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oai:keep.lib.asu.edu:node-1992262024-12-23T18:01:48Zoai_pmh:alloai_pmh:repo_items

199226 https://hdl.handle.net/2286/R.2.N.199226 http://rightsstatements.org/vocab/InC/1.0/ All Rights Reserved 2024 230 pages Doctoral Dissertation Academic theses Text eng Santos Youngblood, Stephanie Markos, Amy Fine, Michelle Rease Miles, La’Tonya Wolf, Leigh Arizona State University Partial requirement for: Ed.D., Arizona State University, 2024 Field of study: Educational Leadership and Policy Studies The aim of this qualitative action research study was to explore what happens when first-generation college students engage with Critical Participatory Action Research (CPAR) as a form of humanizing research experience that can serve as an alternative to traditional research experiences for first-generation college students. It also investigated the researcher’s own experience as a facilitator of a CPAR innovation. Six women of color first-generation college students from three different universities participated as co-researchers in a CPAR innovation that utilized duoethnographic critical dialogues to explore participants’ overlapping experiences and excavate their critical stories. Participants utilized narrative inquiry and arts-based inquiry to investigate their research question, which was centered around what is missing from narratives about first-generation college students. An art show was planned as their collective action. A writing as inquiry approach to data exploration was used to produce research vignettes that represent slices of the participants’ lives. Findings are presented in the form of two research vignettes with accompanying assertions and discussion. The first vignette highlights their expectations of college life and how those expectations aligned with their actual experiences, and the second discusses the role of hope in the lives of the participants. Findings revealed that deep, meaningful, and humanizing learning experiences were anchored by the concepts of critical dialogues, community, and affirming identity. Findings also point to the valuable role of researcher reflexivity in interrogating and critiquing one’s actions as a researcher. Future studies may explore the role of informal learning spaces for first-generation college students; how specific subgroups of first-generation college students engage with CPAR as a humanizing alternative to traditional research experiences, particularly in informal spaces; and how to expand beyond a Community Cultural Wealth (CCW) framework to understand the complex lives and experiences of first-generation college students. Higher Education Higher Education Administration Educational leadership Critical Participatory Action Research Humanizing Research qualitative inquiry Researcher Reflexivity Vignette Research Writing as Analysis "In My Research Era": Using Critical Participatory Action Research to Humanize Research Experiences for First-Generation College Students