“I Was a Bad Kid”: Affirming the Educational Dignity of Minoritized Elementary-Aged Students Through Youth Participatory Action Research

Purpose: This qualitative case study examines the ways youth participatory action research (YPAR) represents a tool that could promote educational dignity. This study focuses on 11 elementary-aged students, all identified as Black or Latinx, who participated in an after-school YPAR project at their Title I elementary school. Research Methods: Using field notes, semi-structured interviews, anonymous surveys, and research memos, this research project explores how youth researchers engaged in meaningful participation—as a form of educational dignity—through this YPAR project. Findings: Findings from this study illuminate the ways that even though this school site, by and large, represented an undignified learning context, YPAR as an avenue for meaningful participation gave students an opportunity to (a) bring their whole, humanness to the project; (b) develop a sense of pride and maturity while engaged in the research; and (c) ultimately, affirmed their dignity as marginalized youth. Implications: The discussion elaborates on the role of elementary-aged students in educational change efforts and the role of adult-facilitators in supporting primary school student leaders.