In this longitudinal pilot study, we are interested in exploring the extent to which Black, White, and Latinx youth’s perceptions of racial messages in their homes and schools co-occur. Additionally, this study examines how these messages simultaneously predict youth’s critical consciousness development and how their critical consciousness might mediate subsequent academic achievement over two years of adolescence. 

More broadly, this study will elucidate how racially marginalized and privileged youth learn about race and racism in their developmental contexts, and how educators might facilitate critical consciousness development that promotes academic success.