This is a brief literature review examining the theory and practice of Community-Based Participatory Research (CBPR). It highlights CBPR's liberatory intent, and focuses on CBPR practice in indigenous communities and among youth.
We used a youth focused wild berry monitoring program that spanned urban and rural Alaska to test this method across diverse age levels and learning settings.
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TEAM MEMBERS:
Katie SpellmanDouglas CostChristine Villano
In this study, we examined how two different CCS models, a contributory design and a co-created design, influenced science self-efficacy and science interest among youth CCS participants.
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TEAM MEMBERS:
Sarah ClementKatie SpellmanLaura OxtobyKelly KealyKarin BodonyElena SparrowChristopher Arp
Informal STEM learning experiences (ISLEs), such as participating in science, computing, and engineering clubs and camps, have been associated with the development of youth’s science, technology, engineering, and mathematics interests and career aspirations. However, research on ISLEs predominantly focuses on institutional settings such as museums and science centers, which are often discursively inaccessible to youth who identify with minoritized demographic groups. Using latent class analysis, we identify five general profiles (i.e., classes) of childhood participation in ISLEs from data
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TEAM MEMBERS:
Remy DouHeidi CianZahra HazariPhilip SadlerGerhard Sonnert
Researchers and practitioners have identified numerous outcomes of place-based environmental action (PBEA) programs at both individual and community levels (e.g., promoting positive youth development, fostering science identity, building social capital, and contributing to environmental quality improvement). In many cases, the primary audience of PBEA programs are youth, with less attention given to lifelong learners or intergenerational (e.g., youth and adult) partnerships. However, there is a need for PBEA programs for lifelong learners as local conservation decisions in the United States
Environmental educators have used guided-inquiry in natural and supportive learning environments for decades, but comparatively little programming and research has focused on experiences in urban environments, including in constructed ecosystems like green roofs, or impacts on older youth and adults. To address this gap, we designed a tiered, near-peer research mentoring program called Project TRUE (Teens Researching Urban Ecology) and used a mixed-methods approach to evaluate impacts on undergraduates serving as research mentors. During the 11-week program, undergraduates conducted
Many youth programs seek to understand their influence over time on participant outcomes. This paper offers a methodology for measuring a participant’s perception of a program’s contribution amid their perception of other youth influences such as those from family, school, peer groups, hobbies, and other organized activities. The instrument built on the large body of work on youth influences in order to capture the dominant factors in development of the item bank. In addition to item development, the paper documents face validity followed by content assessment of items using a research panel
The ICBOs (Independent Community-based Organizations), a group of fifteen community representatives from communities historically excluded from the sciences, share results from eight years of community-led de-colonial participatory action research. We wrote this white paper to share our findings and recommendations with funders like the National Science Foundation. These findings, recently published in BioScience (https://doi.org/10.1093/biosci/biac001), along with preliminary results from our current research, and our lived experiences point towards a critical need to change the existing
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TEAM MEMBERS:
Karen PurcellBobby WilsonMakeda CheatomJohn AnnoniTanya Schuh
Two critical challenges in science education are how to engage students in the practices of science and how to develop and sustain interest. The goal of this study was to examine the extent to which high school youth, the majority of whom are members of racial and ethnic groups historically underrepresented in STEM, learn the skills and practices of science and in turn develop interest in conducting scientific research as part of their career pursuits. To accomplish this goal, we applied Hidi and Renninger’s well-tested theoretical framework for studying interest development in the context of
Background: Authentic research experiences and mentoring have positive impacts on fostering STEM engagement among youth from backgrounds underrepresented in STEM. Programs applying an experiential learning approach often incorporate one or both of these elements, however, there is little research on how these factors impact youth’s STEM engagement during the high school to college transition. Purpose: Using a longitudinal design, this study explored the impact of a hands-on field research experience and mentoring as unique factors impacting STEM-related outcomes among underrepresented youth
Reframing engineering activities to emphasize the needs of others has the potential to strengthen engineering practices like problem scoping, while also providing more inclusive and socially relevant entry points into engineering problems. In a three-year design-based research project, we developed novel strategies for adding narratives to engineering activities to deepen girls’ engagement in engineering practices by evoking empathy for the users of their designs. In this article, we describe a set of hands-on engineering activities developed through iterative development and testing with 190
This document provides a brief story about how the Designing our Tomorrow team explored some of their questions about exhibit features by using the C-PIECE Framework: Framework of Collaborative Practices at Interactive Engineering Challenge Exhibits.
This exploratory line of inquiry looked at relationships between exhibit features and visitor groups’ Informed engineering design practices. This brief includes an Introduction, Methods and Findings, Summary, and Implications.
This exploratory line of inquiry was conducted to inform the development of the Designing our Tomorrow exhibit and