Investigating Participatory Action-research as a Culturally Responsive Approach to Intergenerational Education in an Immigrant Community

• In Event: Centering Learners, Culture, and Care: Enacting Culturally Responsive Practices through University-Community Engagement

Abstract

This presentation explores how student participatory action-research (S-PAR) can empower immigrant youth and adult learners by centering them as knowledge creators. Education is key to helping immigrants access career, civic, and social resources. For non-traditional students, educational opportunities typically focus on English for basic employment and citizenship (Heller, 2023). However, this assimilationist model limits empowerment (Hill et al, 2021; Lange & Abidi, 2015). In contrast, asset-based “two-way integration” emphasizes mutual exchange between immigrants and communities, aiming to expand social capital, civic engagement, and lifelong learning (Shan, 2015).

Building on theories of civic identity development (Viola, 2020; Youniss & Yates, 1997)--which emphasize the importance of analyzing social issues, collaborating for change, and developing agency through action–and culturally responsive practices (Gay, 2018; Ladson-Billings, 1995, 2021)--which support integrating students’ cultural backgrounds to enhance learning (see presentation 1), we explore how S-PAR can support culturally sustaining civic education through university-community partnerships. This UC Links partnership connects San José State University faculty and undergraduates with Spanish-speaking immigrants, including nontraditional youth (i.e. not previously enrolled in US schools and/or emancipated) and adults, in a local bilingual charter high school classroom.

Y-PAR has gained recognition as a tool for youth sociopolitical development and a strategy for advancing equity-oriented scholarship and educational practice (Kornbluh, 2023). Our work involved 35 nontraditional youth (15-18) and adult learners , therefore we frame our work as S-PAR. With the support of undergraduate mentors, project researchers, and their teacher, students explored the question: “How can we use social media to raise awareness and inspire change?” Students selected three topics—mental health, youth employment, and urban heat–and conducted action-research for civic clients. Data sources included field notes, student presentations, and feedback surveys, analyzed through thematic analysis (Braun & Clarke, 2006).
Our analysis draws on the Culturally Responsive Practices framework and suggests the S-PAR approach gave students meaningful opportunities to address inequality and develop problem-solving skills. In feedback, one student shared the project “challenged me to choose a problem that mattered to me and to find real solutions.” Others spoke passionately about reducing mental health stigma in their culture. Teachers, students, and undergraduate mentors all noted students struggled with high expectations to find their own questions and solutions. This created discomfort but also pride and accomplishment, “we could feel different emotions… but at the end of the day we did it…the hard effort to get something good and done.”
Social media integration allowed youth participants to apply their strengths and make content relevant to their lives. Students were centered as knowledge creators, “Sometimes I underestimate myself, but after presenting…I was able to see that our work matters.” For multilingual learners, the focus shifted from classroom English to communication for a purpose, remarking, it “gave me the opportunity to open myself…with people that work in the city,” and “helped me to understand that I have a voice…and the language skills to use it.”
These findings highlight the value of culturally responsive, community-engaged pedagogy for non-traditional immigrant students and raise questions about expanding experiential opportunities in other settings.

Authors

• Laura Vega Hernandez, San Jose State University

• Ellen Middaugh, San Jose State University

• Mark K. Felton, San José State University