Advances in the Conceptualization and Measurement of Critical Consciousness     

Matthew A. Diemer  Ellen Hawley McWhirter  Emily J. Ozer  Luke J. Rapa 《The Urban Review》2015,47(5):809-823

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Critical consciousness development and political participation among marginalized youth     

Diemer MA  Li CH 《Child development》2011,82(6):1815-1833

Given associations between critical consciousness and positive developmental outcomes, and given racial, socioeconomic, and generational disparities in political participation, this article examined contextual antecedents of critical consciousness (composed of sociopolitical control and social action) and its consequences for 665 marginalized youth's (ages 15-25) voting behavior. A multiple indicator and multiple causes (MIMIC) model examined racial, ethnic, and age differences in the measurement and means of latent constructs. The structural model suggested that parental and peer sociopolitical support predicts sociopolitical control and social action, which in turn predicts voting behavior, while controlling for civic and political knowledge, race/ethnicity, and age. This illuminates how micro-level actors foster critical consciousness and how the perceived capacity to effect social change and social action participation may redress voting disparities.  相似文献   

Critiquing Inequality in Society and on Campus: Peers and Faculty Facilitate Civic and Academic Outcomes of College Students     

Bañales  Josefina  Pech  Alexandria  Pinetta  Bernardette J.  Pinedo  Andres  Whiteside  Maiya  Diemer  Matthew A.  Romero  Andrea J. 《Research in higher education》2022,63(4):589-609

Research in Higher Education - Guided by Critical Consciousness Theory and the Multicontextual Model for Diverse Learning Environments, this research explored whether a critical reflection of...  相似文献   

Reducing Inequality in Academic Success for Incoming College Students: A Randomized Trial of Growth Mindset and Belonging Interventions     

Michael Broda  John Yun  Barbara Schneider  David S. Yeager  Gregory M. Walton  Matthew Diemer 《Journal of research on educational effectiveness》2018,11(3):317-338

Light-touch social psychological interventions have gained considerable attention for their potential to improve academic outcomes for underrepresented and/or disadvantaged students in postsecondary education. While findings from previous interventions have demonstrated positive effects for racial and ethnic minority and first-generation students in small samples, few interventions have been implemented at a larger scale with more heterogeneous student populations. To address this research gap, 7,686 students, representing more than 90% of incoming first-year students at a large Midwestern public university, were randomly assigned to an online growth mindset intervention, social belonging intervention, or a comparison group. Results suggest that after the fall semester, the growth mindset intervention significantly improved grade point averages for Latino/a students by about .40 points. This represents a 72% reduction in the GPA gap between White and Latino/a students. Further, this effect was replicated for both spring semester GPA and cumulative GPA. These findings indicate that light-touch interventions may be a minimally invasive approach to improving academic outcomes for underrepresented students. Our findings also highlight the complexity of implementing customized belonging interventions in heterogeneous contexts.  相似文献