Project Activities
Over a period of three years, the research team surveyed, interviewed, and observed high school students in New York City (NYC) who participated in borough student advisory councils (BSACs) – a type of YLC – overseen by the NYC Department of Education. The researchers used qualitative approaches (interviews, focus groups, observations, and document review) and quantitative approaches (analyses of survey and administrative data using structural equation modeling and longitudinal growth modeling) to identify practices in BSACs that are associated with student developmental competencies, critical consciousness, and engagement in school.
Structured Abstract
Setting
This study took place in New York City.
Sample
In total, 290 high school students participated in borough student advisory councils (BSACs) overseen by the NYC Department of Education. There was no minimal level of academic achievement required for participation; instead, most students were recommended by teachers and administrators based on strong leadership skills.
Intervention
Youth leadership councils (YLCs) are a type of youth-adult partnership that models participatory governance and shows promise for supporting success in school and work. Through practices such as leadership training, teamwork, action research on personally relevant topics, and in some cases, learning about how systems operate to benefit those already in power, YLCs build youth capacity and motivation to improve their schools and communities. This study focused on BSACs – a type of YLCs supported by the New York City Department of Education (NYC DOE).
Research design and methods
The researchers followed all BSAC participants for three years. In Year 1, they conducted two student surveys (fall and spring), interviews and focus groups (winter and spring), and observations (throughout the year), and requested school administrative data. In Years 2 and 3, the researchers recruited any new BSAC participants and continued with the same data collection schedule for both new and returning BSACs participants. In the final year, they pooled data from all three years to conduct qualitative and quantitative analyses.
Control condition
Due to the exploratory nature of the research design, there was no control condition.
Key measures
The researchers collected both qualitative and survey data on BSAC participation; perceived support (a potential moderator); developmental competencies such as academic self-efficacy, self-management, and social skills; critical consciousness components (e.g., critical reflection and critical motivation); and school engagement. In addition, they developed and used interview data to assess the nature of BSAC implementation and adult capacity, considered to be possible moderating factors.
Data analytic strategy
At the end of each year, the researchers conducted descriptive analyses on survey data for each cohort and coded qualitative data for salient themes with input from BSAC participants and expert consultants. They used confirmatory factor analyses and structural equation modeling to validate survey items. The research team used qualitative data to enrich the psychometric analyses (e.g., how do high school students understand the construct of "leadership"?). The researchers used structural equation modeling to delineate relationships among YLC participation, developmental competencies, critical consciousness, and school engagement, and longitudinal growth modeling to explore the trajectories of YLC participants' outcomes over time. Finally, they conducted a mixed-methods study on this question, leveraging the insights provided by cross-lagged panel longitudinal models and rich qualitative evidence, in order to examine the developmental consequences of YLC participation.
Key outcomes
The main findings of this exploratory study are as follows:
People and institutions involved
IES program contact(s)
Products and publications
ERIC Citations: Find available citations in ERIC for this award here.
Select Publications:
Journal articles
Diemer, M. A., Frisby, M. B., Pinedo, A., Bardelli, E., Eliott, E., Wilkerson, E. M., McAlister, S., and Voight, A. M. (2022). Development of the Short Critical Consciousness Scale (ShoCCS). Applied Developmental Science, 26(3): 409-425.
Diemer, M. A., Pinedo, A., Banales, J., Mathews, C. J., Frisby, M. B., Harris, E. M., McAlister, S. (2021). (Re)centering Action in Critical Consciousness. Child Development Perspectives, 15(1): 12-17.
Additional project information
Supplemental information
Co-Principal Investigators: McAlister, Sara; Diemer, Matthew
- BSACs appear to provide a supportive context for developmental competencies, primarily, and to some extent, critical consciousness (Diemer, Pinedo, Banales, Mathews, Frisby, Harris, and McAlister, 2021);
- The research team developed the 13-item Short Critical Consciousness Scale (ShoCCS), a streamlined version of the widely used Critical Consciousness Scale, which places less financial and time burden on investigators and respondents in comparison to the original CCS and includes a new measure of critical motivation (Diemer, Frisby, Pinedo, Bardelli, Eliott, Wilkerson, McAlister, and Voight, 2022).
Questions about this project?
To answer additional questions about this project or provide feedback, please contact the program officer.
