Youth Empowerment in Context: Exploring Tensions in School‐Based yPAR

Abstract

In much of the youth empowerment literature, researchers focus on the relationship between youth and adults involved in empowerment programs while neglecting the broader social framework in which these relationships and the program itself functions. Utilizing an ecological model, the current research examines the tensions that surfaced in attempts to create an empowering setting in an after-school PAR program with fifth-graders. Challenging assumptions about youth, structural challenges, and conflicting theories of change are highlighted. Results examine the role of sociocultural context as PAR researchers attempt to create a setting in which students gain skills to become change agents within their school. The study suggests that youth empowerment is a context dependent process that requires attention to a multiplicity of factors that influence possibilities for empowerment via second order change.

An examination of ethnic identity as a mediator of the effects of community participation and neighborhood sense of community on psychological empowerment among urban youth of color

“…The prevailing research conducted that examines PE, through the Sociopolitical Control Scale (SPCS-Y), has illustrated that PE positively affects developmental outcomes related to mental health well-being and reduced substance using behaviors (Christens & Peterson, 2012;Christens, Peterson, Reid, & Garcia-Reid, 2013;Peterson, 2014), as well as academic achievement (Kohfeldt, Chhun, Grace, & Langhout, 2011). Studies have also revealed that youth in poorly served urban communities with higher composite scores of PE were more critically aware of their community, in control of their surroundings, and able to access sociocultural resources that would preclude participation in risk behavioral outcomes such as substance use (Christens et al, 2013).…”

The Role of Empowerment in Youth Development: A Study of Sociopolitical Control as Mediator of Ecological Systems’ Influence on Developmental Outcomes

“…Studies in health education (e.g., Holden et al 2004Holden et al , 2005Ozer and Schotland 2011), youth development (e.g., Russell et al 2009) and community psychology (e.g., Kohfeldt et al 2011;Zimmerman et al 1999) have investigated sociopolitical control as a component of psychological empowerment among young people. Peterson et al (2011) recently validated a measure of sociopolitical control in a sample of young people, finding support for the theorized two factor structure: leadership competence and policy control.…”

The Benefits of Youth Engagement in HIV-Preventive Structural Change Interventions

“…Youth (aged 12–24) are often excluded from meaningful involvement in health promotion projects that are designed to affect them, as many of the factors infringing upon their health and well-being also limit their engagement in community-based promotion projects (Boyce, 2001; Kohfeldt, Chhun, Grace, & Langhout, 2011; Wong, Zimmerman, & Parker, 2010; Miller, Reed, Francisco, Ellen, & the Adolescent Medicine Trials Network for HIV/AIDS Interventions, in press). Having youth participate in problem identification and solution setting when they are the intended beneficiaries of health promotion efforts may enhance the utility of proposed solutions and promote cause-based passion among adult members (Camino, & Zeldin, 2002; Powers & Tiffany, 2006).…”