RESUMO
OBJECTIVES: In order for parents, educators, and communities to support racially/ethnically minoritized youth to resist and heal from White supremacy, it is important to examine how youths' beliefs about their ethnic-racial identity (ERI) and critical consciousness (CC) around racism inform one another. Despite this need, limited empirical research examines whether these processes are related across adolescence. METHOD: The present two-wave longitudinal study investigates whether ERI content (i.e., centrality, private regard) and CC (i.e., critical social analysis, interpersonal antiracism actions) are associated with one another among Black and Latinx youth N = 233; young women (55.6%); young men (44.4%); M = 14.96 years old, SD = 1.46. RESULTS: Autoregressive cross-lagged panel models suggested that youths' centrality at W1 was positively and significantly associated with a critical social analysis at W2, and critical social analysis at W1 was positively and significantly associated with private regard at W2 for both groups. Involvement in interpersonal antiracism actions at W1 was positively and significantly associated with private regard at W2 for both groups. Group differences existed in the link between centrality at W1 and interpersonal antiracism actions at W2. CONCLUSION: Results indicate that ERI and CC may be viable entry points into stimulating youths' capacity to challenge racism, although there is promise in activating antiracism action to further stimulate ERI development. (PsycInfo Database Record (c) 2024 APA, all rights reserved).
RESUMO
OBJECTIVES: The previous decade has seen an abundance of scholarship on the benefits of critical consciousness (CC) for racial and ethnic minority youth. However, it is unclear whether CC is a buffer against the negative effects of racial discrimination on Black adolescents' outcomes. The present study examined whether three CC dimensions buffered against the negative effects of racial discrimination on academic attitudes. METHOD: A total of 205 Black adolescents (Mage = 15.10) reported racial discrimination and CC. We conducted multiple regression analyses for each component of CC to test for their direct and protective effects on academic attitudes. RESULTS: Our results revealed associations between CC dimensions and academic attitudes. Critical reflection and critical action also buffered against racial discrimination's negative effects. CONCLUSIONS: Implications for research on the nature and impact of CC dimensions on racial discrimination and academic attitudes are discussed. (PsycInfo Database Record (c) 2023 APA, all rights reserved).
RESUMO
This research explored whether Black male adolescents' (N = 453; Mage = 13.72, SD = 1.33) perceptions of parental racial socialization (i.e., behavioral racial socialization) and school racial climate (i.e., equitable school racial climate) were associated with prosocial outcomes (i.e., prosocial behaviors and positive relations with others) across three waves of adolescence. This study also explored whether youth's beliefs about the extent to which Black individuals and other marginalized communities are united by experiences of oppression (i.e., oppressed minority ideology) and empathy mediated these associations. Structural equation modeling indicated that parental behavioral racial socialization at Wave 1 and positive relations with others at Wave 3 were positively linked through youth's oppressed minority ideology and empathy at Wave 2. Thus, Black male adolescents who relate to other marginalized communities through a shared experience of oppression and feel empathy towards others' lives possess skills that translate their lessons about race and racism into positive relations with others.
