Description
This Youth Participatory Action Research (YPAR) Project was conducted by a graduate student and teaching resident, alongside five middle school students at a public, Title-I charter school in a Southern California city. Together, the research team navigates the space of “yes and-” by examining what a school is doing well to affirm its students and what remains to be done better. The project’s guiding question is: how is positive change effectively created for marginalized communities at school? In pursuit of an answer, the YPAR group conducted a survey of about 220 middle school students, and interviews with five eighth graders. Data suggests that most students feel safe at school and that their identities are respected, but there is still significant room for growth. Implications suggest that the school should support more inclusion of student voice, intervention and practices that would eliminate the burden marginalized students carry.
Download count: 4
Details
Title
- “Yes and-:” Using YPAR to Recognize Student Identity and Issues in a Charter Middle School
Contributors
- D'Antuono, Grace (Author)
- Swadener, Elizabeth Blue (Thesis advisor)
- Theisen-Homer, Victoria (Committee member)
- Schugurensky, Daniel, 1958- (Committee member)
- Arizona State University (Publisher)
Date Created
The date the item was original created (prior to any relationship with the ASU Digital Repositories.)
2022
Subjects
Resource Type
Collections this item is in
Note
- Partial requirement for: M.A., Arizona State University, 2022
- Field of study: Social and Cultural Pedagogy