The aim of this paper is to explore high school students’ critical consciousness development in the context of youth participatory action research (YPAR) focused on food security at an alternative school in Alabama. The YPAR project took place in an elective agriscience class with 10 students (Seven Black, two white, one Latino) who were in the 10th to 12th grades. Utilizing data from researcher notes, classroom observations, and archival classroom documents, we present students’ YPAR project outcomes to share their research-driven solutions to food insecurity in their community. Vignettes of classroom dialogue are also constructed to illustrate moments of reflection in the YPAR context about food security. We present three “critical moments,” or instances of social analysis, to illustrate how students’ individual-level attributions occurred alongside teacher dialogue and student-led investigation of structural inequities in the community. Findings illustrate how students’ nonlinear critical consciousness development consisted of reliance on individual-level attributions in classroom dialogue co-occurring with systems-thinking activities and other YPAR project outcomes. This paper has implications for research on the imperfect and wavering nature of adolescent critical consciousness development in YPAR.

本文的目的是在阿拉巴马州一所替代学校以粮食安全为重点的青年参与行动研究 (YPAR) 的背景下探索高中生的批判意识发展。YPAR 项目在 10 至 12 年级的 10 名学生（7 名黑人、2 名白人、1 名拉丁裔）的农业科学选修课上进行。利用来自研究人员笔记、课堂观察和档案课堂文件的数据，我们展示了学生的 YPAR 项目成果，以分享他们针对社区粮食不安全问题的研究驱动解决方案。还构建了课堂对话的小插曲，以说明在 YPAR 环境中关于粮食安全的反思时刻。我们展示了三个“关键时刻”或社会分析实例，说明学生的个人水平归因如何与教师对话和学生主导的社区结构性不平等调查一起发生。研究结果说明了学生的非线性批判意识发展如何依赖于课堂对话中的个人水平归因，以及系统思维活动和其他 YPAR 项目成果。本文对研究 YPAR 中青少年批判意识发展的不完善和摇摆不定的性质具有重要意义。研究结果说明了学生的非线性批判意识发展如何依赖于课堂对话中的个人水平归因，以及系统思维活动和其他 YPAR 项目成果。本文对研究 YPAR 中青少年批判意识发展的不完善和摇摆不定的性质具有重要意义。研究结果说明了学生的非线性批判意识发展如何依赖于课堂对话中的个人水平归因，以及系统思维活动和其他 YPAR 项目成果。本文对研究 YPAR 中青少年批判意识发展的不完善和摇摆不定的性质具有重要意义。