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Colorado State University
1.
Garcia, Michelle.
Raising critical consciousness in adolescents: an evaluation of the FAIR curriculum.
Degree: MS(M.S.), Human Development and Family Studies, 2016, Colorado State University
URL: http://hdl.handle.net/10217/176656
► There is some evidence that critical consciousness, sociopolitical awareness and action, may be beneficial to youth development. However, there is a paucity of research throughout…
(more)
▼ There is some evidence that
critical consciousness, sociopolitical awareness and action, may be beneficial to youth development. However, there is a paucity of research throughout the
critical consciousness literature evaluating replicable diversity awareness interventions intended to raise levels of
critical consciousness. The primary objective of the present study was to evaluate the effectiveness of the FAIR: "Fairness for All Individuals through Respect" program in raising levels of
critical consciousness among youth.
Critical consciousness was measured using the newly validated
Critical Consciousness Scale. No significant differences in
critical consciousness scores from pre-test to post-test were found in the intervention group, who participated in the FAIR program, compared to the control group. There were several limitations in the study that prevent the researchers from drawing definitive conclusions.
Advisors/Committee Members: Zimmerman, Toni (advisor), Haddock, Shelley (committee member), Anderson, Sharon (committee member).
Subjects/Keywords: critical consciousness; adolescents; FAIR program
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APA (6th Edition):
Garcia, M. (2016). Raising critical consciousness in adolescents: an evaluation of the FAIR curriculum. (Masters Thesis). Colorado State University. Retrieved from http://hdl.handle.net/10217/176656
Chicago Manual of Style (16th Edition):
Garcia, Michelle. “Raising critical consciousness in adolescents: an evaluation of the FAIR curriculum.” 2016. Masters Thesis, Colorado State University. Accessed February 26, 2021.
http://hdl.handle.net/10217/176656.
MLA Handbook (7th Edition):
Garcia, Michelle. “Raising critical consciousness in adolescents: an evaluation of the FAIR curriculum.” 2016. Web. 26 Feb 2021.
Vancouver:
Garcia M. Raising critical consciousness in adolescents: an evaluation of the FAIR curriculum. [Internet] [Masters thesis]. Colorado State University; 2016. [cited 2021 Feb 26].
Available from: http://hdl.handle.net/10217/176656.
Council of Science Editors:
Garcia M. Raising critical consciousness in adolescents: an evaluation of the FAIR curriculum. [Masters Thesis]. Colorado State University; 2016. Available from: http://hdl.handle.net/10217/176656

University of Michigan
2.
Banales, Josefina.
Adolescent Critical Racial Consciousness.
Degree: PhD, Psychology, 2020, University of Michigan
URL: http://hdl.handle.net/2027.42/155180
► Racism remains a deep-seated and pressing social issue in the United States today. Youth may develop a “psychological armor” against racial oppression, referred to as…
(more)
▼ Racism remains a deep-seated and pressing social issue in the United States today. Youth may develop a “psychological armor” against racial oppression, referred to as a
critical consciousness (Phan, 2010; Watts, Diemer, & Voight, 2011).
Critical consciousness has been described as youths’ ability to recognize social issues in their social contexts and throughout society, and attribute their causes to structural issues, sense of confidence that they can create social change, and involvement in behaviors that challenge social injustice (Diemer, Rapa, Voight, & McWhirter, 2016; Watts & Flanagan, 2007). The majority of
critical consciousness research has not focused on how youth develop beliefs, feelings and actions that challenge specific systems of oppression, including racism (Anyiwo, Bañales, Rowley, Watkins, & Richards-Schuster, 2018).
The purpose of this dissertation is to deepen the conceptualization and understanding of youths’
critical racial consciousness—a domain-specific aspect of youths’
critical consciousness that involves youths’ beliefs about racism, perceptions of racial messages in their social contexts, emotional responses towards racism, and involvement in actions that challenge racism. Comprised of two stand-alone studies, this study investigates different aspects of youths’
critical racial
consciousness. Study 1 is a qualitative investigation that explores how 384 youth of color and White youth explain the nature of racism. I also explore how youths’ beliefs about racism potentially differ based on youths’ racial/ethnic background. This study draws on developmental theory and research on children’s beliefs about race (McKown, 2004; Quintana, 1994, 2008) and youths’ awareness and explanations of racial inequality (Bañales et al., 2019; Hope, Skoog, & Jagers, 2014). Through the use of an inductive-deductive approach (Fereday & Muir-Cochrane, 2006) that incorporates grounded theory (Charmaz, 1996), I find that youth believe that racism involves people’s involvement in physical acts of racial discrimination and endorsement of prejudice that occur on the basis of people’s physical, cognitive, and behavioral characteristics. Second, youth believe that racism, in the form of physical acts of racial discrimination, has negative consequences on people’s lives and/or society. Finally, youth who display a
critical reflection of racism describe racism as a system of oppression that is perpetuated by majority groups, often White people, that effects the life opportunities and outcomes of minority groups, often people of color.
With the same sample of youth, Study 2 is a quantitative investigation that explores how youths’ perceptions of racial messages transmitted in their schools inform aspects of their
critical consciousness (e.g.,
critical reflection of perceived inequality, anger towards social injustice) and
critical racial
consciousness (e.g., anti-racism action). This chapter is informed by the conceptual frameworks of
critical consciousness (Diemer et al., 2016) and sociopolitical development (Watts &…
Advisors/Committee Members: Diemer, Matt (committee member), Rowley, Stephanie J (committee member), Richards-Schuster, Katie (committee member), Flanagan, Constance A (committee member).
Subjects/Keywords: critical consciousness, adolescence; Psychology; Social Sciences
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Banales, J. (2020). Adolescent Critical Racial Consciousness. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/155180
Chicago Manual of Style (16th Edition):
Banales, Josefina. “Adolescent Critical Racial Consciousness.” 2020. Doctoral Dissertation, University of Michigan. Accessed February 26, 2021.
http://hdl.handle.net/2027.42/155180.
MLA Handbook (7th Edition):
Banales, Josefina. “Adolescent Critical Racial Consciousness.” 2020. Web. 26 Feb 2021.
Vancouver:
Banales J. Adolescent Critical Racial Consciousness. [Internet] [Doctoral dissertation]. University of Michigan; 2020. [cited 2021 Feb 26].
Available from: http://hdl.handle.net/2027.42/155180.
Council of Science Editors:
Banales J. Adolescent Critical Racial Consciousness. [Doctoral Dissertation]. University of Michigan; 2020. Available from: http://hdl.handle.net/2027.42/155180

University of Manitoba
3.
Sikorski, Ellen.
Exploring youth attitudes about volunteer travel and the potential to inspire critical consciousness and transformation.
Degree: Peace and Conflict Studies, 2019, University of Manitoba
URL: http://hdl.handle.net/1993/34032
► The growing trend of volunteer travel brings people from all over the world to different communities to work on various projects. Currently, literature surrounding this…
(more)
▼ The growing trend of volunteer travel brings people from all over the world to different communities to work on various projects. Currently, literature surrounding this phenomenon has focused on the pros and cons of volunteer travel rather than examining how participants view their participation. The purpose of this dissertation was to explore how volunteer travel abroad influences and inspires participants to think critically about issues of power and privilege. More specifically, it examined the potential impact of a volunteer trip on tourists’ ongoing development of
critical consciousness and the transformation of their attitudes. Gaining a greater understanding about volunteer travel has been significant, not only to add to the limited body of research surrounding short-term volunteer travel but also to provide insight into how these trips influence constructive attitudes and behaviours towards building a culture of positive peace, even long after a participant has returned home. The research was conducted using autoethnography, where I travelled alongside youth on a volunteer trip to Kenya, as well as semi-structured interviews with past participants. Through the course of my study, I discussed different volunteer travellers’ experiences and compared these accounts using
critical consciousness and Transformative Learning Theory. The study revealed that the participants, including myself, exhibited changes in both attitudes and behaviours. While the degree of these changes varied, the fact that participants credit their experience abroad for these transformations is significant. Various conditions were identified which could be implemented in each volunteer travel trip to ensure these trips are being optimized to provide an experience which encourages these transformations.
Advisors/Committee Members: Maureen Flaherty (Peace and Conflict Studies) (supervisor), Joannie Halas (Kinesiology & Recreation Management) (examiningcommittee), Christine Van Winkle (Kinesiology & Recreation Management) (examiningcommittee), Olenka S.E. Bilash (University of Alberta) (examiningcommittee).
Subjects/Keywords: volunteer travel; critical consciousness; youth; peace building
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Sikorski, E. (2019). Exploring youth attitudes about volunteer travel and the potential to inspire critical consciousness and transformation. (Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/34032
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Sikorski, Ellen. “Exploring youth attitudes about volunteer travel and the potential to inspire critical consciousness and transformation.” 2019. Thesis, University of Manitoba. Accessed February 26, 2021.
http://hdl.handle.net/1993/34032.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Sikorski, Ellen. “Exploring youth attitudes about volunteer travel and the potential to inspire critical consciousness and transformation.” 2019. Web. 26 Feb 2021.
Vancouver:
Sikorski E. Exploring youth attitudes about volunteer travel and the potential to inspire critical consciousness and transformation. [Internet] [Thesis]. University of Manitoba; 2019. [cited 2021 Feb 26].
Available from: http://hdl.handle.net/1993/34032.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Sikorski E. Exploring youth attitudes about volunteer travel and the potential to inspire critical consciousness and transformation. [Thesis]. University of Manitoba; 2019. Available from: http://hdl.handle.net/1993/34032
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Illinois – Chicago
4.
Uriostegui, Marbella.
Racial Discrimination, Critical Intersectional Awareness, and Latina/o Students' Academic Outcomes.
Degree: 2018, University of Illinois – Chicago
URL: http://hdl.handle.net/10027/22650
► Despite Latina/os’ growing college enrollment rates, bachelor’s degree completion rates for this group continue to lag behind other racial groups. Explanations for racial inequalities in…
(more)
▼ Despite Latina/os’ growing college enrollment rates, bachelor’s degree completion rates for this group continue to lag behind other racial groups. Explanations for racial inequalities in educational outcomes of students of color are often framed from a deficit-lens, where “culture” and individual characteristics are implicated as contributors of underachievement. A major risk-factor contributing to known racial educational inequalities is attributed to the unequal exposure to varying forms of racism experienced by students of color in educational institutions in the U.S., including college campuses. Research on protective factors finds
critical consciousness is associated with positive academic outcomes among students of color who face racial discrimination. However, most- if not all- of these studies have measured
critical consciousness either from the context of general knowledge of oppression or individualized single social group oppression (i.e., gender, race/ethnicity, or social class alone), but not from an understanding of multiple intersecting identities.
Critical intersectional awareness, defined as an awareness of how multiple social identities shape’s one social location, is discussed and analyzed as a potential protective factor in the current study.
Using an integrated LatCrit and risk and resilience framework this study examines whether experiences of racial discrimination are associated with academic outcomes (i.e., GPA and academic skepticism) and whether
critical intersectional awareness moderates the relationship between racial discrimination and academic outcomes among Latina/o students attending a Hispanic Serving Institution. Results show a main effect of racial discrimination for academic skepticism, but not for GPA.
Critical intersectional awareness moderated the relationship between racial discrimination and academic skepticism only. This study extends our understanding of
critical consciousness from a more complex and intersectional level and provides initial evidence that
critical intersectional awareness may be a protective factor in the face of perceived racial discrimination. Study implications include developing and implementing university courses and programming targeted at fostering
critical intersectional awareness among Latina/o students (and for other marginalized groups) as a viable approach to addressing, and, reducing academic race disparities among the fastest-growing segment of the college population in our country.
Advisors/Committee Members: Molina, Kristine M (advisor), Stovall, David (committee member), Zinsser, Kate (committee member), Bonam, Courtney (committee member), Flores-Gonzales, Nilda (committee member), Molina, Kristine M (chair).
Subjects/Keywords: Latino; Racial Discrimination; Critical Consciousness; Higher Education
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Uriostegui, M. (2018). Racial Discrimination, Critical Intersectional Awareness, and Latina/o Students' Academic Outcomes. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/22650
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Uriostegui, Marbella. “Racial Discrimination, Critical Intersectional Awareness, and Latina/o Students' Academic Outcomes.” 2018. Thesis, University of Illinois – Chicago. Accessed February 26, 2021.
http://hdl.handle.net/10027/22650.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Uriostegui, Marbella. “Racial Discrimination, Critical Intersectional Awareness, and Latina/o Students' Academic Outcomes.” 2018. Web. 26 Feb 2021.
Vancouver:
Uriostegui M. Racial Discrimination, Critical Intersectional Awareness, and Latina/o Students' Academic Outcomes. [Internet] [Thesis]. University of Illinois – Chicago; 2018. [cited 2021 Feb 26].
Available from: http://hdl.handle.net/10027/22650.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Uriostegui M. Racial Discrimination, Critical Intersectional Awareness, and Latina/o Students' Academic Outcomes. [Thesis]. University of Illinois – Chicago; 2018. Available from: http://hdl.handle.net/10027/22650
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Washington State University
5.
[No author].
Critical Race Consciousness and the Technical Writing Classroom
.
Degree: 2013, Washington State University
URL: http://hdl.handle.net/2376/4795
► My project is informed by rhetorical theory as it engages student writing and conversations about race and racism in the workplace. It identifies critical race…
(more)
▼ My project is informed by rhetorical theory as it engages student writing and conversations about race and racism in the workplace. It identifies critical race theory as a way to think about and theorize rhetorical strategies for the technical writing classroom to create a more historical context for technical writers. It recognizes Miriam F. Williams and Octavio Pimentel's recent special issue that beckons more scholarship about race studies and technical writing as well as Carolyn Miller's iconic call for a humanistic rationale for technical writing as I develop what I define as critical race consciousness - being aware of injustices and working to resist the perpetuation of them through teaching. By making connections between technical writing scholarship, rhetorical theory, critical race theory and student writing, my aim is to not only continue the recognition of the technical writing classroom as a space that is rich and dynamic, but to include the application of critical race consciousness in the conversation to add to technical writing scholarship. My project conceives of the technical writing classroom as one that includes focused discussions of race and about racism to promote critically conscious pedagogy, one that incorporates conversations about race and systemic racism in order to create more dialogic relationships in the classroom for students that will inevitably help them in the workplace.
Subjects/Keywords: Technical communication;
Rhetoric;
critical consciousness;
critical race consciousness;
race;
rhetoric;
technical communication
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APA ·
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APA (6th Edition):
author], [. (2013). Critical Race Consciousness and the Technical Writing Classroom
. (Thesis). Washington State University. Retrieved from http://hdl.handle.net/2376/4795
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
author], [No. “Critical Race Consciousness and the Technical Writing Classroom
.” 2013. Thesis, Washington State University. Accessed February 26, 2021.
http://hdl.handle.net/2376/4795.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
author], [No. “Critical Race Consciousness and the Technical Writing Classroom
.” 2013. Web. 26 Feb 2021.
Vancouver:
author] [. Critical Race Consciousness and the Technical Writing Classroom
. [Internet] [Thesis]. Washington State University; 2013. [cited 2021 Feb 26].
Available from: http://hdl.handle.net/2376/4795.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
author] [. Critical Race Consciousness and the Technical Writing Classroom
. [Thesis]. Washington State University; 2013. Available from: http://hdl.handle.net/2376/4795
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
6.
Mason, Garland Anne.
A Critical Analysis of Participation and Empowerment in Community Development: An Ethnographic Case Study from Chiapas, Mexico.
Degree: MSin Life Sciences, Agricultural and Extension Education, 2016, Virginia Tech
URL: http://hdl.handle.net/10919/64850
► Participatory approaches to international and community development have gained significant popularity, and are commonly held to be intrinsically empowering processes. In the context of development,…
(more)
▼ Participatory approaches to international and community development have gained significant popularity, and are commonly held to be intrinsically empowering processes. In the context of development, both participation and empowerment were borne of radical claims and democratizing goals, but over time, both concepts have been confused and misappropriated. The popularity of the terms participation and empowerment, coupled with the ambiguity of their meanings, illustrates a symptom of their co-optation away from their radical and political roots. This ethnographic case study explored the mechanics of the participatory approach and claims of empowerment within the experience of a non-governmental organization based in Chiapas, Mexico. This study aimed to investigate the linkages between participation and empowerment, in their original radical and theoretical forms, as well as in practice—addressing questions of whether and how participation may lead to empowerment. The organization's endeavors to create space for participatory learning for
critical consciousness and self-sufficiency, as understood through 30 semi-structured interviews and three months of participant observation, provided insight into these questions and their conceptual underpinnings. I analyzed data by drawing upon Freirean
critical pedagogy,
critical theory, and theories of participation and participatory learning. Findings examine the influence of clientelism, Catholic liberation theology, and the Zapatista uprising on the ways rural campesinos develop
critical consciousness and organize to dismantle systems of oppression. Findings illustrate examples of interactive participation and self-mobilization. The study serves to demonstrate the importance of cultural and historical contexts, and of solidarity and downward accountability within the praxis of participation and empowerment.
Advisors/Committee Members: Niewolny, Kimberly Lee (committeechair), Stephenson, Max O. Jr. (committee member), Archibald, Thomas G. (committee member).
Subjects/Keywords: Participation; Empowerment; Community Development; Participatory Learning; Critical Consciousness; Critical Ethnography
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APA ·
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MLA ·
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Export
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APA (6th Edition):
Mason, G. A. (2016). A Critical Analysis of Participation and Empowerment in Community Development: An Ethnographic Case Study from Chiapas, Mexico. (Masters Thesis). Virginia Tech. Retrieved from http://hdl.handle.net/10919/64850
Chicago Manual of Style (16th Edition):
Mason, Garland Anne. “A Critical Analysis of Participation and Empowerment in Community Development: An Ethnographic Case Study from Chiapas, Mexico.” 2016. Masters Thesis, Virginia Tech. Accessed February 26, 2021.
http://hdl.handle.net/10919/64850.
MLA Handbook (7th Edition):
Mason, Garland Anne. “A Critical Analysis of Participation and Empowerment in Community Development: An Ethnographic Case Study from Chiapas, Mexico.” 2016. Web. 26 Feb 2021.
Vancouver:
Mason GA. A Critical Analysis of Participation and Empowerment in Community Development: An Ethnographic Case Study from Chiapas, Mexico. [Internet] [Masters thesis]. Virginia Tech; 2016. [cited 2021 Feb 26].
Available from: http://hdl.handle.net/10919/64850.
Council of Science Editors:
Mason GA. A Critical Analysis of Participation and Empowerment in Community Development: An Ethnographic Case Study from Chiapas, Mexico. [Masters Thesis]. Virginia Tech; 2016. Available from: http://hdl.handle.net/10919/64850

University of South Carolina
7.
Hart, Mackenzie Jaclyn.
Promoting Critical Consciousness: The Role of Positive Youth Development Programming.
Degree: MAin School Psychology, Psychology, 2020, University of South Carolina
URL: https://scholarcommons.sc.edu/etd/6002
► This study examined the role of positive youth development programming and individual-level characteristics in promoting critical reflection (CR) in youth and adolescent participants. CR…
(more)
▼ This study examined the role of positive youth development programming and individual-level characteristics in promoting
critical reflection (CR) in youth and adolescent participants. CR refers to the analytical component of
critical consciousness (CC), or the exercise of challenging institutional practices that systemically marginalize or oppress certain subgroups. Survey and interview data were analyzed from at-risk high school students (N=250) participating in an after-school program across six sites in urban areas in the United States. Multiple regression models were used to predict the development of CR, and interviews were examined to look for themes related to quantitative findings. Results support that youths’ growth mindsets lend to the development of CR, and highlight demographic trends among participants who were more likely to exhibit higher levels of CR than their peers. Findings also show promise for systems-level programming affecting the emergence of
critical consciousness, particularly if programming exposes participants to new experiences.
Advisors/Committee Members: Samuel McQuillin.
Subjects/Keywords: School Psychology; youth development programming; critical reflection; youth; development; critical consciousness
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Hart, M. J. (2020). Promoting Critical Consciousness: The Role of Positive Youth Development Programming. (Masters Thesis). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/6002
Chicago Manual of Style (16th Edition):
Hart, Mackenzie Jaclyn. “Promoting Critical Consciousness: The Role of Positive Youth Development Programming.” 2020. Masters Thesis, University of South Carolina. Accessed February 26, 2021.
https://scholarcommons.sc.edu/etd/6002.
MLA Handbook (7th Edition):
Hart, Mackenzie Jaclyn. “Promoting Critical Consciousness: The Role of Positive Youth Development Programming.” 2020. Web. 26 Feb 2021.
Vancouver:
Hart MJ. Promoting Critical Consciousness: The Role of Positive Youth Development Programming. [Internet] [Masters thesis]. University of South Carolina; 2020. [cited 2021 Feb 26].
Available from: https://scholarcommons.sc.edu/etd/6002.
Council of Science Editors:
Hart MJ. Promoting Critical Consciousness: The Role of Positive Youth Development Programming. [Masters Thesis]. University of South Carolina; 2020. Available from: https://scholarcommons.sc.edu/etd/6002
8.
Marchand, Aixa.
Black Parents' Critical Consciousness: Conceptualization, Measurement, and Links to Parent School Engagement.
Degree: PhD, Education & Psychology, 2019, University of Michigan
URL: http://hdl.handle.net/2027.42/150029
► Parent involvement in schools has been identified as an important contributor to children’s academic success. However, due to deficit-based views that educators can hold, Black…
(more)
▼ Parent involvement in schools has been identified as an important contributor to children’s academic success. However, due to deficit-based views that educators can hold, Black parents are often labeled as disinterested or not invested in their children’s education. Beyond deficit-based attitudes, relationships between Black parents and schools are influenced by structural racism that reproduces and maintains historically-rooted systemic racial power dynamics (Salter & Haugen, 2017).
The purpose of this dissertation is to explore how Black parents’ beliefs about educational inequities impact the way they choose to engage with their children’s schools. Using
critical race theory (CRT) to highlight the ways in which structural racism impacts Black parent participation and the conceptual framework of
critical consciousness (CC), I argue that parents’ analysis of inequities present within schools influences the reasons and ways in which they engage with their children’s schools. When taken together, parents’
critical analyses of racism within schools creates particular forms of parent participation, which I label
critical parent school engagement, that accounts for parents’ intentions for their involvement with a consideration of their understanding of racial inequities.
This dissertation consists of three stand-alone manuscripts that together: 1) propose a new theoretical integration, 2) explore that proposed integration through interviews with Black parents, and 3) develop a measure to quantitatively explore Black parent CC in regard to their engagement with their children’s schools. Chapter two proposes a theoretical foundation for the conceptualization of CC for Black parents by integrating CRT and current understanding of CC. To explore Black parents’ awareness and analysis of systemic inequities inherent in schools and how that may influence the ways in which they interact with these institutions, qualitative interviews were conducted and described in chapter three. Results suggest that parents largely hold both types of beliefs—
critical and traditional—and engage in both types of actions and that the relationship between beliefs and action are nuanced.
Using data from these interviews chapter four outlines the development and validation of a measure of Black parent CC. Through the process of factor analysis five internally consistent factors were found and the resulting model was a good fit of the data (RMSEA = .05, CFI = .93, TLI = .92, and SRMR = .07). Those five factors include: 1) structural attributions, or parents’ perceptions that inequities are caused by systemic factors, institutional racism, etc., 2) group participation, or parents’ participation in formal and informal groups for the benefit of their children’s education, 3) internal efficacy, or parents’ belief about their ability to make change, 4) individual attributions, or parents’ belief that educational inequities are caused by individual factors, and 5) school-based engagement, or the actions that parents engage in at the school site. This…
Advisors/Committee Members: Diemer, Matt (committee member), Rowley, Stephanie J (committee member), Rivas-Drake, Deborah (committee member), Ryan, Allison Murphy (committee member), Wilson, Camille Maia (committee member).
Subjects/Keywords: critical consciousness; Black parents; critical parent engagment; critical race theory; Education; Psychology; Social Sciences
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Marchand, A. (2019). Black Parents' Critical Consciousness: Conceptualization, Measurement, and Links to Parent School Engagement. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/150029
Chicago Manual of Style (16th Edition):
Marchand, Aixa. “Black Parents' Critical Consciousness: Conceptualization, Measurement, and Links to Parent School Engagement.” 2019. Doctoral Dissertation, University of Michigan. Accessed February 26, 2021.
http://hdl.handle.net/2027.42/150029.
MLA Handbook (7th Edition):
Marchand, Aixa. “Black Parents' Critical Consciousness: Conceptualization, Measurement, and Links to Parent School Engagement.” 2019. Web. 26 Feb 2021.
Vancouver:
Marchand A. Black Parents' Critical Consciousness: Conceptualization, Measurement, and Links to Parent School Engagement. [Internet] [Doctoral dissertation]. University of Michigan; 2019. [cited 2021 Feb 26].
Available from: http://hdl.handle.net/2027.42/150029.
Council of Science Editors:
Marchand A. Black Parents' Critical Consciousness: Conceptualization, Measurement, and Links to Parent School Engagement. [Doctoral Dissertation]. University of Michigan; 2019. Available from: http://hdl.handle.net/2027.42/150029

Virginia Tech
9.
Casto, Andrew Christopher.
Reading Consciousness: Analyzing Literature through William James' Stream of Thought Theory.
Degree: MA, English, 2011, Virginia Tech
URL: http://hdl.handle.net/10919/32531
► Proceeding from the assumption that psychoanalytic theory has yielded insightful literary interpretations, I propose that equally legitimate readings result from analyzing consciousness in literature. William…
(more)
▼ Proceeding from the assumption that psychoanalytic theory has yielded insightful
literary interpretations, I propose that equally legitimate readings result from analyzing
consciousness in literature. William Jamesâ â Stream of Thoughtâ offers a psychological
theory of
consciousness from which I develop a literary theory that counterbalances the
Freudian emphasis on the unconscious. Examining two works by Henry James, I
demonstrate how assessing the elements of a characterâ s
consciousness leads to
conclusions at which other theories do not arrive. This analytical approach leads to not
only an alternative
critical agenda but also a fuller understanding of the psychological
function of the characterâ s and, by extension, the human mind.
Advisors/Committee Members: Sorrentino, Paul M. (committeechair), Pender, Kelly E. (committee member), Oehlschlaeger, Fritz H. (committee member).
Subjects/Keywords: Consciousness in literature; Psychological criticism; Stream of consciousness; Literary criticism; Critical theory
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APA (6th Edition):
Casto, A. C. (2011). Reading Consciousness: Analyzing Literature through William James' Stream of Thought Theory. (Masters Thesis). Virginia Tech. Retrieved from http://hdl.handle.net/10919/32531
Chicago Manual of Style (16th Edition):
Casto, Andrew Christopher. “Reading Consciousness: Analyzing Literature through William James' Stream of Thought Theory.” 2011. Masters Thesis, Virginia Tech. Accessed February 26, 2021.
http://hdl.handle.net/10919/32531.
MLA Handbook (7th Edition):
Casto, Andrew Christopher. “Reading Consciousness: Analyzing Literature through William James' Stream of Thought Theory.” 2011. Web. 26 Feb 2021.
Vancouver:
Casto AC. Reading Consciousness: Analyzing Literature through William James' Stream of Thought Theory. [Internet] [Masters thesis]. Virginia Tech; 2011. [cited 2021 Feb 26].
Available from: http://hdl.handle.net/10919/32531.
Council of Science Editors:
Casto AC. Reading Consciousness: Analyzing Literature through William James' Stream of Thought Theory. [Masters Thesis]. Virginia Tech; 2011. Available from: http://hdl.handle.net/10919/32531

University of Tennessee – Knoxville
10.
Schell, Robin.
Toward Critical Consciousness: The Dynamic Consciousness of Adolescent Refugee English Learners.
Degree: 2019, University of Tennessee – Knoxville
URL: https://trace.tennessee.edu/utk_graddiss/5588
► Thousands of migrant and refugee children with limited or interrupted formal education enroll in U.S. schools each year. Mainstream society positions them at the margins…
(more)
▼ Thousands of migrant and refugee children with limited or interrupted formal education enroll in U.S. schools each year. Mainstream society positions them at the margins of society, by default, placing them at risk of adopting impoverished identities that preclude full participation in society. As proposed by Freire (1970/1996), critical consciousness development has been explored as a way to empower youth to become agentive in authoring their own lives. This study describes the nature of critical consciousness, or the recognition and challenge of oppression through agentive acts, expressed by adolescent refugee English learners (ELs). The ELs’ perceptions of injustices in their lives formed the basis of collective interrogation and challenge of injustice in two urban middle school English as a Second Language (ESL) classrooms. Critical pedagogy consisting of culture circles, modeled on Freire (1970/ 1996) and Souto-Manning (2010) and thematic unit lesson plans (Brown, 2004, 2007) were implemented to draw out expressions of students’ critical consciousness. Audio-recordings of culture circles, regular class sessions, and semi-structured interviews were collected and transcribed. Student writing, field notes, and the researcher’s reflective journal were also collected. Thematic analysis was conducted using a template approach based on Freire’s (1970/1996) critical consciousness continuum using the categories semi-intransitive consciousness, naïve consciousness, and critical consciousness. The template went through several iterations as analysis revealed Freire’s categories to be insufficient in describing forms of agency and action evident in the data. The final template analysis revealed dynamic and transcategorical tendencies in the ELs’ consciousness. Varying degrees of critical awareness, agency, and action were manifested simultaneously. It also became clear that students’ agency and awareness levels were not aligned. As a result, this study highlights the urgency of critical pedagogy practices in ESL classrooms. Critical pedagogy can nurture students’ sense of agency, a necessary precursor of action. Teachers must afford students opportunities to grapple with injustice in a supportive environment. Students need to feel safe in voicing their opinions and concerns in order to develop a sense of agency which can help them succeed in school and become full participants in society.
Subjects/Keywords: English learners; English language learners; critical consciousness; critical pedagogy; middle school; refugee; adolescent English learners
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Schell, R. (2019). Toward Critical Consciousness: The Dynamic Consciousness of Adolescent Refugee English Learners. (Doctoral Dissertation). University of Tennessee – Knoxville. Retrieved from https://trace.tennessee.edu/utk_graddiss/5588
Chicago Manual of Style (16th Edition):
Schell, Robin. “Toward Critical Consciousness: The Dynamic Consciousness of Adolescent Refugee English Learners.” 2019. Doctoral Dissertation, University of Tennessee – Knoxville. Accessed February 26, 2021.
https://trace.tennessee.edu/utk_graddiss/5588.
MLA Handbook (7th Edition):
Schell, Robin. “Toward Critical Consciousness: The Dynamic Consciousness of Adolescent Refugee English Learners.” 2019. Web. 26 Feb 2021.
Vancouver:
Schell R. Toward Critical Consciousness: The Dynamic Consciousness of Adolescent Refugee English Learners. [Internet] [Doctoral dissertation]. University of Tennessee – Knoxville; 2019. [cited 2021 Feb 26].
Available from: https://trace.tennessee.edu/utk_graddiss/5588.
Council of Science Editors:
Schell R. Toward Critical Consciousness: The Dynamic Consciousness of Adolescent Refugee English Learners. [Doctoral Dissertation]. University of Tennessee – Knoxville; 2019. Available from: https://trace.tennessee.edu/utk_graddiss/5588

Boston University
11.
Dunwoody, Dana N.
“Praxticing” critical coaching: disrupting traditional youth sport coaching with social justice and critical consciousness.
Degree: PhD, Education, 2019, Boston University
URL: http://hdl.handle.net/2144/38592
► The current study explored coach training and experience, and individual identities and roles that youth sport coaches hold as well as how they enact social…
(more)
▼ The current study explored coach training and experience, and individual identities and roles that youth sport coaches hold as well as how they enact social justice within youth sporting communities. Using convergent mixed-methods design,
critical consciousness (Freire, 1970) was the theoretical framework and method of analysis for this study. Forty-seven participants responded to this open-ended survey; 85.1% of coaches reported coaching part-time, 59.5% of the sample were volunteer coaches, and 33% of coaches had less than 1–3 years of coaching experience. Findings revealed a majority White (69%) and Majority Male (61%) sample of youth sport coaches and described coaching identities were categorized into multiple and intersectional (Women of Color; n = 5) identities. Emic coding through cross-analysis of open-ended questions suggested a deeper understanding of coaches’ connection to community in relationship to how coaches described identities. These were coded as Coach-Centered Coaching , Limited Connection, or Synthesizing Connection. Furthermore, community-based sport coaches were engaging in and enacting social justice within youth sporting communities in ways that mirror
critical consciousness patterns of dialogue, reflection, and action. The theoretical implications of this study expand the application of societal roles, more specifically the role of a youth sport coach to the theory of intersectionality. This study supports past literature that found that youth sport coaches are dissatisfied with the education they receive; thus these findings inform suggestions for how to make coaching education more relevant and accessible. Empirically, study findings suggest that the underresearched area of youth sport coaches’ identities may be related to the depth of connection coaches have to community, impacting the holistic developmental outcomes of participating youth athletes. Practically, this study delivers a
critical pedagogy framework for community-based coaching education that blends the personal (identity and role development) and professional (coaching specific knowledges). Results of this study can inform future empirical research of youth sport coaching and intervention development that theoretically considers the integration of intersectionality with
critical consciousness.
Advisors/Committee Members: Porche, Michelle V. (advisor).
Subjects/Keywords: Developmental psychology; Coaching education; Community-based education; Critical consciousness; Critical pedagogy; Social justice; Youth sport
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APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
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APA (6th Edition):
Dunwoody, D. N. (2019). “Praxticing” critical coaching: disrupting traditional youth sport coaching with social justice and critical consciousness. (Doctoral Dissertation). Boston University. Retrieved from http://hdl.handle.net/2144/38592
Chicago Manual of Style (16th Edition):
Dunwoody, Dana N. ““Praxticing” critical coaching: disrupting traditional youth sport coaching with social justice and critical consciousness.” 2019. Doctoral Dissertation, Boston University. Accessed February 26, 2021.
http://hdl.handle.net/2144/38592.
MLA Handbook (7th Edition):
Dunwoody, Dana N. ““Praxticing” critical coaching: disrupting traditional youth sport coaching with social justice and critical consciousness.” 2019. Web. 26 Feb 2021.
Vancouver:
Dunwoody DN. “Praxticing” critical coaching: disrupting traditional youth sport coaching with social justice and critical consciousness. [Internet] [Doctoral dissertation]. Boston University; 2019. [cited 2021 Feb 26].
Available from: http://hdl.handle.net/2144/38592.
Council of Science Editors:
Dunwoody DN. “Praxticing” critical coaching: disrupting traditional youth sport coaching with social justice and critical consciousness. [Doctoral Dissertation]. Boston University; 2019. Available from: http://hdl.handle.net/2144/38592

University of South Florida
12.
Morales, Joanelle.
Teaching towards Critical Consciousness: Preservice Teachers Narrate Race in English Education.
Degree: 2019, University of South Florida
URL: https://scholarcommons.usf.edu/etd/8059
► English teacher educators argue the need to reshape English Education programs by offering transformative discussion that promote “Critical Race English Education” which centers race and…
(more)
▼ English teacher educators argue the need to reshape English Education programs by offering transformative discussion that promote “Critical Race English Education” which centers race and racism and examines the role of language and literacy in disrupting existing power relations (Baker-Bell, Butler, & Johnson, 2017). This study explored four secondary English preservice teachers’ understandings of race in education under a Critical Race Theory lens. Through narrative inquiry, their stories revealed how they constructed and made meaning of their racial identities and how these identities informed their practices and instructional decisions as English teachers. By inviting preservice teachers to confront their experiences with race and racism in education, they were able to articulate and address key issues like whether and how they empower marginalized voices, validate out-of-school literacies/identities, remove linguistic barriers, and critique oppressive systems by reading and writing the world to consciously transform our realities (Freire, 1985). The findings demonstrated the importance of analyzing family influences on a prospective teacher’s racial and teacher identity and the urgency of developing racial literacy skills in English education. How we approach critical race consciousness has real implications towards teaching our marginalized students.
Subjects/Keywords: Counterstorytelling; Critical Race Consciousness; Critical Race English Education; Teacher Education and Professional Development
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APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
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APA (6th Edition):
Morales, J. (2019). Teaching towards Critical Consciousness: Preservice Teachers Narrate Race in English Education. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/8059
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Morales, Joanelle. “Teaching towards Critical Consciousness: Preservice Teachers Narrate Race in English Education.” 2019. Thesis, University of South Florida. Accessed February 26, 2021.
https://scholarcommons.usf.edu/etd/8059.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Morales, Joanelle. “Teaching towards Critical Consciousness: Preservice Teachers Narrate Race in English Education.” 2019. Web. 26 Feb 2021.
Vancouver:
Morales J. Teaching towards Critical Consciousness: Preservice Teachers Narrate Race in English Education. [Internet] [Thesis]. University of South Florida; 2019. [cited 2021 Feb 26].
Available from: https://scholarcommons.usf.edu/etd/8059.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Morales J. Teaching towards Critical Consciousness: Preservice Teachers Narrate Race in English Education. [Thesis]. University of South Florida; 2019. Available from: https://scholarcommons.usf.edu/etd/8059
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
13.
Bergeron, Kenzo.
Esteemicide: Countering the Legacy of Self-Esteem in Education.
Degree: Doctorate in Education, Education, 2016, Loyola Marymount University
URL: https://digitalcommons.lmu.edu/etd/479
► The concept of self-esteem has so thoroughly infiltrated American education that “most educators believe developing self-esteem to be one of the primary purposes of…
(more)
▼ The concept of self-esteem has so thoroughly infiltrated American education that “most educators believe developing self-esteem to be one of the primary purposes of public education” (Stout, 2001, p. 119). That the available scholarship challenging the validity of self-esteem principles has had little to no impact on schooling and school policy demonstrates the need for more a comprehensive interrogation of a concept that has become so pervasive and commonsensical that many administrators and teachers do not even think to question its place in traditional pedagogy, let alone consider the possibility that self-esteem is a damaging ideological construct. The rhetorical (and impossible) promise of self-esteem as both a quantifiable and fixed human resource has proliferated in educational language as schools continue to promote self-esteem among racialized and poorly performing students, while the structural conditions that negatively impact these students’ performance in the first place remain intact.
The legacy of self-esteem in educational discourse requires a
critical interpretation, or re-interpretation, by educators who wish to challenge oppressive commonsense assumptions and feel-good principles that covertly help to maintain “dominant cultural norms that do little more than preserve social inequality” (Darder, 2015, p. 1). This study takes a decolonizing approach that involves a substantive interrogation—historical, political, and philosophical—of the Eurocentric epistemological concept of self-esteem, in order to demonstrate the debilitating effects that self-esteem has on students from working-class communities of color. It then suggests an emancipatory understanding of the self and alternative
critical pedagogical principles of social empowerment.
Advisors/Committee Members: Antonia Darder, Ph.D., Ani Shabazian, Ed.M, Ph.D., William Parham, Ph.D., ABPP.
Subjects/Keywords: Critical Consciousness; Critical Pedagogy; Empowerment; Hegemony; Self-determination; Self-esteem; Educational philosophy; Education; Educational Psychology
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Bergeron, K. (2016). Esteemicide: Countering the Legacy of Self-Esteem in Education. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/479
Chicago Manual of Style (16th Edition):
Bergeron, Kenzo. “Esteemicide: Countering the Legacy of Self-Esteem in Education.” 2016. Doctoral Dissertation, Loyola Marymount University. Accessed February 26, 2021.
https://digitalcommons.lmu.edu/etd/479.
MLA Handbook (7th Edition):
Bergeron, Kenzo. “Esteemicide: Countering the Legacy of Self-Esteem in Education.” 2016. Web. 26 Feb 2021.
Vancouver:
Bergeron K. Esteemicide: Countering the Legacy of Self-Esteem in Education. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2016. [cited 2021 Feb 26].
Available from: https://digitalcommons.lmu.edu/etd/479.
Council of Science Editors:
Bergeron K. Esteemicide: Countering the Legacy of Self-Esteem in Education. [Doctoral Dissertation]. Loyola Marymount University; 2016. Available from: https://digitalcommons.lmu.edu/etd/479
14.
Dutko, Myra.
I Matter, As Does the World: Critical Consciousness in Higher Education.
Degree: PhD, Community Psychology, 2016, National-Louis University
URL: http://digitalcommons.nl.edu/diss/182
► This dissertation describes how graduate students in a community organizing class move along the critical consciousness pathway. Critical consciousness in the academic arena is…
(more)
▼ This dissertation describes how graduate students in a community organizing class move along the
critical consciousness pathway.
Critical consciousness in the academic arena is
critical to the development of democratic participation and agency in students.
Critical consciousness is the ability to see, judge and act on issues of injustice in order to create social change. In addition, this research examines what barriers arise in that process. Research participants from an urban, private university in the Midwest narrate the creation of a learning environment and the process of moving towards
critical consciousness awakening through journaling and focus group discussions. The data, along with researcher observations, suggests that some participants, when given the opportunity, will negotiate safe space, look for ways to allow each other a voice in the arena and move along the
critical consciousness pathway. The research also suggests that a number of obstacles can occur, even with the use of liberatory learning methods, this includes the fault lines of race, a sense of “otherness” and an emotional intensity—fear, anger, that moves people away from
critical conscious.
Advisors/Committee Members: Bradley Olson, Tiffeny Jimenez, Judah Viola.
Subjects/Keywords: critical consciousness; higher education; freire; liberatory learning; pedagogy; teaching; Community Psychology
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APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Dutko, M. (2016). I Matter, As Does the World: Critical Consciousness in Higher Education. (Doctoral Dissertation). National-Louis University. Retrieved from http://digitalcommons.nl.edu/diss/182
Chicago Manual of Style (16th Edition):
Dutko, Myra. “I Matter, As Does the World: Critical Consciousness in Higher Education.” 2016. Doctoral Dissertation, National-Louis University. Accessed February 26, 2021.
http://digitalcommons.nl.edu/diss/182.
MLA Handbook (7th Edition):
Dutko, Myra. “I Matter, As Does the World: Critical Consciousness in Higher Education.” 2016. Web. 26 Feb 2021.
Vancouver:
Dutko M. I Matter, As Does the World: Critical Consciousness in Higher Education. [Internet] [Doctoral dissertation]. National-Louis University; 2016. [cited 2021 Feb 26].
Available from: http://digitalcommons.nl.edu/diss/182.
Council of Science Editors:
Dutko M. I Matter, As Does the World: Critical Consciousness in Higher Education. [Doctoral Dissertation]. National-Louis University; 2016. Available from: http://digitalcommons.nl.edu/diss/182
15.
Johnson, Kynai.
Social Identity Memberships & Critical Consciousness: A Study of Foundation Year MSW Students.
Degree: 2020, The Catholic University of America
URL: http://hdl.handle.net/1961/cuislandora:214706
► Social inequities are experienced by individuals based upon social identity memberships including gender identity, sexual orientation, race, and socioeconomic status. Cultivating a critical consciousness, i.e.,…
(more)
▼ Social inequities are experienced by individuals based upon social identity memberships including gender identity, sexual orientation, race, and socioeconomic status. Cultivating a critical consciousness, i.e., recognizing how social identity membership informs life experience, is important for social workers in effectively serving vulnerable populations experiencing such inequities. The purpose of this study is to investigate the relationship between social identity membership and the levels of critical consciousness within a population of foundation year Master of Social Work (MSW) students within the Washington D.C., Maryland and Virginia region. The study recruited 81 participants from four institutions in the region to complete an anonymous online survey. The survey collected respondents’ demographic information and utilized The Critical Consciousness Scale, developed by Diemer (2014), to measure three aspects of critical consciousness: perceptions of social inequalities, endorsement of social egalitarianism, and engagement in sociopolitical activities. Demographic information was utilized to classify respondents into target and agent identity categories. Bivariate and regression analyses were completed to compare mean levels of critical consciousness between target and agent social identity memberships, and to investigate whether social identity membership significantly predicts the levels of critical consciousness while controlling for the effects of participants’ socioeconomic status and institutional affiliations. The results of bivariate analyses indicate that the association between target and agent identity classifications and levels of critical consciousness vary depending on the dimensions of participants’ identity membership. The findings from the hierarchical regression analyses showed that participants’ identity membership only predicted the levels of engagement in sociopolitical activities. Further investigation is needed to determine other factors that may contribute to the levels of critical consciousness. This study implies that systematized, curriculum-based cultural competency standards can mitigate the influence of external factors on student levels of critical consciousness. Consistency in the development of critically conscious social work curriculum can better prepare students to address transgenerational social inequities.
Social work
Social sciences education
Critical Consciousness, Cultural Competency, Cultural Humility, Feminism, Feminist Theory, Social Action
Social Work
Degree Awarded: Ph.D. Social Work. The Catholic University of America
Advisors/Committee Members: The Catholic University of America (Degree granting institution), Koh, Eun (Thesis advisor), Shields, Joseph (Committee member), Donaldson, Linda (Committee member).
Subjects/Keywords: Critical Consciousness; Cultural Competency; Cultural Humility; Feminism; Feminist Theory; Social Action
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APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Johnson, K. (2020). Social Identity Memberships & Critical Consciousness: A Study of Foundation Year MSW Students. (Thesis). The Catholic University of America. Retrieved from http://hdl.handle.net/1961/cuislandora:214706
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Johnson, Kynai. “Social Identity Memberships & Critical Consciousness: A Study of Foundation Year MSW Students.” 2020. Thesis, The Catholic University of America. Accessed February 26, 2021.
http://hdl.handle.net/1961/cuislandora:214706.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Johnson, Kynai. “Social Identity Memberships & Critical Consciousness: A Study of Foundation Year MSW Students.” 2020. Web. 26 Feb 2021.
Vancouver:
Johnson K. Social Identity Memberships & Critical Consciousness: A Study of Foundation Year MSW Students. [Internet] [Thesis]. The Catholic University of America; 2020. [cited 2021 Feb 26].
Available from: http://hdl.handle.net/1961/cuislandora:214706.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Johnson K. Social Identity Memberships & Critical Consciousness: A Study of Foundation Year MSW Students. [Thesis]. The Catholic University of America; 2020. Available from: http://hdl.handle.net/1961/cuislandora:214706
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Oregon
16.
Buckle, Michael.
Exploring the Relationships Between Perceived Discrimination, Perceived Social Support, Ethnic Identity, Critical Consciousness, and Psychological Distress and School Engagement in Adolescents.
Degree: PhD, Department of Counseling Psychology and Human Services, 2018, University of Oregon
URL: http://hdl.handle.net/1794/23095
► The purpose of this study was to explore mechanisms through which high school students experience and cope with perceived discrimination and how discrimination and coping…
(more)
▼ The purpose of this study was to explore mechanisms through which high school students experience and cope with perceived discrimination and how discrimination and coping mechanisms relate to psychological distress and school engagement. Framed within transactional stress and coping and sociopolitical development theories, I tested a multiple mediation model with an ethnically diverse sample of public high school students (N = 979) and a subsample of Latina/o students (n = 433) to examine the mediating effects of three coping mechanisms (perceived social support, ethnic identity, and
critical consciousness) on the relationship between perceived discrimination and the outcomes of psychological distress and school engagement. Additionally, psychological distress was examined as a mediator in the link between perceived discrimination and school engagement. Measurement and structural models were tested and demonstrated an adequate fit to the data. The hypothesized structural model accounts for 54% of the variance in school engagement and 31.2% of the variance in psychological distress in the full sample. The same model accounts for 63.4% of the variance in school engagement and 26.7% of the variance in psychological distress in the Latina/o subsample. A bootstrap analysis revealed that
critical consciousness and perceived social support mediate the relationship between perceived discrimination and psychological distress in the full sample. Further,
critical consciousness, ethnic identity, perceived social support, and psychological distress mediated the relationship between perceived discrimination and school engagement. A bootstrap analysis in the Latina/o subsample indicated that
critical consciousness and psychological distress mediated the relationship between perceived discrimination and school engagement. While there are associated risks, the results highlight
critical consciousness development as a protective racism-related coping mechanism for ethnically diverse adolescents and Latina/o youth in particular. Strengths, limitations, and implications of the study are discussed.
Advisors/Committee Members: McWhirter, Ellen (advisor).
Subjects/Keywords: Adolescents; Coping; Critical consciousness; Discrimination; Latina/os; School engagement
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APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Buckle, M. (2018). Exploring the Relationships Between Perceived Discrimination, Perceived Social Support, Ethnic Identity, Critical Consciousness, and Psychological Distress and School Engagement in Adolescents. (Doctoral Dissertation). University of Oregon. Retrieved from http://hdl.handle.net/1794/23095
Chicago Manual of Style (16th Edition):
Buckle, Michael. “Exploring the Relationships Between Perceived Discrimination, Perceived Social Support, Ethnic Identity, Critical Consciousness, and Psychological Distress and School Engagement in Adolescents.” 2018. Doctoral Dissertation, University of Oregon. Accessed February 26, 2021.
http://hdl.handle.net/1794/23095.
MLA Handbook (7th Edition):
Buckle, Michael. “Exploring the Relationships Between Perceived Discrimination, Perceived Social Support, Ethnic Identity, Critical Consciousness, and Psychological Distress and School Engagement in Adolescents.” 2018. Web. 26 Feb 2021.
Vancouver:
Buckle M. Exploring the Relationships Between Perceived Discrimination, Perceived Social Support, Ethnic Identity, Critical Consciousness, and Psychological Distress and School Engagement in Adolescents. [Internet] [Doctoral dissertation]. University of Oregon; 2018. [cited 2021 Feb 26].
Available from: http://hdl.handle.net/1794/23095.
Council of Science Editors:
Buckle M. Exploring the Relationships Between Perceived Discrimination, Perceived Social Support, Ethnic Identity, Critical Consciousness, and Psychological Distress and School Engagement in Adolescents. [Doctoral Dissertation]. University of Oregon; 2018. Available from: http://hdl.handle.net/1794/23095

University of Minnesota
17.
Hamel, Tracy.
The Body Talks Back: An Embodied Expansion of Critical Consciousness.
Degree: PhD, Education, Curriculum and Instruction, 2019, University of Minnesota
URL: http://hdl.handle.net/11299/206661
► In this post-intentional phenomenological study, I investigated the phenomenon of critical consciousness taking shape for young people and adults engaged in a youth participatory action…
(more)
▼ In this post-intentional phenomenological study, I investigated the phenomenon of critical consciousness taking shape for young people and adults engaged in a youth participatory action research project. Sixteen participants, including the author, collaborated to examine health, well-being, and barriers to health and well-being over the course of a six-week summer research project. I analyzed sources of post-intentional material including transcripts of work sessions, discussions, focus-group interviews, and my post-reflexion journal entries. Drawing on a neuroscience perspective (van der Kolk, 2014) and more recent considerations of Ladson-Billings’ (1995, 2006, 2014) culturally-relevant pedagogy (CRP)—especially her concern over the unequal attention paid to the development of sociopolitical consciousness (when compared to the attention paid to student achievement and affirmation of student’s cultural identities) in enactments of CRP. My research explores the brain-body connection and suggests that historical trauma (Menakem, 2017) lives in our racialized bodies and our social justice commitments and work cannot be addressed through our rational, thinking brains alone. This work suggests that an important part of fostering our own and one another’s critical consciousness involves recognizing, listening to, and learning from the information our bodies communicate. When we are able to notice the physical sensations we experience, process the emotions that we feel, and begin to notice when our bodies are and are not settled, we have initiated the necessary body work that must take place. This bodily-knowledge can be leveraged when coupled with our cognitive knowledge and skills to better understand ourselves and the world around us, while also better informing our decision-making and action-taking. This study has the possibility to attract the attention of adults who care for young people, youth-workers, and educators that may imagine another way they can be with, care for, and work alongside young people. It offers important insights for understanding how critical consciousness takes shape for both young people and adults; and it explores the ways historical trauma is stored within our racialized bodies and how we might metabolize pain to find ways to heal ourselves and be in new ways with one another in educational contexts.
Subjects/Keywords: critical consciousness; culturally relevant pedagogy; post-intentional phenomenology; trauma; YPAR
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Hamel, T. (2019). The Body Talks Back: An Embodied Expansion of Critical Consciousness. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/206661
Chicago Manual of Style (16th Edition):
Hamel, Tracy. “The Body Talks Back: An Embodied Expansion of Critical Consciousness.” 2019. Doctoral Dissertation, University of Minnesota. Accessed February 26, 2021.
http://hdl.handle.net/11299/206661.
MLA Handbook (7th Edition):
Hamel, Tracy. “The Body Talks Back: An Embodied Expansion of Critical Consciousness.” 2019. Web. 26 Feb 2021.
Vancouver:
Hamel T. The Body Talks Back: An Embodied Expansion of Critical Consciousness. [Internet] [Doctoral dissertation]. University of Minnesota; 2019. [cited 2021 Feb 26].
Available from: http://hdl.handle.net/11299/206661.
Council of Science Editors:
Hamel T. The Body Talks Back: An Embodied Expansion of Critical Consciousness. [Doctoral Dissertation]. University of Minnesota; 2019. Available from: http://hdl.handle.net/11299/206661

University of South Florida
18.
Neumeister, Scott Leslie.
Circling Back Home: A Lifelong Odyssey into Feminism.
Degree: 2012, University of South Florida
URL: https://scholarcommons.usf.edu/etd/4378
► What happens when a classroom becomes more than just a site of intellectual growth and evolves into a locus of emotional, social, and spiritual transformation?…
(more)
▼ What happens when a classroom becomes more than just a site of intellectual growth and evolves into a locus of emotional, social, and spiritual transformation? What happens when a student in such a classroom also occupies the role of teacher and desires to reproduce such a transformative environment for his students? In brief, this thesis answers these questions by offering a narrative and critique of my personal "conscientization" via feminism and elucidates the theory behind, my approaches toward, and the results of my bringing graduate-level feminist theory and pedagogy to a middle school English classroom. I examine how my experiences as a student in both the past and the present have merged to shape my work as a teacher and have set me on the path to becoming a professor, not only in the sense of a college teacher as a profession but as a person who professes, who openly declares the truths of my past as both dehumanizer and dehumanized to help others come to critical consciousness.
First, I autobiographically critique my learning and assimilation of The Iliad and The Odyssey in middle school, reflecting upon how these works occupied a major part of my indoctrination into the hyper-masculine, white, patriarchal, upper-class dogma of the culture, as well as bringing a feminist perspective to bear upon these personally influential epics. Next, I examine my studies in the University of South Florida's master's program in English literature and, in particular, my direct and life-changing encounter with feminism in a 2009 course in feminist theory, which facilitated a complete re-visioning of my life and led to a personal renaissance. The final part of this circular path leads me back to my teaching of the same classical texts that so greatly influenced me as a young man, and I explain how my transformative experiences with both feminist theory and pedagogy motivated me to distill their critical approaches into a form and format that I have successfully implemented for my middle-school classroom.
Subjects/Keywords: critical consciousness; Homer; hooks; middle school; pedagogy; Arts and Humanities
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APA ·
Chicago ·
MLA ·
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Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Neumeister, S. L. (2012). Circling Back Home: A Lifelong Odyssey into Feminism. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/4378
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Neumeister, Scott Leslie. “Circling Back Home: A Lifelong Odyssey into Feminism.” 2012. Thesis, University of South Florida. Accessed February 26, 2021.
https://scholarcommons.usf.edu/etd/4378.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Neumeister, Scott Leslie. “Circling Back Home: A Lifelong Odyssey into Feminism.” 2012. Web. 26 Feb 2021.
Vancouver:
Neumeister SL. Circling Back Home: A Lifelong Odyssey into Feminism. [Internet] [Thesis]. University of South Florida; 2012. [cited 2021 Feb 26].
Available from: https://scholarcommons.usf.edu/etd/4378.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Neumeister SL. Circling Back Home: A Lifelong Odyssey into Feminism. [Thesis]. University of South Florida; 2012. Available from: https://scholarcommons.usf.edu/etd/4378
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Arizona
19.
Wray, Amanda B.
Lived Histories and the Changing Rhetoric of White Identity
.
Degree: 2011, University of Arizona
URL: http://hdl.handle.net/10150/145299
► Through open-ended interviews and oral history, this ethnographic project captures unique histories of cultivating critical race consciousness as a White subject in social contexts of…
(more)
▼ Through open-ended interviews and oral history, this ethnographic project captures unique histories of cultivating
critical race
consciousness as a White
subject in social contexts of continuing overt and covert racisms. The project studies the legacy of racist and prejudiced discourses in how White research participants embody, theorize, and perform White
consciousness. I explore a spectrum of White
consciousness that corresponds to shifting conceptualizations of racism (Jim Crow, Colorblind, and
Critical Race
Consciousness), unstable ideologies of activism and antiracism (reflecting whether or not and how subjects act against prejudice), and the changing politics of rhetorical practice in backstage settings (that is, how subjects represent and construct racialized realities in these discourse situations). The project concludes that storytelling can be strategically and effectively used in activist research and everyday conversation as a vehicle for positive social change to cultivate
critical dialogue about and rearticulate lived histories of race, racialized identities, racial privileges, and racisms.
Advisors/Committee Members: Licona, Adela C (advisor), Enos, Theresa (committeemember), Kennedy, Elizabeth L. (committeemember).
Subjects/Keywords: Critical Race Consciousness;
Ethnography;
Rhetoric;
US Racisms;
Whiteness
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Wray, A. B. (2011). Lived Histories and the Changing Rhetoric of White Identity
. (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/145299
Chicago Manual of Style (16th Edition):
Wray, Amanda B. “Lived Histories and the Changing Rhetoric of White Identity
.” 2011. Doctoral Dissertation, University of Arizona. Accessed February 26, 2021.
http://hdl.handle.net/10150/145299.
MLA Handbook (7th Edition):
Wray, Amanda B. “Lived Histories and the Changing Rhetoric of White Identity
.” 2011. Web. 26 Feb 2021.
Vancouver:
Wray AB. Lived Histories and the Changing Rhetoric of White Identity
. [Internet] [Doctoral dissertation]. University of Arizona; 2011. [cited 2021 Feb 26].
Available from: http://hdl.handle.net/10150/145299.
Council of Science Editors:
Wray AB. Lived Histories and the Changing Rhetoric of White Identity
. [Doctoral Dissertation]. University of Arizona; 2011. Available from: http://hdl.handle.net/10150/145299

Clemson University
20.
Winburn, Emily Nicole.
A Strengths-based Approach to Minority Youth Development: Examining Spirituality and Critical Consciousness as Predictors of Positive Youth Development and Contribution in Youth of Color.
Degree: PhD, Institute on Family and Community Life, 2019, Clemson University
URL: https://tigerprints.clemson.edu/all_dissertations/2461
► Spirituality and critical consciousness have been linked to positive outcomes in the lives of youth of color. Spirituality is connection to a higher power…
(more)
▼ Spirituality and
critical consciousness have been linked to positive outcomes in the lives of youth of color. Spirituality is connection to a higher power or sense of profound meaning beyond everyday life (transcendence), devotion to their morals and beliefs (fidelity), and awareness of others needs and feelings (contribution) (King et al., 2017). Spirituality can support positive outcomes in youth such as contribution to their community and increased levels of positive youth development (PYD) (Furrow, King, & White, 2004).
Critical consciousness is the ability to reflect and take action on inequalities and injustices in society and can provide marginalized and/or oppressed people with the agency to overcome structural and cultural constraints that affect their lives (Freire, 1973).
Critical consciousness enables youth to identify the structural and social inequalities present in their lives and in society and equips them with the ability to challenge them. Few studies, however, examine the relations among spirituality and
critical consciousness, and their links to PYD and contribution in youth of color. Therefore, the purpose of this quantitative study was to explore how spirituality and
critical consciousness support PYD and contribution in a sample of academically high-achieving youth of color (46.2% African-American/Black and 36.9% Latinx) who attended an afterschool college preparatory program (N = 136; 64.6 % female; Mage = 14.5) over an academic year. Results pointed to the importance of spirituality in promoting PYD and contribution in youth of color but indicated no significant relations between
critical consciousness and subsequent thriving. Spirituality was found to be especially important for females, as spirituality was strongly linked to PYD in females, but not males. Males on average reported higher levels of PYD than females; however, this difference was driven by females who reported low levels of spirituality also reporting low levels of PYD. Females who reported high levels of spirituality did not differ from males on PYD. In addition, a significant negative relation was found between
critical consciousness and subsequent spirituality in female youth. Implications for these findings include the development of church or spiritual community partnerships with youth programs or church-based youth programs to support spirituality and its associated positive outcomes.
Advisors/Committee Members: Edmond P Bowers, Committee Chair, Martha Thompson, Bonnie Holday, Arelis Moore de Peralta.
Subjects/Keywords: contribution; critical consciousness; Positive youth development; spirituality; youth
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APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Winburn, E. N. (2019). A Strengths-based Approach to Minority Youth Development: Examining Spirituality and Critical Consciousness as Predictors of Positive Youth Development and Contribution in Youth of Color. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/2461
Chicago Manual of Style (16th Edition):
Winburn, Emily Nicole. “A Strengths-based Approach to Minority Youth Development: Examining Spirituality and Critical Consciousness as Predictors of Positive Youth Development and Contribution in Youth of Color.” 2019. Doctoral Dissertation, Clemson University. Accessed February 26, 2021.
https://tigerprints.clemson.edu/all_dissertations/2461.
MLA Handbook (7th Edition):
Winburn, Emily Nicole. “A Strengths-based Approach to Minority Youth Development: Examining Spirituality and Critical Consciousness as Predictors of Positive Youth Development and Contribution in Youth of Color.” 2019. Web. 26 Feb 2021.
Vancouver:
Winburn EN. A Strengths-based Approach to Minority Youth Development: Examining Spirituality and Critical Consciousness as Predictors of Positive Youth Development and Contribution in Youth of Color. [Internet] [Doctoral dissertation]. Clemson University; 2019. [cited 2021 Feb 26].
Available from: https://tigerprints.clemson.edu/all_dissertations/2461.
Council of Science Editors:
Winburn EN. A Strengths-based Approach to Minority Youth Development: Examining Spirituality and Critical Consciousness as Predictors of Positive Youth Development and Contribution in Youth of Color. [Doctoral Dissertation]. Clemson University; 2019. Available from: https://tigerprints.clemson.edu/all_dissertations/2461
21.
Quirarte, Casey.
Relational Aggression, Middle School Girls, and the Development of Critical Consciousness.
Degree: Doctorate in Education, Education, 2015, Loyola Marymount University
URL: https://digitalcommons.lmu.edu/etd/278
► This study, Relational Aggression, Middle School Girls, and the Development of Critical Consciousness, engaged both feminist theory and critical pedagogy as a means to…
(more)
▼ This study, Relational Aggression, Middle School Girls, and the Development of
Critical Consciousness, engaged both feminist theory and
critical pedagogy as a means to deconstruct the issue of relational aggression among adolescent girls. The objective of this research was to contribute to the growing body of literature pertaining to relational aggression and fill some gaps in the literature surrounding preventative programming. This study investigated the experiences of middle school girls engaged in a solution- oriented approach in order to postulate possible program approaches and educational initiatives to decrease the prevalence of relational aggression in middle school girls. The collection and analysis of the data sought to describe a connection between girls’ participation in the program and developing
critical consciousness about relational aggression, as well as strategies to address it in their lives. The qualitative data collected in this participatory action research show that relational aggression is much more than a mere “right of passage” or indicate that “mean girls” are a just a normal part of growing up. Relational aggression is harmful, has intense, negative short- and long-term effects, and—in the lives of the girls I have worked closely with—is very real, incredibly painful, and deeply personal. The findings of this study confirmed that girls benefit from the creation of educative environments, or “safe spaces,” where they can dialogue critically with one another about issues that are important to them; this is integral to their socioemotional development in middle school.
Advisors/Committee Members: Antonia Darder, Ph.D., Jill P. Bickett, Ed.D., Elizabeth Reilly, Ed.D..
Subjects/Keywords: relational aggression; middle school; development; critical consciousness; Education
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Quirarte, C. (2015). Relational Aggression, Middle School Girls, and the Development of Critical Consciousness. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/278
Chicago Manual of Style (16th Edition):
Quirarte, Casey. “Relational Aggression, Middle School Girls, and the Development of Critical Consciousness.” 2015. Doctoral Dissertation, Loyola Marymount University. Accessed February 26, 2021.
https://digitalcommons.lmu.edu/etd/278.
MLA Handbook (7th Edition):
Quirarte, Casey. “Relational Aggression, Middle School Girls, and the Development of Critical Consciousness.” 2015. Web. 26 Feb 2021.
Vancouver:
Quirarte C. Relational Aggression, Middle School Girls, and the Development of Critical Consciousness. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2015. [cited 2021 Feb 26].
Available from: https://digitalcommons.lmu.edu/etd/278.
Council of Science Editors:
Quirarte C. Relational Aggression, Middle School Girls, and the Development of Critical Consciousness. [Doctoral Dissertation]. Loyola Marymount University; 2015. Available from: https://digitalcommons.lmu.edu/etd/278
22.
Beltran, Elizabeth.
Conscientization and Leadership: A Study of Latina Principals.
Degree: Doctorate in Education, Education, 2020, Loyola Marymount University
URL: https://digitalcommons.lmu.edu/etd/938
► Demographics in American urban cities have been steadily changing over the last few decades and are on their way to becoming more ethnically diverse…
(more)
▼ Demographics in American urban cities have been steadily changing over the last few decades and are on their way to becoming more ethnically diverse than ever. Cities in the southwestern region of the United States are increasingly becoming primarily Latino (Mellom, Straubhaar, Balderas, Ariail, & Portes, 2018). This demands the need for a reflective and
critical view of the schooling system in this region and how it serves the needs of the Latino communities. This dissertation makes a case for the need to push against mainstream educational practices that are imposed on school systems by lawmakers, capitalist corporations, and philanthropist, and looks instead to the educators of color, more specifically to Latina principals, who work hand in hand with teachers and families in working-class Latino schools. This proposal calls for the development of a
critical consciousness by educators of color as a grassroots change effort to heal the dehumanization that these educators have themselves suffered as a result of their experiences in American school (Annamma & Morrison, 2018). Educators have a responsibility to support students in the development of voice and participation in ways consistent with a democratic social order. This requires educators committed to the amelioration of oppression and the formation of an educated and empowered citizenry. Through examining the perceptions of bicultural principals who are aware of this dilemma and involved in the mentorship of bicultural educators, the study sought to identify what practices and understandings are needed in working-class Latino schools to support educators and students of color to deal with the duality of their biculturalism, which can have a negative impact on the academic achievement of Latino students. Similarly, the study brought to light the emancipatory approaches that conscious Latina principals utilize when engaging with bicultural teachers who teach bicultural students from working-class communities The goal was not to create another superimposed reform effort that closes the “achievement gap” of students of color, but to instead, close the “
critical consciousness gap” that affects many educators of color, so that they can in turn create emancipatory pedagogical centers in majority minority urban schools.
Advisors/Committee Members: Antonia Darder.
Subjects/Keywords: Critical consciousness; Latina leadership; Principal; Achievement gap; Students of color
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Beltran, E. (2020). Conscientization and Leadership: A Study of Latina Principals. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/938
Chicago Manual of Style (16th Edition):
Beltran, Elizabeth. “Conscientization and Leadership: A Study of Latina Principals.” 2020. Doctoral Dissertation, Loyola Marymount University. Accessed February 26, 2021.
https://digitalcommons.lmu.edu/etd/938.
MLA Handbook (7th Edition):
Beltran, Elizabeth. “Conscientization and Leadership: A Study of Latina Principals.” 2020. Web. 26 Feb 2021.
Vancouver:
Beltran E. Conscientization and Leadership: A Study of Latina Principals. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2020. [cited 2021 Feb 26].
Available from: https://digitalcommons.lmu.edu/etd/938.
Council of Science Editors:
Beltran E. Conscientization and Leadership: A Study of Latina Principals. [Doctoral Dissertation]. Loyola Marymount University; 2020. Available from: https://digitalcommons.lmu.edu/etd/938
23.
Manca, Annalisa.
Awakening critical consciousness in general practice teaching : towards a philosophy of praxis.
Degree: PhD, 2020, Queen's University Belfast
URL: https://pure.qub.ac.uk/en/theses/awakening-critical-consciousness-in-general-practice-teaching(5d69339c-a637-441f-9403-ef140de0f69b).html
;
https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.808511
► Background & Purpose As medicine’s social contract evolves, medical schools have a growing obligation to foster doctors who are conscious of social dynamics and inequality…
(more)
▼ Background & Purpose As medicine’s social contract evolves, medical schools have a growing obligation to foster doctors who are conscious of social dynamics and inequality in healthcare, and willing to affect societal change. This approach can be nurtured via the development of a ‘critical consciousness’ (i.e., awareness and questioning) of power and privilege. Although this discourse is increasing in medical education, applying a critical pedagogy within curricula in which competency-based orientations are dominant, is not straightforward because of their different philosophical and theoretical underpinnings. It requires courage towards change from medical educators, and a profound awareness of how context influences educational practices and dynamics. This thesis outlines how the affordances to awaken critical consciousness are enacted in the context of an undergraduate General Practice course. It is about the way GP teachers enact the object of their concern, General Practice, through a series of educational practices in which elements of General Practice are being identified, conceptualised, problematised, deconstructed, given meaning and placed in a social, historical and cultural context. Methodology This qualitative educational research adopted an overarching postcritical ethnographic approach, informed by social constructivist theory, postmodern themes and critical theory. The researcher observed a GP undergraduate course, writing extensive fieldnotes, and interviewed and collected audio-diaries to elicit participants’ viewpoints. Discourse analysis was used to analyse the data in order to answer the question: ‘How are the affordances for the development of critical consciousness enacted, in an undergraduate General Practice learning environment?’ Results The GP teachers, while mitigating hierarchical relations with students, ‘directed’ them by imparting a certain degree of instruction. They cultivated students’ understanding of General Practice through their educational practices and through their teaching of values, rather than the teaching of skills for immediate practical purposes. Their educational approach acknowledged students’ ‘spontaneity’, while pursuing ‘conscious direction’ (Gramsci, 1992). The educational practices guided students into ‘reading the world’ (Freire & Macedo, 1987) of General Practice and medicine in general. This involved the observation of the practical social context and the recognition of social issues, an exercise that entails an orientation to action. Both students and teachers used their own voice to ‘speak’ their reading of the world. Speaking the world (ibid.) appeared as a foundation for practical action towards transformation (personal, educational, social): an act of power. Discussion & Conclusions The educational practices and relations embedded in the GP course foregrounded an implicit critical approach to education and an orientation to praxis. Crucially, once these spontaneous, implicit pedagogies were manifest, it was seen that they were epistemologically developed,…
Subjects/Keywords: medical education; critical consciousness; general practice; praxis; social justice
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Manca, A. (2020). Awakening critical consciousness in general practice teaching : towards a philosophy of praxis. (Doctoral Dissertation). Queen's University Belfast. Retrieved from https://pure.qub.ac.uk/en/theses/awakening-critical-consciousness-in-general-practice-teaching(5d69339c-a637-441f-9403-ef140de0f69b).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.808511
Chicago Manual of Style (16th Edition):
Manca, Annalisa. “Awakening critical consciousness in general practice teaching : towards a philosophy of praxis.” 2020. Doctoral Dissertation, Queen's University Belfast. Accessed February 26, 2021.
https://pure.qub.ac.uk/en/theses/awakening-critical-consciousness-in-general-practice-teaching(5d69339c-a637-441f-9403-ef140de0f69b).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.808511.
MLA Handbook (7th Edition):
Manca, Annalisa. “Awakening critical consciousness in general practice teaching : towards a philosophy of praxis.” 2020. Web. 26 Feb 2021.
Vancouver:
Manca A. Awakening critical consciousness in general practice teaching : towards a philosophy of praxis. [Internet] [Doctoral dissertation]. Queen's University Belfast; 2020. [cited 2021 Feb 26].
Available from: https://pure.qub.ac.uk/en/theses/awakening-critical-consciousness-in-general-practice-teaching(5d69339c-a637-441f-9403-ef140de0f69b).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.808511.
Council of Science Editors:
Manca A. Awakening critical consciousness in general practice teaching : towards a philosophy of praxis. [Doctoral Dissertation]. Queen's University Belfast; 2020. Available from: https://pure.qub.ac.uk/en/theses/awakening-critical-consciousness-in-general-practice-teaching(5d69339c-a637-441f-9403-ef140de0f69b).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.808511

Boston College
24.
White, Allison.
Purpose Development in College Students: Understanding the
Role of Critical Consciousness.
Degree: PhD, Counseling, Developmental and Educational
Psychology, 2020, Boston College
URL: http://dlib.bc.edu/islandora/object/bc-ir:108760
► Research has documented the benefits of youth purpose (i.e., a sustained intention that facilitates engagement in activities and contributes to the world beyond oneself) (Damon,…
(more)
▼ Research has documented the benefits of youth purpose
(i.e., a sustained intention that facilitates engagement in
activities and contributes to the world beyond oneself) (Damon,
Menon, & Bronk, 2003). Youth purpose has been considered a
developmental asset (Benson, 2006) and predictive of flourishing
(e.g., Seligman, 2002). A sense of purpose can also serve as an
important psychological resource for people experiencing adversity
(e.g., Frankl, 2006). Similarly,
critical consciousness (CC) has
been associated with positive outcomes among youth, including
improved mental health and vocational commitments (Diemer, 2009;
Diemer & Li, 2011), and can help youth cope with oppression and
marginalization (Diemer, Kauffman, Koenig, Trahan, & Hsieh,
2006). Given the benefits of youth purpose, additional research on
how purpose develops is warranted (Liang et al., 2017a).
Theoretical models of character development (e.g., Lerner &
Callina, 2014) have suggested that purpose and CC develop in
similar, parallel ways, though research often has not connected
these two constructs explicitly. The youth purpose and CC
literatures suggest that a study of the possible link between CC
and purpose, whereby CC helps facilitate the development of
purpose, is warranted. Therefore, this dissertation sought to
expand the literature on purpose development in college students,
as well as better understand if and how CC facilitates purpose
development in this population. This study included 17 interviews
with purposeful college students who had either relatively higher
or lower levels of CC, as measured by the
Critical Consciousness
Scale (CCS) (Diemer, Rapa, Park, & Perry, 2017). A modified
Consensual Qualitative Research (CQR) method was used to analyze
the data and yielded 60 categories to describe the factors that
contributed to the students’ purpose development (Hill, Thompson,
& Williams, 1997). Additional analyses suggested that CC
facilitated purpose development via a healing and/or directing
pathway. Students were able to heal from marginalization and
trauma, which was important for helping them pursue their goals;
and/or they were better able to direct their prosocial motivations
toward specific beneficiaries. Implications for practice are
discussed.
Advisors/Committee Members: Belle Liang (Thesis advisor).
Subjects/Keywords: adolescents; college students; critical consciousness; positive youth development; purpose
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
White, A. (2020). Purpose Development in College Students: Understanding the
Role of Critical Consciousness. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:108760
Chicago Manual of Style (16th Edition):
White, Allison. “Purpose Development in College Students: Understanding the
Role of Critical Consciousness.” 2020. Doctoral Dissertation, Boston College. Accessed February 26, 2021.
http://dlib.bc.edu/islandora/object/bc-ir:108760.
MLA Handbook (7th Edition):
White, Allison. “Purpose Development in College Students: Understanding the
Role of Critical Consciousness.” 2020. Web. 26 Feb 2021.
Vancouver:
White A. Purpose Development in College Students: Understanding the
Role of Critical Consciousness. [Internet] [Doctoral dissertation]. Boston College; 2020. [cited 2021 Feb 26].
Available from: http://dlib.bc.edu/islandora/object/bc-ir:108760.
Council of Science Editors:
White A. Purpose Development in College Students: Understanding the
Role of Critical Consciousness. [Doctoral Dissertation]. Boston College; 2020. Available from: http://dlib.bc.edu/islandora/object/bc-ir:108760

Boston College
25.
Saenz Ortiz, Raquel Yvonne.
Shifting the educational narrative for youth of color:
Moving from criminalization to liberation in alternative
schooling.
Degree: PhD, Teacher Education, Special Education, Curriculum and
Instruction, 2020, Boston College
URL: http://dlib.bc.edu/islandora/object/bc-ir:108806
► Youth of color are owed an “education debt” from this country, built on systems that sought to disenfranchise people of color, from colonialism and slavery…
(more)
▼ Youth of color are owed an “education debt” from this
country, built on systems that sought to disenfranchise people of
color, from colonialism and slavery to legacies of redlining and
present-day criminalization practices (Ladson-Billings, 2006).
Black, Indigenous and Latinx youth have consistently been pushed
out of schools at higher rates than other groups (Morris, 2016). In
recognizing this problem, this dissertation examined the ways that
one alternative program in an urban-area in the Northeast sought to
re-engage youth of color through emancipatory pedagogical models.
All students, except for one, were youth of color with the majority
of students being of Caribbean origin (i.e. Haitian, Dominican,
Puerto Rican, Trinidadian, St. Lucian, Jamaican). In examining a
need for emancipatory pedagogies, I conducted interviews with
alumni and focus groups with current students to understand the
multitude of reasons that students had been pushed out of
traditional schools in their previous educational experiences. I
then conducted interviews with past and present staff, as well as
observations in the program, to understand the different pedagogies
that were created that promoted decolonization and liberation in
this particular alternative program. I then analyzed the short and
long-term impacts of the program, primarily in understanding how
the program shaped student identities. This study employed a
qualitative approach, including a Youth Participatory Action
Research component, to examine the factors listed above. MAXQDA was
used to code transcripts of focus groups and interviews to
determine themes in understanding the development and impact of
emancipatory pedagogical models. Findings indicated the importance
of creating a foundation for emancipatory pedagogies through staff
spaces and conversations to understand implicit biases and teaching
philosophies. This work should then be enhanced by building deep
and supportive relationships with students and teaching in ways
that uplift students’ cultures and promote
critical consciousness.
Key impacts of these pedagogies were found in racial identity,
which was tied to gender identity and academic
identity.
Advisors/Committee Members: Patrick Proctor (Thesis advisor).
Subjects/Keywords: Alternative education; Critical consciousness; Culturally relevant pedagogy; Emancipatory pedagogy; Urban education
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APA ·
Chicago ·
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APA (6th Edition):
Saenz Ortiz, R. Y. (2020). Shifting the educational narrative for youth of color:
Moving from criminalization to liberation in alternative
schooling. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:108806
Chicago Manual of Style (16th Edition):
Saenz Ortiz, Raquel Yvonne. “Shifting the educational narrative for youth of color:
Moving from criminalization to liberation in alternative
schooling.” 2020. Doctoral Dissertation, Boston College. Accessed February 26, 2021.
http://dlib.bc.edu/islandora/object/bc-ir:108806.
MLA Handbook (7th Edition):
Saenz Ortiz, Raquel Yvonne. “Shifting the educational narrative for youth of color:
Moving from criminalization to liberation in alternative
schooling.” 2020. Web. 26 Feb 2021.
Vancouver:
Saenz Ortiz RY. Shifting the educational narrative for youth of color:
Moving from criminalization to liberation in alternative
schooling. [Internet] [Doctoral dissertation]. Boston College; 2020. [cited 2021 Feb 26].
Available from: http://dlib.bc.edu/islandora/object/bc-ir:108806.
Council of Science Editors:
Saenz Ortiz RY. Shifting the educational narrative for youth of color:
Moving from criminalization to liberation in alternative
schooling. [Doctoral Dissertation]. Boston College; 2020. Available from: http://dlib.bc.edu/islandora/object/bc-ir:108806

Iowa State University
26.
Thomas Jones, Tyanez Carol.
“Why have I never learned this?”: Exploring health disparities through a critical consciousness lens.
Degree: 2020, Iowa State University
URL: https://lib.dr.iastate.edu/etd/18412
► Health disparities are differences in health outcomes that result from social, economic, and political inequalities that disproportionately impact Black and Indigenous people of color (BIPOC)…
(more)
▼ Health disparities are differences in health outcomes that result from social, economic, and political inequalities that disproportionately impact Black and Indigenous people of color (BIPOC) at an alarming rate. Implementing health disparities topics early in educational programs proves beneficial for informing, equipping, and engaging future health and medical professionals in eliminating disparities. This qualitative ethnographic case study was designed and implemented using critical consciousness. Critical consciousness is an ongoing and continuous process of increasing awareness, reflection, and action. My study addressed a critical gap in the research of health disparities that centers student awareness as the central focus. In this study, critical consciousness was adopted to shift the conversation beyond awareness to reflection and action for guiding students in thinking about BIPOC communities impacted by health inequalities. Implementing health disparity topics early in educational programs are beneficial for informing, equipping, and engaging future health and medical professionals. I present how 140 undergraduate students enrolled in a large midwestern university navigated a health disparities curriculum designed to raise student awareness of health disparities, engage in written reflections, and explore actions for eliminating disparities. In this study, a large majority of students explored health disparities for the first time, and the design of the learning modules allowed them to critically explore the concepts online and at their own pace. Findings showed student development of consciousness across the learning modules. An increased awareness for the meaning of the term and identifying BIPOC and poor communities impacted by health disparities. Reflective and collaborative opportunities highlighted increases that resulted in students challenging and confronting health inequities by asking critical questions and sharing personal narratives. Which includes the adoption of new language, critical discussions about the absence of course content, and plans to seek out mentorship that contributed to the development of action. Undergraduate pre-health and pre-medical professional students that engage in health disparity topics using critical consciousness develop strategies to confront and challenge inequalities that if continued could have major implications for their work as professionals for eliminating disparities.
Subjects/Keywords: Critical Consciousness; Health Disparities; Health Equity; Undergraduate Curriculum
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Thomas Jones, T. C. (2020). “Why have I never learned this?”: Exploring health disparities through a critical consciousness lens. (Thesis). Iowa State University. Retrieved from https://lib.dr.iastate.edu/etd/18412
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Thomas Jones, Tyanez Carol. ““Why have I never learned this?”: Exploring health disparities through a critical consciousness lens.” 2020. Thesis, Iowa State University. Accessed February 26, 2021.
https://lib.dr.iastate.edu/etd/18412.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Thomas Jones, Tyanez Carol. ““Why have I never learned this?”: Exploring health disparities through a critical consciousness lens.” 2020. Web. 26 Feb 2021.
Vancouver:
Thomas Jones TC. “Why have I never learned this?”: Exploring health disparities through a critical consciousness lens. [Internet] [Thesis]. Iowa State University; 2020. [cited 2021 Feb 26].
Available from: https://lib.dr.iastate.edu/etd/18412.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Thomas Jones TC. “Why have I never learned this?”: Exploring health disparities through a critical consciousness lens. [Thesis]. Iowa State University; 2020. Available from: https://lib.dr.iastate.edu/etd/18412
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Boston University
27.
Bruck-Segal, Dana L.
Cognitive behavioral therapy, coping, critical consciousness and HIV in young adults in Rwanda.
Degree: PhD, Psychological & Brain Sciences, 2020, Boston University
URL: http://hdl.handle.net/2144/41955
► Approximately 3% of 15 to 49-year-olds in Rwanda live with HIV, many of whom are young adults. They face multiple stressors including stigma, anxiety, depression,…
(more)
▼ Approximately 3% of 15 to 49-year-olds in Rwanda live with HIV, many of whom are young adults. They face multiple stressors including stigma, anxiety, depression, trauma, orphanhood, and poverty. Little is known about the types of coping that facilitate resilience. Cognitive behavioral therapy (CBT) delivered by lay counselors can help decrease mental health symptoms in HIV+ youth, but there is little research on how administering CBT affects HIV+ lay counselors’ own coping and mental health.
Participants included 69 Rwandans (ages 21-27, M=10 years of education, 38 female, 26 orphans), comprising four groups: (1) HIV+ lay counselors who administered CBT (Youth Leaders, YL) (n=17) (2) HIV+ peer-parents (PPs; facilitators of non-CBT support groups for HIV+ youth) (n=17); (3) HIV+ community members (HIV+C) (n=18); and (4) HIV- community members (HIV-C) (n=17). Groups were administered self-report measures translated into Kinyarwanda to compare use of (1) coping strategies, including mindfulness,
critical consciousness (awareness of social inequities), self-blame, denial, behavioral disengagement, positive reframing, acceptance, active coping, and religious coping, and (2) mental health outcomes of anxiety/depression, self-esteem, and HIV-related stigma. Relations between coping and health outcomes across all groups were investigated.
Principal components factor analysis of seven coping strategies revealed two factors: avoidant (self-blame, denial, behavioral disengagement) and approach (positive reframing, acceptance, active coping, religious coping). ANCOVAs, partial correlations, and multiple regressions indicated that YLs and HIV-Cs used significantly less avoidant coping than PPs. YLs reported less behavioral disengagement than PPs, and PPs reported more positive reframing than HIV-Cs. YLs and PPs reported higher self-esteem and less stigma than HIV-Cs. YLs demonstrated lower anxiety/depression than HIV+Cs. No other group differences were significant.
Among the entire sample, approach coping and mindfulness related to higher self-esteem, whereas stigma and behavioral disengagement related to lower self-esteem. Stigma and denial related to higher anxiety/depression. Positive reframing and mindfulness related to higher self-esteem only for individuals with low
critical consciousness.
Results suggest that training lay counselors in CBT may reduce their own maladaptive coping and depression/anxiety. Further, facilitating
critical consciousness or mindfulness/reframing and decreasing stigma may help increase self-esteem and reduce anxiety/depression in HIV+ Rwandan young adults.
Advisors/Committee Members: Brody, Leslie R. (advisor).
Subjects/Keywords: Clinical psychology; CBT; Coping; Critical consciousness; HIV; Lay counselors; Rwanda
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Bruck-Segal, D. L. (2020). Cognitive behavioral therapy, coping, critical consciousness and HIV in young adults in Rwanda. (Doctoral Dissertation). Boston University. Retrieved from http://hdl.handle.net/2144/41955
Chicago Manual of Style (16th Edition):
Bruck-Segal, Dana L. “Cognitive behavioral therapy, coping, critical consciousness and HIV in young adults in Rwanda.” 2020. Doctoral Dissertation, Boston University. Accessed February 26, 2021.
http://hdl.handle.net/2144/41955.
MLA Handbook (7th Edition):
Bruck-Segal, Dana L. “Cognitive behavioral therapy, coping, critical consciousness and HIV in young adults in Rwanda.” 2020. Web. 26 Feb 2021.
Vancouver:
Bruck-Segal DL. Cognitive behavioral therapy, coping, critical consciousness and HIV in young adults in Rwanda. [Internet] [Doctoral dissertation]. Boston University; 2020. [cited 2021 Feb 26].
Available from: http://hdl.handle.net/2144/41955.
Council of Science Editors:
Bruck-Segal DL. Cognitive behavioral therapy, coping, critical consciousness and HIV in young adults in Rwanda. [Doctoral Dissertation]. Boston University; 2020. Available from: http://hdl.handle.net/2144/41955

UCLA
28.
Lee, Clifford.
Re-mastering the Master's Tools: Recognizing and affirming the life experiences and cultural practices of urban youth in critical computational literacy through a video game project.
Degree: Education, 2012, UCLA
URL: http://www.escholarship.org/uc/item/99j0t9nj
► This study examines how a video game project that focuses on students' lived experiences and cultural practices teach critical literacies and computational thinking. Specifically, this…
(more)
▼ This study examines how a video game project that focuses on students' lived experiences and cultural practices teach critical literacies and computational thinking. Specifically, this research looked at how the pedagogy, processes, and student products demonstrated culturally relevant pedagogy practices, critical literacy, and computational thinking. This design-based research study utilizes critical literacy, sociocultural learning theory, and culturally relevant pedagogy in the framing, structure, design, and instruction of the class. This study took place in a 10th grade Computer Science elective course in a Los Angeles public high school. Data were collected with: field notes, audio and video recordings, small group interviews, and student-produced artifacts. Data were analyzed using grounded theory and a multimodal social semiotics approach. Findings suggest that locally based, historicized content relevant to students' lives and their communities resonated with them through critical literacy development. Similarly, culturally relevant pedagogies that fostered and nurtured students' choice in the selection of personally meaningful topics while producing a multimodal composition to an authentic audience supported development of voice and agency in their work. Findings also showed the affordances of combining critical literacy and computational thinking in producing a critical computational literacy framework. The research showed students' seamlessly use their computational thinking to design and produce a multimodal serious video game with personally meaningful messages that explicitly pushed against dominant narratives of marginalized populations and their communities.
Subjects/Keywords: Education; Curriculum development; Computational Thinking; Critical Computational Literacy; Critical consciousness; Critical Literacy; Culturally Relevant Pedagogy; Video games
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Lee, C. (2012). Re-mastering the Master's Tools: Recognizing and affirming the life experiences and cultural practices of urban youth in critical computational literacy through a video game project. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/99j0t9nj
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Lee, Clifford. “Re-mastering the Master's Tools: Recognizing and affirming the life experiences and cultural practices of urban youth in critical computational literacy through a video game project.” 2012. Thesis, UCLA. Accessed February 26, 2021.
http://www.escholarship.org/uc/item/99j0t9nj.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Lee, Clifford. “Re-mastering the Master's Tools: Recognizing and affirming the life experiences and cultural practices of urban youth in critical computational literacy through a video game project.” 2012. Web. 26 Feb 2021.
Vancouver:
Lee C. Re-mastering the Master's Tools: Recognizing and affirming the life experiences and cultural practices of urban youth in critical computational literacy through a video game project. [Internet] [Thesis]. UCLA; 2012. [cited 2021 Feb 26].
Available from: http://www.escholarship.org/uc/item/99j0t9nj.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Lee C. Re-mastering the Master's Tools: Recognizing and affirming the life experiences and cultural practices of urban youth in critical computational literacy through a video game project. [Thesis]. UCLA; 2012. Available from: http://www.escholarship.org/uc/item/99j0t9nj
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Exeter
29.
Keyes, Colleen Marie.
The significance of Edward Said's notion of 'secular' criticism in his work on Islam and the problematic of Palestine-Israel.
Degree: PhD, 2014, University of Exeter
URL: http://hdl.handle.net/10871/16007
► The present study argues that the central notion and practice unifying Edward Said’s oeuvre is that of “secular” criticism, which he conceives of as the…
(more)
▼ The present study argues that the central notion and practice unifying Edward Said’s oeuvre is that of “secular” criticism, which he conceives of as the defining activity and tool of the humanistic intellectual. We also argue that Said sees the intellectual’s moral mission of “secular” criticism as based in Said’s understanding of “humanism” as intellectual production aimed at concrete change in the real world of human struggles for universal justice and human emancipation from oppression of all types. Related to Said’s particular and perennial upholding of a particular understanding of humanism, Said wields a religious-secular rhetoric as a weapon to expose and question the ironic fact of the “religiosity” of those persons, movements, and ideologies claiming their basis in the unswervingly “secular.” Within the overall body of Said commentary, Said’s effort to recover humanism as a useable praxis of human emancipation from oppressive systems has been largely neglected. This is largely due to the misrecognition of Orientalism as Said’s defining project and the consequent sublation of equally if not more significant, defining elements in the Saidian oeuvre than Orientalism , e.g. “secular” criticism. This study finds that the religious-secular trope conveys Said’s notion of what criticism is and does in a re-constructed humanism, a “humanism of liberation,” as Saree Makdisi has aptly called it, and not, as some commentators have seen it, an expression of a self-contradictory disdain for religion with a concomitant defensive posture toward Islam. In this thesis, Said’s religious-secular rhetoric is analyzed for its meaning, for its role in Said’s idea of criticism, and for its significance in Said’s effort to re-construct humanism as an emancipatory practice. Finally, this study argues that Said’s writing to and on the Arab-Islamic world, and particularly his writing on Palestine-Israel, exemplifies what Said means by the term “secular” criticism. In this sense, Said’s work on the problematic of Palestine-Israel is a synechdoche of his entire critical project. This interpretation is unique in that it challenges the idea that Said’s work on Palestine-Israel is an endeavor outside his professional vocation as a humanist and is motivated merely by Said’s passionate attachment to his homeland. This thesis aims to show how Said’s work on the problematic of Palestine-Israel is not only a model of what Said means by the term “secular criticism,” but avers further that, coupled with Said’s writing to and on the Arab Islamic world, his work on Palestine-Israel represents the most significant labor of his “non-humanist” humanism, or the “humanism of liberation” as a still valid practice, and as an intellectual, ethical framework, and a means of concretely furthering the struggle for universal human emancipation—which Said defines as completely in line with his work as a humanist. In other words, Said’s work on the problematic of Palestine-Israel is not a political side-line apart from his work as a man of letters but is a body…
Subjects/Keywords: 202; criticism; critical consciousness; critical humanism; Edward Said; humanism; Palestine-Israel; post-structuralism; non-humanist humanism; anti-humanism; exile; exilic consciousness; religion; theology of liberation
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Keyes, C. M. (2014). The significance of Edward Said's notion of 'secular' criticism in his work on Islam and the problematic of Palestine-Israel. (Doctoral Dissertation). University of Exeter. Retrieved from http://hdl.handle.net/10871/16007
Chicago Manual of Style (16th Edition):
Keyes, Colleen Marie. “The significance of Edward Said's notion of 'secular' criticism in his work on Islam and the problematic of Palestine-Israel.” 2014. Doctoral Dissertation, University of Exeter. Accessed February 26, 2021.
http://hdl.handle.net/10871/16007.
MLA Handbook (7th Edition):
Keyes, Colleen Marie. “The significance of Edward Said's notion of 'secular' criticism in his work on Islam and the problematic of Palestine-Israel.” 2014. Web. 26 Feb 2021.
Vancouver:
Keyes CM. The significance of Edward Said's notion of 'secular' criticism in his work on Islam and the problematic of Palestine-Israel. [Internet] [Doctoral dissertation]. University of Exeter; 2014. [cited 2021 Feb 26].
Available from: http://hdl.handle.net/10871/16007.
Council of Science Editors:
Keyes CM. The significance of Edward Said's notion of 'secular' criticism in his work on Islam and the problematic of Palestine-Israel. [Doctoral Dissertation]. University of Exeter; 2014. Available from: http://hdl.handle.net/10871/16007

Loyola University Chicago
30.
Aydin, Fatma.
Self-Esteem and Critical Consciousness in the Relation
between Subjective Social Class and Subjective Well-Being Among
College Students: Mediation and Moderated Mediation
Models.
Degree: PhD, Psychology, 2016, Loyola University Chicago
URL: https://ecommons.luc.edu/luc_diss/2275
► Subjective social class (SSC) and subjective well-being (SWB) are important indicators of mental health, and the scientific literature has indicated significant relationships between these…
(more)
▼ Subjective social class (SSC) and
subjective well-being (SWB) are important indicators of mental
health, and the scientific literature has indicated significant
relationships between these variables. The purpose of this study is
to examine the complex mechanisms by which SSC is related to SWB,
using a sample of 275 college students. This study first explored
whether SSC was indirectly related to SWB through the mediating
effect of self-esteem. Three elements of SSC (economic resources,
social power, and social prestige) and three elements of SWB
(satisfaction with life, negative affect, and positive affect) were
investigated. Using process analysis, the results showed that
social power and social prestige had significant indirect effects
on satisfaction with life and negative affect through self-esteem,
supporting self-esteem’s full to partial mediation of the
relationships between some elements of SSC and SWB. This study also
examined if the indirect effects of social power and social
prestige on satisfaction with life and negative affect were
moderated by critical consciousness by buffering the negative
effects of low SSC on self-esteem. Conditional process analyses
revealed no significant results. Additionally, in contrast to
expectations, the findings may suggest an inverse moderating
effect, such that high critical consciousness increased the size of
the indirect effect of SSC on SWB. However, this result was not
statistically significant but is only speculative. Implications for
theory, and clinical practice in working with college students,
limitations of the study, and directions for future research are
discussed.
Subjects/Keywords: critical consciousness; moderated mediation; self-esteem; social class; subjective well-being; Counseling Psychology
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Aydin, F. (2016). Self-Esteem and Critical Consciousness in the Relation
between Subjective Social Class and Subjective Well-Being Among
College Students: Mediation and Moderated Mediation
Models. (Doctoral Dissertation). Loyola University Chicago. Retrieved from https://ecommons.luc.edu/luc_diss/2275
Chicago Manual of Style (16th Edition):
Aydin, Fatma. “Self-Esteem and Critical Consciousness in the Relation
between Subjective Social Class and Subjective Well-Being Among
College Students: Mediation and Moderated Mediation
Models.” 2016. Doctoral Dissertation, Loyola University Chicago. Accessed February 26, 2021.
https://ecommons.luc.edu/luc_diss/2275.
MLA Handbook (7th Edition):
Aydin, Fatma. “Self-Esteem and Critical Consciousness in the Relation
between Subjective Social Class and Subjective Well-Being Among
College Students: Mediation and Moderated Mediation
Models.” 2016. Web. 26 Feb 2021.
Vancouver:
Aydin F. Self-Esteem and Critical Consciousness in the Relation
between Subjective Social Class and Subjective Well-Being Among
College Students: Mediation and Moderated Mediation
Models. [Internet] [Doctoral dissertation]. Loyola University Chicago; 2016. [cited 2021 Feb 26].
Available from: https://ecommons.luc.edu/luc_diss/2275.
Council of Science Editors:
Aydin F. Self-Esteem and Critical Consciousness in the Relation
between Subjective Social Class and Subjective Well-Being Among
College Students: Mediation and Moderated Mediation
Models. [Doctoral Dissertation]. Loyola University Chicago; 2016. Available from: https://ecommons.luc.edu/luc_diss/2275
◁ [1] [2] [3] [4] [5] [6] ▶
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