Date of Award

9-6-2024

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Psychology

First Advisor

Christine Li-Grining

Abstract

As Black and Latino teens from under-resourced backgrounds remain vulnerable to oppressive forces, critical consciousness has emerged as a developmental asset that involves understanding, reflecting upon, and acting against inequitable social structures. However, scholars have yet to determine how critical consciousness may fit into a developmental framework, leaving unanswered questions regarding the roots of adolescents’ critical consciousness. By integrating sociopolitical and developmental frameworks, this dissertation empirically examined how early environmental factors and individual competencies set the stage for critical consciousness during adolescence, via prosocial and self-regulatory skills during middle childhood. Longitudinal data were drawn from the Chicago School Readiness Project (CSRP), which includes a sample of predominantly Black and Latino teens from under-resourced backgrounds, who were initially recruited to join the study as young children attending Head Start. Unexpectedly, findings indicated that higher levels of preschool classroom quality predicted lower prosocial behavior during middle childhood and sociopolitical efficacy during adolescence. However, prosocial skills in preschool and middle childhood were associated with critical action in the teen years. Additionally, cognitive regulation in middle childhood was related to sociopolitical efficacy during adolescence. This dissertation concludes with a discussion on ways in which prosocial behavior and cognitive self-regulation during middle childhood served as mediators for these linkages. Overall, findings highlight the importance of considering both early and middle childhood factors when studying antecedents of critical consciousness.

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