1,122
Views
2
CrossRef citations to date
0
Altmetric
Intervention, Evaluation, and Policy Studies

Youth Participatory Action Research in the High School Curriculum: Education Outcomes for Student Participants in a District-Wide Initiative

&
Pages 433-451 | Received 30 Dec 2016, Accepted 17 Jan 2018, Published online: 14 Mar 2018

References

  • Abadie, A., & Imbens, G. W. (2006). Large sample properties of matching estimators for average treatment effects. Econometrica, 74(1), 235–267. doi.org10.1111/j.1468-0262.2006.00655.x
  • Austin, P. C. (2011). An introduction to propensity score methods for reducing the effects of confounding in observational studies. Multivariate Behavioral Research, 46(3), 399–424. doi.org10.1080/00273171.2011.568786
  • Cabrera, N. L., Milem, J. F., Jaquette, O., & Marx, R. W. (2014). Missing the (student achievement) forest for all the (political) trees: Empiricism and the Mexican American studies controversy in Tucson. American Educational Research Journal, 51(6), 1084–1118. doi.org10.3102/0002831214553705
  • Cammarota, J., & Fine, M. (2008). Revolutionizing education: Youth participatory action research in motion. New York, NY: Routledge.
  • Carbonaro, W. J., & Gamoran, A. (2002). The production of achievement inequality in high school English. American Educational Research Journal, 39(4), 801–827. doi.org10.3102/00028312039004801
  • Cervone, B., & Cushman, K. (2002). Moving youth participation into the classroom: Students as allies. New Directions for Youth Development, 2002(96), 83–100. doi.org10.1002/yd.28
  • Chen, J., & Kaplan, D. (2015). Covariate balance in Bayesian propensity score approaches for observational studies. Journal of Research on Educational Effectiveness, 8(2), 280–302. doi.org10.1080/19345747.2014.911396
  • Christens, B. D., & Kirshner, B. (2011). Taking stock of youth organizing: An interdisciplinary perspective. New Directions for Child & Adolescent Development, 134, (27–41). doi.org10.1002/cd.309
  • Cochran, W. G., & Rubin, D. B. (1973). Controlling bias in observational studies: A review. Sankhya: The Indian Journal of Statistics, 35(4), 417–446.
  • Cooper, K. S. (2013). Eliciting engagement in the high school classroom: A mixed-methods examination of teaching practices. American Educational Research Journal, 51(2), 363–402. doi.org10.3102/0002831213507973
  • Diemer, M. A., Rapa, L., Voight, A., & McWhirter, E. (2016). Critical consciousness: A developmental approach to addressing marginalization and oppression. Child Development Perspectives, 10(4), 216–221. doi.org10.1111/cdep.12193
  • Diemer, M. A., Voight, A., & Mark, C. (2011). Youth development in traditional and transformational service learning programs. In T. Stewart & N. Webster (Eds.), Problematizing service-learning: Critical reflections for development and action (pp. 155–174). Charlotte, NC: Information Age.
  • Dolan, T., Christens, B. D., & Lin, C. (2015). Combining youth organizing and youth participatory action research to strengthen student voice in education reform. National Society for the Study of Education, 114(1), 153–170.
  • Duncan-Andrade, J. M., & Morrell, E. (2008). The art of critical pedagogy: Possibilities for moving from theory to practice in urban schools. New York, NY: Peter Lang.
  • Fine, M. (2009). Postcards from metro American: Reflections on youth participatory action research for urban justice. Urban Review, 41(1), 1–6. doi.org10.1007/s11256-008-0099-5
  • Foster-Fishman, P. G., Law, K. M., Lichty, L. F., & Aoun, C. (2010). Youth ReACT for social change: A method for youth participatory action research. American Journal of Community Psychology, 46(1-2), 67–83. doi.org10.1007/s10464-010-9316-y
  • Freire, P. (1974). Education for critical consciousness. New York, NY: Continuum.
  • Ginwright, S., & James, T. (2002). From assets to agents of change: Social justice, organizing, and youth development. New Directions for Youth Development, 2002(96), 27–46. doi.org10.1002/yd.25
  • Ginwright, S., Noguera, P., & Cammarota, J. (2006). Beyond resistance! Youth activism and community change: New democratic possibilities for practice and policy for America's youth. New York, NY: Routledge.
  • Giraldo-Garcia, R., & Galletta, A. (2015). “What happened to our sense of justice?” Tracing agency and critical engagement in a youth participatory action research project. Journal of Urban Learning, Teaching and Research, 11, 91–98.
  • Guo, S., & Fraser, M. W. (2015). Propensity score analysis: Statistical methods and applications (2nd ed.). Thousand Oaks, CA: Sage.
  • Harder, V., Stuart, E., & Anthony, J. (2010). Propensity score techniques and the assessment of measured covariate balance to test causal associations in psychological research. Psychological Methods, 15(3), 234–249. doi.org10.1037/a0019623
  • Hart, D., & Atkins, R. (2002). Civic competence in urban youth. Applied Developmental Science, 6(4), 227–236. doi.org10.1207/S1532480XADS0604_10
  • Holden, D. J., Crankshaw, E., Nimsch, C., Hinnant, L. W., & Hund, L. (2004). Quantifying the impact of participation in local tobacco control groups on the psychological empowerment of involved youth. Health Education and Behavior, 31(5), 615–628. doi.org10.1177/1090198104268678
  • Hope, E. C., & Jagers, R. J. (2014). The role of sociopolitical attitudes and civic education in the civic engagement of black youth. Journal of Research on Adolescence, 24(3), 460–470. doi.org10.1111/jora.12117
  • Irizarry, J. G. (2009). Reinvigorating multicultural education through youth participatory action research. Multicultural Perspectives, 11(4), 194–199. doi.org10.1080/15210960903445905
  • Johnston-Goodstar, K. (2013). Indigenous youth participatory action research: Re-visioning social justice for social work with indigenous youths. Social Work, 58(4), 314–320. doi.org10.1093/sw/swt036
  • Kornbluh, M., Ozer, E. J., Allen, C. D., & Kirshner, B. (2015). Youth participatory action research as an approach to sociopolitical development and the new academic standards: Considerations for educators. Urban Review, 47(5), 868–892. doi.org10.1007/s11256-015-0337-6
  • Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465–491. doi.org10.3102/00028312032003465
  • Martin, A. J., & Dowson, M. (2009). Interpersonal relationships, motivation, engagement, and achievement: Yields for theory, current issues, and educational practice. Review of Educational Research, 79(1), 327–365. doi.org10.3102/0034654308325583
  • McIntyre, A. (2000). Constructing meaning about violence, school, and community: Participatory action research with urban youth. Urban Review, 32(2), 123–154. doi.org10.1023/A:1005181731698
  • Morsillo, J., & Prilleltensky, I. (2007). Social action with youth: Interventions, evaluation, and psychopolitical validity. Journal of Community Psychology, 35(6), 1–16. doi.org10.1002/jcop.20175
  • Northwest Evaluation Association. (2015). 2015 NWEA Measures of Academic Progress Normative Data. Portland, OR: Author.
  • Ozer, E. J., Cantor, J. P., Cruz, G. W., Fox, B., Hubbard, E., & Moret, L. (2008). The diffusion of youth-led participatory research in urban schools: The role of the prevention support system in implementation and sustainability. American Journal of Community Psychology, 41(3–4), 278–289. doi.org10.1007/s10464-008-9173-0
  • Ozer, E. J., & Douglas, L. (2013). The impact of participatory research on urban teens: An experimental evaluation. American Journal of Community Psychology, 51(1–2), 66–75. doi.org10.1007/s10464-012-9546-2
  • Ozer, E. J., Ritterman, M. L., & Wanis, M. G. (2010). Participatory Action Research (PAR) in middle school: Opportunities, constraints, and key processes. American Journal of Community Psychology, 46(1-2), 152–166. doi.org10.1007/s10464-010-9335-8
  • Ozer, E. J., & Wright, D. (2012). Beyond school spirit: The effects of youth-led participatory action research in two urban high schools. Journal of Research on Adolescence, 22(2), 267–283. doi.org10.1111/j.1532-7795.2012.00780.x
  • Paris, D. (2012). Culturally sustaining pedagogy: A needed change in stance, terminology, and practice. Educational Researcher, 41(3), 93–97. doi.org10.3102/0013189X12441244
  • Parker, W. C., Lo, J., Yeo, A. J., Valencia, S. W., Nguyen, D., Abbott, R. D., & Vye, N. J. (2013). Beyond Breadth-Speed-Test: Toward deeper knowing and engagement in an advanced placement course. American Educational Research Journal, 50(6), 1424–1459. doi.org10.3102/0002831213504237
  • Romero, A., Arce, S., & Cammarota, J. (2009). A Barrio pedagogy: Identity, intellectualism, activism, and academic achievement through the evolution of critically compassionate intellectualism. Race Ethnicity and Education, 12(2), 217–233. doi.org10.1080/13613320902995483
  • Rosenbaum, P. R., & Rubin, D. B. (1983). The central role of the propensity score in observational studies for causal effects. Biometrika, 70(1), 41–55. doi.org10.1093/biomet/70.1.41
  • Rosenbaum, P. R., & Rubin, D. B. (1985). Constructing a control group using multivariate matched sampling methods that incorporate the propensity score. American Statistician, 39(1), 33–38.
  • Schafer, J. L., & Kang, J. (2008). Average causal effects from nonrandomized studies: A practical guide and simulated example. Psychological Methods, 13(4), 279–313. doi.org10.1037/a0014268
  • Schensul, J. J., & Berg, M. (2004). Youth participatory action research: A transformative approach to service-learning. Michigan Journal of Community Service Learning, 10(3), 76–88.
  • Schneider, B., Carnoy, M., Kilpatrick, J., Schmidt, W. H., & Shavelson, R. J. (2007). Estimating causal effects using experimental and observational designs. Washington, DC: American Educational Research Association.
  • Shah, S., & Mediratta, K. (2008). Negotiating reform: Young people's leadership in the educational arena. New Directions for Youth Development, 2008(117), (43–59). doi.org10.1002/yd.246
  • Smith, L., Beck, K., Bernstein, E., & Dashtguard, P. (2014). Youth participatory action research and school counseling practice: A school-wide framework for student well-being. Journal of School Counseling, 12(21), 1–31.
  • Snyder, T. D., Brey, C., & Dillow, S. A. (2016). Digest of Education Statistics 2014. Washington, DC: National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education.
  • Speer, P. W. (2008). Social power and forms of change: Implications for psychopolitical validity. Journal of Community Psychology, 36(2), 199–213. doi.org10.1002/jcop.20231
  • Steiner, P. M., Cook, T. D., Shadish, W. R., & Clark, M. H. (2010). The importance of covariate selection in controlling for selection bias in observational studies. Psychological Methods, 15(3), 250–267. doi.org10.1037/a0018719
  • Steiner, P. M., & Kim, Y. (2016). The mechanics of omitted variable bias: Bias amplification and cancellation of offsetting biases. Journal of Causal Inference, 4(2). doi.org10.1515/jci-2016-0009
  • Taines, C. (2012). Intervening in alienation: The outcomes for urban youth of participating in school activism. American Educational Research Journal, 49(1), 53–86. doi.org10.3102/0002831211411079
  • Voight, A. (2015). Student voice for school-climate improvement: A case study of an urban middle school. Journal of Community & Applied Social Psychology, 25(4), 310–326. doi.org10.1002/casp.2216
  • Voight, A., & Torney-Purta, J. (2013). A typology of youth civic engagement in urban middle schools. Applied Developmental Science, 17(4), 198–212. doi.org10.1080/10888691.2013.836041
  • Wang, M.-T., & Holcombe, R. (2010). Adolescents’ perceptions of school environment, engagement, and academic achievement in middle school. American Educational Research Journal, 47(3), 633–662. doi.org10.3102/0002831209361209
  • Watts, R. J., Diemer, M. A., & Voight, A. (2011). Critical consciousness: Current status and future directions. New Directions for Child & Adolescent Development, 2011(134), 43–57. doi.org10.1002/cd.310
  • Watts, R. J., Griffith, D. M., & Abdul-Adil, J. (1999). Sociopolitical development as an antidote for oppression—Theory and action. American Journal of Community Psychology, 27(2), 255–271. doi.org10.1023/A:1022839818873
  • What Works Clearinghouse. (2014). Procedures and Standards Handbook (3.0 ed.). Washington, DC: U.S. Department of Education, Institute for Education Sciences, National Center for Education Evaluation and Regional Assistance.
  • Wirkala, C., & Kuhn, D. (2011). Problem-based learning in K–12 education: Is it effective and how does it achieve its effects? American Educational Research Journal, 48(5), 1157–1186. doi.org10.3102/0002831211419491

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.