Diversity Fellow Project, LaDonna McCullough
Youth Leadership Group Participatory Action Research Project
A leadership development curriculum designed under the guidance of high school aged youth both with and without developmental disabilities for use in future leadership initiative programs for youth.
Youth Leadership Group Participatory Action Research Project [download]
Project Narrative
1. Please describe your activities during your Fellowship experience. Describe your final capstone project(s).
During my Fellowship experience, I served as co-researcher on a youth participatory action research (Y-PAR) project. The purpose of the research was to understand, through the voices, actions and needs of youth (both with and without developmental/intellectual disabilities) what leadership means to them. In addition,, what resources and support systems they deem critical to their knowledge and development as current youth leaders and future leadership within their communities and respective fields of employment. Activities included researching and/or developing interactive exercises that allowed participating youth to identify their strengths and any key components that undergird their individual motivational and resiliency needs. I trained youth participants (in preparation for leadership interviews) on investigative research processes (i.e., framing interview questions, note taking, etc.) and analyzing their collected data within their respective research teams. Bi-weekly meetings were held with the youth during the spring semester.
2. Who did your project inform, help, influence or impact? (UCEDD, individual, community, state) How?
The first phase of project immediately informed the individual participants and key personnel in the UCEDD. The influence of the Y-PAR provided youth participants with an opportunity to be part of the research process that incorporated their voices, concerns and ideas in understanding how they perceive leadership and what it means to be a leader. By splitting the larger group into smaller research teams within the Y-PAR structure, the participants were provided hands-on opportunities to develop research skills that they can use in their college academics.
It is my understanding that this project consists of multiple layers, and as each phase is accomplished, I believe that it will inform the greater Kansas City metropolitan community (i.e., high schools, colleges, and community organizations) and depending on the influence at that level may include future possibilities for impact at the state level.
3. Why did you choose to work on that project(s)?
Under my interview for the fellowship, I was informed of the project and how I would be assisting the fellowship coordinator with the research.
4. What did you gain from being a Diversity Fellow?
Being a Diversity Fellow at the UCEDD provided me with valuable first-hand experience specific to development and intellectual disabilities that I believe would not be gained in a traditional diversity fellowship because disabilities is typically not in the forefront. Working closely with high school youth with developmental and intellectual disabilities informed my actions/processes when disseminating information or assisting students through the interactive exercises. It was a unique challenge that provided me the opportunity to utilize some of the theoretical concepts that I learned from my graduate work in disabilities leadership studies but also to discern what concepts may not be applicable and to instead lean more on the voice and self-advocacy of the youth participants.
I believe the research experience and opportunity to work directly with youth with developmental and intellectual disabilities will remain at the forefront of my experiences within diversity and disability work. It will serve as a reference to always ensure that the voice, needs and/or concerns of individuals with disabilities are given a space to be adequately heard and infused into the work that is taking place. Prior to this fellowship and returning to school to complete graduate course work, I worked in higher education on issues of diversity and inclusion. During that time, I became very concerned with the lack of inclusion efforts across the various siloed diversity initiatives on campus. Upon returning to graduate coursework, I wanted to find ways in which I could bring disability to the forefront of diversity initiatives (versus it being an afterthought). This experience has allowed me to do just that in my current dissertation research and work at a small faith-based university.
6. What are your future goals? Where do you see yourself 5 years from now?
My future goals consist of, 1) defending my dissertation research at the end of spring 2019 semester, 2) finding and/or creating opportunities to continue developing my knowledge and experience in disabilities leadership/studies, and 3) consulting on multicultural issues that promote inclusion and equity for individuals with disabilities within post-secondary institutions and health/human services agencies.
7. What recommendations do you have for other Fellows?
My only recommendation is to be open to the various possibilities the fellowship can provide… be willing to explore topics or issues within diversity and disability that may initially make you uncomfortable, for it is these experiences that will heighten your awareness, sharpen your understanding and prepare you to advocate for those who are frequently marginalized within the larger societal framing.