youth movement for resistance to the Trump administration. Anthropology & Education Quarterly, 48(4), 420–426.Google Scholar

Nevins, J. (2010). Operation gatekeeper and beyond the war on illegals and the remaking of the US-Mexico boundary (2nd ed.). Routledge.Google Scholar

Ngai, M. M. (1999). The architecture of race in American immigration law: A reexamination of the Immigration Act of 1924. The Journal of American History, 86(1), 67–92.Google Scholar

Ngai, M. (2004). Impossible subjects: Illegal aliens and the making of modern America. Princeton University Press.Google Scholar

Nicholls, W. J. (2013). The DREAMers: How the undocumented youth movement tdansformed the immigrant rights debate. Stanford University Press.Google Scholar

Noonan, A. (2016). “What must be the answer of the United States to such a proposition?” anarchist exclusion and national security in the United States, 1887–1903. Journal of American Studies, 50(2), 347–376.Google Scholar

Paik, N. A. (2020). Bans, walls, raids, sanctuary: Understanding US immigration for the twenty-first century. University of California Press.Google Scholar

Perez, W., Espinoza, R., Ramos, K., Coronado, H. M., & Cortes, R. (2009). Academic resilience among undocumented Latino students. Hispanic Journal of Behavioral Sciences, 31(2), 149–181.Google Scholar

Perez, W., Espinoza, R., Ramos, K., Coronado, H., & Cortes, R. (2010). Civic engagement patterns of undocumented Mexican students. Journal of Hispanic Higher Education, 9(3), 245–265.Google Scholar

Pérez, J. B. (2018). Undocuartivism: Latino undocumented immigrant empowerment through art and activism. Chiricù Journal: Latina/o Literature, Art, and Culture, 2(2), 23–44.Google Scholar

Plyler v. Doe, 457 U.S. 202, 102 S. Ct. 2382, 72 L. Ed. 2d 786 (1982).Google Scholar

Ramirez, M. L. (2020). Beyond Identity: Coming Out as UndocuQueer. In Abrego, L. J., & Negrón-Gonzales, G. (2020). We are not dreamers: Undocumented scholars theorize undocumented life in the United States (pp. 146–167). Duke University Press.Google Scholar

Ramos-Sánchez, L. (2009, June). The psychology of undocumented Latinos: Living an invisible existence. In Chin, J. L (Ed.), Diversity in mind and in action, vol. 1. Multiple faces of identity (pp. 105–115). Praeger/ABC-CLIO.Google Scholar

Rodriguez Vega, S. (2019). Teatro vs Trump: Children in South Central Los Angeles fight back. Aztlán: The Journal of Chicano Studies, 44(1), 189–198.Google Scholar

Sepúlveda III, E. (2011). Toward a pedagogy of acompañamiento: Mexican migrant youth writing from the underside of modernity. Harvard Educational Review, 81(3), 550–573.Google Scholar

Solorzano, D. G., & Yosso, T. J. (2001). Critical race and LatCrit theory and method: Counter-storytelling. International Journal of Qualitative Studies in Education, 14(4), 471–495.Google Scholar

Suárez-Orozco, C., Katsiaficas, D., Birchall, O. et al. (2015). Undocumented undergraduates on college campuses: Understanding their challenges and assets and what it takes to make an undocufriendly campus. Harvard Educational Review, 85(3), 427–463.Google Scholar

Sullivan, M. M., & Rehm, R. (2005). Mental health of undocumented Mexican immigrants: A review of the literature. Advances in Nursing Science, 28(3), 240–251.Google Scholar

Teranishi, R. T., Suárez-Orozco, C., & Suárez-Orozco, M. (2015). In the shadows of the ivory tower: Undocumented undergraduates and the liminal state of immigration reform. UndocuScholars Project, The Institute for Immigration, Globalization, & Education. University of California, Los Angeles.Google Scholar

Turney, K., Kao, G., 2009. Barriers to school involvement: Are immigrant parents disadvantaged? The Journal of Educational Research, 102(4), 257–271. https://doi.org/10.3200/JOER.102.4.257-271.Google Scholar

United We Dream. (2018). UndocuHealth. https://unitedwedream.org/undocuhealth-wellness/.Google Scholar

Vega, S. R. (2018). Praxis of resilience & resistance: “We can STOP Donald Trump” and other messages from immigrant children. Association of Mexican American Educators Journal, 12(3), 122–147.Google Scholar

Vélez, V., Huber, L. P., Lopez, C. B., De La Luz, A., & Solorzano, D. G. (2008). Battling for human rights and social justice: A Latina/o critical race media analysis of Latina/o student youth activism in the wake of 2006 anti-immigrant sentiment. Social Justice, 35(1/111), 7–27.Google Scholar

Wang, X. (2012). Trial of democracy: Black suffrage and northern republicans. University of Georgia Press.Google Scholar

Warikoo, N., & Carter, P. (2009). Cultural explanations for racial and ethnic stratification in academic achievement: A call for a new and improved theory. Review of Educational Research, 79(1), 366–394.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), 43–57. https://doi.org/10.1002/cd.310.Google Scholar

Watts, R. J., Griffith, D. M., & Abdul-Adil, J. (1999). Sociopolitical development as an antidote for oppression: Theory and action. American Journal of Community Psychology, 27(2), 255–271.Google Scholar

Watts, R. J., Williams, N. C., & Jagers, R. J. (2003). Sociopolitical development. American Journal of Community Psychology, 31(1–2), 185–194.Google Scholar

Winant, H. (1986). Racial formation in the United States: From the 1960s to the 1980s. Routledge & Kegan Paul.Google Scholar

Wong, C. P. (2021). The wretched of the research: Disenchanting Man2-as-educational researcher and entering the 36th chamber of education research. Review of Research in Education, 45(1), 27–66.Google Scholar

Zinn, H. (1999). A people’s history of the United States: 1492-present (20th anniversary ed.). HarperCollins.Google Scholar

Zong, J., & Batalova, J. (2019). How many unauthorized immigrants graduate from US high schools annually? Migration Policy Institute. www.migrationpolicy.org/research/unauthorized-immigrants-graduate-us-high-schools.Google Scholar

Aldoney, D., & Cabrera, N. J. (2016). Raising American citizens: Socialization goals of low-income immigrant Latino mothers and fathers of young children. Journal of Child and Family Studies, 25(12), 3607–3618. https://doi.org/10.1007/s10826-016-0510-x.Google Scholar

Anyiwo, N., Bañales, J., Rowley, S. J., Watkins, D. C., & Richards, S. K. (2018). Sociocultural influences on the sociopolitical development of African American youth. Child Development Perspectives, 12(3), 165–170. https://doi.org/10.1111/cdep.12276.Google Scholar

Anyiwo, N., Palmer, G. J., Garrett, J. M., Starck, J. G., & Hope, E. C. (2020). Racial and political resistance: An examination of the sociopolitical action of racially marginalized youth. Current Opinion in Psychology, 35, 86–91. https://doi.org/10.1016/j.copsyc.2020.03.005.Google Scholar

Arce, M. A. (2021). Civic action among immigrant youth of color in the US: Contributions of critical reflection, sociopolitical efficacy, and immigrant optimism. Unpublished doctoral dissertation. Georgia State University.Google Scholar

Arce, M. A., Kumar, J. L., Kuperminc, G. P., & Roche, K. M. (2020). “Tenemos que ser la voz”: Exploring resilience among Latina/o immigrant families in the context of restrictive immigration policies and practices. International Journal of Intercultural Relations, 79, 106–120. https://doi.org/10.1016/j.ijintrel.2020.08.006.Google Scholar

Ballard, P. J. (2013). The civic lives of immigrant-origin youth. Unpublished doctoral dissertation. Stanford University.Google Scholar

Ballard, P. J. (2016). Longitudinal links between discrimination and civic development among Latino and Asian adolescents. Journal of Research on Adolescence, 26(4), 723–737. https://doi.org/10.1111/jora.12221.Google Scholar

Ballard, P. J., Malin, H., Porter, T. J., Colby, A., & Damon, W. (2015). Motivations for civic participation among diverse youth: More similarities than differences. Research in Human Development, 12(1–2), 63–83. https://doi.org/10.1080/15427609.2015.1010348.Google Scholar

Barajas-Gonzalez, R. G., Ayón, C., & Torres, F. (2018). Applying a community violence framework to understand the impact of immigration enforcement threat on Latino children. Social Policy Report, 31(3), 1–24. https://doi.org/10.1002/sop2.1.Google Scholar

Batalova, J., Hanna, M., & Levesque, C. (2021, February 11). Frequently requested statistics on immigrants and immigration in the United States. Migration Policy Institute. www.migrationpolicy.org/article/frequently-requested-statistics-immigrants-and-immigration-united-states-2020.Google Scholar

Borjian, A. (2018). Academically successful Latino undocumented students in college: Resilience and civic engagement. Hispanic Journal of Behavioral Sciences, 40(1), 22–36. https://doi.org/10.1177/0739986317754299.Google Scholar

Branscombe, N. R., Schmitt, M. T., & Harvey, R. D. (1999). Perceiving pervasive discrimination among African Americans: Implications for group identification and well-being. Journal of Personality and Social Psychology, 77(1), 135–149. https://doi.org/10.1037/0022-3514.77.1.135.Google Scholar

Buckingham, S. L., Langhout, R. D., Rusch, D. et al. (2021). The roles of settings in supporting immigrants’ resistance to injustice and oppression: A policy position statement by the society for community research and action. American Journal of Community Psychology, 68(3–4), 269–291. https://doi.org/10.1002/ajcp.12515.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 and Ethnic Minority Psychology, 24(4), 564–575. https://doi.org/10.1037/cdp0000200.Google Scholar

Cadenas, G. A., Liu, L., Li, K. M., & Beachy, S. (2021). Promoting critical consciousness, academic performance, and persistence among graduate students experiencing class-based oppression. Journal of Diversity in Higher Education, 15(1), 26–36. https://doi.org/10.1037/dhe0000250.Google Scholar

Cadenas, G. A., Lynn, N., Li, K. M. et al. (2020). Racial/ethnic minority community college students’ critical consciousness and social cognitive career outcomes. The Career Development Quarterly, 68(4), 302–317. https://doi.org/10.1002/cdq.12238.Google Scholar

Chan, W. Y. (2011). An exploration of Asian American college students’ civic engagement. Asian American Journal of Psychology, 2(3), 197–204. https://doi.org/10.1037/a0024675.Google Scholar

Chan, W. Y., & Latzman, R. D. (2015). Racial discrimination, multiple group identities, and civic beliefs among immigrant adolescents. Cultural Diversity and Ethnic Minority Psychology, 21(4), 527–532. https://doi.org/10.1037/cdp0000021.Google Scholar

Cherng, H.-Y. S., & Liu, J.-L. (2017). Academic social support and student expectations: The case of second-generation Asian Americans. Asian American Journal of Psychology, 8(1), 16–30. https://doi.org/10.1037/aap0000072.Google Scholar

Crookes, D. M., Stanhope, K. K., Kim, Y. J., Lummus, E., & Suglia, S. F. (2021). Federal, state, and local immigrant-related policies and child health outcomes: A systematic review. Journal of Racial and Ethnic Health Disparities, 9(2), 478–488. https://doi.org/10.1007/s40615-021-00978-w.Google Scholar

De Feyter, J. J., Parada, M. D., Hartman, S. C., Curby, T. W., & Winsler, A. (2020). The early academic resilience of children from low-income, immigrant families. Early Childhood Research Quarterly, 51, 446–461. https://doi.org/10.1016/j.ecresq.2020.01.001.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), 809–823. https://doi.org/10.1007/s11256-015-0336-7.Google Scholar

Diemer, M. A., & Rapa, L. J. (2016). Unraveling the complexity of critical consciousness, political efficacy, and political action among marginalized adolescents. Child Development, 87(1), 221–238. https://doi.org/10.1111/cdev.12446.Google Scholar

Dixon, Z., Bessaha, M. L., & Post, M. (2018). Beyond the ballot: Immigrant integration through civic engagement and advocacy. Race and Social Problems, 10(4), 366–375. https://doi.org/10.1007/s12552-018-9237-1.Google Scholar

Dreby, J. (2010). Divided by borders: Mexican migrants and their children. University of California Press.Google Scholar

East, P. L. (2010). Children’s provision of family caregiving: Benefit or burden? Child Development Perspectives, 4(1), 55–61. https://doi.org/10.1111/j.1750-8606.2009.00118.x.Google Scholar

Ekman, J., & Amnå, E. (2012). Political participation and civic engagement: Towards a new typology. Human Affairs, 22(3), 283–300. https://doi.org/10.2478/s13374-012-0024-1.Google Scholar

Ellis, S. J. (2004). Young people and political action: Who is taking responsibility for positive social change? Journal of Youth Studies, 7(1), 89–102. https://doi.org/10.1080/1367626042000209976.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), 500–518. https://doi-org.ezproxy.gsu.edu/10.1007/s10964-009-9394-z.Google Scholar

Forenza, B. (2018). Awareness, analysis, engagement: Critical consciousness through foster youth advisory board participation. Child & Adolescent Social Work Journal, 35(2), 119–126. https://doi.org/10.1007/s10560-017-0515-3.Google Scholar

Forenza, B., Rogers, B., & Lardier, D. T. (2017). What facilitates and supports political activism by, and for, undocumented students? The Urban Review, 49(4), 648–667. https://doi.org/10.1007/s11256-017-0413-1.Google Scholar

Freire, P. (1968). Pedagogy of the oppressed. ContinuumGoogle Scholar

Fuligni, A. J., Hughes, D. L., & Way, N. (2009). Ethnicity and immigration. In Lerner, R. M. & Steinberg, L. (Eds.), Handbook of adolescent psychology: Contextual influences on adolescent development (pp. 527–569). John Wiley & Sons. https://doi.org/10.1002/9780470479193.adlpsy002016.Google Scholar

Fuligni, A. J., & Pedersen, S. (2002). Family obligation and the transition to young adulthood. Developmental Psychology, 38(5), 856–868. https://doi.org/10.1037/0012-1649.38.5.856.Google Scholar

Fuligni, A. J., Tseng, V., & Lam, M. (1999). Attitudes toward family obligations among American adolescents with Asian, Latin American, and European backgrounds. Child Development, 70(4), 1030–1044. https://doi.org/10.1111/1467-8624.00075.Google Scholar

George Mwangi, C. A., Daoud, N., Peralta, A., & Fries-Britt, S. (2019). Waking from the American dream: Conceptualizing racial activism and critical consciousness among Black immigrant college students. Journal of College Student Development, 60(4), 401–420. https://doi.org/10.1353/csd.2019.0037.Google Scholar

Ghavami, N., Katsiaficas, D., & Rogers, L. O. (2016). Toward an intersectional approach in developmental science: The role of race, gender, sexual orientation, and immigrant status. In Horn, S. S., Ruck, M. D., & Liben, L. S. (Eds.), Advances in child development and behavior: Vol. 50. Equity and justice in developmental science: Theoretical and methodological issues (pp. 31–73). Elsevier Academic Press. https://doi.org/10.1016/bs.acdb.2015.12.001.Google Scholar

Godfrey, E. B., & Wolf, S. (2016). Developing critical consciousness or justifying the system? A qualitative analysis of attributions for poverty and wealth among low-income racial/ethnic minority and immigrant women. Cultural Diversity and Ethnic Minority Psychology, 22(1), 93–103. https://doi.org/10.1037/cdp0000048.Google Scholar

Greenfield, P. M., Keller, H., Fuligni, A., & Maynard, A. (2003). Cultural pathways through universal development. Annual Review of Psychology, 54(1), 461–490. https://doi.org/10.1146/annurev.psych.54.101601.145221.Google Scholar