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Using a situated perspective across two structurally different sites, the study traces how participants negotiate identity processes over time. 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--- |\n\nJesse Moya, Siena College  \nAbstract  \nThis paper documents the ways that two learning spaces—a community-based youth organizing group and a high school social studies classroom—provided different opportunities for Latinx youth to take on critical civic identities characterized by a critical consciousness, a motivation for social justice, and feelings of civic agency. By examining two structurally unique learning sites from a situated perspective, this paper highlights how youth critical civic identity processes are negotiated within figured worlds over time. In particular, the goals and membership expectations of the two sites positioned the study participants on different identity trajectories, with classroom students more likely to adopt an aspirational critical civic identity, while youth participating in community-based organizing took on more practice-linked identities as critical civic activists. In particular, positioning youth as valuable contributors to critical civic action was a key resource for youth to take on these practice-linked identities as individuals with agency to address social injustices.  \nKeywords: youth; identity; organizing; civic development; critical consciousness; learning environments; urban  \nIntroduction  \nLatinx in the United States continue to be marginalized in civic life and schools. The urban communities where many Latinx live are more likely to have fewer opportunities for youth civic engagement (Hart & Atkins, 2002) and the schools that most Latinx attend are less likely to provide them with quality civic learning opportunities (Kahne & Middaugh, 2008; Torney-Purta, Barber & Wilkenfeld, 2007) . For instance, high stakes standardized testing policies have detrimentally impacted low-income schools through an overemphasis on tested subject areas and test-taking skills, at the expense of other important subjects, like civic development (Kahne & Middaugh, 2008) . Structurally, schools serving Latinx are far more likely to be over crowded, under resourced, and racially segregated (Orfield & Lee, 2007) . Consequently, Latinx are much less likely to experience the quality learning opportunities that promote academic and civic engagement to foster critical civic identity development (Conchas, 2006; Kahne & Sporte, 2008) . These academic and civic opportunity gaps lead to lower Latinx educational attainment rates and civic participation when compared to Whites and African Americans (Telles & Ortiz, 2008), which perpetuate an  \noppressive cycle for Latinx. Without college opportunities, many Latinx youth will struggle economically and continue to be marginalized civically. In an era of neoliberal educational policies focused on raising test scores and perpetuating the status quo (Sondel, 2015), the dearth of critical civic opportunities fails to prepare youth for the political struggle necessary to ensure quality educational and civic opportunities for marginalized communities (Oakes & Rogers, 2006) .  \nWhile schools and civic organizations have the power to position individuals as marginalized, they can also provide opportunities for liberation, where Latinx youth can take on identities with the dispositions to critique and act against these injustices (Freire, 2000) . While limited in number, the studies on empirical efforts to engage students with social critique and civic action through the classroom have shown increases in students’ critical literacy, civic commitments, and civic agency (Duncan-Andrade & Morrell, 2008; Rubin, 2007; Westheimer, 2015) . Similarly, outof-school spaces, such as youth organizing groups, have been sites where youth have developed critical social analysis skills, commitment to community and political engagement, and a sense of empowerment to contribute to change efforts (Gambone, Yu, Lewis-Charp, Sipe & Lacoe, 2004; Ginwright & Cammarota, 2007;","cbCaigy2XcjAju9s","https://ap.wps.com/l/cbCaigy2XcjAju9s","pdf",553500,"English","# Abstract\n# Introduction\n# Theory and Background\n## An Initial Definition of Critical Civic Identity","[{\"question\":\"What two learning spaces does the paper compare?\",\"answer\":\"The paper compares a community-based youth organizing group and a high school social studies classroom as distinct civic learning environments for Latinx youth.\"},{\"question\":\"How do the two spaces influence youths’ critical civic identity trajectories?\",\"answer\":\"Participants in the classroom more often adopt aspirational, future-oriented critical civic identities, while youth in community-based organizing more often take on practice-linked identities as critical civic activists.\"},{\"question\":\"Why is positioning youth as contributors to civic action important in the study?\",\"answer\":\"The paper argues that recognizing youth as valuable contributors to critical civic action is a key resource enabling youth to develop practice-linked identities with agency to address social injustices.\"}]","Examining How Youth Take on Critical Civic Identities Across Classroom and Youth Organizing Spaces | PDF",1792089545,48]