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Empowering Children and Youth to Recognize and Redress Inequities: A Systematic Review on Critical Consciousness Socialization in K-12 Schools
No full textIntroduction
Educational and social disparities, repercussions of colonization, and oppressive systems (e.g., racism, sexism, classism) exacerbating power and status differences between different groups represent pervasive problems adversely affecting life chances, health outcomes, and the psychological and economic growth of individuals from marginalized groups (e.g., Brondolo et al., 2016; Perry & Picket, 2016; Schwarzenthal et al., 2022). A developmental asset helping individuals navigate and resist oppressive systems and supporting their thriving is critical consciousness, which describes the personal awareness of systemic inequities as well as a sense of efficacy and engagement in action against oppression (Freire, 1973, 2000; Heberle et al., 2020; Watts, 2011). Research on critical consciousness on a personal level in terms of individuals’ beliefs and actions currently flourishes, with research documenting positive relations between critical consciousness and a myriad of important outcomes for marginalized children and youth (e.g., career-related, civic, socio-emotional, and academic outcomes, see the review of Heberle et al., 2020). At the same time, less is known about context-level critical consciousness, specifically about critical consciousness socialization taking place in schools. Critical consciousness socialization in schools teaches children and adolescents to recognize and address differences in power and privilege based on individuals’ cultural, ethnic, and racial background, immigrant status, gender, and sexual orientation, social class, as well as their intersections. In several studies, critical consciousness socialization has been conceptualized as a dimension of the broader school or classroom climate (e.g., Bañales et al., 2021; Byrd, 2017; Schachner et al., 2021). Other studies have relied on closely related concepts, such as critical pedagogy, which involves curricula centering on the perspectives of marginalized people and discussions of how oppressions are reproduced (see e.g., Pinedo et al., 2021).
Even though single empirical studies on critical consciousness socialization and related concepts exist, a systematic review synthesizing and discussing the current state of research on critical consciousness socialization in K-12 schools is lacking. This is unfortunate as it hinders theoretical progress in the field and limits the impact that this research can have on educational practice: Given that critical consciousness socialization in schools entails malleable characteristics of the school environment, teaching practices, and social interactions in schools, a synthesis of current research can help to derive recommendations for practice on how to best use critical consciousness socialization approaches to empower children and youth from marginalized groups and inform respective interventions.
Goals of the Current Systematic Review
The aim of this first of its kind review is to systematically review and critically examine the existing international literature on critical consciousness socialization in K-12 schools. The review will address key questions regarding (a) underlying theoretical assumptions (e.g., focus on single domains versus intersections, connections to educational and developmental theories etc.) guiding current empirical research on critical consciousness socialization in schools, (b) the conceptualizations and measurement of critical consciousness socialization, (b) effects of critical consciousness socialization on important outcomes in childhood and adolescence (e.g., academic, socio-emotional, personal critical consciousness), and (d) strengths and limitations of the body of research on critical consciousness. Building on that, we further aim to (e) identify the most promising pathways for future research on critical consciousness socialization in schools and (f) discuss potential implications for practice (e.g., How can schools implement critical consciousness socialization practices to support children and youth development and to maximize opportunities for thriving in the face of challenge?).
Overall, this systematic review sets out to contribute to an integrated understanding of critical consciousness socialization, to serve as a springboard for future research and theory development, and to provide recommendations on how to transform critical consciousness socialization approaches into actionable educational programs and policies
Revisiting the Digital Jukebox in Daily Life: Applying Mood Management Theory to Algorithmically Curated Music Streaming Environments
No full textA large body of experimental evidence has contributed to our understanding of Mood Management Theory (MMT) in the context of music. Extant research, however, lacks insights into everyday mood regulation through music listening, especially on music streaming services, where users’ choices are shaped by both self-selection and algorithmically personalized recommendations. Hence, we tested MMT using a novel in situ approach and investigated whether variations in self- vs. algorithmically personalized music choices would moderate MMT’s pro-posed relationships between mood and music use. In a preregistered, two-week study, we combined experience sampling surveys with logged music streaming and audio feature metadata obtained via the Spotify API, utilizing 6,864 surveys from 144 listeners. Results largely indicated no support for MMT’s predictions. In addition, higher algorithmic personalization did not reinforce or distort MMT-related patterns. Our findings suggest re-specifying classic enter-tainment theories, such as MMT, for testing in novel technological and methodological contexts
Evidence for a reactionary account of retrieval state initiation.
No full textThis project contains raw data, experimental codes, and analysis codes for the study reported in:
Han, S. & Long, N.M. (2025) Evidence for a reactionary account of retrieval state initiation. Imaging Neuroscience,
The New Pet Blues? An Autoethnographic Approach to the Post Animal Adoption Period
No full textAutoethnography is a methodological approach which seeks to provide depth of experience and understanding of a phenomena through the researcher’s analysis of their own personal experience. As a veterinary researcher with a focus on different methodologies, I elected to apply the autoethnographic approach to my experiences adopting my cat, Athena, from a shelter in 2014. I knew I had experienced feelings of regret and considered relinquishing Athena in the immediate post-adoption period, and I was interested in using this as a case study into the formation of a successful human companion-animal relationship. Through my analysis of my own experiences, I have three main reflections which may be able to aid the veterinary and shelter industries in supporting successful adoptions. First, the highly individual nature of each individual companion animal relationship must be recognised and supported, with veterinary and shelter advice being tailored to the specific needs of the owner and animal. Second, the transition to pet owner requires more active and realistic management, without following a ‘recipe’ for a perfect owner and pet relationship. Finally, I reflect on how my own mental health impacted the process of adoption in light of research surrounding the beneficial impacts of companion animals on pets. Overall, I found the autoethnographic process to be a challenging, but useful lens onto the phenomenon of pet relinquishment, and highlight some considerations for its use in veterinary research
Open science publication practices and data sharing at the Hotchkiss Brain Institute (University of Calgary): A cross-sectional descriptive analysis
No full textThis study examines one year of publications authored by researchers at the Hotchkiss Brain Institute and indexed in the Scopus database, in order to describe and analyze current open science practices of HBI-affiliated researchers. The final published manuscript associated with this study can be accessed at https://doi.org/10.1016/j.gni.2026.100004
Therapeutic drug monitoring for antimicrobial agents for people living with HIV (TAP)
No full textThe Therapeutic drug monitoring for antimicrobial agents for people living with HIV (TAP) project aims to determine the concentrations of selected antibiotics in people living with HIV and to assess how useful it is to monitor the amount of the antibiotics in blood while adjusting the dose. This study will enroll adults living with HIV receiving amoxicillin, azithromycin, ciprofloxacin, rifampicin, isoniazid, or ceftriaxone. Concentrations of these antibiotics will be measured, and for those on TB drugs, doses will be adjusted until the participant achieves suitable amounts of the drug in blood. We anticipate that the findings from this research will help us to know how much of the antibiotics is in the body and if people respond as expected to the treatment
Data, code, and materials for "Dissociable effects of stimulus reliability and boundary distance on confidence and accuracy"
No full textThe Multisensory Correlation Detector model explains temporal integration in the Rubber Hand Illusion
No full textDiscrete and systematic communication in a continuous signal-meaning space
No full textHuman spoken language uses a continuous stream of acoustic signals to communicate about continuous features of the world, by using discrete forms — words — that segment the world into categories. Here we investigate how discreteness (the segmentation of a continuous signal space into discrete forms) and systematicity (the consistent alignment of these forms with what they refer to in the world) can emerge under communicative pressure. In an exploratory study, participants were paired with one another and played a game in which they varied the pitch of auditory signals to communicate about a continuous color space, generalizing from a small, shared set of signal-color pairings. The emergent systems exhibited both discreteness and systematicity, but only systematicity robustly predicted successful communication. These findings offer insight into the cognitive strategies that could support the creation and evolution of language, highlighting how pressures for effective communication can shape continuous signal spaces into structured, learnable systems
Support or suppress: Father’s parental leave uptake in the workplace context in Finland
No full textParental leave uptake by fathers represents one pathway to redress the typically unequal division of early childcare. Following the Nordic schema, the Finnish leave system is designed around this concept to encourage leave uptake, but a substantial share of fathers refrain from it. Though there is a substantial body of literature on policy and individual-level motivators of leave uptake, the decision to take leave often occurs in the context of the workplace. Workplace factors are often cited as typical barriers to uptake. We systematically investigated how the most important workplace characteristics are associated with fathers’ parental leave decisions. We used administrative, linked employee-employer Finnish register data and a multilevel Bayesian approach to examine employed first-time fathers’ use of the father’s quota in 2013–2017. Contrary to our expectations, the probability of taking father’s quota did not vary by the gender composition of or gender wage gap within the workplace. Workplace educational level was important, but only for tertiary educated fathers. Increased competitiveness of the workplace lowered the probability of taking the quota. Our findings call for further study on the interplay of individual and contextual factors in fathers’ parental leave uptake