The Role of Youth Voice in This Special Issue

Authors

  • Aishia A. Brown University of Louisville, School of Public Health & Information Sciences
  • M. Gayle Gabriel Texas A&M University, Public Policy Research Institute http://orcid.org/0000-0002-5138-7810

DOI:

https://doi.org/10.5195/jyd.2019.801

Keywords:

immigrant, refugee, and border youth, youth voice, marginalization, youth engagement, social justice youth development

Abstract

Youth voice has become a very popular term in youth development research and practice. However, there is a lack of critical dialogue surrounding the role of youth in the peer-review research process. This article explores the intersections of youth voice, marginalization in the peer-review research process, and the importance of utilizing a social justice youth development framework when reading the youth essays selected for this special issue. 

Author Biography

M. Gayle Gabriel, Texas A&M University, Public Policy Research Institute

Dr. Gabriel earned her PhD in Recreation, Park & Tourism Sciences with focus on Youth Development from Texas A&M University. Dr. Gabriel is a senior research associate for the Public Policy Research Institute at Texas A&M University, where she works on youth participatory action research curriculum and training development.

Dr. Gabriel’s research focus includes equity in research and programming for youth of color (emphasis on Filipino American youth), the role of cultural and ethnic identity in youth behaviors and youth mental health, recreation and leisure.

  

References

Ginwright, S., & James, T. (2002). From assets to agents of change: Social justice, organizing, and youth development. New directions for youth development, 2002(96), 27-46. doi:10.1002/yd.25

Mitra, D. L. (2004). The significance of students: can increasing "student voice" in schools lead to gains in youth development?. Teachers college record, 106(4), 651-688. doi:10.1111/j.1467-9620.2004.00354.x

Mitra, D., Serriere, S., & Kirshner, B. (2014). Youth participation in U.S. contexts: Student voice without a national mandate. Children & Society, 28(4), 292-304. doi:10.1111/chso.12005

Outley, C., Brown, A., Gabriel, M., & Sullins, A. (2018). The role of culture in out-of-school time settings. In P. A. Witt & L. L. Caldwell (Eds.), Youth development principles and practices in out-of-school time settings (pp. 463-492). Retrieved from https://www.researchgate.net/profile/Peter_Witt5/publication/323389633_Youth_Development_Principles_and_Practices_in_Out-of-School_Time_Settings/links/5abe51a645851584fa719e3b/Youth-Development-Principles-and-Practices-in-Out-of-School-Time-Settings.pdf?origin=publication_detail

Schoenfeld, E. A., Bennett, K., Manganella, K., & Kemp, G. (2018). More than just a seat at the table: The power of youth voice in ending youth homelessness in the United States. Child Care in Practice, 25(1), 112-125. doi:10.1080/13575279.2018.1521376

Zeldin, S., Gurtner, J., & Chapa, B. (2018). Preparing for youth engagement: Youth voice, youth–adult partnership, youth organizing. Ithaca, NY: Act for Youth Center for Community Action: Practice Matters. Retrieved from http://actforyouth.net/resources/pm/pm_preparing-youth-engagement_0818.pdf

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Published

2019-06-20

Issue

Vol. 14 No. 2 (2019): Special Issue on Immigrant, Refugee, and Border Youth

Section

Youth Submissions: Editor's Note

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