abstract: Educators often struggle to effectively engage all students. Part of the reason for this is adherence to behavioral principles which curtail student autonomy and diminish student self-efficacy. Youth Participatory Action Research (YPAR) can counter this problem; it was designed to increase autonomy for minority youth in urban high schools. I conducted a study to add to the growing conversation about YPAR in settings beyond urban high schools and to look at how YPAR can influence students’ self-efficacy. Drawing on results from surveys, interviews, and field observation, I found that students who participated in a YPAR program showed improved self-efficacy in contexts closely related to their work in YPAR among peers and for a peer audience, but they did not show improved self-efficacy in their relationships with community adults or with their school. Students’ improved self-efficacy stemmed from their social learning experiences and their perception of the community relevance, or authenticity, of their work. Schools seeking to improve engagement among students of any background should consider adopting approaches like YPAR which increase student autonomy and foment self-efficacy with authentic community-linked research. / Dissertation/Thesis / Masters Thesis English 2017
| Identifer | oai:union.ndltd.org:asu.edu/item:46275 |
| Date | January 2017 |
| Contributors | Cox, Timothy Soren (Author), Boyd, Patricia R (Advisor), Durand, Elizabeth S (Committee member), Goggin, Peter (Committee member), Arizona State University (Publisher) |
| Source Sets | Arizona State University |
| Language | English |
| Detected Language | English |
| Type | Masters Thesis |
| Format | 82 pages |
| Rights | http://rightsstatements.org/vocab/InC/1.0/, All Rights Reserved |
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