Sociopolitical Development and Radical Healing in Ethnic Studies Courses: A Quantitative Investigation of Asian Americans’ Critical Consciousness and Mental Health

Systems of oppression like racism and colonialism pose significant threats to Asian Americans’ development and mental health, and education has been used to perpetuate these oppressions worldwide. Ethnic Studies education, which focuses on the first-person perspectives of racially minoritized groups, is a promising anti-racist educational intervention that may yield two psychological benefits that can prepare Asian Americans to navigate and challenge systems of oppression: sociopolitical development and radical healing from oppression. As the sociopolitical climate around diversity education becomes increasingly polarized and as research on the developmental benefits of Ethnic Studies education grows, quantitative research is especially imperative to corroborate qualitative research, support research-driven educational policy, and explore the extent to which Ethnic Studies education contributes to anti-racist youth development and social transformation. This dissertation quantitatively explores Ethnic Studies education as an educational intervention for anti-racist youth development and mental health promotion among Asian American college students (N = 254). Asian American students enrolled in college Ethnic Studies courses in 2022 were surveyed at the beginning (i.e., pre-test) and end (i.e., post-test) of their Ethnic Studies course. Study 1 utilized latent transition analysis to examine Asian American critical consciousness development among Ethnic Studies students. Profiles were differentiated by Asian American-specific and general critical consciousness indicators. Profile membership was predicted by various demographic factors and prior familial and school racial-ethnic socialization. In terms of transitions over time, most students who were in pre-test latent profiles with high scores across critical consciousness indicators transitioned into post-test latent profiles with higher average scores on critical consciousness indicators. Study 2 applies the latent profiles identified at post-test in Study 1 and found that psychological assets related to radical healing help explain differences in psychological distress between latent profiles. Implications for future research and educational practice for promoting individual and collective well-being in the context of oppression are discussed. Taken together, these studies offer quantitative support for Ethnic Studies education’s potential as an intervention to bolster Asian Americans’ sociopolitical development and propensity for radical healing.