Critical pedagogies often prioritize critical thinking and social awareness at the expense of preparing urban youth for social action. Though sociopolitical efficacy is argued to bridge critical reflection and social action, this relationship is undetermined. We argue that critical reflection and sociopolitical efficacy are independent predictors of sociopolitical action. We surveyed 158 high-school students and found that critical reflection and sociopolitical efficacy were positively related to sociopolitical action. Additionally, participation in transformative student voice (TSV) and classroom leadership opportunities positively influenced sociopolitical efficacy. We argue that educators and community organizers should promote leadership development and TSV activities to encourage youth sociopolitical efficacy and action.
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