{"id":{"repo_id":"baylor","oai_identifier":"oai:baylor-ir.tdl.org:2104/14706"},"canonical_url":"https://search.dev.ndltd.org/etd/baylor/oai:baylor-ir.tdl.org:2104/14706","repository":{"repo_id":"baylor","name":"Baylor University","base_url":"https://baylor-ir.tdl.org/server/oai/request"},"display":{"title":"Strong voices : a qualitative embedded single case study in Wisconsin examining the influence of youth participatory action research on students’ developmental assets.","abstract":"Decades of racial disparities in graduation rates and student academic achievement persist for students of color, driven by enduring opportunity gaps (Woods & Graves, 2023) that limit students’ ability to cultivate developmental assets—the essential skills and opportunities necessary for students to succeed (Benson et al., 2011). Such inequities are closely linked to persistent academic achievement gaps (NCES, 2024b) and disproportionately low graduation rates among students of color (Irwin et al., 2024). Wisconsin, the location of this study, exemplifies these disparities, reporting the largest graduation rate gap between Black and White students in the nation in 2022 (NCES, 2024a) as well as significant disparities in standardized test scores between students of color and White students (NCES, 2024b). These persistent gaps in academic achievement and graduation rates contribute to lifelong educational and social inequities for students of color. In a Wisconsin community, Hearts (pseudonym), a non-profit organization, implemented a Youth Participatory Action Research (YPAR) program to engage students as co-researchers with adult facilitators on a research team to understand and develop action plans to overcome systemic barriers to equity. This qualitative embedded single case study examined how Hearts’ research teams perceived that participation in YPAR influenced students’ developmental assets. In this study, I used interviews and questionnaires with six participants, including adult facilitators and student researchers. Key findings revealed how participation in YPAR influenced students’ developmental assets. Participation in YPAR empowered students, fostered positive identity shifts, gave students access to relational support and high expectations, increased student motivation and engagement, fostered greater personal responsibility and empathy, and enhanced students’ communication skills. While participants reported some challenges in YPAR implementation, program participation positively influenced student researchers. Many of the developmental assets students gained were associated with increased academic achievement (Basileo et al., 2024; Zaff et al., 2017). These findings inform efforts to reduce disparities in academic outcomes by operationalizing support systems and providing tools for student success. Additionally, the study offers specific recommendations for school district employees, the Hearts community, high school students, and researchers.","abstract_html":"Decades of racial disparities in graduation rates and student academic achievement persist for students of color, driven by enduring opportunity gaps (Woods & Graves, 2023) that limit students’ ability to cultivate developmental assets—the essential skills and opportunities necessary for students to succeed (Benson et al., 2011). Such inequities are closely linked to persistent academic achievement gaps (NCES, 2024b) and disproportionately low graduation rates among students of color (Irwin et al., 2024). Wisconsin, the location of this study, exemplifies these disparities, reporting the largest graduation rate gap between Black and White students in the nation in 2022 (NCES, 2024a) as well as significant disparities in standardized test scores between students of color and White students (NCES, 2024b). These persistent gaps in academic achievement and graduation rates contribute to lifelong educational and social inequities for students of color. In a Wisconsin community, Hearts (pseudonym), a non-profit organization, implemented a Youth Participatory Action Research (YPAR) program to engage students as co-researchers with adult facilitators on a research team to understand and develop action plans to overcome systemic barriers to equity. This qualitative embedded single case study examined how Hearts’ research teams perceived that participation in YPAR influenced students’ developmental assets. In this study, I used interviews and questionnaires with six participants, including adult facilitators and student researchers. Key findings revealed how participation in YPAR influenced students’ developmental assets. Participation in YPAR empowered students, fostered positive identity shifts, gave students access to relational support and high expectations, increased student motivation and engagement, fostered greater personal responsibility and empathy, and enhanced students’ communication skills. While participants reported some challenges in YPAR implementation, program participation positively influenced student researchers. Many of the developmental assets students gained were associated with increased academic achievement (Basileo et al., 2024; Zaff et al., 2017). These findings inform efforts to reduce disparities in academic outcomes by operationalizing support systems and providing tools for student success. Additionally, the study offers specific recommendations for school district employees, the Hearts community, high school students, and researchers.","abstract_has_math":false,"creators":["Munson, Laurie S., 1977-"],"institution":"Baylor University.","degree_name":"Ed.D.","degree_level":"Doctoral","degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["O'Connor Marsano, Erin."],"committee_chairs":[],"committee_members":[],"year":2026,"date_issued":"2026-05","date_published":"2026-05","updated_at":"2026-07-24T01:08:13Z","subjects":["Youth Participatory Action Research (YPAR)","Racial equity.","Developmental assets.","Academic achievement.","Empowerment.","Opportunity gaps.","Wisconsin."],"languages":["en"],"rights":["Baylor University works are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission. 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Such inequities are closely linked to persistent academic achievement gaps (NCES, 2024b) and disproportionately low graduation rates among students of color (Irwin et al., 2024). Wisconsin, the location of this study, exemplifies these disparities, reporting the largest graduation rate gap between Black and White students in the nation in 2022 (NCES, 2024a) as well as significant disparities in standardized test scores between students of color and White students (NCES, 2024b). These persistent gaps in academic achievement and graduation rates contribute to lifelong educational and social inequities for students of color. In a Wisconsin community, Hearts (pseudonym), a non-profit organization, implemented a Youth Participatory Action Research (YPAR) program to engage students as co-researchers with adult facilitators on a research team to understand and develop action plans to overcome systemic barriers to equity. This qualitative embedded single case study examined how Hearts’ research teams perceived that participation in YPAR influenced students’ developmental assets. In this study, I used interviews and questionnaires with six participants, including adult facilitators and student researchers. Key findings revealed how participation in YPAR influenced students’ developmental assets. Participation in YPAR empowered students, fostered positive identity shifts, gave students access to relational support and high expectations, increased student motivation and engagement, fostered greater personal responsibility and empathy, and enhanced students’ communication skills. While participants reported some challenges in YPAR implementation, program participation positively influenced student researchers. Many of the developmental assets students gained were associated with increased academic achievement (Basileo et al., 2024; Zaff et al., 2017). These findings inform efforts to reduce disparities in academic outcomes by operationalizing support systems and providing tools for student success. Additionally, the study offers specific recommendations for school district employees, the Hearts community, high school students, and researchers."]},{"key":"dc:format.mimetype","label":"Dc Format Mimetype","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Strong voices : a qualitative embedded single case study in Wisconsin examining the influence of youth participatory action research on students’ developmental assets."]}]}],"canonical_facts":{"dc:contributor.advisor":["O'Connor Marsano, Erin."],"dc:creator":["Munson, Laurie S., 1977-"],"dc:date.accessioned":["2026-04-21T17:20:27Z"],"dc:date.issued":["2026-05"],"dc:description.abstract":["Decades of racial disparities in graduation rates and student academic achievement persist for students of color, driven by enduring opportunity gaps (Woods & Graves, 2023) that limit students’ ability to cultivate developmental assets—the essential skills and opportunities necessary for students to succeed (Benson et al., 2011). Such inequities are closely linked to persistent academic achievement gaps (NCES, 2024b) and disproportionately low graduation rates among students of color (Irwin et al., 2024). Wisconsin, the location of this study, exemplifies these disparities, reporting the largest graduation rate gap between Black and White students in the nation in 2022 (NCES, 2024a) as well as significant disparities in standardized test scores between students of color and White students (NCES, 2024b). These persistent gaps in academic achievement and graduation rates contribute to lifelong educational and social inequities for students of color. In a Wisconsin community, Hearts (pseudonym), a non-profit organization, implemented a Youth Participatory Action Research (YPAR) program to engage students as co-researchers with adult facilitators on a research team to understand and develop action plans to overcome systemic barriers to equity. This qualitative embedded single case study examined how Hearts’ research teams perceived that participation in YPAR influenced students’ developmental assets. In this study, I used interviews and questionnaires with six participants, including adult facilitators and student researchers. Key findings revealed how participation in YPAR influenced students’ developmental assets. Participation in YPAR empowered students, fostered positive identity shifts, gave students access to relational support and high expectations, increased student motivation and engagement, fostered greater personal responsibility and empathy, and enhanced students’ communication skills. While participants reported some challenges in YPAR implementation, program participation positively influenced student researchers. Many of the developmental assets students gained were associated with increased academic achievement (Basileo et al., 2024; Zaff et al., 2017). These findings inform efforts to reduce disparities in academic outcomes by operationalizing support systems and providing tools for student success. Additionally, the study offers specific recommendations for school district employees, the Hearts community, high school students, and researchers."],"dc:format.mimetype":["application/pdf"],"dc:identifier.uri":["https://hdl.handle.net/2104/14706"],"dc:language.iso":["en"],"dc:rights":["Baylor University works are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission. Contact libraryquestions@baylor.edu for inquiries about permission."],"dc:subject":["Youth Participatory Action Research (YPAR)","Racial equity.","Developmental assets.","Academic achievement.","Empowerment.","Opportunity gaps.","Wisconsin."],"dc:title":["Strong voices : a qualitative embedded single case study in Wisconsin examining the influence of youth participatory action research on students’ developmental assets."],"dc:type":["Thesis"],"thesis:degree_level":["Doctoral"],"thesis:degree_name":["Ed.D."],"thesis:institution_name":["Baylor University."]},"updated_at":"2026-07-24T01:08:13Z"}