School of Public Health, University of California at Berkeley, Berkeley, CA, USA.
Am J Community Psychol. 2013 Mar;51(1-2):66-75. doi: 10.1007/s10464-012-9546-2.
Although there is much practice of community-based participatory research in economically-developing countries and increasingly in North America, there has been little systematic assessment of empowerment effects. Youth-led participatory research holds particular promise for fostering positive development and civic participation among economically disadvantaged urban youth. The present investigation uses a clustered-randomized, within-school experimental design to test the effects of youth-led participatory research on the psychological empowerment of 401 students attending urban public schools. We find that attending a participatory research elective class during the school day was associated with increases in sociopolitical skills, motivation to influence their schools and communities, and participatory behavior. We found no significant effects for perceived control at school. The implications for participatory research and related youth development interventions are discussed.
虽然在经济发达国家和北美的社区参与式研究实践很多，但对赋权效果的系统评估却很少。青年主导的参与式研究对于促进经济劣势城市青年的积极发展和公民参与具有特殊的意义。本研究采用整群随机、校内实验设计，测试了青年主导的参与式研究对 401 名城市公立学校学生心理赋权的影响。我们发现，在学校日参加参与式研究选修课程与社会政治技能的提高、影响学校和社区的动机以及参与行为有关。我们没有发现学校感知控制的显著影响。讨论了参与式研究和相关青年发展干预的意义。
