The Roles of Student Voice, Participation, and Youth-Adult Partnerships in Promoting Student Development

Session Type: Symposium

Abstract

Secondary schools and institutions of higher education are critical developmental contexts for adolescents and emerging adults, yet these institutions commonly struggle to meet students’ developmental needs. While research often underspecifies how educational practice may support positive youth development, recent work focused on student voice suggests that soliciting and attending to students’ perspectives and experiences fosters student development and educational improvement processes. This symposium seeks to promote empirical research and advance theory related to student voice by focusing on several interrelated strands of current research, including the developmental implications and sustainability of student participation and youth-adult partnerships, varied perspectives on developmental outcomes at different levels of the school ecology, and the advancement of mechanism-based theorizing related to the student voice process.

Sub Unit

• Division E - Counseling and Human Development / Section 2: Human Development

Chair

• Matthew J. Bundick, Duquesne University

Papers

• Student Voice and Leadership in Pedagogical Partnerships With Professors: Catalyzing Students’ Personal and Academic Development - Alison Cook-Sather, Bryn Mawr College; Esther Chiang, Bryn Mawr College

• The World Upside Down: Students Negotiating Their Classroom Curriculum - Jeroen Gerard Bron, SLO - The Netherlands Institute for Curriculum Development

• Deep, Sustainable Partnerships: The Case of a Multischool Youth-Adult Partnership Network - Catharine Biddle, The Pennsylvania State University; Helen Beattie, UP for Learning; Dana L. Mitra, The Pennsylvania State University

• A Mechanism-Based Understanding of the Student Voice Process - Tanner LeBaron Wallace, University of Pittsburgh; Matthew J. Bundick, Duquesne University; Russell J. Quaglia, Quaglia Institute for Student Aspirations

Discussant

• Ben R. Kirshner, University of Colorado