Ching Alison M, Yeh Christine J, Siu Wing Yin, Wu Katherine A, Okubo Yuki
Richmond Area Multi-Services, Inc., San Francisco, California, USA.
Adolescence. 2009 Autumn;44(175):601-20.
The experiences of five Chinese immigrant adolescents who became participatory action researchers (PAR) (Fine et al,, 2002) through a school-based internship program in the United States are analyzed and presented. Evaluation of the project was conducted using content analysis of student researchers' journal entries. Discovery Oriented Approach analysis (Mahrer & Boulet, 1999; Mahrer 1988) was implemented and revealed the following main domains: Learning and Growth, Program Evaluation, Adjustment and Coping, Identity Development and Social Role, Pride, Social Support, Empathy, and Group Process. Implications for conducting PAR with ethnic minority populations are discussed in the context of the participants' experiences with cultural adjustment.
本文分析并呈现了五名中国移民青少年的经历，他们通过美国一项基于学校的实习项目成为了参与式行动研究者（PAR）（法恩等人，2002年）。通过对学生研究者的日志条目进行内容分析来对该项目进行评估。实施了探索性取向分析（马赫勒和布勒，1999年；马赫勒，1988年），并揭示了以下主要领域：学习与成长、项目评估、调整与应对、身份认同发展与社会角色、自豪感、社会支持、同理心和团队过程。结合参与者在文化适应方面的经历，讨论了对少数民族群体开展参与式行动研究的意义。
