Abstract

An open classroom climate, one where diverse opinions and discussion of social and political issues are welcome, promotes civic development among youth and fosters critical consciousness. Critical consciousness, defined as the capacity to recognize societal inequity along with the motivation and action taken to challenge such inequity and promote positive social change, also engenders civic development and engagement. Advancements in critical consciousness measurement and changes in the sociopolitical climate over the past two decades suggest the need to reexamine the effects of open classroom climate on critical consciousness. This paper explores the extent to which an open classroom climate is associated with critical consciousness in a contemporary, diverse sample of preadolescent and adolescent youth (n = 4,901, M_age = 14.69). Results suggest open classroom climate is linked with the reflection, motivation, and action dimensions of critical consciousness. Implications for promoting an open classroom climate and critical consciousness are discussed.

摘要

开放的课堂氛围，欢迎不同的意见和对社会和政治问题的讨论，促进青年的公民发展并培养批判意识。批判意识被定义​​为识别社会不平等的能力，以及为挑战这种不平等和促进积极的社会变革而采取的动机和行动，也促进了公民发展和参与。过去二十年来批判意识测量的进步和社会政治气候的变化表明，有必要重新审视开放课堂气氛对批判意识的影响。本文探讨了开放式课堂气氛与当代多元化样本中的批判意识的关联程度（n = 4,901，M_年龄= 14.69）。结果表明，开放的课堂氛围与批判意识的反思、动机和行动维度有关。讨论了促进开放课堂气氛和批判意识的影响。