Re-Mixed Methods: Collaboration and Co-Creation in Youth Education Research

• In Event: Reclaiming Relations to Urban Lands and Waters: Participatory Research With Black and Indigenous Youth

Abstract

Objectives or purposes
This paper shares preliminary survey findings from Project C. In this mixed-methods project, we utilize surveys and polls to measure the well-being of participants in a youth land education program in Oakland, California. This paper asks whether a program reconnecting BIPOC youth to returned land can benefit their connection with Indigeneity, strengthen their racial/ethnic identity, and nurture their well-being.

Perspective(s) or theoretical framework

For Black and Indigenous youth, negotiating a healthy identity is complex due to low expectations communicated in daily interactions and public discourse, perpetuating harmful power dynamics (Collins, 2009). Programs supporting BIPOC youths can foster strength and protective effects (Gaylord-Harden et al., 2012; Jones & Neblett, 2016).

Methods, techniques, or modes of inquiry

This survey aims to learn from experiences of Black and Indigenous youth in the youth land education program. We are interested in their experiences learning about land and waters, and changes in their sense of connection with them. We expect associations with youth's sense of connection with Indigeneity central to the land where the program takes place in the Bay Area, as well as with the strength of their racial/ethnic identities. Additionally, we expect associations with well-being, using both Western and Indigenous conceptions.

We took a participatory and collaborative approach to be beneficial and supportive of the goals of community and youth workers, researchers, and youth participants. We designed the survey in partnership with community and youth workers in the Bay Area as well as with youth participants. We adapted instruments centering Indigenous knowledges and traditions, and reflecting Indigenous values.

Data sources, evidence, objects, or materials

This paper draws from preliminary pilot program and programming survey data from BIPOC youth in a land education program. We focus on cross-sectional survey data related to connection to land, Indigeneity and identity, and well-being. We focus on relationships with land, connection with Indigeneity, racial/ethnic identity strengths, and on youth well-being (Diener et. al. 2010; Elliot-Groves, 2019). We examine connections between these variables, using correlations and regressions; if sample size allows, we will also examine serial regressions to clarify connecting pathways.

Results and/or substantiated conclusions or warrants for arguments/point of view
Preliminary results from the program’s inaugural wave suggest strong connections exist between learning from program activities and connection to Indigeneity, Ohlone culture and traditions (r = .687), which were, in turn, connected with Flourishing (r = .439). A second wave of data collection has occurred recently and these current results and third data collection results will be integrated in the talk.

Scientific or scholarly significance of the study or work
This research documents a novel program reconnecting youth with land recently returned to Indigenous stewardship. Preliminary survey findings are unique, offering an opportunity to share how youth experience land education programming on rematriated land. As such, present data represents a powerful contribution to current knowledge about Indigenous approaches, decolonization, youth programs, and Black, Indigenous, and other youths of color’s flourishing.

Author

• Regine Debrosse, McGill University