Productive Failure and Sociopolitical Development in Young Black, Indigenous, and People of Color Femmes

• In Event: Youth Participatory Action Research on the Next Level: New Complications in an Evolving Field

Abstract

Objectives or purposes
Transformative Student Voice (TSV) offers a space for students of color to gain access to learning environments where they are able to reflect on issues of justice in sociopolitical systems, challenge oppression, and develop new ideas for policy and practice (Zion, 2020). TSV programs offer students of color the opportunity to engage in the type of civic learning typically reserved for affluent white students (Kirshner, 2015). Although the literature on TSV is relatively limited, initial findings indicate positive socioemotional and civic outcomes associated with participation in TSV programs. What remains underexamined is the impact of TSV program on BIPOC femmes.

Theoretical framework
This paper explores the sociopolitical development (SPD) of young BIPOC femmes who participated in a transformative student voice (TSV) program at a western public school district. We look at this process through the lens of productive failure. Productive failure seeks to “[maximize] learning in the longer term” while allowing students to engage in problem solving that requires concepts they have yet to learn (Kapur, 2016).

Methods
Findings are based on analysis of survey responses (n=294), policy narratives written by students (n=21), and student interviews (n=73). We analyzed interviews by seeking explicit reflections of sociopolitical development from students in interviews or policy narratives and student survey data gathered at two time points.

Results
Through the TSV program students identify a social equity issue in their school or community. In order to address this issue, students utilize YPAR and ultimately propose long-lasting policy solutions. This is an iterative process. Often students are met with challenges, and their first attempt is typically not accepted--providing the opportunity for productive failure to occur.

Through mixed methods analysis, we observed SPD in high school aged, self-identifying BIPOC femmes. Specifically, BIPOC femmes who were members of a TSV program reported growth over time in critical reflection skills and academic self-efficacy as compared to BIPOC femmes who were not members of TSV programs. In qualitative analyses, BIPOC femmes presented critiques of existing policies and developed new policies that provided long term solutions to the critiques and problems they presented. Moreover, students demonstrated new self-awareness about their own agency to change systems. One student, for example, stated:
“I used to think that no one, especially being my age, could make a difference….[W]e were able to talk to administrators and the principal to get these changes done...I think it really helped me to grow...just to believe in myself a little bit more and to see that we can make a difference in our community.”

Significance of the study
While much work has been done to observe the SPD t in young people of color, little work has been done in observing the development that occurs within a specific identity group, such as young BIPOC femmes. Furthering the significance of this study, is its connection to productive failure, and labeling the SPD observed as such.

Authors

• Beatriz Salazar Medina, University of Colorado - Boulder

• Carlos Porfirio Hipolito-Delgado, University of Colorado - Denver