Boundary Crossers: The Jointly Negotiated Work of Undergraduate Research Assistants in Research-Practice Partnerships

• In Event: Advancing Research-Practice Partnerships: Leveraging the Positionality of Graduate Student Researchers

Abstract

Purpose:

Effective RPPs employ specific practices, strategies, and routines to foster productive
partnerships (Coburn, Penuel, & Geil, 2013). However, a gap in the RPP research literature
exists with respect to the roles of undergraduate student research assistants (RAs), sometimes
relegated as “secondary players” to the work of RPPs. The current study explores this gap by
examining the unique roles that RAs play as boundary crossers in the cultivation of an RPP.

Theoretical Framework:

Our exploration of the shared work of RAs is informed by Penuel et al.’s (2015) joint-work conceptual framework analyzing how participants can productively engage differences encountered in their RPP work. Situated in cultural historical activity theory, this framework explicates how practitioners and researchers might interact across unfamiliar sites of practice to engage in boundary practices, the organization of joint work, and boundary crossings, the operationalization of how differences are negotiated (Penuel et al., 2015). Thus, the manner in which practitioners and researchers engage in boundary crossing can shape the success of an RPP. As such, extension of this conceptual framework is used to explore how RAs negotiate joint work within the context of an RPP.

Methods and Data Sources:

This study utilized an ethnographic case-study design to explore the joint work produced by RAs undertaking RPP work. Memos, reflections, and fieldnotes served as the primary sources of data.

Findings:

Cultivating a Disposition toward RPP Work. It was critically important to the success of our RPP to cultivate in our RAs a disposition toward boundary work as a learnable skill. As such, a readiness and flexibility to engage in work “outside the regular routine” was an integral part of cultivating a disposition for RPP work. The RAs had an opportunity to cultivate disposition by productively facing challenges and unforeseen circumstances inherent in engaging in the research process to become more adaptive and supportive towards the needs of the RPP.

Developing Practices for Empowerment and Success. Continuous reflection of the research process was encouraged in the form of memoing and weekly lab meeting check-ins. This practice proved to be a valuable in affording RAs the space to work together as a team and learn from each other’s successes. This in turn empowered RAs to try new things and bring forth suggestions to the team.

Strategies for Problem Solving within Boundary Work. RAs articulated lessons learned in solving problems to productively engage in boundary work. This was particularly salient during the family interview process in which RAs and families negotiated boundaries to arrive at mutual understanding and conversation. This resulted in RAs and families finding ways to connect, often through shared heritage culture and language, to create a safe environment for sharing experiences.

Significance:

Developing an effective RPP requires collaborative learning and blending of team members with different backgrounds. This study 1) illustrates how this collaborative work was undertaken with undergraduate RAs who came to the project with diverse experiences and perspectives, and 2) outlines practices that can help RAs feel supported in engaging in RPP work.

Author

• Yenda Prado, University of California - Irvine