Date of Award:

8-2024

Document Type:

Thesis

Degree Name:

Master of Science (MS)

Department:

Human Development and Family Studies

Committee Chair(s)

Diana Meter

Committee

Diana Meter

Committee

Troy Beckert

Committee

Yin Liu

Abstract

Critical consciousness is the ability to understand and challenge oppressive social systems, believe in one's power to create positive social change, and take actions toward making those changes. Sociopolitical development theory suggests that this awareness grows through a mix of social influences, opportunities for activism, and personal identity. Historically, this concept has been viewed as a way to empower youth of color to challenge systemic oppression, rather than just cope with it. Therefore, most research has focused on critical consciousness in youth of color. Recently, however, researchers have begun to explore critical consciousness among White adolescents. Using a person-centered approach, this study examines different patterns of critical consciousness in White adolescents and whether conversations with family and in the classroom predict changes in individual patterns of critical consciousness. The results revealed five distinct profiles, or groups, of critical consciousness among White adolescents: acritical, armchair activists, politically indifferent, disillusioned naivete, and critically conscious. The findings showed that White adolescents who are critically conscious in high school tend to remain so, although many move between the armchair activist and critically conscious groups. Family and classroom discussions about social issues were linked to a higher likelihood staying in one’s profile and reduced the chance of becoming critically conscious. This research suggests that critical consciousness in White youth may be distinct compared to youth of color and can be influenced by family and classroom environments. Understanding these distinctions can help educators and community organizers find better ways to foster critical consciousness in racially privileged adolescents.

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Creative Commons Attribution 4.0 License
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