Fostering the Sociopolitical Development of African American and Latinx Adolescents to Analyze and Challenge Racial and Economic Inequality

Autor/inn/en	Seider, Scott; Kelly, Lauren; Clark, Shelby; Jennett, Pauline; El-Amin, Aaliyah; Graves, Daren; Soutter, Madora; Malhotra, Saira; Cabral, Melanie
Titel	Fostering the Sociopolitical Development of African American and Latinx Adolescents to Analyze and Challenge Racial and Economic Inequality
Quelle	In: Youth & Society, 52 (2020) 5, S.756-794 (39 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0044-118X
DOI	10.1177/0044118X18767783
Schlagwörter	Consciousness Raising; Social Development; Political Influences; African American Students; Hispanic American Students; Racial Discrimination; Social Discrimination; Urban Schools; Secondary School Students; Critical Theory; Thinking Skills; Student Motivation; Activism; Student Attitudes; Citizen Participation; Economically Disadvantaged; Disadvantaged Youth; Student Empowerment; Progressive Education; Discipline + Suchen Sie Ihr Suchwort? Bewusstseinsbildung; Soziale Entwicklung; Political influence; Politischer Einfluss; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Racial bias; Rassismus; Soziale Benachteiligung; Soziale Schließung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Sekundarschüler; Kritische Theorie; Denkfähigkeit; Schulische Motivation; Aktivismus; Politischer Protest; Schülerverhalten; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Benachteiligter Jugendlicher; Studienberechtigung; Reformpädagogik; Progressive Erziehung; Disziplin
Abstract	Sociopolitical development refers to the processes by which an individual acquires the knowledge, skills, and commitment to analyze and challenge oppressive social forces. A growing body of scholarship reports that high levels of sociopolitical development are predictive in adolescents of a number of key outcomes including resilience and civic engagement. The present study explored the role that urban secondary schools can play in fostering adolescents' sociopolitical development through a longitudinal, mixed-methods investigation of more than 400 adolescents attending "progressive" and "no-excuses" high schools. Analyses revealed that, on average, students attending progressive high schools demonstrated meaningful growth in their ability to critically analyze racial and economic inequality, while students attending no-excuses high schools demonstrated meaningful growth in their motivation to challenge these inequities through activism. Qualitative interviews offered insight into youth's perceptions of the programming and practices at their respective schools that contributed to their sociopolitical development. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01