We are Resolved: Critical consciousness development among Black and Latino boys in schools

Abstract Black and Latino boys exist at an intersection of underrepresented, harshly disciplined, and over‐scrutinized student populations in schools. Yet, both groups regularly display adaptive strategies such as resilience, determination, and resistance in the face of historic inequities. Integrating the literature on critical consciousness and ethnic‐racial identity with the phenomenological variant of ecological systems theory, this study examined Black and Latino youths’ perceptions of and engagement in critical action among participants enrolled in the Boston Debate League's Resolved Program for urban middle and high school youth of color. Thematic analysis of data from program observations, student focus groups, and staff interviews showed participants engage in forms of critical action found within their sphere: programmatic, personal acts resisting oppressive expectations, or behavioral changes that build their influence for social change. Findings suggest that a contextualized understanding of Black and Latino boys’ full selves should guide programmatic efforts aimed at nurturing their advocacy.