In this article, we describe the development and validation of a measure of orientation toward activism in and for the Black community—the Black Community Activism Orientation Scale (BCAOS)—in a sample of Black adolescents and emerging adults. An exploratory factor analysis (n = 446) was conducted and the results were a 26-item measure with scores of three internally consistent factors: high-risk, low-risk, and formal political activism orientation. A confirmatory factor analysis was conducted (n = 447) and strong model fit estimates confirmed the factor structure of the exploratory factor analysis. Convergent validity was established through bivariate correlations of the BCAOS factors with social responsibility beliefs and nationalist ideology. In light of increased participation in sociopolitical movements in support of Black lives, the BCAOS can contribute to investigations of the psychology of adolescent and emerging adult activism in and for the Black community. We recommend additional scale development research to further contribute to this growing field.

In this study, we investigate how Black early adolescents describe the influence of systems and individuals on sociopolitical conditions in their schools, neighborhoods, and communities. Scholars suggest critical reflection of sociopolitical conditions, an analysis that considers the role of institutional and systemic bias on the social conditions of marginalized groups, promotes long-term civic engagement to address those inequitable conditions. Through a qualitative investigation (N = 36) we find Black early adolescents engage in critically reflective discourse regarding their sociopolitical environment and consider both system and individual attributions for problems in and solutions for their schools and communities. These early adolescents consider their own role in constructing positive change as well as the roles of public servants, parents, and community members. Taken together, this research broadens our understanding of the capacity for racially marginalized early adolescents to engage in analysis of systematic bias and individual responsibility in relation to inequitable social conditions in their schools and communities.