The Journal of College and University Student Housing - Volume 43, No. 3 - 18

Desiree D. Zerquera * Juan G. Berumen * Jason T. Pender

Drawing from notions of critical reflection
as a crucial element for personal and social
change (Maguire, 1987; McIntyre, 2002; Selenger, 1997), step four of PAR involves a cyclical process of research, reflection, and action
(Marshall & Rossman, 2006; Selenger, 1997).
Thus, PAR is not only research that is followed by action; it is action that is researched,
changed, and re-researched within the research process by the participants (Silka, Dean
Cleghorn, Grullón, & Tellez, 2008; Strand,
Marullo, Cutforth, N. Stoecker, & Donohue,
2003). Combined, these steps comprise a
framework from which researchers can redesign research methodologies and center them
on social change.

PAR and Assessment in Student Affairs
PAR disrupts unethical research practices, empowers participants, and works toward social
change in ways that other research approaches
do not. Assessment, as the systematic collection and review of evidence to describe programmatic effectiveness (Palomba & Banta,
1999; Upcraft & Schuh, 1996), faces similar
critiques as traditional research. In many instances, assessment as practiced by colleges
and universities has shifted away from being
centered on "improving student learning
and development" (Palomba & Banta, 1999,
p.4) and instead has become a tool to uphold
market-driven aims of higher education (Wall,
Hursh, & Rodgers, 2014). Additionally, standard assessment approaches have masked the
experiences of students of color on college campuses, silencing distinct, negative experiences
that oftentimes differ from those of their white
counterparts (Dowd, Sawatzky, & Korn, 2011).
PAR as a social justice framework can
support researchers in addressing the short18

PAR as a social justice framework
can support researchers in
addressing the shortcomings
of conventional assessment
approaches.

comings of conventional assessment approaches. It can shift assessment from a tool
of control to one that centers on discovering
actionable solutions to address inequity. When
administrators, practitioners, and students
work together to design, conduct, and make
meaning of assessments with a shared focus
on improving practice, more meaningful and
social-justice centered assessment is possible.
Buy-in by leadership and participants alike -
an essential element of effective assessment
(Blimling, 2013; Bresciani, 2010) - can be
more easily and organically facilitated. Students' voices and concerns may be better captured if students themselves are a part of the
process to reflect those concerns and ask for
their inclusion (Palomba & Banta, 1999).
PAR has demonstrated potential within
higher education settings. For instance, some
have found the use of action research to be
effective in augmenting student learning
when used as a framework for peer assessment within classroom settings (Ballantyne,
Hughes, & Mylonas, 2002; Sivan, 2000).
Others have used PAR to inform staff development practices and found the framework
to enable more cross-university collaboration
(Scott & Weeks, 1998). Despite this promise,

THE JOURNAL OF COLLEGE AND UNIVERSITY STUDENT HOUSING

The Journal of College and University Student Housing - Volume 43, No. 3

Table of Contents for the Digital Edition of The Journal of College and University Student Housing - Volume 43, No. 3