Ethnic studies and student development: Cultivating racially marginalized adolescents' critical consciousness.

There is debate around offering ethnic studies to high school students. Ethnic studies connects learning to students' lives and analyzes the workings of racism to construct avenues toward equity. As the debate unfolds, it is critical to examine ethnic studies' implications for youth development and the mechanisms that link it to student outcomes.

Blame the System, not the Victim: Understanding the Lack of Advocacy for Missing and Murdered Indigenous Women and Girls.

More than 5,000 Native American and Alaska Native women and girls go missing annually in the United States, and murder is the third leading cause of death for those aged 10 to 24. The current studies assess why, despite such statistics, individuals who are not Native American fail to advocate for Missing and Murdered Indigenous Women and Girls (MMIWG). The Pilot Study ( = 205) and Study 1 ( = 3,992) revealed that greater cognitive invisibility of contemporary Native Peoples (i.

Charting the longitudinal trajectories and interplay of critical consciousness among youth activists.

Critical consciousness (CC) is associated with beneficial developmental outcomes among youth contending with oppression, yet we know little about how CC develops and how the three dimensions of CC (i.e., critical action, critical motivation, and critical reflection) interrelate over time.

Lifting the Bar: A Relationship-Orienting Intervention Reduces Recidivism Among Children Reentering School From Juvenile Detention.

When children return to school from juvenile detention, they face a severe stigma. We developed a procedure to orient educators and students toward each other as positive relationship partners during this period. In Study 1, through a structured exercise, students reentering school powerfully articulated to an educator of their choosing their prosocial hopes for school as well as challenges they faced.

Disentangling longitudinal trajectories of racial discrimination and critical action among Black and Latinx college students: What role do peers play?

Critical action (sociopolitical action to combat social inequity) provides racially marginalized youth with a pathway to coping. Sociocultural factors (like experiences of racial discrimination and contact with racially marginalized peers) are integral for fostering critical action among racially marginalized youth, yet few empirical studies have explored these relationships longitudinally. This study examines: (a) longitudinal trajectories of critical action and racial discrimination among Black and Latinx college students, (b) whether racial discrimination or critical action predict the other's longitudinal trajectory, and (c) whether having Black and Latinx friends and ethnic-racial club participation strengthen these relationships.