The critical consciousness framework informs us that for parents and teachers of Black youth to be best positioned to disrupt systemic racism in education they must both critically reflect on the systems that oppress Black youth and become motivated to challenge those systems. Still, little empirical research exists investigating the critical reflection-action process with parents and teachers. The purposes of this dissertation were to extend existing research on critical consciousness with parents and teachers specifically, investigate how engaging in critical and acritical reflection might shape parents' and teachers' parental involvement practices, and examine the moderating role of critical motivation (i.e., school trust and culturally responsive teaching self-efficacy) in these associations. This dissertation consisted of two studies. The data utilized in the first study were a subset of data collected from 179 Black parents of students attending middle schools in the Midwest across three academic school years (from 2015 to 2018). Parents reported their beliefs regarding the causes of the Black-White achievement gap (i.e., critical and acritical reflection), their trust in their children's schools, and their parental involvement practices in the form of traditional home and school involvement as well as racial and academic socialization. The first study employed a latent profile analysis and found that Black parents' critical and acritical reflections fit three profiles: "ambivalent," "race-conscious," and "balanced." Membership in these profiles was differentially associated with school involvement and racial and academic socialization practices. School trust was negatively associated with racial barrier socialization and positively associated with support/encouragement socialization. However, school trust did not moderate associations between profile membership and parental involvement. Data utilized in the second study were collected from middle school teachers identifying as African American/Black (n = 2), Hispanic/Latinx (n = 1), Asian American/Asian = (n = 1), and Caucasian/White (n = 49). The teachers taught class sizes ranging from 4 to 40 students (M = 26.60, SD = 7.30) in classrooms with varying percentages of Black students (M = 18.57%, SD = 17.00%). Their teaching took place at one of fifteen different public schools in suburban (n = 34), urban (n = 9), small town/village (n = 8), and rural (n = 2) school districts in the Midwest. Teachers reported on their beliefs regarding the causes of the Black-White achievement gap using a measure similar to that employed for the first study. Teachers also reported their culturally responsive teaching self-efficacy and how often they solicited involvement from their students' parents. Regression analyses revealed that teachers' critical reflection was unrelated to solicited parental involvement and acritical reflection was negatively associated with solicited parental involvement. Acritical reflection and culturally responsive teaching self-efficacy did not moderate relations between critical reflection and solicited parental involvement. The findings suggest that it is important to consider critical and acritical reflections together and that parents' trust in their children's schools has implications for their racial and academic socialization. Furthermore, the findings suggest that, for teachers, reflecting acritically on the causes of racial inequity in education has negative implications for parental involvement. Dissertation limitations and future directions are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]