Toward Participatory Civic Engagement: Findings and Implications of a Three-Year Community-Based Research Study

Abstract

Abstract This article presents findings from a three-year community-based research study and discusses the implications of these findings as they relate to building college-community relationships in face-to-face and digital contexts. Researchers collected data on digital deliverables and on the work process itself. The study partnered a university writing center with an adult education program and a state employment agency to develop online literacy resources housed on a widely used OWL. The resources were designed to help marginalized populations pass the writing section of the GED and compose cover letters and resumes. The study was driven by these questions: (a) how might mixed-methods research help writing studies form relationships with local organizations? (b) how might these methods help community members help themselves? (c) what are the outcomes of using these methods? To help answer these questions, researchers used descriptive statistics and grounded theory to code and analyze data. Findings indicate that the project helped researchers: (a) develop a close relationship with community partners; (b) compose deliverables that met partners’ needs; and (c) assist participants in improving their writing. Despite these results, however, participants’ limited adoption of the online material suggests that more research is needed on technology use within at-risk communities.