Moving From Co-Design to Co-Research: Engaging Youth Participation in Guided Qualitative Inquiry

Adam T. Clark, Ishrat Ahmed, Stefania Metzger, Erin Walker, Ruth Wylie

Research output: Contribution to journalArticlepeer-review

Abstract

The inclusion of community voices in research is important. Over the years, research training programs have continued to emphasize that engagement with communities at the focus of research can promote thoughtful, sensitive designs (Rivera et al., 2004). In this paper, we discuss a method for youth participation in the research process. In an attempt to move beyond “staged and superficial” participation in gathering youth perspectives, we advocate for including co-researchers in the development and modification of fundamental aspects of the research process, from data analysis to the development of additional research questions and collection methods (Guishard & Tuck, 2013). In the course of a study designed to enroll middle school students in participatory co-design sessions (Cahill, 2007) to aid in the development of educational technologies, it became apparent that our youth participants, as co-researchers, could also aid in the development, analysis, and coding of anonymized interview transcripts; development of themes; and creation of models for behaviors found in the transcripts (Docan-Morgan, 2010; Luchtenberg et al., 2020). Thus, this paper presents a practical example of a co-research process that includes youth participants, with an emphasis on training in qualitative coding and the fundamentals of research design.

Original languageEnglish (US)
JournalInternational Journal of Qualitative Methods
Volume21
DOIs
StatePublished - Mar 9 2022
Externally publishedYes

Keywords

  • community based research
  • focus groups
  • inquiry
  • methods in qualitative
  • narrative
  • par - participatory action research

ASJC Scopus subject areas

  • Education

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