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The purpose of this paper is to examine how youth from varied cultural and socioeconomic backgrounds came together to collaboratively analyze data they collected across two research projects in a community-based Youth Participatory Action Research (YPAR) initiative, a less understood aspect of YPAR. Specifically, this study discusses how youth enacted collaborative data analysis to foreground lived experience and experiential knowledge while enacting critical literacy practices and building toward an open and reflective form of relationality.

The examination of youths’ data analysis practices is situated in a larger qualitative research study of the Central City Youth Participatory Action Research initiative, a six-month, community-based, out-of-school program. This study discusses the relational and humanizing practices of youth through collaborative data analysis practices.

This study focuses on two small-group research teams, examining how youth enacted critical literacy practices and humanizing modes of learning through relational practices as data analysis. This study discusses two themes in the findings: making sense of data through personal experience and negotiating researcher roles as stancetaking in collaborative data analysis

In analyzing students’ collaborative data analysis practices across the small-group YPAR projects they enacted, this study contributes new understandings about how youth analyzed data to examine aspects of educational equity important to them.