Youth Participatory Action Research as an Approach to Sociopolitical Development and the New Academic Standards: Considerations for Educators

Kornbluh, Mariah; Ozer, Emily J.; Allen, Carrie; Kirshner, Ben

doi:10.1007/s11256-015-0337-6

Cited by 71 publications

(53 citation statements)

References 49 publications

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“…In one study of a YPAR approach, Kirshner () found that students participating in a YPAR course experience reported higher testing gains on state standardized tests than those students not participating in the course. Other scholars have reported that YPAR serves as a key route for youth who experience marginalization to develop academically as well as socio‐politically (Kornbluh et al, ). In short, there is a small but promising set of research studies that suggest efforts to foster youth critical consciousness can have a positive effect upon adolescents’ academic achievement.…”

Section: Critical Consciousness and Academic Achievementmentioning

confidence: 99%

The Development of Critical Consciousness and its Relation to Academic Achievement in Adolescents of Color

2019

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Critical consciousness, the process by which individuals come to understand, analyze, and take action against systems of oppression, is associated with several positive youth outcomes. However, little research has considered how the core components of critical consciousness (critical reflection, political agency, critical action) are associated with academic achievement. The present study explored the extent to which the developing critical consciousness of adolescents of color (N = 364) over 4 years of high school predicted academic achievement, as measured by grade point average (GPA) and the Scholastic Aptitude Test (SAT). Results demonstrated that adolescents’ critical reflection and critical action intercepts predicted SAT scores whereas critical reflection and critical action slopes predicted GPAs. Political agency was not predictive of either academic outcome.

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Section: Critical Consciousness and Academic Achievementmentioning

confidence: 99%

The Development of Critical Consciousness and its Relation to Academic Achievement in Adolescents of Color

2019

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“…Thus, if the evaluative research demonstrates that such academic improvement takes place, we theorize that it was driven by increased critical consciousness. While some research evidence does suggest that programs, which aim to involve youth in community-based problem-solving efforts such as youth participatory action research interventions, do improve student achievement [62], more research is required to validate this relationship [32].…”

Section: Theoretical Foundationmentioning

confidence: 99%

Critical Consciousness and Schooling: The Impact of the Community as a Classroom Program on Academic Indicators

2017

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Abstract:The present study investigates the extent to which a program guided by the principles of critical pedagogy, which seeks to develop critical consciousness, is associated with the improved academic performance of students attending a low-performance middle-school in Buffalo, New York. The students were enrolled in an in-school academic support program called the Community as Classroom, which used critical project-based learning to show students how to improve neighborhood conditions. The study found that the Community as Classroom program bolstered student engagement as reflected in improved attendance, on-time-arrival at school, and reduced suspensions. Although class grades did not improve, standardized scores, particularly in Math and Science, dramatically improved for these students from the lowest scoring categories. We suspect that given increased student engagement and dramatically improved standardized test scores, teacher bias might be the cause of no improvements in class grades. We conclude that critical pedagogy, which leads to increased critical consciousness, is a tool that can lead to improved academic performance of students. Such a pedagogy, we argue, should be more widely used in public schools, with a particular emphasis on their deployment in Community Schools.

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“…In the opportunities, "having a voice" among the entities related to work with youth, a characteristic of the YPAR programs [30][31][32] the presentation of the project in the City Council, and the availability of local authorities to listen and offer collaboration appear in study 1, while in study 2 identifies the availability of some teachers to support the project, and the placement of the book "Teens: safe navigation through unknown waters. Lisbon: Coisas de Ler" in school libraries.…”

Section: Discussionmentioning

confidence: 99%

“…The prioritization of the participation of young people in their schools should be an important and urgent goal of teachers and principals who defend a democratic education [31]. The increase in academic performance emerges in studies 1 and 2.…”

Section: Discussionmentioning

confidence: 99%

Youth Have A Voice - Qualitative Exploration Of A Participatory Action-Research Program

Branquinho¹,

Cerqueira²,

Ramiro³

et al. 2018

Acta Psychopathol

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Although the participatory action-research programs with young people are increasingly common around the world, their inclusion in the evaluation of intervention programs in the area of health promotion is still not a rule. This study presents youths' assessment of strengths, weaknesses, opportunities and threats of the Dream Teens project, along with its impact on their development as a person, the development of their individual action and their social support (family, school and community). Two studies are presented: study 1, referring to individual interviews, including a total of 12 young people, with a mean age of 18.5 years (± 1.62), mostly girls (83.3%) attending secondary school (41.67%), higher education (33.33%) and third grade (25%); and study 2, referring to a focus group that involved 8 young people, mostly girls (75%), age 18.5 years ( ± 2) attending higher education (37.5%), secondary school (37.5%) and third grade (25%). The NVivo software was used for the analysis and processing of data.Overall, young people identify the establishment of goals in the project, the relationships established, the acquired knowledge and face-to-face meetings as forces; their difficulty in dealing with empowerment, and weak participation of some young people as weaknesses; the availability of local authorities and some teachers to listen to young people as opportunities; and the necessary bureaucracy in order for a project to be implemented, the lack of support from the educational community and some teachers, along with the lack of support of political power as threats.In terms of impact on the participants, there is an increase in their capacity for the development of the person, in the promotion of their self-esteem, personal goals, a sense of community participation, communication skills and respect for themselves and for others; and their development of individual action, a greater political empowerment, development of skills and confidence for research-action, and relationships established. The opportunities created include the establishment of new contacts and the feeling of support from some political bodies at a social support level; promotion of active listening, capacity for argumentation and development of new interests at the family level; at school, these include better relationships with teachers and colleagues, better academic performance, easier coping with frustration, better acceptance of the other; and in the community, although they have not noticed significant changes, they believe that their work will have future repercussions. This work is expected to contribute to an increase in the number of research-action programs with the participation of young people, enhancing their effectiveness as a way to promote their health and wellbeing.

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Youth Participatory Action Research as an Approach to Sociopolitical Development and the New Academic Standards: Considerations for Educators

Cited by 71 publications

References 49 publications

The Development of Critical Consciousness and its Relation to Academic Achievement in Adolescents of Color

The Development of Critical Consciousness and its Relation to Academic Achievement in Adolescents of Color

Critical Consciousness and Schooling: The Impact of the Community as a Classroom Program on Academic Indicators

Youth Have A Voice - Qualitative Exploration Of A Participatory Action-Research Program

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