This study examined the role of demographics, civic beliefs, and the impact of the COVID‐19 pandemic in association with distinct forms of civic participation. College students were recruited across 10 institutions of higher education to complete an online survey. Bivariate, multivariable linear, and logistic regressions were performed. Findings indicated that participants from traditionally marginalized backgrounds were more likely to engage in systemchallenging forms of civic participation and community engagement than those from more privileged backgrounds. Participants who rated high in critical reflection, viewed racism as a key issue, and were heavily impacted by the COVID‐19 pandemic were also more likely to engage in system‐challenging forms of civic participation. Participants who endorsed beliefs supporting current systems of power were more likely to report they intended to vote. Results highlight implications for antiracist activism, community engagement, and traditional political civic behaviors.

Developmental scientists have highlighted the importance of understanding how children develop critical consciousness. Such inquiries are crucial, with implications for children’s recognition of power dynamics and resource distribution in their everyday settings. Social relationships within a setting can impact a child’s ability to exercise power and can have direct implications for access to valued resources. This empirical report describes social network analysis as an innovative method to explore children’s cognitions and understandings surrounding the distribution of relational power within their everyday settings. These cognitions and understandings may act as precursors to a fuller analysis of larger social conditions. Employing a case study of 6 third through eighth grade classrooms, we illustrate how social network analysis can help us operationalize children's understanding of power dynamics related to gender, socio-economic status, and race/ethnicity within their everyday settings.