Skip to main content Accessibility help
×
Hostname: page-component-586b7cd67f-t7czq Total loading time: 0 Render date: 2024-11-22T08:18:12.032Z Has data issue: false hasContentIssue false

Part VI - Education and Engaged Research

Published online by Cambridge University Press:  18 April 2024

Brian D. Christens
Affiliation:
Vanderbilt University, Tennessee
Get access

Summary

Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Chapter
Information
Publisher: Cambridge University Press
Print publication year: 2024

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

References

Abramowitz, M. J., Blinken, A., & Kuzmich, H. (2018). The Democracy Project final report. Freedom House. www.democracyprojectreport.org/sites/default/files/2018-06/FINAL_POLL_REPORT_Democracy_Project_2018_v5.pdfGoogle Scholar
Akiva, T., & Petrokubi, B. (2016). Growing with youth: A lifewide and lifelong perspective on youth–adult partnership in youth programs. Children and Youth Services Review, 14, 248258.CrossRefGoogle Scholar
Andolina, M. W., & Conklin, H. G. (2018). Speaking with confidence and listening with empathy: The impact of Project Soapbox on high school students. Theory & Research in Social Education, 46(3), 374409.CrossRefGoogle Scholar
Andolina, M. W., & Conklin, H. G. (2020). Fostering democratic and social-emotional learning in action civics programming: Factors that shape students’ learning from Project Soapbox. American Educational Research Journal, 57(3), 12031240.CrossRefGoogle Scholar
Atwell, M. N., Bridgeland, J., & Levine, P. (2017, October 19–20). Civic deserts: America’s civic health challenge [Conference presentation]. 2017 National Conference on Citizenship, Jonathan M. Tisch College of Civic Life, Tufts University, Medford, MA, USA.Google Scholar
Bachrach, P., & Baratz, M. S. (1962). Two faces of power. The American Political Science Review, 56(4), 947952.CrossRefGoogle Scholar
Ballard, P. J., & Cohen, A. K. (2023). Critical consciousness development in the context of a widespread school-based civics intervention. In Godfrey, E. B. & Rapa, L. J. (Eds.), Developing critical consciousness in youth: Contexts and settings (pp. 4159). Cambridge University Press.CrossRefGoogle Scholar
Ballard, P. J., & Ozer, E. J. (2016). Implications of youth activism for health and well-being. In Conner, J. & Rosen, S. M. (Eds.), Contemporary youth activism: Advancing social justice in the United States (pp. 223244). Praeger.CrossRefGoogle Scholar
Ballard, P. J., & Syme, S. (2016). Engaging youth in communities: A framework for promoting adolescent and community health. Journal of Epidemiology and Community Health, 70(2), 202206.CrossRefGoogle ScholarPubMed
Ballard, P. J., Cohen, A. K., & Duarte, C. (2019a). Can a school-based civic empowerment intervention support adolescent health? Preventive Medicine Reports, 16, 100968.CrossRefGoogle ScholarPubMed
Ballard, P. J., Cohen, A. K., & Littenberg‐Tobias, J. (2016). Action civics for promoting civic development: Main effects of program participation and differences by project characteristics. American Journal of Community Psychology, 58(3–4), 377390.CrossRefGoogle ScholarPubMed
Ballard, P. J., Suleiman, A. B., Hoyt, L. T., Cohen, A. K., Ayenekulu, M., & Ebuy, G. (2019b). Participatory approaches to youth civic development in multicultural societies. In Titzman, P. F. & Jugert, P. (Eds.), Youth in superdiverse societies: Growing up with globalization, diversity, and acculturation (pp. 251267). Routledge.CrossRefGoogle Scholar
Blevins, B., LeCompte, K. N., Riggers-Piehl, T., Scholten, N., & Magill, K. R. (2021). The impact of an action civics program on the community & political engagement of youth. The Social Studies, 112, 146160.CrossRefGoogle Scholar
Camino, L., & Zeldin, S. (2002). From periphery to center: Pathways for youth civic engagement in the day-to-day life of communities. Applied Developmental Science, 6(4), 213220.CrossRefGoogle Scholar
Cattaneo, L., Calton, J., & Brodsky, A. (2014). Status quo versus status quake: Putting the power back in empowerment. Journal of Community Psychology, 42(4), 433446.CrossRefGoogle Scholar
Christens, B. D. (2011). Toward relational empowerment. American Journal of Community Psychology, 50, 114128.CrossRefGoogle Scholar
Christens, B. D. (2013). In search of powerful empowerment. Health Education Research, 28(3), 371374.CrossRefGoogle ScholarPubMed
Christens, B. D. (2019). Community power and empowerment. Oxford University Press.CrossRefGoogle Scholar
Christens, B. D., & Kirshner, B. (2011). Taking stock of youth organizing: An interdisciplinary perspective. New Directions for Child and Adolescent Development, 134, 2741.CrossRefGoogle Scholar
Christens, B. D., Byrd, K., Peterson, N., & Lardier, D. Jr. (2018). Critical hopefulness among urban high school students. Journal of Youth and Adolescence, 47(8), 16491662.CrossRefGoogle ScholarPubMed
Christens, B. D., Collura, J. J., & Tahir, F. (2013). Critical hopefulness: A person-centered analysis of the intersection of cognitive and emotional empowerment. American Journal of Community Psychology, 52(1–2), 170184.CrossRefGoogle ScholarPubMed
Christens, B. D., Winn, L. T., & Duke, A. M. (2016). Empowerment and critical consciousness: A conceptual cross-fertilization. Adolescent Research Review, 1(1), 1527.CrossRefGoogle Scholar
CIRCLE. (2013, June). Civic learning through action: The case of Generation Citizen. Tufts University. https://circle.tufts.edu/sites/default/files/2019-12/civic_learning_action_generation_citizen_2013.pdfGoogle Scholar
Cohen, A. K., Littenberg-Tobias, J., Ridley-Kerr, A., Pope, A., Stolte, L. C., & Wong, K. K. (2018). Action civics education and civic outcomes for urban youth: An evaluation of the impact of Generation Citizen. Citizenship Teaching & Learning, 13(3), 351368.CrossRefGoogle Scholar
Crittenden, J., & Levine, P. (2018, August 31). Civic education. In E. Zalta (Ed.), The Stanford Encyclopedia of Philosophy. https://plato.stanford.edu/archives/fall2018/entries/civic-education/Google Scholar
Dewey, J. (1923). The school and society and the child and the curriculum. University of Chicago Press.Google Scholar
Duncan, A. (2012, January 10). Secretary Arne Duncan’s remarks at “For Democracy’s Future” forum at the White House [Speech]. www.ed.gov/news/speeches/secretary-arne-duncans-remarks-democracys-futureGoogle Scholar
Earth Force. (n.d.). Our Model. Earth Force. https://earthforce.org/caps/Google Scholar
Erickson, A. T. (2016). Making the unequal metropolis: School desegregation and its limits. University of Chicago Press.CrossRefGoogle Scholar
Fitzgerald, J. (2020). Civic thinking and public policy analysis: A comparative approach to political decision-making. Journal of International Social Studies, 10(2), 1236.Google Scholar
Flanagan, C., & Christens, B. (2011). Youth civic development: Historical context and emerging issues. New Directions for Child and Adolescent Development, 2011(134), 19.CrossRefGoogle ScholarPubMed
Gaby, S. (2017). The civic engagement gap: Youth participation and inequality from 1976 to 2009. Youth & Society, 49(7), 923946.CrossRefGoogle Scholar
Gaston, G., & Kreyling, K. (2015). Shaping the healthy community: The Nashville plan. Vanderbilt University Press.Google Scholar
Generation Citizen. (2019). 2019 Annual report. Generation Citizen. https://generationcitizen.org/wp-content/uploads/2019/12/GC-Report-2019-FINAL-WEB.pdfGoogle Scholar
Generation Citizen. (2020b). Generation Citizen strategic plan. Generation Citizen.Google Scholar
Generation Citizen. (n.d.a). Civics Day. Generation Citizen. https://generationcitizen.org/our-approach/civics-day/Google Scholar
Generation Citizen. (n.d.b). Framework for action. Generation Citizen. https://generationcitizen.org/our-approach/framework-for-action/Google Scholar
Generation Citizen. (n.d.c). Our curriculum. Generation Citizen. https://generationcitizen.org/our-programs/our-curriculum/Google Scholar
Gingold, J. (2013, August). Building an evidence-based practice of action civics: The current state of assessments and recommendations for the future (CIRCLE Working Paper No. 78). CIRCLE. https://circle.tufts.edu/sites/default/files/2019-12/WP78_BuildingCaseActionCivics_2013.pdfGoogle Scholar
Godfrey, E., & Grayman, J. (2014). Teaching citizens: The role of open classroom climate in fostering critical consciousness among youth. Journal of Youth and Adolescence, 43(11), 18011817.CrossRefGoogle ScholarPubMed
Gutmann, A. (1995). Civic education and social diversity. Ethics, 105(3), 557579.CrossRefGoogle Scholar
Hart, R. A. (1992). Children’s participation: From tokenism to citizenship. UNICEF Essays, 92(6), 112.Google Scholar
Hart, S., & Wandeler, C. (2018). The impact of action civics service-learning on eighth-grade students’ civic outcomes. International Journal of Research on Service-Learning and Community Engagement, 6(1), 117.CrossRefGoogle Scholar
Hess, D. E. (2009). Controversy in the classroom: The democratic power of discussion. Routledge.CrossRefGoogle Scholar
iCivics (2021). iCivics FY21–25 strategic plan. iCivics. https://issuu.com/icivics0/docs/final_long_form_strategic_planGoogle Scholar
iEngage. (n.d.). Student projects. iEngage Summer Civics Institute. https://blogs.baylor.edu/iengage/2019-student-projects/Google Scholar
Itzhaky, H., & York, A. (2000). Sociopolitical control and empowerment: An extended replication. Journal of Community Psychology, 28(4), 407415.3.0.CO;2-R>CrossRefGoogle Scholar
Kirshner, B., & Ginwright, S. (2012). Youth organizing as a developmental context for African American and Latino adolescents. Child Development Perspectives, 6(3), 288294.CrossRefGoogle Scholar
Kohfeldt, D., Chhun, L., Grace, S., & Langhout, R. D. (2011). Youth empowerment in context: Exploring tensions in school-based yPAR. American Journal of Community Psychology, 47(1–2), 2845.CrossRefGoogle ScholarPubMed
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. The Urban Review, 47(5), 868892.CrossRefGoogle Scholar
Kreyling, K. (Ed.). (2005). The plan of Nashville: Avenues to a great city. Vanderbilt University Press.Google Scholar
Kurtz, S. (2021, January 26). “Action civics” replaces citizenship with partisanship. The American Mind: A Publication of the Claremont Institute. https://americanmind.org/memo/action-civics-replaces-citizenship-with-partisanship/Google Scholar
LeCompte, K., Blevins, B., & Riggers-Piehl, T. (2020). Developing civic competence through action civics: A longitudinal look at the data. The Journal of Social Studies Research, 44(1), 127137.CrossRefGoogle Scholar
Levine, P., & Kawashima-Ginsberg, K. (2017). The republic is (still) at risk – And civics is part of the solution. Tufts University. www.civxnow.org/sites/default/files/resources/SummitWhitePaper.pdfGoogle Scholar
Levinson, M. (2010). The civic empowerment gap: Defining the problem and locating solutions. John Wiley and Sons.Google Scholar
Levinson, M. (2012). No citizen left behind. Harvard University Press.CrossRefGoogle Scholar
Lukes, S. (2005). Power: A radical view (2nd ed.). Palgrave Macmillan.CrossRefGoogle Scholar
Magill, K. R., Davis Smith, V., Blevins, B., & LeCompte, K. N. (2020). Beyond the invisible barriers of the classroom: iEngage and civic praxis. Democracy and Education, 28(1), 111.Google Scholar
Maton, K. I. (2008). Empowering community settings: Agents of individual development, community betterment, and positive social change. American Journal of Community Psychology, 41, 421.CrossRefGoogle ScholarPubMed
Mikva Challenge. (2020). 2020 Annual report. Mikva Challenge. https://mikvachallenge.org/wp-content/uploads/2021/02/2020-Annual-Report.pdfGoogle Scholar
Mikva Challenge. (n.d.a). Project Soapbox. Mikva Challenge. https://mikvachallenge.org/our-work/programs/project-soapbox/Google Scholar
Mikva Challenge. (n.d.b). Youth Led Advocacy. Mikva Challenge. https://mikvachallenge.org/our-work/programs/youth-led-advocacy/Google Scholar
Morgan, K. Y., & Christens, B. D. (2023). Critical consciousness development in place-based action civics. In Godfrey, E. B. & Rapa, L. J. (Eds.), Developing critical consciousness in youth: Contexts and settings (pp. 6082). Cambridge University Press.CrossRefGoogle Scholar
Morgan, K. Y., Christens, B. D., & Gibson, M. (2022). Design Your Neighborhood: The evolution of a city-wide urban design learning initiative in Nashville, Tennessee. In Stoecker, R. & Falcón, A. (Eds.), Handbook on participatory action research and community development (pp. 282301). Edward Elgar Publishing.Google Scholar
NACC. (n.d.). History. National Action Civics Collaborative. https://actioncivicscollaborative.org/about-us/history/Google Scholar
Nasir, N. I., & Kirshner, B. (2003). The cultural construction of moral and civic identities. Applied Developmental Science, 7(3), 138-147.CrossRefGoogle Scholar
Noguera, P. A. (2017). Introduction to “Racial inequality and education: Patterns and prospects for the future.” The Educational Forum, 81(2), 129135.Google Scholar
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), 152166.CrossRefGoogle ScholarPubMed
Pope, A., Stolte, L., & Cohen, A. (2011). Closing the civic engagement gap: The potential of action civics. Social Education, 75(5), 265268.Google Scholar
Rappaport, J. (1987). Terms of empowerment/exemplars of prevention: Toward a theory for community psychology. American Journal of Community Psychology, 15(2), 121148.CrossRefGoogle Scholar
Rebell, M. A. (2018). Flunking democracy: Schools, courts, and civic participation. University of Chicago Press.CrossRefGoogle Scholar
Rubin, B., & Jones, C. (2007). “There’s still not justice”: Youth civic identity development amid distinct school and community contexts. Teachers College Record, 109(2), 449481.CrossRefGoogle Scholar
Shapiro, S., & Brown, C. (2018, February 21). The state of civics education. Center for American Progress. https://files.eric.ed.gov/fulltext/ED586237.pdfGoogle Scholar
Speer, P. (2008). Social power and forms of change: Implications for psychopolitical validity. Journal of Community Psychology, 36(2), 199213.CrossRefGoogle Scholar
Speer, P., Peterson, N., Christens, B., & Reid, R. (2019). Youth cognitive empowerment: Development and evaluation of an instrument. American Journal of Community Psychology, 64(3-4), 528540.CrossRefGoogle ScholarPubMed
Street Law. (n.d.). About us. Street Law. www.streetlaw.org/who-we-are/officesGoogle Scholar
Swalwell, K., & Payne, K. A. (2019). Critical civic education for young children. Multicultural Perspectives, 21(2), 127132.CrossRefGoogle Scholar
University Community Collaborative. (n.d.a). Leaders Corps. University Community Collaborative. www.uccollab.org/leaders-corpsGoogle Scholar
University Community Collaborative. (n.d.b). POPPYN. University Community Collaborative. www.uccollab.org/copy-of-programsGoogle Scholar
USAID. (n.d.) Youth impact. USAID. www.usaid.gov/youthimpactGoogle Scholar
Warren, S. (2019). Generation Citizen: The power of youth in our politics. Counterpoint Press.Google Scholar
Watts, R. J., & Flanagan, C. (2007). Pushing the envelope on youth civic engagement: A developmental and liberation psychology perspective. Journal of Community Psychology, 35(6), 779792.CrossRefGoogle Scholar
Watts, R. J., & Hipolito-Delgado, C. P. (2015). Thinking ourselves to liberation?: Advancing sociopolitical action in critical consciousness. The Urban Review, 47(5), 847867.CrossRefGoogle Scholar
Westheimer, J., & Kahne, J. (2004). What kind of citizen? The politics of educating for democracy. American Educational Research Journal, 41(2), 237269.CrossRefGoogle Scholar
Youniss, J. (2011). Civic education: What schools can do to encourage civic identity and action. Applied Developmental Science, 15(2), 98103.CrossRefGoogle Scholar
Youth on Board. (n.d.). Our vision. Youth on Board. www.youthonboard.org/our-visionGoogle Scholar
Zimmerman, M. A. (2000). Empowerment theory: Psychological, organizational, and community levels of analysis. In Rappaport, J. & Seidman, E. (Eds.), Handbook of community psychology (pp. 4363). Kluwer Academic Publishers.CrossRefGoogle Scholar
Zimmerman, M. A., & Zahniser, J. (1991). Refinements of sphere‐specific measures of perceived control: Development of a sociopolitical control scale. Journal of Community Psychology, 19(2), 189204.3.0.CO;2-6>CrossRefGoogle Scholar

References

Advancement Project, Equality Federation Institute, & GSA Network. (n.d.). Power in partnerships: Building connections at the intersections of racial justice and LGBTQ movements to end the school-to-prison pipeline. Advancement Project, Equality Federation Institute, and GSA Network. https://advancementproject.org/wp-content/uploads/1970/01/899c2f19d719059027_h3cm6wplt.pdfGoogle Scholar
Akiva, T., & Petrokubi, J. (2016). Growing with youth: A lifewide and lifelong perspective on youth–adult partnership in youth programs. Children and Youth Services Review, 69, 248258.CrossRefGoogle Scholar
Baams, L., & Russell, S. T. (2021). Gay–straight alliances, school functioning, and mental health: Associations for students of color and LGBTQ students. Youth & Society, 53, 211229.CrossRefGoogle Scholar
Bohnert, A., Fredricks, J., & Randall, E. (2010). Capturing unique dimensions of youth organized activity involvement: Theoretical and methodological considerations. Review of Educational Research, 80, 576610.CrossRefGoogle Scholar
Busseri, M. A., & Rose‐Krasnor, L. (2009). Breadth and intensity: Salient, separable, and developmentally significant dimensions of structured youth activity involvement. British Journal of Developmental Psychology, 27, 907933.CrossRefGoogle ScholarPubMed
Calzo, J. P., Poteat, V. P., Yoshikawa, H., Russell, S. T., & Bogart, L. M. (2020). Person–environment fit and positive youth development in the context of high school gay–straight alliances. Journal of Research on Adolescence, 30, 158176.CrossRefGoogle ScholarPubMed
Centers for Disease Control and Prevention. (2015). Results from the School Health Policies and Practices Study 2014. Centers for Disease Control and Prevention.Google Scholar
Centers for Disease Control and Prevention. (2019). School health profiles 2018: Characteristics of health programs among secondary schools. Centers for Disease Control and Prevention.Google Scholar
Christens, B. D. (2012). Toward relational empowerment. American Journal of Community Psychology, 50, 114128.CrossRefGoogle ScholarPubMed
Christens, B. D. (2019). Community power and empowerment. Oxford University Press.CrossRefGoogle Scholar
Christens, B. D., & Peterson, N. A. (2012). The role of empowerment in youth development: A study of sociopolitical control as mediator of ecological systems’ influence on developmental outcomes. Journal of Youth and Adolescence, 41, 623635.CrossRefGoogle ScholarPubMed
Christens, B. D., Winn, L. T., & Duke, A. M. (2016). Empowerment and critical consciousness: A conceptual cross-fertilization. Adolescent Research Review, 1, 1527.CrossRefGoogle Scholar
Damon, W. (2004). What is positive youth development? The Annals of the American Academy of Political and Social Science, 591, 1324.CrossRefGoogle Scholar
Davis, B., Stafford, M. B. R., & Pullig, C. (2014). How gay–straight alliance groups mitigate the relationship between gay-bias victimization and adolescent suicide attempts. Journal of the American Academy of Child and Adolescent Psychiatry, 53, 12711278.CrossRefGoogle ScholarPubMed
Day, J. K., Fish, J. N., Grossman, A. H., & Russell, S. T. (2020). Gay–straight alliances, inclusive policy, and school climate: LGBTQ youths’ experiences of social support and bullying. Journal of Research on Adolescence, 30, 418430.CrossRefGoogle ScholarPubMed
Duncan-Andrade, J. (2009). Note to educators: Hope required when growing roses in concrete. Harvard Educational Review, 79, 181194.CrossRefGoogle Scholar
Fetner, T., Elafros, A., Bortolin, S., & Drechsler, C. (2012). Safe spaces: Gay–straight alliances in high schools. Canadian Review of Sociology/Revue canadienne de sociologie, 49, 188207.CrossRefGoogle ScholarPubMed
Ginwright, S. (2015). Hope and healing in urban education: How urban activists and teachers are reclaiming matters of the heart. RoutledgeCrossRefGoogle Scholar
Ginwright, S., & James, T. (2002). From assets to agents of change: Social justice, organizing, and youth development. New Directions for Youth Development, 96, 2746.CrossRefGoogle Scholar
GLSEN. (n.d.). Support student GSAs. GLSEN. www.glsen.org/support-student-gsasGoogle Scholar
Goodenow, C., Watson, R. J., Adjei, J., Homma, Y., & Saewyc, E. (2016). Sexual orientation trends and disparities in school bullying and violence-related experiences, 1999–2013. Psychology of Sexual Orientation and Gender Diversity, 3, 386396.CrossRefGoogle ScholarPubMed
Graybill, E. C., Varjas, K., Meyers, J., Dever, B. V., Greenberg, D., Roach, A. T., & Morillas, C. (2015). Demographic trends and advocacy experiences of gay–straight alliance advisors. Journal of LGBT Youth, 12, 436461.CrossRefGoogle Scholar
Graybill, E. C., Varjas, K., Meyers, J., & Watson, L. B. (2009). Content-specific strategies to advocate for lesbian, gay, bisexual, and transgender youth: An exploratory study. School Psychology Review, 38, 570584.Google Scholar
Griffin, P., Lee, C., Waugh, J., & Beyer, C. (2004). Describing roles that gay–straight alliances play in schools: From individual support to school change. Journal of Gay & Lesbian Issues in Education, 1, 722.CrossRefGoogle Scholar
Grossman, J. B., & Bulle, M. J. (2006). Review of what youth programs do to increase the connectedness of youth with adults. Journal of Adolescent Health, 39, 788799.CrossRefGoogle ScholarPubMed
GSA Network. (2014, April 22). LGBT and immigrant youth unite for White House action. GSA Network. https://gsanetwork.org/press-releases/lgbt-and-immigrant-youth-unite-for-white-house-action/Google Scholar
GSA Network. (n.d.). Build the GSA movement. GSA Network. https://gsanetwork.org/build-the-gsa-movement/Google Scholar
Hamby, R. L. (2007). Gay–straight alliances help bring education to all students. Journal of Curriculum and Pedagogy, 4, 116119.CrossRefGoogle Scholar
Heck, N. C. (2015). The potential to promote resilience: Piloting a minority stress-informed, GSA-based, mental health promotion program for LGBTQ youth. Psychology of Sexual Orientation and Gender Diversity, 2, 225231.CrossRefGoogle ScholarPubMed
Heck, N. C., Lindquist, L., Stewart, B., Brennan, C., & Cochran, B. N. (2013). To join or not to join: Gay–straight student alliances and the high school experiences of lesbian, gay, bisexual and transgender youths. Journal of Gay and Lesbian Social Services, 25, 77101.CrossRefGoogle Scholar
Herdt, G., Russell, S. T., Sweat, J., & Marzullo, M. (2006). Sexual inequality, youth empowerment, and the GSA: A community study in California. In Teunis, N. & Herdt, G. H. (Eds.), Sexual inequalities and social justice (pp. 233252). University of California Press.CrossRefGoogle Scholar
Kirshner, B., & Ginwright, S. (2012). Youth organizing as a developmental context for African American and Latino adolescents. Child Development Perspectives, 6, 288294.CrossRefGoogle Scholar
Kosciw, J. G., & Pizmony-Levy, O. (2013). Fostering a global dialogue about LGBT youth and schools: Proceedings from a meeting of the Global Network Combating Homophobic and Transphobic Prejudice and Violence in Schools Sponsored by GLSEN & UNESCO. GLSEN.Google Scholar
Kosciw, J. G., Clark, C. M., Truong, N. L., & Zongrone, A. D. (2020). The 2019 National School Climate Survey: The experiences of lesbian, gay, bisexual, transgender, and queer youth in our nation’s schools. GLSEN.Google Scholar
Kull, R. M., Greytak, E. A., Kosciw, J. G., & Villenas, C. (2016). Effectiveness of school district antibullying policies in improving LGBT youths’ school climate. Psychology of Sexual Orientation and Gender Diversity, 3, 407415.CrossRefGoogle Scholar
Lapointe, A. A. (2017). “It’s not pans, it’s people”: Student and teacher perspectives on bisexuality and pansexuality. Journal of Bisexuality, 17, 88107.CrossRefGoogle Scholar
Lapointe, A. A., & Crooks, C. (2018). GSA members’ experiences with a structured program to promote well-being. Journal of LGBT Youth, 15, 300318.CrossRefGoogle Scholar
Lardier, D. T., Jr., Garcia‐Reid, P., & Reid, R. J. (2018). The interacting effects of psychological empowerment and ethnic identity on indicators of well‐being among youth of color. Journal of Community Psychology, 46, 489501.CrossRefGoogle Scholar
Lee, C. (2002). The impact of belonging to a high school gay/straight alliance. The High School Journal, 85, 1326.CrossRefGoogle Scholar
Lerner, R. M., Lerner, J. V., Bowers, E. P., & Geldhof, G. J. (2015). Positive youth development and relational-development-systems. In Lerner, R. M., Overton, W. F., & Molenaar, P. C. M. (Eds.), Handbook of child psychology and developmental science. Volume 1, theory and method (7th ed., pp. 607651). Wiley.CrossRefGoogle Scholar
Liberty Hill. (2015, January 30). Immigrant Youth Coalition. Liberty Hill Foundation. www.libertyhill.org/tags/immigrant-youth-coalitionGoogle Scholar
Macgillivray, I. K. (2005). Shaping democratic identities and building citizenship skills through student activism: México’s first gay–straight alliance. Equity & Excellence in Education, 38, 320330.CrossRefGoogle Scholar
Marx, R. A., & Kettrey, H. H. (2016). Gay–straight alliances are associated with lower levels of school-based victimization of LGBTQ+ youth: A systematic review and meta-analysis. Journal of Youth and Adolescence, 45, 12691282.CrossRefGoogle ScholarPubMed
Massachusetts Department of Elementary and Secondary Education. (2021, March 19). Massachusetts gender and sexuality alliance (GSA) leadership council. Massachusetts Department of Elementary and Secondary Education. www.doe.mass.edu/sfs/lgbtq/GSALcouncil.htmlGoogle Scholar
Mayberry, M. (2013). Gay–straight alliances: Youth empowerment and working toward reducing stigma of LGBT youth. Humanity & Society, 37, 3554.CrossRefGoogle Scholar
Mayberry, M., Chenneville, T., & Currie, S. (2013). Challenging the sounds of silence: A qualitative study of gay–straight alliances and school reform efforts. Education and Urban Society, 45, 307339.CrossRefGoogle Scholar
Mayo, C. (2008). Obscene associations: Gay–straight alliances, the Equal Access Act, and abstinence-only policy. Sexuality Research and Social Policy, 5, 4555.CrossRefGoogle Scholar
Mayo, J. B. (2015). Youth work in gay straight alliances: Curriculum, pedagogy, and activist development. Child & Youth Services, 36, 7993.CrossRefGoogle Scholar
McCready, L. T. (2004). Some challenges facing queer youth programs in urban high schools: Racial segregation and de-normalizing Whiteness. Journal of Gay and Lesbian Issues in Education, 1, 3751.CrossRefGoogle Scholar
Miceli, M. (2005). Standing out, standing together: The social and political impact of gay–straight alliances. Taylor & Francis.Google Scholar
Poteat, V. P., Calzo, J. P., Yoshikawa, H., Lipkin, A., Ceccolini, C. J., Rosenbach, S. B., O’Brien, M. D., Marx, R. A., Murchison, G. R., & Burson, E. (2020a). Greater engagement in gender–sexuality alliances and GSA characteristics predict youth empowerment and reduced mental health concerns. Child Development, 91, 15091528.CrossRefGoogle ScholarPubMed
Poteat, V. P., Godfrey, E. B., Brion-Meisels, G., & Calzo, J. P. (2020b). Development of youth advocacy and sociopolitical efficacy as dimensions of critical consciousness within Gender-Sexuality Alliances. Developmental Psychology, 56, 12071219.CrossRefGoogle ScholarPubMed
Poteat, V. P., Heck, N. C., Yoshikawa, H., & Calzo, J. P. (2016). Greater engagement among members of gay–straight alliances: Individual and structural contributors. American Educational Research Journal, 53, 17321758.CrossRefGoogle ScholarPubMed
Poteat, V. P., O’Brien, M. D., Yang, M. K., Rosenbach, S. B., & Lipkin, A. (2022). Youth advocacy varies in relation to adult advisor characteristics and practices in gender–sexuality alliances. Applied Developmental Science, 26(3), 460470.CrossRefGoogle ScholarPubMed
Poteat, V. P., Yoshikawa, H., Calzo, J. P., Gray, M. L., DiGiovanni, C. D., Lipkin, A., Mundy-Shephard, A., Perrotti, J., Scheer, J. R., & Shaw, M. P. (2015). Contextualizing gay–straight alliances: Student, advisor, and structural factors related to positive youth development among members. Child Development, 86, 176193.CrossRefGoogle ScholarPubMed
Rivers, I. (2011). Homophobic bullying: Research and theoretical perspectives. Oxford University Press.CrossRefGoogle Scholar
Russell, S. T., & Fish, J. N. (2019). Sexual minority youth, social change, and health: A developmental collision. Research in Human Development, 16, 520.CrossRefGoogle Scholar
Russell, S. T., Muraco, A., Subramaniam, A., & Laub, C. (2009). Youth empowerment and high school gay–straight alliances. Journal of Youth and Adolescence, 38, 891903.CrossRefGoogle ScholarPubMed
Seelman, K. L., & Walker, M. B. (2018). Do anti-bullying laws reduce in-school victimization, fear-based absenteeism, and suicidality for lesbian, gay, bisexual, and questioning youth? Journal of Youth and Adolescence, 47, 23012319.CrossRefGoogle ScholarPubMed
Shaw, C. (2018, February 27). Queer youth leaders mobilize for GSA Day of Racial Justice. Liberty Hill Foundation. www.libertyhill.org/2018/02/27/queer-youth-leaders-mobilize-for-gsa-day-of-racial-justiceGoogle Scholar
Snapp, S. D., Burdge, H., Licona, A. C., Moody, R. L., & Russell, S. T. (2015). Students’ perspectives on LGBTQ-inclusive curriculum. Equity & Excellence in Education, 48, 249265.CrossRefGoogle Scholar
Snyder, C. R., Sympson, S. C., Ybasco, F. C., Borders, T. F., Babyak, M. A., & Higgins, R. L. (1996). Development and validation of the State Hope Scale. Journal of Personality and Social Psychology, 70, 321335.CrossRefGoogle ScholarPubMed
St. John, A., Travers, R., Munro, L., Liboro, R., Schneider, M., & Greig, C. L. (2014). The success of gay–straight alliances in Waterloo Region, Ontario: A confluence of political and social factors. Journal of LGBT Youth, 11, 150170.CrossRefGoogle Scholar
Stonefish, T., & Lafreniere, K. D. (2015). Embracing diversity: The dual role of gay–straight alliances. Canadian Journal of Education/Revue Canadienne de l’éducation, 38, 127.Google Scholar
Toomey, R. B., & Russell, S. T. (2013). Gay–straight alliances, social justice involvement, and school victimization of lesbian, gay, bisexual, and queer youth: Implications for school well-being and plans to vote. Youth & Society, 45, 500522.CrossRefGoogle ScholarPubMed
Uribe, V., & Harbeck, K. M. (1992). Addressing the needs of lesbian, gay, and bisexual youth: The origins of PROJECT 10 and school-based intervention. Journal of Homosexuality, 22, 928.CrossRefGoogle ScholarPubMed
Vella, D. R., Nowottnick, L., Selun, B., & Van Roozendaal, B. (2009). Empowering LGBTQ youth in Europe: The work of IGLYO. Journal of LGBT Youth, 6, 101105.CrossRefGoogle Scholar
Walls, N. E., Kane, S. B., & Wisneski, H. (2010). Gay–straight alliances and school experiences of sexual minority youth. Youth & Society, 41, 307332.CrossRefGoogle Scholar
Watson, L. B., Varjas, K., Meyers, J., & Graybill, E. C. (2010). Gay–straight alliance advisors: Negotiating multiple ecological systems when advocating for LGBTQ youth. Journal of LGBT Youth, 7, 100128.CrossRefGoogle Scholar
Watts, R. J., & Hipolito-Delgado, C. P. (2015). Thinking ourselves to liberation? Advancing sociopolitical action in critical consciousness. The Urban Review, 47, 847867.CrossRefGoogle Scholar
Wong, A. (2019, July 9). How schools reinvigorated the Stonewall revolution. The Atlantic. www.theatlantic.com/education/archive/2019/07/role-school-gsas-lgbt-rights-movement/593491/Google Scholar
Wong, N. T., Zimmerman, M. A., & Parker, E. A. (2010). A typology of youth participation and empowerment for child and adolescent health promotion. American Journal of Community Psychology, 46, 100114.CrossRefGoogle ScholarPubMed
Zeldin, S., Christens, B. D., & Powers, J. L. (2013). The psychology and practice of youth–adult partnership: Bridging generations for youth development and community change. American Journal of Community Psychology, 51, 385397.CrossRefGoogle ScholarPubMed
Zimmerman, M. A. (2000). Empowerment theory. In Rappaport, J. & Seidman, E. (Eds.), Handbook of community psychology (pp. 4363). Springer.CrossRefGoogle Scholar
Zimmerman, M. A., Eisman, A. B., Reischl, T. M., Morrel-Samuels, S., Stoddard, S., Miller, A. L., Hutchison, P., Franzen, S., & Rupp, L. (2018). Youth empowerment solutions: Evaluation of an after-school program to engage middle school students in community change. Health Education & Behavior, 45, 2031.CrossRefGoogle ScholarPubMed

References

Adams, M., & Bell, L. A. (Eds.). (2016). Teaching for diversity and social justice (3rd ed.). Routledge.CrossRefGoogle Scholar
Adams, M., Bell, L. A., & Griffin, P. (2007). Teaching for diversity and social justice (2nd ed.). Routledge.CrossRefGoogle Scholar
Afterschool Alliance (2020, December). America after 3pm: Demand grows, opportunity shrinks. Afterschool Alliance. http://afterschoolalliance.org/documents/AA3PM-2020/National-AA3PM-2020-Fact-Sheet.pdfGoogle Scholar
Anderson, A. J. (2020). A qualitative systematic review of youth participatory action research implementation in US high schools. American Journal of Community Psychology, 65(1–2), 242257.CrossRefGoogle ScholarPubMed
Anyon, Y., Bender, K., Kennedy, H., & Dechants, J. (2018). A systematic review of youth participatory action research (YPAR) in the United States: Methodologies, youth outcomes, and future directions. Health Education & Behavior, 45(6), 865878.CrossRefGoogle ScholarPubMed
Bell, S., & Kornbluh, M. (2022). Networking in the digital age: Identifying factors that influence adolescents’ online communication and relationship building. Applied Developmental Sciences, 26, 109126.CrossRefGoogle Scholar
Bertrand, M., & Lozenski, B. D. (2023). YPAR dreams deferred? Examining power bases for YPAR to impact policy and practice. Educational Policy, 37(2), 437462.CrossRefGoogle Scholar
Birks, M., Chapman, Y., & Francis, K. (2008). Memoing in qualitative research: Probing data and processes. Journal of Research in Nursing, 13(1), 6875.CrossRefGoogle Scholar
Black, A. (2002) Making sense of what it means to teach: Artful representations as meaning-making tools, Teacher Development, 6(1), 7588.CrossRefGoogle Scholar
Branquinho, C., Tomé, G., Grothausen, T., & Gaspar de Matos, M. (2020). Community‐based youth participatory action research studies with a focus on youth health and well‐being: A systematic review. Journal of Community Psychology, 48(5), 13011315.CrossRefGoogle ScholarPubMed
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77101.CrossRefGoogle Scholar
Brion-Meisels, G., & Alter, Z. (2018). The quandary of youth participatory action research in school settings: A framework for reflecting on the factors that influence purpose and process. Harvard Educational Review, 88(4), 429454.CrossRefGoogle Scholar
Buckley-Marudas, M. F., & Soltis, S. (2020). What youth care about: Exploring topic identification for youth-led research in school. The Urban Review, 52(2), 331350.CrossRefGoogle Scholar
Bulanda, J. J., & McCrea, K. T. (2013). The promise of an accumulation of care: Disadvantaged African-American youths’ perspectives about what makes an after school program meaningful. Child and Adolescent Social Work Journal, 30(2), 95118.CrossRefGoogle Scholar
Buttimer, C. J. (2018). The challenges and possibilities of youth participatory action research for teachers and students in public school classrooms. Berkeley Review of Education, 8(1), 3981.Google Scholar
Cammarota, J., & Romero, A. (2011). Participatory action research for high school students: Transforming policy, practice, and the personal with social justice education. Educational Policy, 25(3), 488506.CrossRefGoogle Scholar
Caraballo, L., Lozenski, B. D., Lyiscott, J. J., & Morrell, E. (2017). YPAR and critical epistemologies: Rethinking education research. Review of Research in Education, 41(1), 311336.CrossRefGoogle Scholar
Christens, B. D. (2019). Community power and empowerment. Oxford University Press.CrossRefGoogle Scholar
Cohen, A. K., Ozer, E. J., Abraczinskas, M., Voight, A., Kirshner, B., & Devinney, M. (2020). Opportunities for youth participatory action research to inform school district decisions. Evidence & Policy, 16(2), 317329.CrossRefGoogle Scholar
Dalane, K., & Marcotte, D. E. (2022). The segregation of students by income in public schools. Educational Researcher, 51(4), 245254.CrossRefGoogle Scholar
Duncan-Andrade, J. M., & Morrell, E. (2008). Youth participatory action research as critical pedagogy. Counterpoints, 285, 105131.Google Scholar
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), 6783.CrossRefGoogle ScholarPubMed
Francis, D. V., & Darity, W. A. (2021). Separate and unequal under one roof: How the legacy of racialized tracking perpetuates within-school segregation. RSF: The Russell Sage Foundation Journal of the Social Sciences, 7(1), 187202.CrossRefGoogle Scholar
Frasquilho, D., Ozer, E. J., Ozer, E. M., Branquinho, C., Camacho, I., Reis, M., Tomé, G., Santos, T., Gomes, P., Cruz, J., Ramiro, L., Gaspar, T., Simões, C., Piatt, A. A., Holsen, I., & de Matos, M. G. (2018). Dream teens: Adolescents‐led participatory project in Portugal in the context of the economic recession. Health Promotion Practice, 19(1), 5159.CrossRefGoogle ScholarPubMed
Freire, P. (1970). Pedagogy of the oppressed. ContinuumGoogle Scholar
Goslin, D. A. (1965). The school in contemporary society. Scott, Foresman.Google Scholar
Irizarry, J. G., & Brown, T. M. (2014). Humanizing research in dehumanizing spaces: The challenges and opportunities of conducting participatory action research with youth in schools. In Paris, D. & Winn, M. T. (Eds.), Humanizing research: Decolonizing qualitative inquiry with youth and communities (pp. 6380). Sage.Google Scholar
Jagers, R. J., Rivas-Drake, D., & Williams, B. (2019). Transformative social and emotional learning (SEL): Toward SEL in service of educational equity and excellence. Educational Psychologist, 54(3), 162184.CrossRefGoogle Scholar
Kennedy, H., DeChants, J., Bender, K., & Anyon, Y. (2019). More than data collectors: A systematic review of the environmental outcomes of youth inquiry approaches in the United States. American Journal of Community Psychology, 63(1–2), 208226.CrossRefGoogle ScholarPubMed
Kohfeldt, D., Chhun, L., Grace, S., & Langhout, R. D. (2011). Youth empowerment in context: Exploring tensions in school-based YPAR. American Journal of Community Psychology, 47(1), 2845.CrossRefGoogle ScholarPubMed
Kornbluh, M. (2019). Building bridges: Exploring the communication trends and perceived sociopolitical benefits of adolescents engaging in online social justice efforts. Youth & Society, 51(8), 11041126.CrossRefGoogle Scholar
Kornbluh, M., Neal, J. W., & Ozer, E. J. (2016). Scaling‐up youth‐led social justice efforts through an online school‐based social network. American Journal of Community Psychology, 57(3–4), 266279.CrossRefGoogle ScholarPubMed
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. The Urban Review, 47(5), 868892.CrossRefGoogle Scholar
Leitch, R. (2006) Limitations of language: Developing arts-based creative narrative in stories of teachers’ identities. Teachers and Teaching: Theory and Practice, 12(5), 549569.CrossRefGoogle Scholar
Levy, I. P., Cook, A. L., & Emdin, C. (2018). Remixing the school counselor’s tool kit: Hip-hop spoken word therapy and YPAR. Professional School Counseling, 22(1), 111.CrossRefGoogle Scholar
Lightfoot, E., McCleary, J. S., & Lum, T. (2014). Asset mapping as a research tool for community-based participatory research in social work. Social Work Research, 38(1), 5964.CrossRefGoogle Scholar
Lightfoot, S. L. (1986). On goodness in schools: Themes of empowerment. Peabody Journal of Education, 63(3), 928.CrossRefGoogle Scholar
Mirra, N., & Rogers, J. (2016). Institutional participation and social transformation: Considering the goals and tensions of university-initiated YPAR projects with K–12 youth. International Journal of Qualitative Studies in Education, 29(10), 12551268.CrossRefGoogle Scholar
Mirra, N., Garcia, A., & Morrell, E. (2015). Doing youth participatory action research: Transforming inquiry with researchers, educators, and students. Routledge.CrossRefGoogle Scholar
National Center for Education Statistics. (2020). Fast facts: Back-to-school statistics. National Center for Education Statistics. https://nces.ed.gov/fastfacts/display.asp?id=372#PK12-enrollmentGoogle Scholar
Orozco, R. A. (2012). Racism and power Arizona politicians’ use of the discourse of anti-Americanism against Mexican American studies. Hispanic Journal of Behavioral Sciences, 34(1), 4360.CrossRefGoogle Scholar
Ozer, E. J. (2016). Youth-led participatory action research: Developmental and equity perspectives. Advances in Child Development and Behavior, 50, 189207.CrossRefGoogle ScholarPubMed
Ozer, E. J., & Douglas, L. (2015). Assessing the key processes of youth-led participatory research: Psychometric analysis and application of an observational rating scale. Youth & Society, 47(1), 2950.CrossRefGoogle Scholar
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), 267283.CrossRefGoogle Scholar
Ozer, E. J., Abraczinskas, M., Voight, A., Kirshner, B., Cohen, A. K., Zion, S., Glende, J. R., Stickney, D., Gauna, R., Lopez, S. E., & Freiburger, K. (2020). Use of research evidence generated by youth: Conceptualization and applications in diverse US K–12 educational settings. American Journal of Community Psychology, 66(1–2), 8193.CrossRefGoogle Scholar
Ozer, E. J., Newlan, S., Douglas, L., & Hubbard, E. (2013). “Bounded” empowerment: Analyzing tensions in the practice of youth-led participatory research in urban public schools. American Journal of Community Psychology, 52(1), 1326.CrossRefGoogle ScholarPubMed
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), 152166.CrossRefGoogle ScholarPubMed
Prati, G., Mazzoni, D., Guarino, A., Albanesi, C., & Cicognani, E. (2020). Evaluation of an active citizenship intervention based on youth-led participatory action research. Health Education & Behavior, 47(6), 894904.CrossRefGoogle ScholarPubMed
Roberts, A., & Woods, P. A. (2018). Theorising the value of collage in exploring educational leadership. British Educational Research Journal, 44(4), 626642.CrossRefGoogle Scholar
Rodríguez, L. F., & Brown, T. M. (2009). From voice to agency: Guiding principles for participatory action research with youth. New Directions for Youth Development, 123, 1934.CrossRefGoogle Scholar
Shaffer, R. (1983). Beyond the dispensary. African Medical and Research Foundation.Google Scholar
Shamrova, D. P., & Cummings, C. E. (2017). Participatory action research (PAR) with children and youth: An integrative review of methodology and PAR outcomes for participants, organizations, and communities. Children and Youth Services Review, 81, 400412.CrossRefGoogle Scholar
Solórzano, D. G., & Delgado- Bernal, D. (2001). Examining transformational resistance through a critical race and Latcrit theory framework: Chicana and Chicano students in an urban context. Urban Education, 36(3), 308342.CrossRefGoogle Scholar
Suleiman, B. A., Ballard, P. J., Hoyt, L. T., & Ozer, E. J. (2021). Applying a developmental lens to youth-led participatory action research: A critical examination and integration of existing evidence. Youth & Society, 53(1), 2653.CrossRefGoogle Scholar
Umaña-Taylor, A. J. (2016). A post-racial society in which ethnic-racial discrimination still exists and has significant consequences for youths’ adjustment. Current Directions in Psychological Science, 25(2), 111118.CrossRefGoogle Scholar
Unicef. (2022, June). Primary education. Unicef. https://data.unicef.org/topic/education/primary-education/Google Scholar
United Nations. (1989, November 20). United Nations Convention on the Rights of the Child. United Nations. www.ohchr.org/Documents/ProfessionalInterest/crc.pdfGoogle Scholar
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), 310326.CrossRefGoogle Scholar
Watts, R. J., & Guessous, O. (2006). Sociopolitical development: The missing link in research and policy on adolescents. In Ginwright, S., Noguera, P., & Cammarota, J. (Eds.), Beyond resistance! Youth activism and community change: new democratic possibilities for practice and policy for America’s youth (pp. 5980). Routledge.Google Scholar
Watts, R. J., Diemer, M. A., & Voight, A. M. (2011). Critical consciousness: Current status and future directions. New Directions for Child and Adolescent Development, 134, 4357.CrossRefGoogle Scholar
Zeldin, S., Christens, B. D., & Powers, J. L. (2013). The psychology and practice of youth–adult partnership: Bridging generations for youth development and community change. American Journal of Community Psychology, 51(3), 385397.CrossRefGoogle ScholarPubMed
Zimmerman, M. A. (2000). Empowerment theory. In Rappaport, J. & Seidman, E. (Eds.), Handbook of community psychology (pp. 4363). Kluwer Academic/Plenum Publishers.CrossRefGoogle Scholar

References

Afterschool Alliance. (2014). Taking a deeper dive into afterschool: Positive outcomes and promising practices. ERIC Clearinghouse.Google Scholar
Afterschool Alliance. (2020a, July). Afterschool in the time of COVID-19. Afterschool Alliance. http://afterschoolalliance.org/documents/Afterschool-COVID-19-Wave-1-Fact-Sheet.pdfGoogle Scholar
Afterschool Alliance. (2020b, December). America after 3pm: Demand grows, opportunity shrinks. Executive summary. Afterschool Alliance. http://afterschoolalliance.org/documents/AA3PM-2020/AA3PM-Executive-Summary.pdfGoogle Scholar
Akiva, T., Carey, R. L., Cross, A. B., Delale-O’Connor, L., & Brown, M. R. (2017). Reasons youth engage in activism programs: Social justice or sanctuary? Journal of Applied Developmental Psychology, 53, 2030.CrossRefGoogle Scholar
Anyiwo, N., Palmer, G. J., Garrett, J. M., Starck, J. G., & Hope, E. C. (2020). Racial and political resistance: An examination of the sociopolitical action of racially marginalized youth. Current Opinion in Psychology, 35, 8691.CrossRefGoogle ScholarPubMed
Baldridge, B. J. (2014). Relocating the deficit: Reimagining Black youth in neoliberal times. American Educational Research Journal, 51(3), 440472.CrossRefGoogle Scholar
Baldridge, B. J. (2018). On educational advocacy and cultural work: Situating community-based youth work[ers] in broader educational discourse. Teachers College Record, 120(2), 1-28.CrossRefGoogle Scholar
Baldridge, B. J. (2019). Reclaiming community: Race and the uncertain future of youth work. Stanford University Press.CrossRefGoogle Scholar
Baldridge, B. J. (2020a). Negotiating anti-Black racism in “liberal” contexts: The experiences of Black youth workers in community-based educational spaces. Race, Ethnicity, and Education, 23(6), 747766.CrossRefGoogle Scholar
Baldridge, B. J. (2020b). The youthwork paradox: A case for studying the complexity of community-based youth work in educational research. Educational Researcher, 49(8), 618625.CrossRefGoogle Scholar
Baldridge, B. J., DiGiacomo, D., Kirshner, B., Mejias, S., & Vasudevan, S. R. (in press). Out-of-school time programs in the United States in an era of racial reckoning: Insights on equity from practitioners, scholars, policy influencers, and young people. Educational Researcher.Google Scholar
Bax, A., & Ferrada, J. S. (2018). Sounding White and boring: Race, identity, and youth freedom in an after-school program. In Bucholtz, M., Casillas, D. I., & Lee, J. S. (Eds.), Feeling it: Language, race, and affect in Latinx youth learning (pp. 7288). Routledge.CrossRefGoogle Scholar
Bonds, A. (2019). Race and ethnicity I: Property, race, and the carceral state. Progress in Human Geography, 43(3), 574583.CrossRefGoogle Scholar
Bonfiglio, A. M. (2017). On being disrupted: Youth work and Black Lives Matter. Journal of Youth Development, 12(1), 108125.CrossRefGoogle Scholar
Brion-Meisels, G., Fei, J. T., & Vasudevan, D. S. (Eds.). (2020). At our best: Building youth–adult partnerships in out-of-school time settings. Information Age Publishing.Google Scholar
Brown, A. A., Outley, C. W., & Pinckney, H. P. (2018). Examining the use of leisure for the sociopolitical development of Black youth in out-of-school time programs. Leisure Sciences, 40(7), 686696.CrossRefGoogle Scholar
Carey, R. L., Akiva, T., Abdellatif, H., & Daughtry, K. A. (2021). “And school won’t teach me that!” Urban youth activism programs as transformative sites for critical adolescent learning. Journal of Youth Studies, 24, 941960.CrossRefGoogle Scholar
Carpenter, S. (2017). “Modeling” youth work: Logic models, neoliberalism, and community praxis. International Studies in Sociology of Education, 29(2), 105120.CrossRefGoogle Scholar
Checkoway, B. (2011). Education for democracy by young people in community-based organizations. Youth & Society, 45(3), 389403.CrossRefGoogle Scholar
Christens, B. D. (2011). Adapt to youth while working for social change. The Prevention Researcher, 18(Suppl.), 1011.Google Scholar
Christens, B. D. (2012). Toward relational empowerment. American Journal of Community Psychology, 50, 114128.CrossRefGoogle ScholarPubMed
Christens, B. D., & Inzeo, P. T. (2015). Widening the view: Situating collective impact among frameworks for community-led change. Community Development, 46(4), 420435.CrossRefGoogle Scholar
Christens, B. D., Winn, L. T., & Duke, A. M. (2016). Empowerment and critical consciousness: A conceptual cross-fertilization. Adolescent Research Review, 1, 1527.CrossRefGoogle Scholar
Clay, K. L. (2019). “Despite the odds”: Unpacking the politics of Black resilience neoliberalism. American Educational Research Journal, 56(1), 75110.CrossRefGoogle Scholar
Cohen, J., Golden, M. M., Quinn, R., & Simon, E. (2018). Democracy thwarted or democracy at work? Local public engagement and the new education policy landscape. American Journal of Education, 124(4), 411443.CrossRefGoogle Scholar
Colvin, S., White, A. M., Akiva, T., & Wardrip, P. S. (2020). What do you think youth workers do? A comparative case study of library and afterschool workers. Children and Youth Review, 119, 114.Google Scholar
de St Croix, T. (2018). Youth work, performativity, and the new youth impact agenda: Getting paid for numbers? Journal of Education Policy, 33, 414438.CrossRefGoogle Scholar
Detzler, M. L., Van Liew, C., Dorward, L. G., Jenkins, R., & Teslicko, D. (2007). Youth voices thrive in facilitating leadership in youth. New Directions for Youth Development, 2007(116), 109116.CrossRefGoogle Scholar
Dill, L. J., & Ozer, E. J. (2019). “The hook‐up”: How youth‐serving organizations facilitate network‐based social capital for urban youth of color. Journal of Community Psychology, 47(7), 16141628.CrossRefGoogle ScholarPubMed
Dumas, M. J. (2016). Against the dark: Antiblackness in education policy and discourse. Theory Into Practice, 55, 1119.CrossRefGoogle Scholar
Erbstein, N. (2013). Engaging underrepresented youth populations in community youth development: Tapping social capital as a critical resource. New Directions for Youth Development, 2013(138), 109124.CrossRefGoogle ScholarPubMed
Erbstein, N., & Fabionar, J. O. (2019). Supporting Latinx youth participation in out-of-school time programs: A research synthesis. Afterschool Matters, 29, 1727.Google Scholar
Ettekal, A. V., & Agans, J. P. (2020). Positive youth development through leisure: Confronting the COVID-19 pandemic. Journal of Youth Development, 15(2), 120.CrossRefGoogle Scholar
Evans, M. P. (2019). Power and authenticity in education focused community‐based organizations. In Sheldon, S. B. & Turner-Vorbeck, T. A. (Eds.), The Wiley handbook of family, school, and community relationships in education (pp. 379397). John Wiley & Sons.CrossRefGoogle Scholar
Flores, K. S. (n.d.). Transforming positive youth development: A case for youth organizing. Funders Collaborative on Youth Organizing. https://fcyo.org/resources/transforming-positive-youth-development-a-case-for-youth-organizingGoogle Scholar
Foltman, L., Jones, M., & Bourdeau, C. (2019, February 28). How redlining continues to shape racial segregation in Milwaukee: 1930s lending map reveals the policy roots of housing discrimination. WisCONTEXT. www.wiscontext.org/how-redlining-continues-shape-racial-segregation-milwaukeeGoogle Scholar
Gay, G. (2000). Culturally responsive teaching: Theory, research, and practice. Teachers College Press.Google Scholar
Ginwright, S. (2007). Black youth activism and the role of critical social capital in Black community organizations. American Behavioral Scientist, 51(3), 403418.CrossRefGoogle Scholar
Ginwright, S. (2010). Black youth rising: Activism and radical healing in urban America. Teachers College Press.Google Scholar
Ginwright, S., & Cammarota, J. (2002). New terrain in youth development: The promise of a social justice approach. Social Justice, 4(90), 8295.Google Scholar
Ginwright, S., & Cammarota, J. (2009). Youth activism in the urban community: Learning critical civic praxis within community organizations. International Journal of Qualitative Studies in Education, 20, 693710.CrossRefGoogle Scholar
Ginwright, S., & James, T. (2002). From assets to agents of change: Social justice, organizing, and youth development. In Kirshner, B., O’Donoghue, J. L., & McLaughlin, M. (Eds.), Youth participation: Improving institutions and communities (pp. 2746). Jossey-Bass.Google Scholar
Gonsalves, A., Rahm, J., & Carvalho, A. (2013). “We could think of things that could be science”: Girls’ re‐figuring of science in an out‐of‐school‐time club. Journal of Research in Science Teaching, 50(9), 10681097.CrossRefGoogle Scholar
Hess, J. (2018). Detroit youth speak back: Rewriting deficit perspectives through songwriting. Bulletin of the Council for Research in Music Education, 216, 730.CrossRefGoogle Scholar
Hope, E. C., Skoog, A. B., & Jagers, R. J. (2015). “It’ll never be the White kids, it’ll always be us”: Black high school students’ evolving critical analysis of racial discrimination and inequity in schools. Journal of Adolescent Research, 30(1), 83112.CrossRefGoogle Scholar
Johnson, L. P. (2017). Writing the self: Black queer youth challenge heteronormative ways of being in an afterschool writing club. Research in the Teaching of English, 52(1), 1333.CrossRefGoogle Scholar
Kelley, M. A., & Dombrowski, R. D. (2018). Community-based action for food justice. In Cnaan, R. A. & Milofsky, C. (Eds.), Handbook of community movements and local organizations in the 21st century (pp. 405422). Springer International Publishing.CrossRefGoogle Scholar
Kirshner, B. (2015). Youth activism in an era of education inequality. New York University Press.Google Scholar
Kirshner, B., & Ginwright, S. (2012). Youth organizing as a developmental context for African American and Latino adolescents. Child Development Perspectives, 6(3), 288294.CrossRefGoogle Scholar
Kwon, S. A. (2013). Uncivil youth: Race, activism, and affirmative governmentality. Duke University Press.Google Scholar
Lardier, D. T., Herr, K. G., Barrios, V. R., Garcia-Reid, P., & Reid, R. J. (2019). Merit in meritocracy: Uncovering the myth of exceptionality and self-reliance through the voices of urban youth of color. Education and Urban Society, 51(4), 474500.CrossRefGoogle Scholar
Lardier, D. T., Herr, K. G., Bergeson, C., Garcia-Reid, P., & Reid, R. J. (2020a). Locating disconnected minoritized youth within urban community-based educational programs in an era of neoliberalism. International Journal of Qualitative Studies in Education, 33(4), 404420.CrossRefGoogle Scholar
Lardier, D. T., Suazo, C. M., Barrios, V. R., Forenza, B., Herr, K. G., Bergeson, C., Garcia-Reid, P., & Reid, R. J. (2020b). Contextualizing negative sense of community and disconnection among urban youth of color: “Community … we ain’t got that.” Journal of Community Psychology, 48(3), 834848.CrossRefGoogle Scholar
Larson, R., & Hansen, D. (2005). The development of strategic thinking: Learning to impact human systems in a youth activism program. Human Development, 48(6), 327349.CrossRefGoogle Scholar
Levine, M. V. (2020). The state of Black Milwaukee in national perspective: Racial inequality in the nation’s 50 largest metropolitan areas in 65 charts and tables. Center for Economic Development Publications, 56. https://dc.uwm.edu/ced_pubs/56Google Scholar
Lewis, A. E., & Diamond, J. B. (2015). Despite the best intentions: How racial inequality thrives in good schools. Oxford University Press.Google Scholar
Little Black Book. (2020, August 19). Urban Underground installation invites people to “March with us. Invest in us.” Little Black Book. www.lbbonline.com/news/urban-underground-installation-invites-people-to-march-with-us-invest-in-usGoogle Scholar
McCarty-Caplan, D. M. (2013). Schools, sex education, and support for sexual minorities: Exploring historic marginalization and future potential. American Journal of Sexuality Education, 8(4), 246273.CrossRefGoogle Scholar
McCombs, J. S., Whitaker, A., & Yoo, P. (2017). The value of out-of-school time programs. Rand Corporation.CrossRefGoogle Scholar
McLaughlin, M., Scott, W. R., Deschenes, S., Hopkins, K., & Newman, A. (2009). Between movement and establishment: Organizations advocating for youth. Stanford University Press.Google Scholar
Morrissey, K. M., & Werner-Wilson, R. J. (2005). The relationship between out-of-school activities and positive youth development: An investigation of the influences of communities and family. Adolescence, 40(157), 6785.Google ScholarPubMed
Murray, I. E., & Milner, H. R. (2015). Toward a pedagogy of sociopolitical consciousness in outside of school programs. Urban Review, 47, 893913.CrossRefGoogle Scholar
Ngo, B., Lewis, C., & Maloney Leaf, B. (2017). Fostering sociopolitical consciousness with minoritized youth: Insights from community-based arts programs. Review of Research in Education, 41(1), 358380.CrossRefGoogle Scholar
Nicholas, C., & Eastman-Mueller, H. (2020). Supporting critical social analysis: Empowerment processes in youth organizing. Urban Review, 52, 708729.CrossRefGoogle Scholar
Nicholson, H. J., Collins, C., & Holmer, H. (2004). Youth as people: The protective aspects of youth development in afterschool settings. The Annals of the American Academy of Political and Social Science, 591(1), 5571.CrossRefGoogle Scholar
Nygreen, K. (2017). Negotiating tensions: Grassroots organizing, school reform, and the paradox of neoliberal democracy. Anthropology & Education Quarterly, 48(1), 4260.CrossRefGoogle Scholar
Paris, D. (2012). Culturally sustaining pedagogy: A needed change in stance, terminology, and practice. Educational Researcher, 41(3), 9397.CrossRefGoogle Scholar
Patel, L. (2016). Pedagogies of resistance and survivance: Learning as marronage. Equity & Excellence in Education, 49(4), 397401.CrossRefGoogle Scholar
Roy, P. (2011). Nonprofit and community-based green space production in Milwaukee: Maintaining a counter-weight within neo-liberal urban environmental governance. Space and Polity, 15, 87105.CrossRefGoogle Scholar
Sampson, C., Overholser, A., & Schafer, J. G. (2019). A critical paradox: The politics of an urban community-based nonprofit in expanding educational opportunities to underserved youth. Leadership and Policy in Schools, 18(2), 210225.CrossRefGoogle Scholar
Sanchez, G. (2019). Unidad en comunidad: The role of community-based organizations in dealing with gentrification in Chicago’s Pilsen and Logan Square neighborhoods [Unpublished master’s thesis]. University of Chicago.Google Scholar
Shiller, J. T. (2013). Preparing for democracy: How community-based organizations build civic engagement among urban youth. Urban Education, 48(1), 6991.CrossRefGoogle Scholar
Sulé, V. T., Nelson, M., & Williams, T. (2021). They #woke: How Black students in an after-school community-based program manifest critical consciousness. Teacher College Record, 123, 138.CrossRefGoogle Scholar
Tatum, B. D. (2017). Why are all the Black kids sitting together in the cafeteria? And other conversations about race. Hachette UK.Google Scholar
Turner, D. C., III (2021): The (good) trouble with Black boys: Organizing with Black boys and young men in George Floyd’s America. Theory Into Practice, 60(4), 422433.CrossRefGoogle Scholar
Urban Underground. (n.d.). Impact. Urban Underground. www.urbanunderground.org/untitled-cc16Google Scholar
Valencia, R. R. (Ed.). (1997). The evolution of deficit thinking: Educational thought and practice. The Falmer Press/Taylor & Francis.Google Scholar
Valladares, S., Valladares, M. R., Garcia, M., Baca, K., Kirshner, B., Terriquez, T., Sanchez, J., & Kroehle, K. (2021). 20 years of youth power. Funders Collaborative on Youth Organizing.Google Scholar
Warren, M. R., & Mapp, K. L. (2011). A match on dry grass: Community organizing as a catalyst for school reform. Oxford University Press.Google Scholar
Watson, V. M. (2012). Learning to liberate: Community-based solutions to the crisis in urban education. Routledge.CrossRefGoogle Scholar
Watson, V. M. (2013). Censoring freedom: Community-based professional development and the politics of profanity. Equity & Excellence in Education, 46(3), 387410.CrossRefGoogle Scholar
Watts, R. J., & Flanagan, C. (2007). Pushing the envelope on youth civic engagement: A developmental and liberation psychology perspective. Journal of Community Psychology, 35(6), 779792.CrossRefGoogle Scholar
Watts, R. J., & Hipolito-Delgado, C. P. (2015). Thinking ourselves to liberation?: Advancing sociopolitical action in critical consciousness. The Urban Review, 47(5), 847867.CrossRefGoogle Scholar
Watts, R. J., Williams, N. C., & Jagers, R. J. (2003). Sociopolitical development. American Journal of Community Psychology, 31(1–2), 185194.CrossRefGoogle ScholarPubMed
Wu, H.-C. J., Kornbluh, M., Weiss, J., & Roddy, L. (2016). Measuring and understanding authentic youth engagement: The youth–adult partnership rubric. Afterschool Matters, 23, 817.Google Scholar

References

Adelman, C. (1993). Kurt Lewin and the origins of action research. Educational Action Research, 1(1), 724.CrossRefGoogle Scholar
Anderson, G., Herr, K., & Nihlen, A. (2007). Studying your own school: An educator’s guide to practitioner action research (2nd ed.). Corwin Press.CrossRefGoogle Scholar
Andress, L., Hall, T., Davis, S., Levine, J., Cripps, K., & Guinn, D. (2020). Addressing power dynamics in community-engaged research partnerships. Journal of Patient-Reported Outcomes, 4(1), 24.CrossRefGoogle ScholarPubMed
Bachrach, P., & Baratz, M. S. (1962). Two faces of power. The American Political Science Review, 56(4), 947952.CrossRefGoogle Scholar
Balazs, C. L., & Morello-Frosch, R. (2013). The three Rs: How community-based participatory research strengthens the rigor, relevance, and reach of science. Environmental Justice, 6(1), 916.CrossRefGoogle ScholarPubMed
Barnes, S. L., Brinkley-Rubinstein, L., Doykos, B., Martin, N. C., & McGuire, A. (2016). Introduction. In Barnes, S. L., Brinkley-Rubinstein, L., Doykos, B., Martin, N. C., & McGuire, A. (Eds.), Academics in action! A model for community-engaged research, teaching, and service (pp. 122). Fordham University Press.CrossRefGoogle Scholar
Beck, E. L., & Eichler, M. (2000). Consensus organizing. Journal of Community Practice, 8(1), 87102.CrossRefGoogle Scholar
Boursaw, B., Oetzel, J. G., Dickson, E., Thein, T. S., Sanchez-Youngman, S., Peña, J., Parker, M., Magarati, M., Littledeer, L., Duran, B., & Wallerstein, N. (2021). Scales of practices and outcomes for community-engaged research. American Journal of Community Psychology, 67(3–4), 256270.CrossRefGoogle ScholarPubMed
Boyer, E. L. (1990). Scholarship reconsidered: Priorities of the professoriate. Carnegie Foundation for the Advancement of Teaching.Google Scholar
Brandão, C. R. (1981). Pesquisa participante (1st ed.). Brasiliense.Google Scholar
Brenner, B. L., & Manice, M. P. (2011). Community engagement in children’s environmental health research. Mount Sinai Journal of Medicine: A Journal of Translational and Personalized Medicine, 78(1), 8597.CrossRefGoogle ScholarPubMed
Brown, P., & Zavestoski, S. (2004). Social movements in health: An introduction. Sociology of Health and Illness, 26(6), 679694.CrossRefGoogle ScholarPubMed
Cacari-Stone, L., Wallerstein, N., Garcia, A. P., & Minkler, M. (2014). The promise of community-based participatory research for health equity: A conceptual model for bridging evidence with policy. American Journal of Public Health, 104(9), 16151623.CrossRefGoogle ScholarPubMed
Carter-Edwards, L., Grewe, M. E., Fair, A. M., Jenkins, C., Ray, N. J., Bilheimer, A., Dave, G., Nunez-Smith, M., Richmond, A., & Wilkins, C. H. (2021). Recognizing cross-institutional fiscal and administrative barriers and facilitators to conducting community-engaged clinical and translational research. Academic Medicine: Journal of the Association of American Medical Colleges, 96(4), 558567.CrossRefGoogle ScholarPubMed
Christens, B. D. (2019). Community power and empowerment. Oxford University Press.CrossRefGoogle Scholar
Christens, B. D., & Inzeo, P. T. (2015). Widening the view: Situating collective impact among frameworks for community-led change. Community Development, 46(4), 420435.CrossRefGoogle Scholar
Christens, B. D., Faust, V., Gaddis, J., Inzeo, P. T., Sarmiento, C. S., & Sparks, S. M. (2016). Action research. In Jason, L. & Glenwick, D. (Eds.), Handbook of methodological approaches to community-based research: Qualitative, quantitative, and mixed methods (pp. 243251). Oxford University Press.Google Scholar
Christens, B. D., Peterson, N. A., & Speer, P. W. (2011). Community participation and psychological empowerment: Testing reciprocal causality using a cross-lagged panel design and latent constructs. Health Education, 38(4), 339347.Google ScholarPubMed
Cohen, E., & Mascarenhas, L. (2022, November 28). Community health groups that played crucial role during Covid-19 pandemic say they’re being left out of government funding. CNN. www.cnn.com/2022/11/28/health/public-health-funding-community-groups/index.htmlGoogle Scholar
Collins, P. H. (2000). The politics of Black feminist thought. Routledge.Google Scholar
Cornwall, A. (2008). Unpacking “participation”: Models, meanings and practices. Community Development Journal, 43(3), 269283.CrossRefGoogle Scholar
Cornwall, A., & Jewkes, R. (1995). What is participatory research? Social Science & Medicine, 41(12), 16671676.CrossRefGoogle ScholarPubMed
Couto, R. A. (1998). Community coalitions and grassroots policies of empowerment. Administration & Society, 30(5), 569594.CrossRefGoogle Scholar
de Sousa Santos, B. (2015). Epistemologies of the south: Justice against epistemicide. Routledge.CrossRefGoogle Scholar
Drahota, A., Meza, R. D., Brikho, B., Naaf, M., Estabillo, J. A., Gomez, E. D., Vejnoska, S. F., Dufek, S., Stahmer, A. C., & Aarons, G. A. (2016). Community-academic partnerships: A systematic review of the state of the literature and recommendations for future research. The Milbank Quarterly, 94(1), 163214.CrossRefGoogle ScholarPubMed
Drame, E. R., & Irby, D. J. (Eds.). (2016). Black participatory research: Power, identity, and the struggle for justice in education. Palgrave Macmillan.CrossRefGoogle Scholar
Dutta, M. J. (2007). Communicating about culture and health: Theorizing culture-centered and cultural sensitivity approaches. Communication Theory, 17(3), 304328.CrossRefGoogle Scholar
Egid, B., Roura, M., Aktar, B., Quach, J.A., Chumo, I., Dias, S., Hegel, G., Jones, L., Karuga, R., Lar, L., Lopez, Y., Pandya, A., Norton, T., Sheikhattari, P., Tancred, T., Wallerstein, N., Zimmerman, E., & Ozano, K., (2021). “You want to deal with power while riding on power”: Global perspectives on power in participatory health research and co-production approaches. BMJ Global Health, 6, e006978.CrossRefGoogle ScholarPubMed
Fals-Borda, O. (1980). The negation of sociology and its promise: Perspectives of social science in Latin America today. Latin American Research Review, 15(1), 161166.CrossRefGoogle Scholar
Fine, M. (1994). Working the hyphens. In Denzin, N. K. & Lincoln, Y. S. (Eds.), Handbook of qualitative research (pp. 7082). SAGE Publications.Google Scholar
Fisher, P. A., & Ball, T. J. (2003). Tribal participatory research: Mechanisms of a collaborative model. American Journal of Community Psychology, 32(3–4), 207216.CrossRefGoogle ScholarPubMed
Fitzgerald, H. E., Bruns, K., Sonka, S. T., Furco, A., & Swanson, L. (2012). The centrality of engagement in higher education. Journal of Higher Education Outreach and Engagement, 16(3), 727.Google Scholar
Foucault, M. (1980). Power/knowledge: Selected interviews and other writings, 1972–1977 (Gordon, C., Ed.; 1st American ed.). Pantheon Books.Google Scholar
Freire, P. (1970). Pedagogy of the oppressed. Continuum.Google Scholar
Freudenberg, N., & Tsui, E. (2013). Evidence, power, and policy change in community-based participatory research. American Journal of Public Health, 104(1), 1114.CrossRefGoogle ScholarPubMed
Galbraith, J. K., & Bartel, R. D. (1983). The anatomy of power. Challenge, 26(3), 2633.CrossRefGoogle Scholar
Gaventa, J. (1980). Power and powerlessness: Quiescence and rebellion in an Appalachian Valley. University of Illinois Press.Google Scholar
Gaventa, J., & Cornwall, A. (2015). Power and knowledge. In Bradbury, H. (Ed.), The SAGE handbook of action research (3rd ed., pp. 465471). SAGE Publications.CrossRefGoogle Scholar
Gupta, J. (2021). Resistance, race, and subjectivity in congregation‐based community organizing. Journal of Community Psychology, 49(8), 31413161.CrossRefGoogle ScholarPubMed
Haapanen, K. A., & Christens, B. D. (2021). Community-engaged research approaches: Multiple pathways to health equity. American Journal of Community Psychology, 67(3–4), 331337.CrossRefGoogle ScholarPubMed
Haapanen, K. A., London, J. K., & Andrade, K. (2023). Creating the current and riding the wave: Persistence and change in community-engaged health sciences research. Social Sciences, 12(5), Article 5.CrossRefGoogle Scholar
Hall, B., Tandon, R., & Tremblay, C. (2015). Strengthening community university research partnerships: Global perspectives. University of Victoria Libraries.Google Scholar
Holland, B. (2005). Scholarship and mission in the 21st century university: The role of engagement. Paper presented at the Australian Universities Quality Forum, Sydney.Google Scholar
Israel, B. A., Eng, E., Schulz, A. J., & Parker, E. A. (Eds.). (2013). Methods for community-based participatory research for health (2nd ed.). Jossey-Bass.Google Scholar
Jones, C. P. (2000). Levels of racism: A theoretic framework and a gardener’s tale. American Journal of Public Health, 90(8), 12121215.Google Scholar
Kastelic, S., Wallerstein, N., Duran, B., & Oetzel, J. (2018). Socio-ecologic framework for CBPR: Development and testing of a model. In Wallerstein, N., Duran, B., Oetzel, J., & Minkler, M. (Eds.), Community-based participatory research for health: Advancing social and health equity (3rd ed., pp. 7793). Jossey-Bass.Google Scholar
Kirshner, B., Zion, S., Lopez, S., & Hipolito-Delgado, C. (2021). A theory of change for scaling critical civic inquiry. Peabody Journal of Education, 96(3), 294306.CrossRefGoogle Scholar
Kleba, M. E., Wallerstein, N., van der Donk, C., Wright, M., Belon, A. P., Gastaldo, D., Avery, H., & Shier, H. (2022). Position paper 4 (empowerment and participatory health research). International Collaborative of Participatory Health Research.Google Scholar
Kline, N. (2022, November 8). Merging science and political action: The call for activist research approaches in public health [Oral presentation]. APHA 2022 Annual Meeting and Expo, Boston, MA.Google Scholar
Labonte, R., Polanyi, M., Muhajarine, N., Mcintosh, T., & Williams, A. (2005). Beyond the divides: Towards critical population health research. Critical Public Health, 15(1), 517.CrossRefGoogle Scholar
Lewin, K. (1946). Action research and minority problems. Journal of Social Issues, 2(4), 3446.CrossRefGoogle Scholar
London, J. K., Haapanen, K. A., Backus, A., Mack, S. M., Lindsey, M., & Andrade, K. (2020). Aligning community-engaged research to context. International Journal of Environmental Research and Public Health, 17(4), 1187.CrossRefGoogle ScholarPubMed
London, J. K., Schwarz, K., Cadenasso, M. L., Cutts, B. B., Mason, C., Lim, J., Valenzuela-Garcia, K., & Smith, H. (2018). Weaving community–university research and action partnerships for environmental justice. Action Research, 16(2), 173189.CrossRefGoogle Scholar
Lucero, J. E., Boursaw, B., Eder, M., Greene-Moton, E., Wallerstein, N., & Oetzel, J. G. (2020). Engage for Equity: The role of trust and synergy in community-based participatory research. Health Education & Behavior, 47(3), 372379.CrossRefGoogle ScholarPubMed
Lukes, S. (1974). Power: A radical view (2nd ed.). Macmillan.CrossRefGoogle Scholar
Lykes, M. B., Lloyd, C. R., & Nicholson, K. M. (2018). Participatory and action research within and beyond the academy: Contesting racism through decolonial praxis and teaching “against the grain.” American Journal of Community Psychology, 62(3–4), 406418.CrossRefGoogle Scholar
Maton, K. I. (2008). Empowering community settings: Agents of individual development, community betterment, and positive social change. American Journal of Community Psychology, 41(1–2), 421.CrossRefGoogle ScholarPubMed
McCloskey, D. J., Akintobi, T. H., Bonham, A., Cook, J., & Coyne-Beasley, T. (2011, June). Principles of community engagement (2nd ed.). National Institutes of Health. www.atsdr.cdc.gov/communityengagement/pdf/PCE_Report_508_FINAL.pdfGoogle Scholar
Minkler, M., & Wakimoto, P. (Eds.). (2021). Community organizing and community building for health and social equity (4th ed.). Rutgers University Press.Google Scholar
Minkler, M., Rubin, V., & Wallerstein, N. (2012). Community-based participatory research: A strategy for building healthy communities and promoting health through policy change. PolicyLink. www.policylink.org/sites/default/files/CBPR.pdfGoogle Scholar
Muhammad, M., Garzón, C., & Reyes, A. (2018). Understanding contemporary racism, power, and privilege and their impacts on CBPR. In Wallerstein, N., Duran, B., Oetzel, J. G., & Minkler, M. (Eds.), Community-based participatory research for health: Advancing social and health equity (pp. 4759). Jossey-Bass.Google Scholar
Muhammad, M., Wallerstein, N., Sussman, A. L., Avila, M., Belone, L., & Duran, B. (2015). Reflections on researcher identity and power: The impact of positionality on community based participatory research (CBPR) processes and outcomes. Critical Sociology, 41(7–8), 10451063.CrossRefGoogle ScholarPubMed
Oetzel, J. G., Boursaw, B., Magarati, M., Dickson, E., Sanchez-Youngman, S., Morales, L., Kastelic, S., Eder, M., & Wallerstein, N. (2022). Exploring theoretical mechanisms of community-engaged research: A multilevel cross-sectional national study of structural and relational practices in community–academic partnerships. International Journal for Equity in Health, 21(1), 59.CrossRefGoogle ScholarPubMed
Oetzel, J. G., Zhou, C., Duran, B., Pearson, C., Magarati, M., Lucero, J., Wallerstein, N., & Villegas, M. (2015). Establishing the psychometric properties of constructs in a community-based participatory research conceptual model. American Journal of Health Promotion, 29(5), e188e202.CrossRefGoogle Scholar
Parker, M., Wallerstein, N., Duran, B., Magarati, M., Burgess, E., Sanchez-Youngman, S., Boursaw, B., Heffernan, A., Garoutte, J., & Koegel, P. (2020). Engage for equity: Development of community-based participatory research tools. Health Education & Behavior, 47(3), 359371.CrossRefGoogle ScholarPubMed
Petersen, D., Minkler, M., Vásquez, V. B., & Baden, A. C. (2006). Community-based participatory research as a tool for policy change: A case study of the Southern California environmental justice collaborative. Review of Policy Research, 23(2), 339354.CrossRefGoogle Scholar
Peterson, N. A., Speer, P. W., Hughey, J., Armstead, T. L., Schneider, J. E., & Sheffer, M. A. (2008). Community organizations and sense of community: Further development in theory and measurement. Journal of Community Psychology, 36(6), 798813.CrossRefGoogle Scholar
Petteway, R., Mujahid, M., Allen, A., & Morello-Frosch, R. (2019). Towards a people’s social epidemiology: Envisioning a more inclusive and equitable future for social epi research and practice in the 21st century. International Journal of Environmental Research and Public Health, 16(20), 3983.CrossRefGoogle ScholarPubMed
Popay, J., Whitehead, M., Ponsford, R., Egan, M., & Mead, R. (2021). Power, control, communities and health inequalities I: Theories, concepts and analytical frameworks. Health Promotion International, 36(5), 12531263.CrossRefGoogle ScholarPubMed
Powell, K., Barnes, A., Anderson de Cuevas, R., Bambra, C., Halliday, E., Lewis, S., McGill, R., Orton, L., Ponsford, R., Salway, S., Townsend, A., Whitehead, M., & Popay, J. (2021). Power, control, communities and health inequalities III: Participatory spaces – An English case. Health Promotion International, 36(5), 12641274.CrossRefGoogle ScholarPubMed
Pratt, B. (2019). Constructing citizen engagement in health research priority-setting to attend to dynamics of power and difference. Developing World Bioethics, 19(1), 4560.CrossRefGoogle ScholarPubMed
Rappaport, J. (1987). Terms of empowerment/exemplars of prevention: Toward a theory for community psychology. American Journal of Community Psychology, 15(2), 121148.CrossRefGoogle Scholar
Rappaport, J. (1995). Empowerment meets narrative: Listening to stories and creating settings. American Journal of Community Psychology, 23(5), 795807.CrossRefGoogle ScholarPubMed
Rodríguez Espinosa, P., Sussman, A., Pearson, C. R., Oetzel, J. G., & Wallerstein, N. (2020). Personal outcomes in community-based participatory research partnerships: A cross-site mixed methods study. American Journal of Community Psychology, 66(3–4), 439449.CrossRefGoogle ScholarPubMed
Roura, M. (2021). The social ecology of power in participatory health research. Qualitative Health Research, 31(4), 778788.CrossRefGoogle ScholarPubMed
Sanchez-Youngman, S., Boursaw, B., Oetzel, J., Kastellic, S., Devia, C., Scarpetta, M., Belone, L., & Wallerstein, N. (2021). Structural community governance: Importance for community–academic research partnerships. American Journal of Community Psychology, 67(3–4), 271283.CrossRefGoogle ScholarPubMed
Seidman, E. (1988). Back to the future, community psychology: Unfolding a theory of social intervention. American Journal of Community Psychology, 16(1), 324.CrossRefGoogle Scholar
Smith, L. T. (2012). Decolonizing methodologies: Research and indigenous peoples (2nd Ed.). Zed Books.Google Scholar
Speer, P. W. (2008). Social power and forms of change: Implications for psychopolitical validity. Journal of Community Psychology, 36(2), 199213.CrossRefGoogle Scholar
Speer, P. W., & Christens, B. D. (2013). An approach to scholarly impact through strategic engagement in community-based research. Journal of Social Issues, 69(4), 734753.CrossRefGoogle Scholar
Speer, P. W., & Hughey, J. (1995). Community organizing: An ecological route to empowerment and power. American Journal of Community Psychology, 23, 729748.CrossRefGoogle ScholarPubMed
Speer, P. W., Gupta, J., & Haapanen, K. A. (2020a, September). A research agenda for developing and measuring community power for health equity. Robert Wood Johnson Foundation. https://static1.squarespace.com/static/5ee2c6c3c085f746bd33f80e/t/5f89f10f74988d6050aea648/1602875664986/Forward+Looking+Research+Agenda+%281%29.pdfGoogle Scholar
Speer, P. W., Gupta, J., & Haapanen, K. A. (2020b, September). Developing community power for health equity: A landscape analysis of current research and theory. Robert Wood Johnson Foundation. https://static1.squarespace.com/static/5ee2c6c3c085f746bd33f80e/t/5f89f1325e27a51436c97b74/1602875699695/Landscape+-+Developing+Community+Power+for+Health+Equity+%281%29.pdfGoogle Scholar
Stack, E. E., & McDonald, K. (2018). We are “both in charge, the academics and self-advocates”: Empowerment in community-based participatory research. Journal of Policy and Practice in Intellectual Disabilities, 15(1), 8089.CrossRefGoogle Scholar
Stoeffler, S. W. (2018). Community empowerment. In Cnaan, R. A. & Milofsky, C. (Eds.), Handbook of community movements and local organizations in the 21st century (pp. 265280). Springer International Publishing.CrossRefGoogle Scholar
Thoits, P. A. (2012). Role-identity salience, purpose and meaning in life, and well-being among volunteers. Social Psychology Quarterly, 75(4), 360384.CrossRefGoogle Scholar
Trickett, E. J. (2011). Community-based participatory research as worldview or instrumental strategy: Is it lost in translation(al) research? American Journal of Public Health, 101(8), 13531355.CrossRefGoogle ScholarPubMed
Wallerstein, N. (1992). Powerlessness, empowerment, and health: Implications for health promotion programs. American Journal of Health Promotion, 6(3), 197205.CrossRefGoogle ScholarPubMed
Wallerstein, N. (2006). Evidence of effectiveness of empowerment interventions to reduce health disparities and social exclusion (Health Evidence Network, p. 37). WHO Press.Google Scholar
Wallerstein, N., & Duran, B. (2018). The theoretical, historical, and practice roots of CBPR. In Wallerstein, N., Duran, B., Oetzel, J., & Minkler, M. (Eds.), Community-based participatory research for health: Advancing social and health equity (3rd ed., pp. 1730). Jossey-Bass.Google Scholar
Wallerstein, N., Duran, B., Oetzel, J., & Minkler, M. (Eds.). (2018). Community-based participatory research for health: Advancing social and health equity (3rd ed.). Jossey-Bass.Google Scholar
Wallerstein, N., Muhammad, M., Sanchez-Youngman, S., Rodriguez Espinosa, P., Avila, M., Baker, E. A., Barnett, S., Belone, L., Golub, M., Lucero, J., Mahdi, I., Noyes, E., Nguyen, T., Roubideaux, Y., Sigo, R., & Duran, B. (2019). Power dynamics in community-based participatory research: A multiple-case study analysis of partnering contexts, histories, and practices. Health Education & Behavior, 46(1 Suppl.), 19S32S.CrossRefGoogle ScholarPubMed
Wallerstein, N., Oetzel, J. G., Sanchez-Youngman, S., Boursaw, B., Dickson, E., Kastelic, S., Koegel, P., Lucero, J. E., Magarati, M., Ortiz, K., Parker, M., Peña, J., Richmond, A., & Duran, B. (2020). Engage for Equity: A long-term study of community-based participatory research and community-engaged research practices and outcomes. Health Education & Behavior, 47(3), 380390.CrossRefGoogle ScholarPubMed
Walters, K. L., Johnson-Jennings, M., Stroud, S., Rasmus, S., Charles, B., John, S., Allen, J., Kaholokula, J. K., Look, M. A., de Silva, M., Lowe, J., Baldwin, J. A., Lawrence, G., Brooks, J., Noonan, C. W., Belcourt, A., Quintana, E., Semmens, E. O., & Boulafentis, J. (2020). Growing from our roots: Strategies for developing culturally grounded health promotion interventions in American Indian, Alaska native, and native Hawaiian communities. Prevention Science, 21(Suppl. 1), 5464.CrossRefGoogle ScholarPubMed
Wilmsen, C., Elmendorf, W., Fisher, L., Ross, J., Sarathy, B., & Wells, G. (Eds.). (2008). Partnerships for empowerment: Participatory research for community-based natural resource management. Earthscan.Google Scholar
Woods-Jaeger, B., Daniel-Ulloa, J., Kleven, L., Bucklin, R., Maldonado, A., Gilbert, P. A., Parker, E. A., & Baquero, B. (2021). Building leadership, capacity, and power to advance health equity and justice through community-engaged research in the Midwest. American Journal of Community Psychology, 67(1–2), 195204.CrossRefGoogle ScholarPubMed
Zimmerman, M. A. (2000). Empowerment theory. In Rappaport, J. & Seidman, E. (Eds.), Handbook of community psychology (pp. 4363). Springer US.CrossRefGoogle Scholar

References

Altman, I., & Rogoff, B. (1987). World views in psychology: Trait, interactional, organismic, and transactional perspectives. In Stokols, D. & Altman, I. (Eds.), Handbook of environmental psychology (pp. 740). Wiley.Google Scholar
Baum, D. (2016, April). Legalize it all: How to win the war on drugs. Harper’s Magazine. https://harpers.org/archive/2016/04/legalize-it-all/Google Scholar
Boyte, H. C. (2004). Everyday politics: Reconnecting citizens and public life. University of Pennsylvania Press.CrossRefGoogle Scholar
Calzo, J. P., Poteat, V. P., Yoshikawa, H., Russell, S. T., & Bogart, L. M. (2020). Person–environment fit and positive youth development in the context of high school gay–straight alliances. Journal of Research on Adolescence, 30(S1), 158176.CrossRefGoogle ScholarPubMed
Carpenter, S. (2017). “Modeling” youth work: Logic models, neoliberalism, and community praxis. International Studies in Sociology of Education, 29(2), 105120.CrossRefGoogle Scholar
Christens, B. D. (2019). Community power and empowerment. Oxford University Press.CrossRefGoogle Scholar
Christens, B. D., & Speer, P. W. (2011). Contextual influences on participation in community organizing: A multilevel longitudinal study. American Journal of Community Psychology, 47(3–4), 253263.CrossRefGoogle ScholarPubMed
Christens, B. D., Gupta, J., & Speer, P. W. (2021). Community organizing: Studying the development and exercise of grassroots power. Journal of Community Psychology, 49(8), 30013016.CrossRefGoogle ScholarPubMed
Clemens, E. S., & Minkoff, D. C. (2004). Beyond the iron law: Rethinking the place of organizations in social movement research. In Snow, D. A., Soule, S. A., & Kriesi, H (Eds.), The Blackwell companion to social movements (pp. 155170). Blackwell Publishing.Google Scholar
Cohen, A. K., Brahinsky, R., Coll, K. M., & Dotson, M. P. (2022). “We keep each other safe”: San Francisco Bay area community-based organizations respond to enduring crises in the Covid-19 era. RSF: The Russell Sage Foundation Journal of the Social Sciences, 8(8), 7087.CrossRefGoogle Scholar
Davis, B., Stafford, M. B. R., & Pullig, C. (2014). How gay–straight alliance groups mitigate the relationship between gay-bias victimization and adolescent suicide attempts. Journal of the American Academy of Child and Adolescent Psychiatry, 53, 12711278.CrossRefGoogle ScholarPubMed
Eikenberry, A. M. (2009). Refusing the market: A democratic discourse for voluntary and nonprofit organizations. Nonprofit and Voluntary Sector Quarterly, 38(4), 582596.CrossRefGoogle Scholar
Elwood, S. (2002). Neighborhood revitalization through “collaboration”: Assessing the implications of neoliberal urban policy at the grassroots. GeoJournal, 58(2/3), 121130.CrossRefGoogle Scholar
Evans, S. D., & Fernandez-Burgos, M. (2023). From empowerment to community power in participatory budgeting. American Behavioral Scientist, 67(4), 578592.CrossRefGoogle Scholar
Fatima, N., & Josephson, J. (2023). Pandemic-era organizing. Urban Affairs Review. https://doi.org/10.1177/10780874231189669CrossRefGoogle Scholar
Fernandes-Jesus, M., Barnes, B., & Diniz, R. F. (2020). Communities reclaiming power and social justice in the face of climate change. Community Psychology in Global Perspective, 6(2), 121.Google Scholar
Flanagan, C. A., Gallay, E., & Pykett, A. (2022). Urban youth and the environmental commons: Rejuvenating civic engagement through civic science. Journal of Youth Studies, 25(6), 692708.CrossRefGoogle Scholar
Flanagan, C. A., Martínez, M. L., Cumsille, P., & Ngomane, T. (2011). Youth civic development: Theorizing a domain with evidence from different cultural contexts. New Directions for Child and Adolescent Development, 134, 95109.CrossRefGoogle Scholar
Freeman, J. (1972). The tyranny of structurelessness. Berkeley Journal of Sociology, 17, 151164.Google Scholar
Gaventa, J. (1980). Power and powerlessness: Quiescence and rebellion in an Appalachian valley. University of Illinois Press.Google Scholar
Ginwright, S. (2010). Building a pipeline for justice: Understanding youth organizing and the leadership pipeline. Funders’ Collaborative for Youth Organizing. https://fcyo.org/resources/ops-10-building-a-pipeline-for-justice-understanding-youth-organizing-and-the-leadership-pipelineGoogle Scholar
Haapanen, K. A., Christens, B. D., Cooper, D. G., & Jurinsky, J. (2024). Alliance-building for equity and justice: An inter-organizational perspective. Evaluation and Program Planning, 102, 102382.CrossRefGoogle Scholar
Haapanen, K. A., Christens, B. D., Speer, P. W., & Freeman, H. E. (in press). Narrative change in grassroots community organizing: A study of initiatives in Michigan and Ohio. American Journal of Community Psychology. https://doi.org/10.1002/ajcp.12708CrossRefGoogle Scholar
Han, H., Campbell, A. L., & McKenna, E. (2022). Civic feedbacks: Linking collective action, organizational strategy, and influence over public policy. Perspectives on Politics. https://doi.org/10.1017/S1537592722000986CrossRefGoogle Scholar
Heller, J. C., Little, O. M., Faust, V., Tran, P., Givens, M. L., Ayers, J., & Farhang, L. (2023). Theory in action: Public health and community power building for health equity. Journal of Public Health Management and Practice, 29(1), 3338.CrossRefGoogle ScholarPubMed
Hoffman, C. (1978). Empowerment movements and mental health: Locus of control and commitment to the United Farm Workers. Journal of Community Psychology, 6(3), 216221.3.0.CO;2-Y>CrossRefGoogle Scholar
Iton, A., Ross, R. K., & Tamber, P. S. (2022). Building community power to dismantle policy-based structural inequity in population health. Health Affairs, 41(12), 17631771.CrossRefGoogle ScholarPubMed
King, P. (2004). Ida B. Wells and the management of violence. Critical Review of International Social and Political Philosophy, 7(4), 111146.CrossRefGoogle Scholar
Kirshner, B., Zion, S., Lopez, S., & Hipolito-Delgado, C. (2021). A theory of change for scaling critical civic inquiry. Peabody Journal of Education, 96(3), 294306.CrossRefGoogle Scholar
Luke, D. A., Rappaport, J., & Seidman, E. (1991). Setting phenotypes in a mutual help organization: Expanding behavior setting theory. American Journal of Community Psychology, 19(1), 147167.CrossRefGoogle Scholar
Lukes, S. (1974). Power: A radical view. MacMillan.CrossRefGoogle Scholar
Marx, R. A., & Kettrey, H. H. (2016). Gay–straight alliances are associated with lower levels of school-based victimization of LGBTQ+ youth: A systematic review and meta-analysis. Journal of Youth and Adolescence, 45, 12691282.CrossRefGoogle ScholarPubMed
McGoey, L. (2015). No such thing as a free gift: The Gates Foundation and the price of philanthropy. Verso.Google Scholar
Medellin, P. J., Speer, P. W., Christens, B. D., & Gupta, J. (2021). Transformation to leadership: Learning about self, the community, the organization, and the system. Journal of Community Psychology, 49(8), 31223140.CrossRefGoogle ScholarPubMed
Mendel, S. C. (2003). The ecology of games between public policy and private action: Nonprofit community organizations as bridging and mediating institutions. Nonprofit Management & Leadership, 13(3), 229236.CrossRefGoogle Scholar
Miceli, M. (2005). Standing out, standing together: The social and political impact of gay–straight alliances. Routledge.Google Scholar
Morgan, K. Y., Anderson, K. M., & Christens, B. D. (2022a). Pathways to community leadership: Transitions, turning points, and generational continuity. Applied Developmental Science. https://doi.org/10.1080/10888691.2022.2154211CrossRefGoogle Scholar
Morgan, K. Y., Anderson, K. M., KaiKai, J., Shaltaf, L., & Christens, B. D. (2024). “Real change takes time”: Building multi-dimensional youth community power in a participatory design collective. In Conner, J. (Ed.), Handbook on youth activism (pp. 320336). Edward Elgar Publishing.CrossRefGoogle Scholar
Morgan, K. Y., Christens, B. D., & Gibson, M. (2022b). Design Your Neighborhood: The evolution of a city-wide urban design learning initiative in Nashville, Tennessee. In Stoecker, R. & Falcón, A. (Eds.), Handbook on participatory action research and community development (pp. 281300). Edward Elgar Publishing.Google Scholar
Morris, A. D. (1984). The origins of the civil rights movement. Free Press.Google Scholar
Poteat, V. P., Calzo, J. P., Sherwood, S. H., Marx, R. A., O’Brien, M. D., Dangora, A., Salgin, L., & Lipkin, A. (2023a). Gender–sexuality alliance meeting experiences predict weekly variation in hope among LGBTQ+ youth. Child Development, 94(4), e215e230.CrossRefGoogle ScholarPubMed
Poteat, V. P., Calzo, J. P., & Yoshikawa, H. (2016). Promoting youth agency through dimensions of gay–straight alliance involvement and conditions that maximize associations. Journal of Youth and Adolescence, 45(7), 14381451.CrossRefGoogle ScholarPubMed
Poteat, V. P., Godfrey, E. B., Brion-Meisels, G., & Calzo, J. P. (2020). Development of youth advocacy and sociopolitical efficacy as dimensions of critical consciousness within gender–sexuality alliances. Developmental Psychology, 56(6), 12071219.CrossRefGoogle ScholarPubMed
Poteat, V. P., Gray, M. L., Digiovanni, C. D., Lipkin, A., Mundy-shephard, A., Perrotti, J., Scheer, J. R., & Shaw, M. P. (2015). Contextualizing gay–straight alliances: Student, advisor, and structural factors related to positive youth development among members. Child Development, 86(1), 176193.CrossRefGoogle ScholarPubMed
Poteat, V. P., O’Brien, M. D., Yang, M. K., Rosenbach, S. B., & Lipkin, A. (2022). Youth advocacy varies in relation to adult advisor characteristics and practices in gender–sexuality alliances. Applied Developmental Science, 26(3), 460470.CrossRefGoogle ScholarPubMed
Poteat, V. P., Yoshikawa, H., Rosenbach, S. B., Sherwood, S. H., Finch, E. K., & Calzo, J. P. (2023b). GSA advocacy predicts reduced depression disparities between LGBQ+ and heterosexual youth in schools. Journal of Clinical Child & Adolescent Psychology. https://doi.org/10.1080/15374416.2023.2169924CrossRefGoogle Scholar
Rappaport, J. (1981). In praise of paradox: A social policy of empowerment over prevention. American Journal of Community Psychology, 9(1), 125.CrossRefGoogle ScholarPubMed
Rappaport, J. (1987). Terms of empowerment/exemplars of prevention: Toward a theory for community psychology. American Journal of Community Psychology, 15(2), 121148.CrossRefGoogle Scholar
Speer, P. W., & Han, H. (2018). Re-engaging social relationships and collective dimensions of organizing to revive democratic practice. Journal of Social and Political Psychology, 6(2), 745758.CrossRefGoogle Scholar
Speer, P. W., Gupta, J., & Haapanen, K. A. (2020). Developing community power for health equity: A landscape analysis of current research and theory. Robert Wood Johnson Foundation.Google Scholar
Stoecker, R., & Falcón, A. (Eds.). (2022). Handbook on participatory action research and community development. Edward Elgar.CrossRefGoogle Scholar
Terriquez, V. (2015). Training young activists: Grassroots organizing and youths’ civic and political trajectories. Sociological Perspectives, 58(2), 223242.CrossRefGoogle Scholar
Todd, N. R., & Allen, N. E. (2011). Religious congregations as mediating structures for social justice: A multilevel examination. American Journal of Community Psychology, 48(3), 222237.CrossRefGoogle ScholarPubMed
Wright, E. O. (2013). Transforming capitalism through real utopias. American Sociological Review, 78(1), 125.CrossRefGoogle Scholar

Save book to Kindle

To save this book to your Kindle, first ensure [email protected] is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×