The Future of Education

Developing Critical Consciousness among Black and Latino Boys: A School-Based Approach

Michael A. Medina¹, Soe Young Lee², Xinyu Gu³, Jessica Wu⁴, and Thai Daniel⁵

1.     Boston University, USA ([email protected])

2.     Boston University, USA ([email protected])

3.     Boston University, USA ([email protected])

4.     Boston University, USA ([email protected])

5.     Boston University, USA ([email protected])

Black and Latino boys experience considerable educational inequities in the U.S. (Baker et al., 2024). Compared to their white peers, Black and Latino boys are significantly more likely to drop out of school, experience poorer educational outcomes, and face school disciplinary consequences in K-12 schools (Office for Civil Rights, 2023). Critical consciousness—the ability to discern, reflect upon, and engage against systems of inequity—has emerged as a developmental framework to help boys of color respond to educational difficulties and structural inequities (Uriostegui, 2021). For example, high levels of critical reflection and motivation predict positive academic achievement (e.g., Seider et al., 2023) and civic engagement (e.g., Pérez-Gualdrón & Helms, 2017). As such, more efforts have been made to explore the ways in which school-based programs can foster components of critical consciousness among boys of color. 

This work represents a two-year evaluation of such a program: Resolved, a novel extracurricular workshop supported by the Boston Debate League (BDL; Boston Debate League, 2023). Resolved aims to empower Black and Latino boys through culturally-relevant, student-centered sessions that encourage critical consciousness development. These discussion periods, led by Black and/or Latino male facilitators, integrate evidence-based argumentative skills, persuasive speaking, and other debate-related activities with critical consciousness activities around issues relevant for these historically marginalized populations. Drawing from classroom observations, student focus groups, and facilitator interviews, we outline the program’s effectiveness, large-scale feasibility, and long-term implications for student success and psychosocial well-being. 

Key words: Black; boys; critical consciousness; Latino; youth programs

References

[1] Baker, B. D., Di Carlo, M., & Weber, M. (2024, January). The adequacy and fairness of state school finance systems (6th ed.; School year 2020–21). Albert Shanker Institute, University of Miami School of Education and Human Development, & Rutgers Graduate School of Education.

[2] Boston Debate League (2023). Boston Debate League. Retrieved January 14, 2026, from https://www.bostondebate.org

[3] Pérez-Gualdrón, L., & Helms, J. E. (2017). A longitudinal model of school climate, social justice orientation, and academic outcomes among Latina/o students. Teachers College Record, 119(10), 1-38. https://doi.org/10.1177/01614681171190100

[4] Seider, S., Henry, D. A., Edwards, E. C., Huguley, J. P., Diaz, B., & Daza, K. (2023). Investigating the relation between critical consciousness and academic achievement for adolescents of color and White adolescents. Cultural Diversity & Ethnic Minority Psychology, 29(4), 516. https://dx.doi.org/10.1037/cdp0000613

[5] U.S. Department of Education, Office for Civil Rights. (2023). Student discipline and school climate in U.S. public schools: 2020‑21 Civil Rights Data Collection. U.S. Department of Education.

[6] Uriostegui, M., Roy, A. L., & Li-Grining, C. P. What Drives You? Black and Latinx Youth's Critical Consciousness, Motivations, and Academic and Career Activities. J Youth Adolesc. 2021 Jan;50(1):58-74. doi: 10.1007/s10964-020-01343-6. Epub 2020 Nov 13. PMID: 33184738; PMCID: PMC8042779.