Omeyocan Youth Empowerment and Sexuality (Omeyocan YES) Project: A Chicana/o Studies and Youth Participatory Action Research Curriculum Awakens Youth Critical Ethnic Consciousness

• In Event: 42.060 - Linking Knowledge to Action Through Youth Participatory Action Research to Reduce Latina/o Educational Disparities

Abstract

Too often Chicana/o students are in traditional U.S. classrooms that render them invisible or represent them in a manner that is uncritical and stereotyped (Berta-Avila, 2014). This type of education is associated with lack of school belonging, negative sense of self, and high rates of peer and teacher discrimination (Valenzuela, 1999). Empirical research demonstrates that Chicana/o students thrive in educational settings where Western histories are de-centered, and the core objectives of the curricula are the student’s own self-exploration, the discovery of their subjectivity, social change, and learning (Cabrera, Meza, Romero, & Rodriguez, 2013). This critical pedagogical method focused on equity, empowerment and hope is a means to increase youth positive sense of self and capacity to overcome discrimination. In such classrooms, the student becomes an agent of change by identifying and acting on macrosystems factors, such as policies of discrimination and anti-immigrant sentiment (Romero, Edwards, Bauman & Ritter, 2014). The purpose of this study is to examine how an YPAR Chicana/o Studies program created change over time in the self-esteem, ethnic identity, and stress due to discrimination (teachers, peers, and community) among Mexican descent and Native American youth (13-18 years).
Methods:
Youth who participated in the Omeyocan YES project were recruited from afterschool programs in an ethnic enclave community where 65% of children lived in poverty. From the 180 youth who were recruited, 125 youth entered and 104 (52 males/53 females; 26% immigrants; 80% Mexican descent/12% Native American, 8% other) completed the program and filled out posttest surveys. This project was approved by the university internal review board for human subjects participation.

The Omeyocan YES program was a 2-month, 72 hour after-school program with 32 lessons. On average, the youth attended 43 hour of the program, 53% attended 75% or more of the lessons. The curriculum was based in critical pedagogical practice, which included student-led, problem-posing style teaching and research (YPAR) designed to break down power relations between youth and facilitators. Youth participated in workshops specific to ethnic identity and cultural history. The action-based workshops focused on risky health behavior issues and community organizing and life skills.

Results: Youth significantly increased their critical ethnic consciousness from pretest to posttest (pre: M = 3.16, SD = 0.54; post: M = 3.30, SD = 0.46; t (104) = −3.01, p < 0.01). They significantly increased their self-esteem from pretest to posttest (pretest: M = 3.76, SD = 0.71; posttest M = 3.91, SD = 0.78; t (104) = −2.28, p < 0.05).

Discussion: This scholarship is significant because it focuses on the importance of critical pedagogical practice that has the potential to inform the identity and healthy development of Chicana/o students through an educational experience that identifies the systemic injustices faced by marginalized youth (Ginwright & Cammarota, 2002). A YPAR curriculum, based in Chicana/o Studies, may afford youth the tools they need to successfully achieve a strong and positive sense of self and belonging that will prepare them for the reality of discrimination they face growing up in the United States.

Authors

• Rachel Gomez, The University of Arizona

• Andrea Romero, University of Arizona