subject:(critical consciousness)

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

► 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)

Subjects/Keywords: critical consciousness; adolescents; FAIR program

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APA (6^th 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 (16^th 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 (7^th 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 (6^th 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 (16^th 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 (7^th 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 (6^th 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 (16^th 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 (7^th 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 (6^th 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 (16^th 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 (7^th 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)

Subjects/Keywords: Technical communication; Rhetoric; critical consciousness; critical race consciousness; race; rhetoric; technical communication

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APA (6^th 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 (16^th 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 (7^th 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 (6^th 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 (16^th 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 (7^th 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)

Subjects/Keywords: School Psychology; youth development programming; critical reflection; youth; development; critical consciousness

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APA (6^th 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 (16^th 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 (7^th 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 (6^th 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 (16^th 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 (7^th 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)

Subjects/Keywords: Consciousness in literature; Psychological criticism; Stream of consciousness; Literary criticism; Critical theory

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APA (6^th 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 (16^th 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 (7^th 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 (6^th 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 (16^th 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 (7^th 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 (6^th 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 (16^th 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 (7^th 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)

Subjects/Keywords: Counterstorytelling; Critical Race Consciousness; Critical Race English Education; Teacher Education and Professional Development

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APA (6^th 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 (16^th 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 (7^th 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)

Subjects/Keywords: Critical Consciousness; Critical Pedagogy; Empowerment; Hegemony; Self-determination; Self-esteem; Educational philosophy; Education; Educational Psychology

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APA (6^th 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 (16^th 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 (7^th 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)

Subjects/Keywords: critical consciousness; higher education; freire; liberatory learning; pedagogy; teaching; Community Psychology

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APA (6^th 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 (16^th 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 (7^th 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 (6^th 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 (16^th 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 (7^th 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 (6^th 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 (16^th 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 (7^th 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 (6^th 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 (16^th 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 (7^th 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 (6^th 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 (16^th 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 (7^th 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)

Subjects/Keywords: Critical Race Consciousness; Ethnography; Rhetoric; US Racisms; Whiteness

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APA (6^th 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 (16^th 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 (7^th 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 (6^th 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 (16^th 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 (7^th 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)

Subjects/Keywords: relational aggression; middle school; development; critical consciousness; Education

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APA (6^th 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 (16^th 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 (7^th 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 (6^th 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 (16^th 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 (7^th 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 (6^th 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 (16^th 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 (7^th 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 (6^th 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 (16^th 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 (7^th 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 (6^th 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 (16^th 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 (7^th 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 (6^th 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 (16^th 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 (7^th 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 (6^th 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 (16^th 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 (7^th 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)

Subjects/Keywords: Education; Curriculum development; Computational Thinking; Critical Computational Literacy; Critical consciousness; Critical Literacy; Culturally Relevant Pedagogy; Video games

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APA (6^th 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 (16^th 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 (7^th 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 (6^th 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 (16^th 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 (7^th 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)

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 (6^th 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 (16^th 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 (7^th 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

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