Fostering Equity through Youth Participatory Action Research: A Collaborative Autoethonographic Analysis

• In Event: A Lever for Equity: Advancing SEL Through Youth Participatory Action Research

Abstract

Introduction
This study aims to identify themes within the narratives provided by four undergraduate co-researchers participating in a Youth Participatory Action Research (YPAR) project, led by researchers with varying levels of expertise from the American Institutes of Research, University of North Carolina at Chapel Hill, and Yale University.
Theoretical Framework
YPAR involves youth from backgrounds of interest to participate in both traditional participant roles and as co-researchers (Zuber-Skerrit, 2018). This study examines YPAR’s impact on research equity, personal and professional development, and its effectiveness within the context of a meta-analysis project.
The meta-analysis evaluates social-emotional learning (SEL) program’s effectiveness for marginalized students, making the involvement of underrepresented undergraduate students as YPAR participants was critical. SEL teaches self-regulation and strengthens community and social bonds (Jagers et al., 2019). This study explored YPAR’s participants' primary research experiences, including collaborative research practices, skills, and methodologies. Understood through the social learning theory, which argues that learning occurs through observation, modeling, and mimicry or implementation of behavior into one's own actions (Bandura, 1978). The YPAR project provided learning opportunities to observe and model from, thus gaining new skills and deeper understanding for the research process and the social sciences. The following questions were used to evaluate the impact of the YPAR project:
How does YPAR impact career readiness and research engagement?
How does YPAR in SEL impact one’s relationship with SEL?
How might YPAR impact equity in research?
What are the challenges and best practices in facilitating YPAR projects?
Method
To evaluate the impact of being a YPAR participant (n=4) in a collaborative meta-analysis, we utilized a collaborative autoethnographic approach, assessing social and cultural experiences through personal narrative (Adams & Bochner, 2011). Participants documented their experiences in an open-ended Qualtrics survey, reflecting on roles, challenges, and insights gained through the project. The questions were randomized and responses were anonymous. Additionally, we conducted semi-structured interviews and coded the transcripts for further analysis.
We used inductive and thematic analysis to identify codes and understand experiences across a data set (Kiger & Varpio, 2020). Participants and other researchers on the project blind-coded the responses, reaching consensus on the established codes and suggesting additional or modified codes.
Data and Discussion
Quantitative content analysis of our experiences revealed that YPAR significantly enhanced our understanding of research practices and collaborative skills. Dominant themes included empowerment, deeper research engagement, and strengthened teamwork, demonstrating the transformative impact of YPAR on our development as co-researchers. However, challenges were faced, such as navigating power dynamics and managing time effectively. These challenges demonstrate the complexity of YPAR. Our findings align with prior research emphasizing youth empowerment through participatory research (Ozer & Douglas, 2013). Likewise, Anyon et al. (2018) noted that YPAR promotes a sense of commitment to the research process and enhances authentic participation. By providing a balanced perspective, our research contributes to a deeper understanding of YPAR’s potential for underrepresented youth and the challenges faced in YPAR to enhance the overall effectiveness of participatory research.

Authors

• Karina Castaneda Esparza, American Institutes for Research

• Hannah R. Garner, Duke University

• Shaurya Jamwal, American Institutes for Research

• Sarah Peko-Spicer, American Institutes for Research

• Rebecca R. Steingut, American Institutes for Research

• Luz Robinson, University of North Carolina - Chapel Hill