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Youth-Led Participatory Action Research: Promoting Youth Voice and Adult Support in Afterschool Programs

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Title: Youth-Led Participatory Action Research: Promoting Youth Voice and Adult Support in Afterschool Programs
Language: English
Authors: Anyon, Yolanda, Kennedy, Heather, Durbahn, Rebecca, Jenson, Jeffrey M.
Source: Afterschool Matters. Spr 2018 (27):10-18.
Availability: National Institute on Out-of-School Time. Wellesley Centers for Women, 106 Central Street, Wellesley, MA 02481. Tel: 781-283-2547; Fax: 781-283-3657; e-mail: niost@wellesley.edu; Web site: http://www.niost.org
Peer Reviewed: Y
Page Count: 9
Publication Date: 2018
Document Type: Journal Articles
Reports - Research
Education Level: Middle Schools
Descriptors: Youth, Action Research, Participatory Research, After School Programs, Youth Programs, Student Attitudes, Student Empowerment, Pretests Posttests, Low Income Students, Enrichment Activities, Transitional Programs, Middle School Students, Minority Group Students, Public Housing, Youth Opportunities, Pilot Projects, Early Adolescents, Social Justice, Comparative Analysis, Student Surveys, Statistical Analysis
Geographic Terms: Colorado (Denver)
Abstract: How can afterschool programs engage middle school students of color as they enter their teenage years? The authors asked this question while working with the Bridge Project, a drop-in community-based academic enrichment program serving low-income children and adolescents of color living in public housing in Denver, Colorado. Faced with dwindling enrollment among middle school participants, they turned to the research literature for guidance about how to respond to early adolescents' increasing desire for independence while also keeping them connected to the program. Youth-led participatory action research (YPAR) is an approach that is designed to support participants' self-determination and increase power-sharing between youth and adults. The authors piloted a YPAR program to assess whether middle school participants increased their perceptions of (1) opportunities for voice and choice in the program, such as planning and leading activities or making rules, and (2) supportive relationships with program staff who listen, show respect, and care about their ideas. They surveyed YPAR participants and a comparison group to chart the change they experienced on these two dimensions during nine months of programming. This article shares the results of their study, which has implications for OST programs interested in retaining participants during the transition from childhood to early adolescence.
Abstractor: ERIC
Number of References: 39
Entry Date: 2018
Accession Number: EJ1175037
Database: ERIC
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  Data: Youth-Led Participatory Action Research: Promoting Youth Voice and Adult Support in Afterschool Programs
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  Data: <searchLink fieldCode="SO" term="%22Afterschool+Matters%22"><i>Afterschool Matters</i></searchLink>. Spr 2018 (27):10-18.
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  Data: National Institute on Out-of-School Time. Wellesley Centers for Women, 106 Central Street, Wellesley, MA 02481. Tel: 781-283-2547; Fax: 781-283-3657; e-mail: niost@wellesley.edu; Web site: http://www.niost.org
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  Data: <searchLink fieldCode="DE" term="%22Colorado+%28Denver%29%22">Colorado (Denver)</searchLink>
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  Data: How can afterschool programs engage middle school students of color as they enter their teenage years? The authors asked this question while working with the Bridge Project, a drop-in community-based academic enrichment program serving low-income children and adolescents of color living in public housing in Denver, Colorado. Faced with dwindling enrollment among middle school participants, they turned to the research literature for guidance about how to respond to early adolescents' increasing desire for independence while also keeping them connected to the program. Youth-led participatory action research (YPAR) is an approach that is designed to support participants' self-determination and increase power-sharing between youth and adults. The authors piloted a YPAR program to assess whether middle school participants increased their perceptions of (1) opportunities for voice and choice in the program, such as planning and leading activities or making rules, and (2) supportive relationships with program staff who listen, show respect, and care about their ideas. They surveyed YPAR participants and a comparison group to chart the change they experienced on these two dimensions during nine months of programming. This article shares the results of their study, which has implications for OST programs interested in retaining participants during the transition from childhood to early adolescence.
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      – Text: English
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      Pagination:
        PageCount: 9
        StartPage: 10
    Subjects:
      – SubjectFull: Youth
        Type: general
      – SubjectFull: Action Research
        Type: general
      – SubjectFull: Participatory Research
        Type: general
      – SubjectFull: After School Programs
        Type: general
      – SubjectFull: Youth Programs
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Student Empowerment
        Type: general
      – SubjectFull: Pretests Posttests
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      – SubjectFull: Low Income Students
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      – SubjectFull: Enrichment Activities
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      – SubjectFull: Transitional Programs
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      – SubjectFull: Middle School Students
        Type: general
      – SubjectFull: Minority Group Students
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      – SubjectFull: Public Housing
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      – SubjectFull: Youth Opportunities
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      – SubjectFull: Pilot Projects
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      – SubjectFull: Early Adolescents
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      – SubjectFull: Social Justice
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      – SubjectFull: Comparative Analysis
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      – SubjectFull: Student Surveys
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      – SubjectFull: Statistical Analysis
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      – SubjectFull: Colorado (Denver)
        Type: general
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      – TitleFull: Youth-Led Participatory Action Research: Promoting Youth Voice and Adult Support in Afterschool Programs
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