Cao 1

Auriah Cao

Whitney Gilchrist

ENC2135

Research Paper

8 April 2017

Critical Consciousness in the Modern Day Civil Rights Movement

The world is filled with many unique individuals; each with their own beliefs,

likes/dislikes, ideas, and perspectives. These specific traits are based on a persons particular

upbringing and culture. Although there are many differences that divide most people,we are the

same; we are all human. Everyone enters the World the same way and everyone dies. Nothing

makes one group of people superior to another.

Throughout history there have been many instances of struggle for power. According to

information gathered from the website of Jim Crow Museum of Racist Memorabilia at Ferris

State University, Jim Crow laws were created as a means to ensure that African Americans in the

United States would remain segregated and unequal to whites, making them second class

citizens. These laws divided white and black Americans. Some examples illustrating this

oppression during that era included not allowing African Americans to show public affection,

give handshakes with white individuals, or even eat within the same vicinity (Jim Crow).

The implementation of the Jim Crow laws were a way to assert white superiority. W.E.B.

Du Bois, a prominent civil rights activist and socialist, suggested that many white Americans felt

intimidated by the working black mans ability (Wilson 234). We all have traits and

characteristics that make us unique, but it also identifies us with particular social groups. These
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social groups separate people into various categories. When others are different from us and have

traits that we cant relate to or understand, it can result in stereotyping and prejudice towards

them (Heine 92). And, when stereotyping and prejudice occur, it can result in bullying, threats,

and even killing one another.

While African Americans were the primary target of hate and prejudice during the Civil

Rights Era, there are different marginalized groups that bear the burden now. Hate and

discrimination against African Americans are still prevalent in todays society, but there are

other groups who are being targeted as well. Since 9/11 Muslim Americans have been the target

of hate and discrimination ( Moore 85) . More recently, hate towards Muslim Americans have

increased because of the election of President Donald J. Trump. The president's views toward

this population can be perceived as condemning and hateful. In an article published by the

Washington Times, Trump stated, We will eradicate radical Islamic terrorism from the

face of the Earth (Sherfinski). This quote demonstrates how president Trump associates Muslim

people with terrorism. Today many people believe correlation implies causation. Just because a

persons upbringing mirrors one of anothers many assume they share the same beliefs and

ideals. According to Donald M. Taylor, a professor at McGill University who has done research

relating to cultural diversity and intergroup relations, and Lana E. Porter, a graduate student of

social science at McGill University, the media is guilty of depicting films and ideas implying

that correlation and causation relate. People who are not a part of that group being depicted will

categorize them as different and bad. By using a persons group membership to generalize

about that persons character, we engage in stereotyping (Taylor & Porter, 87). Because of this,

many people have correlated terrorism with the Islamic religion. The official FBI website
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released this year's hate crime statistics report last November which shows that 19.7% of hate

crimes committed are related to religion (Victims).

It is evident that discrimination and hate still exists in many areas. One group has

privilege at the expense of another. Within the recent year we have seen an increase in hate

crimes against the LGBT and African American community as well. Fifty nine point two percent

of hate crime are race related and 17.7 are based on sexual orientation (Victims). How can we

stop unequal treatment and discrimination? How do we stop the struggle for power that results in

one group dominating another? To answer this question, we have to look closely at human

behaviors and what influences us to behave in a certain way.

Once we examine human behavior on a social level, we may be able to find a solution.

Having a deep understanding of other perspectives may be the solution to stopping

discrimination. The Social Identity Theory states that humans have a yearning to feel good about

themselves and tend to discriminate against opposing groups to achieve this (Lilienfeld 534). It

is because each of us, essentially, want to feel good that we resort to these kinds of behavior to

achieve this state of being. We achieve this feeling by putting others down and. When we judge

and put others down, we are categorizing them in a way that makes them seem different and less

than us. On the contrary, according to Psychology: From Inquiry to Understanding, we

actually share more similarities than differences (Lilienfield 531). However, belief perseverance

remain strong within a person when something challenges their views; they rebut and refuse to

accept any truth that questions their own belief, even if its backed up by evidence (Lilienfield

10). How do we help people realize that there are multiple ways of viewing and experiencing the

world and, at the same time, reassure that good feeling they so much want to achieve?
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One way to achieve this is by helping people develop critical consciousness. Critical

consciousness is the ability to understand other worldly perspectives and be able to see social

injustices (Thomas et. al al. 487). It helps us see how we contribute to the injustice and

mistreatment of others. Critical consciousness is a way to help those who are victims of hate and

discrimination see their situation in a different perspective, so they can actively try to change it.

According to Matthew A. Diemer, a developmental psychologist who has done research on how

the youth challenges racial and socioeconomic stigmas, critical consciousness is a term coined by

Brazilian educator Paulo Freire.

In 1943, Freire studied law at the University of Recife and went on to become the

director of the Department of Education and Culture of the Social Service in 1961. During this

time Freire realized the injustices toward the uneducated and lower class population. In

particular, only those who were literate were allowed to vote at that time (Gerhart 499). Freire

began to educate the people who were illiterate and in the lower class. He wanted them to see

where they were positioned in society in order for them to realize their potential to help

themselves. He felt that as long as they remained uneducated about their situations, they

remained victims of the oppression they were in. Those who had higher social statuses were not

going to make a change to end the division because they lacked the understanding of the

stigmatized group. Since they could not relate to the situation of the poor, those in powerful

positions didnt feel the need to address something that did not affect them. Freires concept of

critical consciousness stemmed from his fathers authoritative style of discipline. Freires father

held high expectations for his children but, at the same time he was understanding (Gerhardt
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493). Freire applied this same approach to those he worked with. He had high expectations for

them and realized their potential to help themselves if only they were aware of their situations.

Freire established critical consciousness as a tool to help underrepresented communities

learn to read and understand the world around them. Freire believed that illiteracy and and

lack of critical literacy blinded many to the injustice and division around them (445). Critical

consciousness is a form of thinking to aid in the fight against social dominance that revolve

around race, sexuality, women, social class, and those with disabilities (Thomas, et al. 487).

Acquiring critical consciousness influences people to learn about social situations around them,

question them and then to take action to change their situation (Diemer 216). By taking action,

people who are oppressed become empowered to do something about their circumstance rather

than remain victims of it.

It was determined by Friere that the best way to expose people to critical consciousness

was through interventions. These interventions involve discussion with others of different

backgrounds that aims to promote reflection, motivation, and action (Diemer 217). Topics of

discussion may include common everyday subjects from politics to personal preference. If this

approach is facilitated correctly, these types of dialogue can show that there are peaceful means

of disagreement as well as help people understand their position in society.

As mentioned earlier, based on peoples characteristics and traits, they identify with

certain types of social groups that define who they are. However, it is not as easy to identify how

one belongs to a privileged or oppressed group, so it is not easy to categorize someone as

privileged or stigmatized (Thomas, et al. 487).

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People who are privileged go through life blinded by social injustices and think that their

privilege exist without any reason (Kendall 4). As a result of them not being aware that their

privilege is at the expense of someone else, they may commit involuntary acts of prejudice,

stereotyping and discrimination. But, this does not mean every privileged person is racist or

self-entitled; it means they are uninformed and unaware of how their privilege exist. People tend

to avoid situations that do not affect them. Therefore, they do not see the negative effect their

group may have on the oppressed group.

The challenge is how do we help people see their privilege, so they may understand the

struggle those without privilege go through. In A Journey into Critical Consciousness by Yvette

P. Franklin, she describes her development of critical consciousness, while attending various

multicultural classes throughout college. Franklin states that her experiences in those courses

changed her perception. She asserts, In 2007 I took a class. But upon reflection, the class took

me (47). An epiphany in class made her realize how racist she was, and how she was the

embodiment of white privilege in society. Through exposure and learning about privilege and

oppression, she recognized her role in social situations that results in certain groups having

privilege over others. Franklins story is a prime example of someone who has gone through life

blinded from social injustices because those circumstances did not affect her directly.

It is unlikely that people will sit down together and have a productive dialogue about

their opinions, perspectives and experiences. And even then some may refute ideas challenging

their own beliefs. If people are willing to put themselves in a state of learning, change can

potentially take place. Critical consciousness is meant to create a chain of thought that is

intended to spread understanding of where one is located on the social hierarchy and how one
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contributes to the social situations that may have negative effect on certain people (Diemer 218).

Influences of family, friends and peers help strengthen that chain of thought (Thomas et. al 486).

In our culture, the views of the majority is widely respected and accepted. So, if the notion of

open mindedness was popular and accepted, people would be more willing to listen. If people are

more open to each other and willing to understand, perhaps they would be less judgmental and

discriminatory towards those who are different. And as a result, change their perspective to be

more accepting of those who are different.

The idea of getting people to have dialogue and to be open to each other is a positive

approach to ending oppressive situations. So how can critical consciousness help eradicate

discrimination and oppression? It can start with personal development. Effort should be made to

help people become aware of social situations to alleviate ignorance. According to Paulo Freire ,

ignorance is what perpetuates oppressive situations in our society. He believes that ignorance

also reflects that people do not have critical thinking ability. Therefore, his concept of critical

consciousness was developed to help people think critically about their situations in the social

environment. Critical consciousness is an individual enlightenment; it is based solely on the

context of an individual's situation (Thomas et. al 487). Because there are many variables in

psychology, it is very difficult to predict a certain individual's exact behavior (Lilienfield 11), but

people have potential to learn new ideas and ways of thinking about their situation if they are

provided the opportunity.

The concept of critical consciousness has been around since the 1970s but there has been

no real way to assess for it or measure it (Diemer 217). Recently scholars have created several

types of scales to measure critical consciousness development. There are four scales that assess
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individual critical consciousness development. These scales include critical conscious inventory,

critical consciousness scale, measure of adolescent critical consciousness, and sociopolitical

critical consciousness. Within these scales are subscales that observe background and education

as well as scale foci which determines what a person needs to work on (Diemer 217).

Researchers observe behavior before and after the intervention to assess a change in

critical thinking ability. When researchers measure the critical consciousness of their subjects, it

has been difficult to assess changes in daily life. Additionally, it has been hard for researchers to

measure the mental change occurring in a person when exposed to the different mentality of

thinking.

Anita Thomas, associate dean of academic affairs and research at Loyola University of

Chicago, conducted a study that allowed her to analyze critical consciousness through a

observation of mental development. Thomas gathered 206 subjects from various universities;

each student was categorized based on age, race, and social income (Thomas et. al al. 488).

During this experiment, Thomas presented each student with items that represented social

equality and justice in society, as well as educational tools or information on diverse groups.

Each item presented reflected different severities of social injustices, and like a building block,

was meant to lead each student closer to seeing social injustices. There were four stages to the

development which Thomas described as precritical, instances where students wouldnt be able

to pick up injustices; beginning critical, where students would start to see social injustices; and

critical, where students would have a clear understanding of critical consciousness; and post

critical, where students would react with a personal or social response (488).
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After the exposure of the variables, Thomas gave each student a multiple choice answer

sheet which was meant to give her a vague idea of social enlightenment gained, if any. Each

student was asked to circle one of eight responses based on their opinions about society. The

responses ranged from I believe the world is basically fair to When someone makes a

prejudiced comment, I tell them what they said is hurtful (Thomas et. al al. 489). The results

indicated that critical consciousness development remained higher in the younger groups. Most

students lie in between the beginning and critical stages of the four step development (Thomas

491). The younger a person is, the easier it is for them to comprehend information with an open

mind. An example that reflects this is the cognitive learning and comprehension of infants.When

a child turns one, their comprehension processing highly exceeds their ability to verbalize

(Lilienfield 274). This shows that the younger people are more open and receptive to learning

and understanding new information.

Unlike the intervention, the experiment did not force open discussion among the

participants. Instead it exposed each student to the reality around them, and based on the

persons upbringing, dictated whether or not the student saw the injustices in their reality

(Thomas et. al al. 488). Each person comes from a different upbringing. These familial

influences have shaped their frame of reference of which they view the world. It has a strong

effect on the decisions they make as well as how they cognitively process situations around

them. So regardless of what this experiment exposed them to, their way of thinking may not be

influenced or changed.

Slavery in the United States is deeply rooted in our history and has an enormous effect on

this culture. Slavery is also one of the first historical events shown to children in grade school
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that reflects cruelty humans have inflicted among each other. Furthermore, slavery is an example

of how one group of people can exert dominance over another group because of difference and

perception of which race is better. Dominance results when one group of people deprive and

control another group of peoples basic rights and freedom. The dominance of one group over

another basically communicates that one group of people is inferior to another. Slavery showed

this. It showed that white people viewed themselves superior to Africans, which they believed

allowed them the natural right to control and dominate them. Even though slavery was

eventually abolished in the United States, there emerged another form of dominance referred to

as segregation of the races. Segregation divided black and white Americans. While African

Americans would live and pursue happiness, they were still controlled by the dominant White

America. They were not good enough to eat or live their lives among White people because

laws dictated how and where they could go. Through Jim crow laws, a modern day slavery

emerged. Black people were still controlled by White people who owned and wrote the laws that

affected them. African Americans, while able to live independently, had to abide by rules that

limited them. These rules were owned and controlled by the dominant White population. They

were completely divided from white America (SLAVERY). It was not until African

Americans recognized that equal but separate treatment was not freedom at all. It wasnt until

many activists in the civil rights movement began pointing out that to have equal rights, African

Americans should be able to live as White Americans could without laws restricting them from

how to live their lives. They gained an awareness about their circumstance and did something

about it.
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Through awareness of their unequal treatment, African Americans brought light to the

injustices surrounding them since the establishment of the United States. Even after segregation

was abolished, African Americans were still being discriminated against. But as time went by,

perspectives changed.Through these adversities, they were able to pave a way to raising

awareness and understanding of their mis-treatment. Critical consciousness is a tool that can help

change the direction society is heading. However, through development of critical consciousness,

people may be able to see and experience the world with a little more compassion and

understanding of each other. Critical consciousness can help a majority of Americans realize

social issues around them and help them become active in preventing discrimination and

marginalization by speaking up and educating others. Cognitive development and social

acceptance formed by critical consciousness may stop the spread of division, hate, and

dominance. To combat this very unfortunate uprising, it takes all but a simple open and

productive dialogue between people who are different in order to understand and see the world

through their eyes.

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Work Cited

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Adolescents' Critical Consciousness Development." Cultural Diversity & Ethnic Minority

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Diemer, Matthew A., et al. "Critical Consciousness: A Developmental Approach to Addressing

Marginalization and Oppression." Child Development Perspectives, vol. 10, no. 4, Dec. 2016, pp.

216-222.

Taylor, Donald M., and Lana E. Porter. "A Multicultural View of Stereotyping." (n.d.): 85-90. Web.

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