Investigating Adolescents' Critical Consciousness Development through a Character Framework

Area of Science:

• Education
• Psychology
• Sociology

Background:

• Critical consciousness, defined by Paulo Freire, involves reflection and action for societal transformation.
• Research indicates critical consciousness predicts academic and civic success for oppressed adolescents.
• Urban secondary schools aim to foster critical consciousness through diverse pedagogical methods.

Purpose of the Study:

• To investigate the differential impact of five distinct pedagogical approaches on adolescent critical consciousness development.
• To analyze critical consciousness development across intellectual, performance, and civic dimensions.
• To understand how school models influence the cultivation of critical consciousness in diverse student populations.

Main Methods:

• A mixed-methods study involving 335 adolescents (57% female, 92% African American or Latinx) from urban secondary schools.
• Longitudinal analysis to track changes in critical consciousness development.
• Qualitative data collection through adolescent interviews and school fieldwork.

Main Results:

• Significant differences were observed in critical consciousness development among adolescents attending schools with varying pedagogical models.
• Specific schooling approaches were associated with differential growth in the intellectual, performance, and civic dimensions of critical consciousness.
• Qualitative data provided insights into school programming and practices influencing these developmental differences.

Conclusions:

• Schooling models significantly influence the development of critical consciousness in urban adolescents.
• Pedagogical strategies play a crucial role in fostering the intellectual, performance, and civic aspects of critical consciousness.
• Understanding these differential impacts can inform educational practices aimed at enhancing critical consciousness in marginalized youth.