Madora Soutter
Biographic Data
| ID | 4369418 |
|---|---|
| NAME | Madora Soutter |
| GIVEN NAMES | Madora |
| FAMILY NAME | Soutter |
| SIGNATURE | SOUTTER M |
| AFFILIATIONS | Boston University |
| ORCID | 0000-0002-9641-2418 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 48 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 4 |
I don’t know where to start”
Purpose This paper aims to develop a continuum of change framework to help teachers differentiate and understand various approaches to critical pedagogies that can be implemented in schools, and this paper reflects on the successes and challenges teaching it during fraught times. Design/methodology/approach This paper uses self-study of teacher education practices (S-STEP) methods grounded in duoethnography reflective analysis to explore our own …
Building a Culture of Intellectual Risk-Taking
Intellectual risk-taking, the act of engaging in learning by contributing an idea, question, or creative thought regardless of potential errors or judgments, is associated with many positive student outcomes; however, there is limited guidance on how to create an environment in which students feel empowered to be courageous in this way. In the present qualitative study, we examine the Harkness Method with the goal of identifying the specific elem…
Growth mindset & intellectual risk-taking
Although most teachers are familiar with growth mindsets, many conflate it with other terms or concepts or have difficulties understanding how to best foster growth mindsets in their students. Shelby Clark and Madora Soutter describe how growth mindsets are related to, yet distinct from, intellectual risk-taking and share strategies for fostering both in students. The strategies come from their yearlong research project observing classes and inte…
The Development of Critical Consciousness in Adolescents of Color Attending “Opposing” Schooling Models
Critical consciousness refers to the ability to analyze and take action against oppressive social forces shaping society. This longitudinal, mixed methods study compared the critical consciousness development of adolescents of color (n = 453) attending two sets of high schools featuring schooling models that represent “opposing” approaches to education. The participating adolescents were 13-15 years old at the start of the study; the majority ide…
Measuring joy
Schools that make an effort to promote social-emotional learning, character growth, and joyful learning may question whether and how to measure the effectiveness of such efforts. Yet, as Madora Soutter explains, measurement is an important way to ensure that all students, including those who are frequently marginalized, feel emotionally supported in their schools. Soutter discusses how measurement of SEL and other outcomes is a social justice iss…
Fostering the Sociopolitical Development of African American and Latinx Adolescents to Analyze and Challenge Racial and Economic Inequality
Sociopolitical development refers to the processes by which an individual acquires the knowledge, skills, and commitment to analyze and challenge oppressive social forces. A growing body of scholarship reports that high levels of sociopolitical development are predictive in adolescents of a number of key outcomes including resilience and civic engagement. The present study explored the role that urban secondary schools can play in fostering adole…
Black and Latinx adolescents’ developing beliefs about poverty and associations with their awareness of racism
Interpersonal and structural forms of racism contribute to a system of economic stratification in the United States in which children of color are disproportionately likely to be born into poverty and to remain poor as adults. However, only a small body of research has focused on Black and Latinx adolescents' developing beliefs about the causes of poverty or the relationship between such beliefs and their awareness of racism. The present study so…
Developing sociopolitical consciousness of race and social class inequality in adolescents attending progressive and no excuses urban secondary schools
Sociopolitical consciousness refers to an individual’s ability to critically analyze the political, economic, and social forces shaping society and one’s status in it. A growing body of scholarship reports that high levels of sociopolitical consciousness are predictive in marginalized adolescents of a number of key outcomes including resilience and civic engagement. The present study explored the role that urban secondary schools can play in fost…
Investigating Adolescents’ Critical Consciousness Development through a Character Framework
Black and Latinx adolescents’ developing beliefs about poverty and associations with their awareness of racism
Interpersonal and structural forms of racism contribute to a system of economic stratification in the United States in which children of color are disproportionately likely to be born into poverty and to remain poor as adults. However, only a small body of research has focused on Black and Latinx adolescents' developing beliefs about the causes of poverty or the relationship between such beliefs and their awareness of racism. The present study so…
The Development of Critical Consciousness in Adolescents of Color Attending “Opposing” Schooling Models
Critical consciousness refers to the ability to analyze and take action against oppressive social forces shaping society. This longitudinal, mixed methods study compared the critical consciousness development of adolescents of color (n = 453) attending two sets of high schools featuring schooling models that represent “opposing” approaches to education. The participating adolescents were 13-15 years old at the start of the study; the majority ide…
Fostering the Sociopolitical Development of African American and Latinx Adolescents to Analyze and Challenge Racial and Economic Inequality
Sociopolitical development refers to the processes by which an individual acquires the knowledge, skills, and commitment to analyze and challenge oppressive social forces. A growing body of scholarship reports that high levels of sociopolitical development are predictive in adolescents of a number of key outcomes including resilience and civic engagement. The present study explored the role that urban secondary schools can play in fostering adole…
Investigating Adolescents’ Critical Consciousness Development through a Character Framework
Investigating Adolescents’ Critical Consciousness Development through a Character Framework
Developing sociopolitical consciousness of race and social class inequality in adolescents attending progressive and no excuses urban secondary schools
Sociopolitical consciousness refers to an individual’s ability to critically analyze the political, economic, and social forces shaping society and one’s status in it. A growing body of scholarship reports that high levels of sociopolitical consciousness are predictive in marginalized adolescents of a number of key outcomes including resilience and civic engagement. The present study explored the role that urban secondary schools can play in fost…
Black and Latinx adolescents’ developing beliefs about poverty and associations with their awareness of racism
Interpersonal and structural forms of racism contribute to a system of economic stratification in the United States in which children of color are disproportionately likely to be born into poverty and to remain poor as adults. However, only a small body of research has focused on Black and Latinx adolescents' developing beliefs about the causes of poverty or the relationship between such beliefs and their awareness of racism. The present study so…
Measuring joy
Schools that make an effort to promote social-emotional learning, character growth, and joyful learning may question whether and how to measure the effectiveness of such efforts. Yet, as Madora Soutter explains, measurement is an important way to ensure that all students, including those who are frequently marginalized, feel emotionally supported in their schools. Soutter discusses how measurement of SEL and other outcomes is a social justice iss…
Fostering the Sociopolitical Development of African American and Latinx Adolescents to Analyze and Challenge Racial and Economic Inequality
Sociopolitical development refers to the processes by which an individual acquires the knowledge, skills, and commitment to analyze and challenge oppressive social forces. A growing body of scholarship reports that high levels of sociopolitical development are predictive in adolescents of a number of key outcomes including resilience and civic engagement. The present study explored the role that urban secondary schools can play in fostering adole…
The Development of Critical Consciousness in Adolescents of Color Attending “Opposing” Schooling Models
Critical consciousness refers to the ability to analyze and take action against oppressive social forces shaping society. This longitudinal, mixed methods study compared the critical consciousness development of adolescents of color (n = 453) attending two sets of high schools featuring schooling models that represent “opposing” approaches to education. The participating adolescents were 13-15 years old at the start of the study; the majority ide…
Growth mindset & intellectual risk-taking
Although most teachers are familiar with growth mindsets, many conflate it with other terms or concepts or have difficulties understanding how to best foster growth mindsets in their students. Shelby Clark and Madora Soutter describe how growth mindsets are related to, yet distinct from, intellectual risk-taking and share strategies for fostering both in students. The strategies come from their yearlong research project observing classes and inte…
Building a Culture of Intellectual Risk-Taking
Intellectual risk-taking, the act of engaging in learning by contributing an idea, question, or creative thought regardless of potential errors or judgments, is associated with many positive student outcomes; however, there is limited guidance on how to create an environment in which students feel empowered to be courageous in this way. In the present qualitative study, we examine the Harkness Method with the goal of identifying the specific elem…
I don’t know where to start”
Purpose This paper aims to develop a continuum of change framework to help teachers differentiate and understand various approaches to critical pedagogies that can be implemented in schools, and this paper reflects on the successes and challenges teaching it during fraught times. Design/methodology/approach This paper uses self-study of teacher education practices (S-STEP) methods grounded in duoethnography reflective analysis to explore our own …
Psychology (9 works) · Sociology (8 works) · Pedagogy (7 works) · Developmental psychology (6 works) · Early Childhood Education and Development (6 works) · Youth Development and Social Support (6 works) · Social Psychology (5 works) · Mathematics education (4 works) · Political science (4 works) · Consciousness (3 works)