Youth Voices: Evaluation of Participatory Action Research
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Abstract: When conducted with sensitivity and reflexivity, participatory action research (PAR) can be an empowering process that is particularly relevant for engaging young people in reflection and dialogue for social change. As the theory and practice of PAR evolve, researchers have evaluated the experiences of community participants, using both qualitative and quantitative approaches. However, only a limited number of evaluations have focused on PAR processes undertaken with youth, and few published papers have reported on involving youth in the evaluation. This article addresses the process of enabling youth to participate to their fullest ability in an evaluation of a PAR project called Youth Voices. The analysis draws on feedback questionnaires from community evaluators, minutes and notes from team meetings, and the researchers’ experiences and observations. The authors reflect on lessons learned that can be helpful to others considering participatory evaluation research with youth. The study revealed limitations in employing participatory evaluation with at-risk youth, including challenges posed by their psychosocial development and maintaining participants’ engagement throughout the processes of participatory evaluation. These lessons shed light on key tensions in using participatory evaluation and challenge the implicit assumption that a higher level of participation is necessarily better when working with youth. A central question is posed: What level of participation is optimal to ensure authentic community decision-making in a PAR project without overwhelming youth participants?
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.261 | 0.029 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it