This theory-building qualitative study examined how youth develop responsibility within the context of organized youth programs. Interviews were conducted with ethnically diverse youth, parents, and adult leaders from four programs for high school-aged teens. Analysis suggested that youth develop responsibility through a four-step cycle: (1) voluntarily taking on roles and obligations, (2) experiencing challenge and strain, (3) being motivated to fulfill their obligations, and (4) internalizing a self-concept that leads to responsible behavior in other contexts. Leaders support this learning cycle by creating program structures and providing ongoing support that helps youth experience ownership of demanding roles. Peers contribute by providing a sense of solidarity while also imposing mutual accountability.

As part of a cross-national collaborative study of resilience among circumpolar youth, we examined the life experiences, stressors, and coping or resilience strategies of Inuit youth in the community of Igloolik, Nunavut, Canada. An Inuit steering committee was formed with youth, adults, and one elder. The steering committee led this project in the community, informing community members of progress and helping direct all aspects of the study from research questions to methods to data collection to dissemination. A structured interview used across sites allowed youth to describe what matters to them, that is, what is at stake for them in terms of challenges and successes. Developing stable and secure relationships with one's friends and family members enabled Inuit youth to become more resilient in the face of stresses related to social change in the Canadian Arctic.

Study aims were to examine oppression in education among Mexican immigrant youth with undocumented status and how mentors and other adults helped them resist oppression. Qualitative, narrative one-on-one interviews were conducted with 17 Mexican immigrant young adults with undocumented or DACA status in the U.S. Participants provided retrospective accounts from childhood through older adolescence. Analyses revealed critical junctures in which participants experienced oppression: (1) developmental milestones and school events, (2) college application process, (3) unforeseen life events, and (4) incidents of racial discrimination. Mentors and other adults helped participants to resist oppression through advocacy, social capital efforts, role modeling, and emotional, instrumental, and financial support. This study fills gaps in the literature on mentoring and immigrant youth who are undocumented.

Developmental theory historically viewed demanding roles (at home, job) as important developmental contexts. However, adolescents' participation in these roles has fallen. This qualitative research examined role experiences in United States youth development programs. A central question among others was, "How can youth experience internal motivation fulfilling externally imposed role obligations?" We interviewed 73 youth with substantive work roles (e.g., Leader, Reporter, and Teacher) in 13 arts, science-technology, and leadership programs. Youth (51% female) were 14-to 18-years-old and ethnically diverse. We used grounded-theory methods suited to understanding youth's active learning processes in context. Findings illuminated youth's experiences in 4 important transactions or "steps." Youth: (a) accepted roles based on personal goals, (b) encountered difficult challenges similar to adult roles (e.g., conflicting viewpoints, role strain), (c) drew on resources to overcome challenges and fulfill role demands, and (d) learned through these experiences. Across these steps, findings suggested 3 powerful development processes. First, youth experienced multiple sources of internal motivation (e.g., agency within roles, personal and social investment, and "good pressure"), which fostered high engagement in role performance and learning. Second, experiences grappling with and fulfilling difficult role demands helped youth build important competencies for action (e.g., strategic thinking, perseverance). Third, youth's experience of accountability to others served as a powerful driver of responsibility development: Because youth were invested, they took ownership of obligations to others and learned responsive modes of thinking and acting, which they transferred to family, school, and elsewhere. We propose that teens would benefit from more opportunities for role experiences like these.

Community‐based Participatory Research (CBPR), where consumers participate in the design and execution of an evaluation, holds promise for increasing the validity and usefulness of evaluations of services. However, there is no literature comparing methods and outcomes of studies conducted by professional evaluators with those conducted through a consumer‐driven evaluation process. We attempt to fill this gap by presenting the methods and results from a qualitative evaluation conducted by professional evaluators along with one conducted by a team of consumer researchers who engaged in a CBPR process. This paper includes: (a) methods, and findings that emerged from these evaluations each tasked with examining similar issues within the same community; (b) description of the process used to train the team of consumer researchers whose economic and educational backgrounds are different than most evaluators; and (c) lessons learned about how to prepare for and work with common barriers to implementing a CBPR evaluation.

People of Haitian descent in the Dominican Republic are at high risk of violence, including interpersonal violence, and experience multiple levels of structural oppression. However, limited research exists specifically about women of Haitian descent in this context, who are at unique risk for violence and marginalization given intersectional oppression related to antiblackness, xenophobia, and misogyny. It is unclear what resources and supports exist for women of Haitian descent living in the Dominican Republic, and whether women can effectively meet their needs through available supports. This study analyzed 25 life history interviews to understand help-seeking patterns to address self-defined needs among women of Haitian descent. Analysis focused on narratives of interpersonal violence, as most research on this issue focuses on experiences of women in the global north. Thematic analysis demonstrated that women navigate a variety of informal supports, primarily with other women in their kinship networks, to address different needs, including material, emotional, and interpersonal—but primarily to address needs related to pregnancy and childcare, interpersonal violence, and housing. Women also sought help from male family members and formal institutions, though less frequently compared to help-seeking from other women. Outcomes of help-seeking, including who provided effective help, conditions of support, and negative reactions varied. Implications of women’s patterns of help-seeking in this context, and how they compare to patterns within the larger help-seeking literature are discussed.

This article looks at how a group of marginalized young women, in the Dominican Republic, understand the experience of becoming a mother at an early age. The dominant global discourse on adolescent motherhood problematizes the phenomenon. Methodologically flawed scholarship typically attributes adolescent motherhood to poor economic and education outcomes. Little research exists examining the voices of young mothers themselves. The author aims to fill this gap and contribute a better understanding of how a group of disenfranchised young females narrate the experience of motherhood and its significance using a qualitative research design. Narratives suggest that adolescent motherhood may provide unconditional love, a sense of purpose in life, hope for future financial support and an alternative pathway to adulthood for poor Dominican Haitian adolescent females. Findings contrast with the dominant discourse on teen motherhood, indicating a need for researcher and policy to reexamine the costs and benefits of young motherhood.

Women of Haitian descent living in the Dominican Republic experience oppression due to their gender, ethnicity, and economic status. They also exhibit high rates of participation in evangelical Christian communities, a paradoxical finding given the restricted roles women have traditionally played in these settings. The goals of this study were to explore the perceived benefits of participation in evangelical communities and the setting characteristics that lead to these benefits. The research team interviewed 19 current and former church participants aged 18–59. Thematic analysis revealed three perceived benefits of congregational life. Participants viewed their participation as: (a) an opportunity for personal growth and development; (b) protective against negative social influences; and (c) providing social support in the face of life challenges. In addition, dependable, expected, and reciprocal relational support was a key characteristic of evangelical communities. Findings extend the current understanding of how religious communities enhance well‐being for marginalized women through social support networks. Findings also explore the dialectical nature of settings as both empowering and disempowering. Implications for future interventions are discussed.