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Involving Student Peer Researchers for Gender-Informed Health Promotion: A Community-Based Participatory Action Research

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Title: Involving Student Peer Researchers for Gender-Informed Health Promotion: A Community-Based Participatory Action Research
Language: English
Authors: Chen, Shu-Ping (ORCID 0000-0002-5649-5132), Horgan, Salinda, Jones, John, Krauss, Elisha, Stuart, Heather
Source: Educational Action Research. 2023 31(3):521-539.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 19
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Student Research, Gender Differences, Health Promotion, Action Research, Participatory Research, Substance Abuse, College Students, Alcohol Abuse, Foreign Countries, Health Education, Program Effectiveness, Social Behavior, Local Norms, Drinking
Geographic Terms: Canada
DOI: 10.1080/09650792.2021.1970603
ISSN: 0965-0792
1747-5074
Abstract: Alcohol use is prevalent among post-secondary students and negatively impacts their academic achievement. Socially constructed gender-based perceptions can promote alcohol misuse on campus. This is a community-based participatory action research aiming to raise awareness of alcohol use and its relation to gender, bridge campus networks targeting alcohol misuse, and develop a sustainable health promotion intervention. Twelve student-peer researchers from two Canadian universities led the project during the 2017-2018 school year. One multi-phased health promotion initiative consisting of poster/video campaigns, a health promotion website, and on-campus events, was implemented on each campus. Student leadership was empowered through the Action Research Cycle and Fletcher's Ladder of Student Involvement. Data were collected through field notes, activity logs, and semi-structured interviews. A thematic analysis determined that student-peer researchers experienced a sense of accomplishment, empowerment, greater interest in the topic, and a desire to sustain the project, but faced challenges regarding the initiative structures, inter-researcher communication, and teamwork distribution. The results demonstrated that both initiatives successfully reached broad student bodies and increased student awareness of alcohol misuse. This intervention addressed culturally manifested drinking norms and demonstrated effective student-led participatory action research. However, the findings were unique to the specific campus culture and may be of limited generalizability.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1397408
Database: ERIC
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  Value: <anid>AN0169973377;gp001jul.23;2023Aug18.06:41;v2.2.500</anid> <title id="AN0169973377-1">Involving student peer researchers for gender-informed health promotion: a community-based participatory action research </title> <p>Alcohol use is prevalent among post-secondary students and negatively impacts their academic achievement. Socially constructed gender-based perceptions can promote alcohol misuse on campus. This is a community-based participatory action research aiming to raise awareness of alcohol use and its relation to gender, bridge campus networks targeting alcohol misuse, and develop a sustainable health promotion intervention. Twelve student-peer researchers from two Canadian universities led the project during the 2017–2018 school year. One multi-phased health promotion initiative consisting of poster/video campaigns, a health promotion website, and on-campus events, was implemented on each campus. Student leadership was empowered through the Action Research Cycle and Fletcher's Ladder of Student Involvement. Data were collected through field notes, activity logs, and semi-structured interviews. A thematic analysis determined that student-peer researchers experienced a sense of accomplishment, empowerment, greater interest in the topic, and a desire to sustain the project, but faced challenges regarding the initiative structures, inter-researcher communication, and teamwork distribution. The results demonstrated that both initiatives successfully reached broad student bodies and increased student awareness of alcohol misuse. This intervention addressed culturally manifested drinking norms and demonstrated effective student-led participatory action research. However, the findings were unique to the specific campus culture and may be of limited generalizability.</p> <p>Keywords: Postsecondary students; drinking culture; substance misuse; gender norm perceptions</p> <hd id="AN0169973377-2">Introduction</hd> <p>Alcohol use is often perceived as a ritual among postsecondary (university and college) students in Canada. However, this ritual can negatively impact academic performance. Current data (Canadian Centre on Substance Use and Addiction [<reflink idref="bib6" id="ref1">6</reflink>]) showed that 73%-82% of postsecondary students drink alcohol. Postsecondary students who drink alcohol are likely to experience negative consequences from the over-consumption of alcohol (Charbonneau et al. [<reflink idref="bib8" id="ref2">8</reflink>]). It is reported that students 'rarely drink more than twice a week. However, when they do drink more than twice a week, nearly half of them consume excessively' (Canadian Centre on Substance Use and Addiction [<reflink idref="bib6" id="ref3">6</reflink>], 1). Many students report negative experiences from heavy episodic drinking, such as fighting, blacking out, and getting injured (Canadian Centre on Substance Use and Addiction [<reflink idref="bib7" id="ref4">7</reflink>]).</p> <p>Social context shapes our perceptions of acceptable drinking behaviours. Although recent trends suggest that rates of alcohol use have become similar in male and female students (Edkins, Edgerton, and Roberts [<reflink idref="bib13" id="ref5">13</reflink>]; Iwamoto et al. [<reflink idref="bib23" id="ref6">23</reflink>]), when the heavy drinker was described as a male, students tended to view the drinking as more problematic than when the heavy drinker was described as a female (Colby, Swanton, and Colby [<reflink idref="bib9" id="ref7">9</reflink>]). Gender identity is intimately associated with drinking patterns (Griffith et al. [<reflink idref="bib16" id="ref8">16</reflink>]), where males are perceived to engage more than females in binge drinking and public drunkenness (de Visser and Mcdonnell [<reflink idref="bib11" id="ref9">11</reflink>]; Iwamoto et al. [<reflink idref="bib22" id="ref10">22</reflink>]). However, male students perceived more social pressure to drink and greater embarrassment to express alcohol-related concerns, while female students expected more severe consequences if they drank excessively (Suls and Green [<reflink idref="bib32" id="ref11">32</reflink>]). Some researchers found that society's double standard accepts intoxication in men but condemns it in women (Ricciardelli et al., [<reflink idref="bib30" id="ref12">30</reflink>]).</p> <p>When investigating gender-specific drinking norms on campus, research found that students tend to perceive male students as drinking more heavily and being less concerned about negative alcohol-related consequences than female students (Lewis and Neighbors [<reflink idref="bib27" id="ref13">27</reflink>]; Suls and Green [<reflink idref="bib32" id="ref14">32</reflink>]). Gender has also been found to be a moderator of alcohol interventions for college students (Mastroleo et al. [<reflink idref="bib29" id="ref15">29</reflink>]; Grossbard et al. [<reflink idref="bib17" id="ref16">17</reflink>]). In particular, gender-specific normative perceptions of alcohol-related protective behavioural strategies were associated with students' personal use of these strategies (Lewis, Rees, and Lee [<reflink idref="bib28" id="ref17">28</reflink>]). Students tend to underestimate the use of protective behavioural strategies for a typical male student, but not for a typical female student. Same-sex normative perceptions for use of protective behavioural strategies were associated with students' own use of these strategies. The findings can inform the development of interventions aimed at increasing the culture of using protective behavioural strategies (Lewis, Rees, and Lee [<reflink idref="bib28" id="ref18">28</reflink>]).</p> <hd id="AN0169973377-3">Background and the research context</hd> <p>The current study builds on the Movember Caring Campus Project, a three-year intervention research project funded by Movember Canada that aimed to understand and address patterns of student alcohol misuse using a gender-informed health promotion approach (Henderson et al. [<reflink idref="bib19" id="ref19">19</reflink>]; Krupa et al. [<reflink idref="bib26" id="ref20">26</reflink>]; Stuart et al. [<reflink idref="bib31" id="ref21">31</reflink>]). In the Caring Campus Project, male students from three Canadian universities were empowered to counter gender-based norms associated with substance misuse, and were encouraged to identify their needs and to positively restructure male gender norms on campuses. Students at each campus created awareness-raising and health promotion events, such as panel discussion and outreach/harm reduction booths, throughout the project to rethink campus heavy drinking norms and examine the issues related to masculinities and alcohol misuse (Stuart et al. [<reflink idref="bib31" id="ref22">31</reflink>]). We focused the Caring Campus Project on male students because they are significantly more likely to misuse substances, including consuming more significant amounts of alcohol and drink more frequently, than female students. However, the results of this project highlighted the interconnectivity of male and female alcohol use on campus (Hillenbrand et al. [<reflink idref="bib21" id="ref23">21</reflink>]). Therefore, the current study expanded the dialogue to include female students in creating student-driven health promotion interventions to address gender-infused alcohol misuse on campus.</p> <hd id="AN0169973377-4">Participatory action research addressing student alcohol misuse on the university campus</hd> <p>The current study employed a participatory action research (PAR) methodology to carry out two student-led initiatives to address socially constructed gender-based perceptions that promote student alcohol misuse on campus. PAR is 'a philosophical approach to research that recognizes the need for persons being studied to participate in the design and conduct of all phases (e.g. design, execution, and dissemination) of any research that affects them' (Vollman, Anderson, and McFarlane [<reflink idref="bib33" id="ref24">33</reflink>], 129). PAR is a collaborative process in which researchers and participants together develop goals and methods, gather and analyze data, and implement results. This collaboration of researchers and participants reveals insights and promotes changes that might be overlooked without such participatory engagement (Bulmer et al. [<reflink idref="bib5" id="ref25">5</reflink>]; Kidd and Kral [<reflink idref="bib25" id="ref26">25</reflink>]). In this PAR study, students, as community members, identified gender norms that matter to them, and developed and implemented relevant, gender-specific, culturally sound interventions. Power to change is in the hands of students who make key decisions on their collective efforts.</p> <p>Studies of health promotion on post-secondary campuses in which students actively participate as community/research leaders have shown favourable results. For instance, Bulmer et al. ([<reflink idref="bib5" id="ref27">5</reflink>]) engaged students as researchers to investigate harmful alcohol consumption by their fellow college students. Using community-based participatory research (CBPR) techniques, six student researchers played an active role in determining the problem, identifying research questions and methods of study, and collecting and analyzing data. They developed a novel recruitment method that 'was tailored to their peers' lifestyles and preferred modes of communication' (Bulmer et al. [<reflink idref="bib5" id="ref28">5</reflink>], 251). The results of the study identified students' reasons for drinking alcohol and their recommendations for policy adaptation, which were subsequently implemented as a result. Brazg et al. ([<reflink idref="bib4" id="ref29">4</reflink>]) used the PAR method of photovoice to engage youth in exploring factors contributing to adolescents' decisions to use substances and to reflect their community's strengths and concerns with regard to substance use (Brazg et al. [<reflink idref="bib4" id="ref30">4</reflink>]).</p> <p>Positive results were also reported in a study that determined that CBPR not only benefited the community, it also benefited the student researchers and their faculty mentors. Student researchers in this study engaged college community stakeholders to understand student alcohol use and misuse and to promote a conversation of harm reduction strategies on campus. A strong student voice enabled changes to be made by those who were most affected and resulted in an ongoing dialogue between students and administration regarding campus alcohol policy (Heckel and Moore [<reflink idref="bib18" id="ref31">18</reflink>]).</p> <p>We were interested in employing a PAR methodology because we felt it was important to give students the opportunity to actively engage in generating new ideas and methods for debunking gender-based misperceptions concerning the use of alcohol and minimizing alcohol-use on campus more generally.</p> <hd id="AN0169973377-5">Research objectives and research questions</hd> <p>This participatory action research (PAR) project enabled student peer researchers from two Canadian university campuses (U1 and U2) to engage the student community in a dialogue about drinking culture through student-driven initiatives. Student Peer Researchers (SPRs) were challenged to examine their current campus drinking cultures and perspectives in relation to gender and alcohol use norms and to jointly develop a health promotion intervention with research team members to address alcohol misuse on each campus. The specific objectives were to (a) increase student awareness of alcohol use issues in relation to gendered-norm perceptions, (b) mobilize and access existing university resources and search for new opportunities to increase community engagement, and (c) create a sustainable student initiative for program longevity. The main research question that guided this PAR study was: how can student leaders be engaged through a participatory action research process, to lead health promotion interventions on campus drinking culture? To examine the impact of the initiative in terms of student engagement and empowerment, we used action research strategies to triangulate and reflect on the outcomes of the project, with a specific focus on the perceptions of the SPRs. More specifically, we were interested in answering the following questions: (<reflink idref="bib1" id="ref32">1</reflink>) How do SPRs understand campus gender-based drinking culture as a way of informing health-promotion interventions? (<reflink idref="bib2" id="ref33">2</reflink>) What is the nature of the student-driven interventions and their products? and (<reflink idref="bib3" id="ref34">3</reflink>) What is SPRs' experience of designing and implementing health promotion interventions?</p> <hd id="AN0169973377-6">Methods</hd> <p></p> <hd id="AN0169973377-7">Settings and participants</hd> <p>The study sites were two Canadian research universities, one in Ontario and the other in Alberta. Three male and three female undergraduate SPRs across various programs/disciplines on campus were recruited at each university to carry out student action initiatives to raise awareness of the connections between alcohol use, gender identity, and mental wellness. These 12 SPRs received a small stipend for research assistantships and were contracted to:</p> <p></p> <ulist> <item> Explore the campus culture and the ways it influences alcohol use and mental health among the undergraduate population;</item> <p></p> <item> Explore the role that gender norms play in influencing undergraduate alcohol use;</item> <p></p> <item> Develop and implement ideas and actions that can mitigate undergraduate alcohol use; and</item> <p></p> <item> Assist in research data collection and data analysis.</item> </ulist> <p>Each SPR team received a budget to implement and carry out their proposed health promotion activities. Ethics approvals were obtained through the ethics review boards at the two universities.</p> <hd id="AN0169973377-8">Action research procedures</hd> <p>The Action Research Cycle (Downes et al. [<reflink idref="bib12" id="ref35">12</reflink>]) and Fletcher's Ladder of Student Involvement (Fletcher [<reflink idref="bib14" id="ref36">14</reflink>]) were used in the execution and analysis of this project. The Action Research Cycle provided a structure for empowering the student peer researchers (SPRs) to raise awareness of the connections between alcohol use, gender identity, and mental wellness in their community, defined as their university campus. The SPRs utilized a cycle that identified a problem, outlined an appropriate action, collected appropriate data, analyzed the data, and reflected on the outcomes of the action taken (Herr and Anderson [<reflink idref="bib20" id="ref37">20</reflink>]). Fletcher's Ladder of Student Involvement stipulates a ladder of eight rungs in which the three bottom rungs represent non-involvement while the top five rungs represent the highest level of involvement of students during the research project. The SPRs took different paths to be involved in the research process. The more the SPRs are involved, the more successful the outcome will be (Downes et al. [<reflink idref="bib12" id="ref38">12</reflink>]). At each stage of the study, the SPRs had full authority to execute their action initiatives. In this study, the Action Research Cycle laid down a practical framework, and Fletcher's Ladder of Student Involvement determined students' roles and behaviors during project implementation and data analysis (Downes et al. [<reflink idref="bib12" id="ref39">12</reflink>]).</p> <hd id="AN0169973377-9">Step 1: preparation that enables students to share powers and responsibilities for decision m...</hd> <p> <emph>Student leadership summit</emph>: A two-day student leadership summit involving a total of 12 SPRs from both universities was held at U1. The World Café method was used to engage the SPRs in (<reflink idref="bib1" id="ref40">1</reflink>) a collaborative exploration of key patterns of alcohol misuse on both campuses, (<reflink idref="bib2" id="ref41">2</reflink>) an examination of the critical connections between common patterns of drinking on campus and socially constructed masculine and feminine ideals, and (<reflink idref="bib3" id="ref42">3</reflink>) the application of the knowledge gained to devise social action initiatives that could be carried out on and across both campuses.</p> <p>The World Café discussion consisted of three conversational rounds, each round guided by a series of questions designed to move the conversation from exploration to action. Round 1: With respect to drinking, what is expected of university students who want to 'fit in'? Round 2: How is alcohol used to express one's masculinity or femininity? Round 3: What actions could be undertaken as part of a student-led initiative to create a healthier campus drinking environment for male and female students?</p> <p>At the end of the student leadership summit, the SPRs developed action plans for specific health promotion initiatives that could be carried out on their campuses. A set of questions was provided to guide their plans.</p> <hd id="AN0169973377-10">Step 2: student action research cycle</hd> <p>After the summit, each SPR team developed a formal health promotion action plan for their respective campus, followed by team-building activities such as setting up regular meetings, creating communication channels, and identifying roles. Throughout a school year from September 2017 to April 2018, each team completed an action research cycle – involving the identification of their campus gender-based drinking culture in the first semester, followed by development and implementation of appropriate intervention in the second semester. During the PAR cycle, the SPRs collected data, analyzed the data, and reflected on the outcomes of their intervention.</p> <hd id="AN0169973377-11">The role of the faculty researchers and the student peer researchers</hd> <p>Three faculty members from the two universities committed the study process and content to full democratization. Carefully negotiating the balance between bringing and incorporating rather than imposing knowledge, the faculty researchers learned about campus cultures and the sharing of power from the SPRs. During the participatory action research, the faculty researchers heard and responded to requests by the SPRs and supported their decision making and action plans. The faculty researchers strategically used the self as an enabling agent to empower the SPRs to produce knowledge and use that knowledge to inform actions. For example, the faculty researchers connected SPRs with university administrators to disseminate policy recommendations, with an emphasis on promoting SPRs' sense of ownership and control over the process.</p> <p>In this study, the 12 SPRs took ownership and involved in all aspects of the action research. In addition to carrying out the action research cycle to implement change, they were also involved in analyzing the data, developing knowledge, creating the project report to the funder, and coauthoring this academic manuscript for publication. In particular, the SPRs' unique insider perspective provided insight into the campus drinking culture, which was valuable in data analysis. Their participation in design, analysis, and dissemination supported them in developing research skills through joint study with more knowledgeable faculty researchers. The level of SPR participation was evaluated iteratively throughout the research cycle by their critical reflections and participation discourses (Kellett [<reflink idref="bib24" id="ref43">24</reflink>]).</p> <hd id="AN0169973377-12">Methods for data collection and data analysis</hd> <p>On each campus, data collection involved multiple sources to provide a broad perspective during the PAR process; these included: (<reflink idref="bib1" id="ref44">1</reflink>) field notes of the student leadership summit, (<reflink idref="bib2" id="ref45">2</reflink>) each team's meetings notes and activity logs throughout the action research cycle, (<reflink idref="bib3" id="ref46">3</reflink>) each team's records and evaluations of actions, (<reflink idref="bib4" id="ref47">4</reflink>) the SPR's reflective journals, and (<reflink idref="bib5" id="ref48">5</reflink>) semi-structured interviews with the 12 SPRs (U1: individual interviews, U2: focus group interviews) held at the end of the study. All SPRs shared their experiences and reflected on their action research projects during the focus group or the individual interviews.</p> <p>The Action Research Cycle (ARC) (Downes et al. [<reflink idref="bib12" id="ref49">12</reflink>]) and Fletcher's Ladder of Student Involvement (FLSI) (Fletcher [<reflink idref="bib14" id="ref50">14</reflink>]) frameworks were used to guide the data analysis. Each phase that had been done by the SPRs was assessed to identify which stage of the Ladder of Student Involvement characterized the student peer researcher activities and the action cycle of each project. Thematic analysis, a method for identifying, analyzing and reporting patterns (themes) within data (Braun and Clarke, [<reflink idref="bib3" id="ref51">3</reflink>]), was used to analyze the data. Following the process of thematic analysis, all data, including all field notes, team meeting notes, event notes, evaluations of actions, verbatim transcripts of focus group/interviews, and SPR reflections, were analyzed to find codes and patterns of shared meaning and to answer the research questions. The relationships between the codes that could be categorized together were noted, and relevant themes emerged. The analysis focused on revealing aspects of the participatory process that the SPRs felt empowered. It also strived to reveal aspects that the SPRs experienced as a changing agent and the challenges they encountered. The analysis aimed to capture what took place when experiences and power were shared between the SPRs and the Faculty researchers, what barriers or conflicts were exposed and linked to a new collaboration, and how the experience became reflected in group discourse. Finally, each theme and its underlying narrative was recognized, generating further information about the student peer researchers' experiences and their suggestions of potential strategies to sustain the project in the future.</p> <p>Three SPRs who received training in the thematic analysis involved in the coding process with the Faculty researchers. The other SPRs engaged in member checking exercises in which they had an opportunity to not only review but also contribute to the interpreted data. This was to ensure accuracy and resonance with their experience as a way to enhance the trustworthiness of the results.</p> <hd id="AN0169973377-13">Findings</hd> <p>To answer the research questions, the results of the analysis are divided into two overall categories: (<reflink idref="bib1" id="ref52">1</reflink>) the participatory action process at the two universities – describes how the SPRs understand the campus gender-based drinking culture, how they plan and implement the interventions, and the intervention outcomes; (<reflink idref="bib2" id="ref53">2</reflink>) the SPR experiences and their perceived benefits and challenges of the PAR.</p> <hd id="AN0169973377-14">The participatory action process at the two universities</hd> <p>A slightly different approach was adopted on each campus based on different campus cultures. The participatory action cycle on each campus over the 2017–2018 school year is described in the following.</p> <hd id="AN0169973377-15">U1</hd> <p>The U1 team based its intervention on foundations established through the Caring Campus Initiatives (Stuart et al. [<reflink idref="bib31" id="ref54">31</reflink>]) and the theory of planned behavior (Ajzen [<reflink idref="bib1" id="ref55">1</reflink>]), which involve using the intervention to increase the audience's intentions to perform the desired behaviour. The intervention was designed to target the audience's attitudes, subjective norms, and perceived behavioral control over the behavior. The purpose of the U1 intervention was to reduce pressures on students to binge drink by targeting attitudes and subjective norms produced by socially constructed gender roles.</p> <p>The U1 team chose not to officially 'name' themselves in an effort to avoid being associated with preconceived notions of university-affiliated efforts to curb drinking culture. They preferred to 'operate in the background,' infusing the campus with messages about alcohol-use, mental health, and gender-based values. They designed an iterative, five-phase marketing and awareness campaign to be rolled out over the school year:</p> <p></p> <ulist> <item> Phase one: The U1 SPR team studied health promotion theories and approaches and explored the evidence that supports the effectiveness of these approaches. They decided to use the theory of planned behavior (Ajzen [<reflink idref="bib1" id="ref56">1</reflink>]) and the precede-proceed model (Green and Kreuter [<reflink idref="bib15" id="ref57">15</reflink>]) as the basis of their intervention approach. This approach attempted to reduce pressures to binge drink by targeting attitudes and subjective norms produced by socially constructed gender roles.</item> <p></p> <item> Phase two: Based on the selected theory of change (Ajzen [<reflink idref="bib1" id="ref58">1</reflink>]; Green and Kreuter [<reflink idref="bib15" id="ref59">15</reflink>]), the SPRs developed one poster targeting males and one poster targeting females to get students' attention and to open a conversation about alcohol use on campus. The point of the posters was to get students to critically think about why acts of extreme drinking are treated as 'normal' on the U1 campus. The posters displayed pictures of students engaged in alcohol use or experiencing related consequences. The depiction was controversial in order to grab the targeted audience's attention. It was expected that when the first round of posters was released, the intended audience would take notice and reflect on the reasons they feel pressured to binge drink. Before finalizing the posters, the U1 team sought input from the U1 student body and other stakeholders on campus. Changes to the 'look' of and the message in the posters were made based on input received.</item> <p></p> <item> Phase three: The U1 team developed a 'Doing Alcohol: Doing Gender' website to display the project's activities and to receive the project's messages.</item> <p></p> <item> Phase four: The U1 team launched the Poster Campaign and Website. The posters were placed in high traffic areas of the university, and the 'Doing Alcohol: Doing Gender' website was launched simultaneously. The intention was to garner attention and pique the curiosity of individuals walking through the campus.</item> <p></p> <item> Phase five: The U1 team hosted a day-long on-campus event to engage students in discussions about the culture and gender issues involved in drinking on the campus. This event entailed 'pop up' discussions at the U1 Athletics & Recreation Centre to engage students in both one-on-one and focus group discussions about the culture of drinking and the connections between gender, alcohol, and mental health. Team members set up a booth in the main foyer area and offered a slice of pizza to anyone who would have a 5-minute one-on-one discussion about alcohol use on campus. In addition, they offered gift certificates to anyone who would join an hour-long focus group on this topic.</item> </ulist> <p>Outcomes: Eight posters were located in the campus library, the athletic and recreation centre, and the student union building. Ninety posters were impromptu posted by peer researchers in student-frequented places (e.g. bathrooms, on-campus pubs, etc.). The on-campus events resulted in 240 one-on-one (5–10 minutes) conversations and 15 focus group (30–60 minutes) conversations (more than six students in each focus group) which equated to discussions with 315 students in one day. Discussion themes included pressure to drink to be accepted socially, the association between drinking and 'picking up' for girls and guys, and pressure to drink in certain ways for girls and guys that indicated links between gender and alcohol.</p> <p>In summary, the U1 health promotion initiative was a multi-phased marketing and awareness campaign to target the value-based gender norms that 'guys can't take care of guys' and that 'girls need to drink to pick up guys.' The initiative consisted of a poster campaign, a website, and an on-campus event. The most successful and meaningful aspect of the initiative from the SPRs' perspectives was the on-campus event that resulted in over 300 discussions with students on campus regarding the connections between gender, alcohol, and mental health.</p> <hd id="AN0169973377-16">U2</hd> <p>The U2 team decided to design a brand to create a presence on the campus so that U2 students could recognize the initiative. The final U2 initiative involved three phases:</p> <p></p> <ulist> <item> Phase one: The U2 team established a recognizable brand, 'CHEERS,' and created social media pages to promote the brand. As a group, the SPRs decided on the name Cheers as it is catchy, short, easily remembered, and associated with the alcohol drinking culture without directly including the words 'alcohol' or 'drinking.' To ensure that the brand was recognized by students, they created Instagram and Facebook pages for the Cheers group through which they could promote their upcoming events and reach out to the campus community.</item> <p></p> <item> Phase two: To understand the U2 campus alcohol use culture, the U2 team ran a series of tabling events on campus to collect students' thoughts and opinions on gender norms and the campus drinking culture. At each tabling event, a question was written on a whiteboard for people to answer: 'To you, what does a good night out look like?' They learned that 'guys are expected to drink more and maintain their composure' and 'girls are usually more lightweight' (conveyed by male students) and 'more drinks, socializing, and getting girls for guys' and 'drinking and dancing are more protective behaviours for girls' (conveyed by female students). The outcomes of these tabling events helped the team identify three factors – alcohol perceptions, gender norms, and drinking culture – and how they manifested on campus. The collected answers were used along with the emailed survey responses to formulate the team approach for phase three.</item> <p></p> <item> Phase three: Based on the results of the tabling events and the campus survey, the U2 team developed three posters and two videos that aimed to raise awareness and open dialogues about gender norm perceptions and the drinking culture. The data collected helped them to understand problems with, misconceptions of, and opinions on drinking that were prevalent in the U2 student body. For example, they learned that a majority of the students did not believe that what you drink is an expression of your gender. The student peer researchers based one of the three posters on this called 'You Aren't What You Drink' and created a video that directly tackled this misconception. A pilot test event was held to gain feedback on the poster from students, so that the posters could be improved before printing and disseminating it around the campus. Over 80 people gave feedback on the posters, which helped the team improve the messaging and clarity. Afterward, a video was filmed at a local pub on campus, and a second 'alcohol informative' video was developed using a doodle-drawn design.</item> </ulist> <p>Dissemination: The team printed approximately 300 copies of the posters and placed them in high-visibility locations across the U2 campus. In addition, they advertised the posters at the University's transit stations and showed the posters on all TV screens in the public areas of the campus. The posters and videos were shared on both Instagram and Facebook pages. The videos were hosted on YouTube, and the link was distributed on the social media pages.</p> <p>Networking activities: Two SPRs presented the intervention to a campus Coalition for Action on High Risk Drinking to showcase their initiative and discuss possibilities for future collaboration. The presentation was received positively, and a member of the Coalition discussed potential collaboration with the team in the future. The team has reached out to the U2 Campus Health & Wellness Services seeking collaboration and has created a project advertisement for the weekly faculty newsletter.</p> <p>Outcomes: As of 25 April 2018, the U2 team had received 53 social media page 'likes,' and 151 people had viewed the YouTube video. The outcomes of social media promotions included: (<reflink idref="bib1" id="ref60">1</reflink>) 12,666 people were reached, (<reflink idref="bib2" id="ref61">2</reflink>) the total post engagement – which represented the number of actions people took on the promotions, such as reactions, shares, video views, and comments – was 1,079, and (<reflink idref="bib3" id="ref62">3</reflink>) a total of 96 link clicks. In addition, two student peer researchers presented the posters and videos to a local campus alcohol working group to showcase U2 initiatives and discuss possibilities for future collaboration. Some campus collaborations have been established, including a collaboration with U2 Campus Health & Wellness Services. The U2 initiative was sustained for the next school year due to continuing support from Campus Health & Wellness Services.</p> <p>In summary, the U2 Health Promotion Initiative was a multi-phased marketing and awareness campaign. The SPR team took a strong branding approach in an attempt to solidify their presence while gathering information from undergraduate students during the first four months. They successfully opened conversations with students in several campus buildings and collected important data. In the second semester, using insights from the data gathered, they moved forward with the population health initiative – development and implemented the poster and video campaign. The poster design emphasized: alcohol perceptions, gender norms, and drinking culture. The videos expanded even more on these topics and added interest to the online presence. The team received positive feedback from the campus regarding their impact on a large student population, where they opened a conversation about gender norm perceptions and alcohol use.</p> <hd id="AN0169973377-17">SPR experience</hd> <p>Overall, both SPR teams felt that they had accomplished what they set out to do when they became involved in the study. They enjoyed the participatory peer-led action and shared common positive experiences and challenges. Three main themes and some subthemes, described below, emerged from the data.</p> <hd id="AN0169973377-18">Theme 1: positive experiences</hd> <p>Three subthemes conveyed SPRs' positive experiences of the research. A sense of pride and accomplishment was achieved through the growth of each independent project and through personal collaboration with the campus community. At the introductory student leadership summit, a collective competence was established via interaction and problem-solving within the teams, leading to liberation and empowerment for student leaders. A sense of accomplishment grew in student leaders throughout the timeline of the project and in the broader context of health promotion.</p> <p></p> <ulist> <item> Project achievements: The SPRs appeared proud of the brand, the campaign, the advertisements, and the presentations performed. For example, SPR D at U1 shared:</item> </ulist> <p>I think we experienced a real "coming together" in the latter half of the project. ... We were primed and ready to get going on the real meat of the project in terms of designing the posters, getting them out, and planning the event. Because of the relatively slow start we had and all of the experience we have had in focus groups and discussion, the team really came together to close out the project with a bang.</p> <p>"Being part of this project has been one of the highlights of my undergraduate career, and I am beyond grateful for the experience," was shared by SPR M3 at U2. SPR M1 at U2 also stated:</p> <p>I can list a lot of minor achievements. I think the major achievement was like the brand. ... The facts on our posters, people are talking to me, at least in my faculty ... we have the posters up, they see it on Facebook, and the facts are challenging their perceptions on drinking and gender culture at the University.</p> <p>Growth in terms of understanding the complexity and the barriers associated with carrying out health promotion was also shared by most SPRs. They found the best part of the initiative was the meaningfulness associated with carrying out the on-campus discussions. SPR F2 at U2 stated: "The tabling events that we held were also very beneficial in that we got to directly speak with students and find out how they felt about issues regarding alcohol and gender." Some SPRs commented on their personal growth during the PAR process; for instance, SPR M3 at U2 reflected: "I am very happy that I decided to be a part of the project. It has helped me develop my interpersonal skills and professional contacts, and provided me with relevant experience to my long-term professional goals."</p> <p></p> <ulist> <item> (<reflink idref="bib2" id="ref63">2</reflink>) Being empowered by a positive student-led experience: All SPRs appreciated the positive experience as part of a student-led project. SPR E at U1 said: 'I really liked the way that it was done. It was so non-authoritarian, it was so students helping students. It was a real conversation that people felt personality involved in.' In particular, U2 team members emphasized positive bonding and team-building experiences at the student leadership summit. They highlighted the variety of positive comments regarding the summit and the feeling of being empowered and engaged. SPR M2 at U2 shared:</item> </ulist> <p>If we didn't have at least some weekend to get to know each other, the project would have turned out maybe very differently or at least we'd have been different; I think we'd look at each other and act with each other differently. It was definitely a benefit that we could go across the country with each other.</p> <p></p> <ulist> <item> (<reflink idref="bib3" id="ref64">3</reflink>) Interest in the project: SPR A at U1 noted:</item> </ulist> <p>I actually wanted to become more knowledgeable in this area of health promotion as I was coming into [this] with not much prior knowledge about substance use problems among students. I also thought that it would be interesting to participate in because of my personal experiences with drinking.</p> <hd id="AN0169973377-19">Theme 2: challenges and reflections</hd> <p>Four subthemes involving challenge and reflection were defined by the SPRs in this project. First, difficulties in flow led to occasional setbacks in project planning and dissemination. These interruptions would lead to periods in which exhaustion, a disconnection from the project, and a perceived lack of accomplishment influenced the motivation of student participants. Clarity in terms of the roles and responsibilities of individual group members felt less emphasized than project outcomes, and this would also have an impact on the stress level of SPRs.</p> <p></p> <ulist> <item> Problems with group cohesion: There were issues with collaboration and agreement between group members and the uneven work distribution among the team members. For example, SPR E at U1 stated: '[I] was not a fan of the student bureaucracy, where students couldn't agree over minute detail. That was really exhausting for me, ... but the overall results [were satisfying], because it had turned out so well.'</item> <p></p> <item> Tension and stress: Participants mentioned burnout and exhaustion from the project. SPR Q at U1 noted:</item> </ulist> <p>I think everyone in the group got and felt extremely burnt out when we were in the stalemate zone of not having a unanimous decision made for the poster themes/slogans/topics, etc. I felt that when everyone felt that no progress or movement was being made, it was very easy for everyone to give up.</p> <p>This theme highlights the suggestion from the SPRs for more time and better management of this time. Time limitation was discussed at a variety of points during the interviews. For example, SPR F1 at Us shared:</p> <p>We would like making it [the poster campaign] but we realized how difficult it actually was, and like okay I don't think we can actually realistically do this because we all only have so much time dedicated to the project ... I think we could have managed our time better and we could have done more perhaps.</p> <p>The SPRs wished to have more time in order to achieve better efficiency and program outcomes. "Manpower" was an issue discussed at U2. Efforts to juggle academics and carry out the tasks associated with implementing the poster campaign and in developing and maintaining the website proved at times to be overwhelming for the students. Several aspects of the original campaign vision did not transpire simply because the SPRs needed to turn their attention to mid-terms and exams. Examples of items that did not transpire at U1 included: "placement of posters in downtown establishments, Instagram messaging/advertising, website promotion through means other than posters, student blogs."</p> <p></p> <ulist> <item> (<reflink idref="bib3" id="ref65">3</reflink>) More leadership and clear team structure: The U1 team desired a truly student-led format for their campaign. As such, the presence of project staff was minimal. Without the benefit of a pre-imposed leadership structure, the SPRs struggled to establish an agreed-upon leadership and process structure. The design and implementation of the campaign were impacted by delays in establishing a workable structure and process from which to engage in effective, collaborative decision-making and implementation activities. Some SPRs discussed a need to have more leadership and guidance during the project. For example, SPR K at U1 stated:</item> </ulist> <p>The main drawback in this project was that the roles of each person were not clearly outlined. As the project started, [name of a student researcher] took on the role of the leader, but no one actually ever made it clear that he had any authority. In future, I think an authority figure would need to assign more specific roles to the individuals of the group, as it gives them a stronger foothold and they know who to report to, and what to report on.</p> <p>The U2 team also discussed the need for better efficiency of time by establishing clearer roles and team structure. SPR F3 at U2 commented: " ... maybe having someone to write meeting minutes and like kind of keep everyone up to date with what needs to be done before the next meeting." Discussion around established individual roles within the team was highlighted by both teams. It appeared that each SPR was able to recognize and contribute his/her strengths to support the overall team experience. SPR F1 at U2 described: "Exactly, like a Lego kit, like you guys were the kit and we were the kids that went and bought the kit and built it, you know without the kit the structure would never be built."</p> <hd id="AN0169973377-20">Theme 3: continuing this project in the future</hd> <p>All SPRs desired the research in this area to be continued in the future with a continuation of the established project and brand, in order to potentially see more results. SPR M2 at U2 said: 'I don't know how it would look like, but there's needs to be some way to get people into that new group for next year. You can't pass on something if there's no one to pass it on to.'</p> <hd id="AN0169973377-21">Discussion</hd> <p>Students as peer researchers at two universities were empowered to open a dialogue regarding changes in gender stereotypic images that promote alcohol misuse. The students on the university campus addressed their own issues and built a structure of continuous conversation and changes around these issues. They were able to understand the social challenges that promote alcohol misuse and break down the barriers that preserve these challenges to promote an inclusive campus culture. This participatory action research demonstrated a cyclic process of gender-informed alcohol intervention. The student action outcomes at both universities reflected the study objectives to increase student awareness of alcohol use issues in relation to gendered-norm perceptions and mobilize existing university resources to increase community engagement.</p> <hd id="AN0169973377-22">Gender-informed campus drinking culture</hd> <p>We have discussed how social niches exist within a drinking culture that invite specific gender perceptions associated with high-risk drinking behavior, specifically the amount of alcohol consumed, the time period of consumption, and negative consequences due to alcohol misuse. The data collected by both universities demonstrated such gendered norm perceptions among student drinking. U1's student forums about the culture and gender issues in drinking revealed the association between drinking and 'picking up' for girls and guys, and pressure to drink in certain ways for girls and guys that indicated links between gender and alcohol. As well, gendered norm perceptions were evident in U2's tabling event interviews, such as 'guys are expected to drink more and drink for socializing and getting girls' and 'girls use more protective behaviours.' The findings echo what previous studies have concluded, as males are perceived to engage in drinking more and perceive more social pressure to drink than females (Suls and Green [<reflink idref="bib32" id="ref66">32</reflink>]; de Visser and Mcdonnell [<reflink idref="bib11" id="ref67">11</reflink>]; Iwamoto et al. [<reflink idref="bib22" id="ref68">22</reflink>]).</p> <p>We may ask if a student who is a problematic drinker would be able to open up channels of social support when drinking was deemed to be normal behaviour for a male. Conversely, would a student who observed problematic drinking in another student be able to step in and help their friend? These considerations were part of the target messages developed by students at both universities. At U2, a poster was developed illustrating, through comparison, a good night out with friends and relatively few drinks, to a bad night out with negative social consequences as a product of alcohol misuse. It was important to target the behaviors associated with gender-specific negative outcomes due to alcohol, opposed to targeting the sexes themselves. This key takeaway emerged at the student summit from discussions between student researchers and experts from previous projects. By identifying problematic drinking behavior and consequences associated with alcohol misuse, the student researchers were able to send a message to the populations they hoped to target. Furthermore, it was also important to target gender-specific normative perceptions of alcohol-related protective behavioural strategies, which has been associated with students' personal use of these strategies (Lewis, Rees, and Lee [<reflink idref="bib28" id="ref69">28</reflink>]). In this study, both teams were able to open conversation on normative perceptions for the use of protective behavioural strategies, and use the findings to inform their interventions aimed at increasing the culture of using protective behavioural strategies.</p> <hd id="AN0169973377-23">Students as the agency to change</hd> <p>This study empowered students and involved them as the agency to change in all stages of the research process. It gave students an opportunity to coordinate the program directions to make them relevant to the study setting. For instance, at first-appearance, the drinking culture at U2 had notable similarities to the drinking culture at U1. But differences in cultural norms emerged as student peer researchers discussed more of the guiding questions, recalled their experiences on campus, and considered the distinctions for each campus. Geographic and climatic variables, distance to nearby pubs and residences, and temperatures during the winter, were unique to each university. The Student Peer Researchers (SPRs) offered these insights into the initial roundtable discussions, which led to ideas for where their intervention would take place. This reflective process led us to realize that a focus on only gender-based norm perception is not enough as there is a risk to homogenize diverse factors of drinking. More sophisticated analysis is required to capture the experiences of different groups of students, while also recognizing gender as an intersecting component of student drinking culture. Our action outcomes provided a nuanced understanding of gender-based drinking norms that can inform future intersectional analysis of campus drinking culture.</p> <p>These considerations were not limited to the planning phase of the action research cycle. The SPRs applied such relevant distinctions contingently in the second part of the intervention during the action phase of the action research cycle. Additional information from both in-person community tabling events programmed by the SPRs and findings from an external but related survey sent out through campus email channels added additional information to supplementary phases of the intervention. Although the SPRs at U1 and U2 were involved as both researchers and community members, there was a need for wider community feedback, and both teams were able to complete a cycle of the ARC on second renditions of their pilot poster interventions. To approach the breadth of the U2 student body, multiple tabling initiatives were programmed at various indoor facilities across the campus. Building the intervention wide was different from building the intervention tall, and at U1 the approach focused on a large student event near the last phases of the project. Insights like these were provided by an introduction to the World Café method at the student leadership summit at the beginning of the project and paved the way for both planning and action phases of student involvement as a changing agent on each campus, where unique elements were encountered by the SPRs at U1 and U2.</p> <hd id="AN0169973377-24">Reflection on the action research cycle</hd> <p>Student Peer Researcher (SPR) involvement in the project was measured by applying Fletcher's Ladder of Student Involvement framework (Fletcher [<reflink idref="bib14" id="ref70">14</reflink>]), which provides an 8-point bidirectional scale to promote strategies for engagement and to indicate the extent of meaningful involvement of students and project supervisors. We reflected that our SPRs involvement was rung 7 of the framework – 'completely student-driven'. They completed ownership of the initiatives with a lot of effectiveness. They experienced the potential of their direct actions upon themselves, their peers, and their larger university communities. This model provided feedback on involvement and strategies to encourage transitions 'up the ladder,' which represents increased meaningful student involvement (MSI) (Fletcher [<reflink idref="bib14" id="ref71">14</reflink>]). MSI is operationalized through Fletcher's Ladder of Student Involvement, and we expect to achieve the highest rung – rung 8 student/adult equity – as the project moving forward in the future.</p> <p>Barrineau and Anderson ([<reflink idref="bib2" id="ref72">2</reflink>]) discussed student partnerships that position students as cocreators or change agents in higher education. Students have power over decision-making in a student-driven context. The role of staff in a student-driven context is to facilitate learning. Students as coresearchers need to rethink their relationships with faculty members and the purposes and processes of research. Benefits of co-researching for students included enhancement in engagement, motivation, awareness of the project, and a stronger sense of identity (Cook-Sather, Bovill, and Felten [<reflink idref="bib10" id="ref73">10</reflink>]). However, such changes in partnership can be accompanied by discomfort. Students have to renegotiate their relationships with faculty members and their peers. In our study, the SPRs found their roles to be ambiguous at times. They experienced challenges in team structure, decision making, and role identity. While our study raises a number of opportunities for SPRs and faculty members to find new ideas, relationships, and alternative power dynamics, the challenges to the student-driven partnership, such as role confusion outside of fixed categories and student governance structures, need to be addressed and supported to deal with such uncertainty.</p> <hd id="AN0169973377-25">Limitations of the study</hd> <p>There are potential limitations in the application of our theoretical frameworks, the Action Research Cycle (Downes et al. [<reflink idref="bib12" id="ref74">12</reflink>]) and Fletcher's Ladder of Student Involvement (Fletcher [<reflink idref="bib14" id="ref75">14</reflink>]). Because of the distinctions between universities, the student researchers needed to apply different approaches to the planning, acting, observing, and reflecting stages of the research cycle. Although some cycles were successfully completed at both universities, the findings were unique to the specific campus body and may be of limited generalizability when a similar action cycle is employed at other centres. In addition, due to the nature of the ARC, there may be limitations in our impact due to time constraints. This project required two three-month blocks of application, and these were constrained by periods of low productivity due to holidays, exams, and other commitments that emerged during the academic semester.</p> <p>There may be limitations in the application of the health promotion intervention. In the feedback researchers gathered from community members who were invited to discuss the project message and the posters, many recommendations emphasized a change in style for the message conveyed. It was unclear whether the messages conveyed were hitting the targets.</p> <hd id="AN0169973377-26">Suggestions for further research</hd> <p>Campus health promotion must be accomplished by increasing community-researcher engagement, increasing leverage points for intervention throughout the campus community, and sustaining useful outcomes into the future. Finding the major outcomes of this intervention on the determinants of alcohol use for either campus is important, but to see a lasting positive effect, and how to accomplish this, would be the greatest achievement. Our results indicate that a scale-up of the current study to other university campuses across Canada would raise awareness of alcohol use on other campuses and help to change this behaviour.</p> <hd id="AN0169973377-27">Conclusion</hd> <p>Our findings suggest that an effective campus-wide intervention to address culturally manifested drinking norms can be developed using student-led community-based participation research. Treating young people as experts in responsible alcohol use could facilitate co-creation of acceptable interventions that focus on how to change behavior. Our intervention enabled members of the campus community to lead a 'grass-roots' project allowing contributions from students (community members). This empowered community members to develop knowledge and social change, which was accomplished by increasing awareness of gender-informed drinking norms on campus, constructing communication channels among campus organizations, and developing a collaborative intervention program for sustainable change in the community. This study demonstrated the effectiveness of co-design and co-creation as an approach for actively involving young people in the development of alcohol education and health promotion.</p> <hd id="AN0169973377-28">Disclosure statement</hd> <p>No potential conflict of interest was reported by the author(s).</p> <hd id="AN0169973377-29">Ethics approval</hd> <p></p> <ulist> <item> Queen's University: Health Sciences & Affiliated Teaching Hospitals Research Ethics Board [Approval # 6023130]</item> <p></p> <item> University of Alberta: Research Ethics Board 2 [Approval # Pro00079462]</item> </ulist> <p>Correction Statement</p> <p>This article has been corrected with minor changes. These changes do not impact the academic content of the article.</p> <ref id="AN0169973377-30"> <title> References </title> <blist> <bibl id="bib1" idref="ref32" type="bt">1</bibl> <bibtext> Ajzen, I. 1991. " The Theory of Planned Behavior." 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Items – Name: Title
  Label: Title
  Group: Ti
  Data: Involving Student Peer Researchers for Gender-Informed Health Promotion: A Community-Based Participatory Action Research
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Chen%2C+Shu-Ping%22">Chen, Shu-Ping</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-5649-5132">0000-0002-5649-5132</externalLink>)<br /><searchLink fieldCode="AR" term="%22Horgan%2C+Salinda%22">Horgan, Salinda</searchLink><br /><searchLink fieldCode="AR" term="%22Jones%2C+John%22">Jones, John</searchLink><br /><searchLink fieldCode="AR" term="%22Krauss%2C+Elisha%22">Krauss, Elisha</searchLink><br /><searchLink fieldCode="AR" term="%22Stuart%2C+Heather%22">Stuart, Heather</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Educational+Action+Research%22"><i>Educational Action Research</i></searchLink>. 2023 31(3):521-539.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 19
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2023
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Student+Research%22">Student Research</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Differences%22">Gender Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Health+Promotion%22">Health Promotion</searchLink><br /><searchLink fieldCode="DE" term="%22Action+Research%22">Action Research</searchLink><br /><searchLink fieldCode="DE" term="%22Participatory+Research%22">Participatory Research</searchLink><br /><searchLink fieldCode="DE" term="%22Substance+Abuse%22">Substance Abuse</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Alcohol+Abuse%22">Alcohol Abuse</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Health+Education%22">Health Education</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Behavior%22">Social Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Local+Norms%22">Local Norms</searchLink><br /><searchLink fieldCode="DE" term="%22Drinking%22">Drinking</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Canada%22">Canada</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/09650792.2021.1970603
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0965-0792<br />1747-5074
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Alcohol use is prevalent among post-secondary students and negatively impacts their academic achievement. Socially constructed gender-based perceptions can promote alcohol misuse on campus. This is a community-based participatory action research aiming to raise awareness of alcohol use and its relation to gender, bridge campus networks targeting alcohol misuse, and develop a sustainable health promotion intervention. Twelve student-peer researchers from two Canadian universities led the project during the 2017-2018 school year. One multi-phased health promotion initiative consisting of poster/video campaigns, a health promotion website, and on-campus events, was implemented on each campus. Student leadership was empowered through the Action Research Cycle and Fletcher's Ladder of Student Involvement. Data were collected through field notes, activity logs, and semi-structured interviews. A thematic analysis determined that student-peer researchers experienced a sense of accomplishment, empowerment, greater interest in the topic, and a desire to sustain the project, but faced challenges regarding the initiative structures, inter-researcher communication, and teamwork distribution. The results demonstrated that both initiatives successfully reached broad student bodies and increased student awareness of alcohol misuse. This intervention addressed culturally manifested drinking norms and demonstrated effective student-led participatory action research. However, the findings were unique to the specific campus culture and may be of limited generalizability.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2023
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1397408
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1397408
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/09650792.2021.1970603
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 19
        StartPage: 521
    Subjects:
      – SubjectFull: Student Research
        Type: general
      – SubjectFull: Gender Differences
        Type: general
      – SubjectFull: Health Promotion
        Type: general
      – SubjectFull: Action Research
        Type: general
      – SubjectFull: Participatory Research
        Type: general
      – SubjectFull: Substance Abuse
        Type: general
      – SubjectFull: College Students
        Type: general
      – SubjectFull: Alcohol Abuse
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Health Education
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: Social Behavior
        Type: general
      – SubjectFull: Local Norms
        Type: general
      – SubjectFull: Drinking
        Type: general
      – SubjectFull: Canada
        Type: general
    Titles:
      – TitleFull: Involving Student Peer Researchers for Gender-Informed Health Promotion: A Community-Based Participatory Action Research
        Type: main
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            NameFull: Chen, Shu-Ping
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            NameFull: Horgan, Salinda
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            NameFull: Jones, John
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            NameFull: Krauss, Elisha
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            NameFull: Stuart, Heather
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            – D: 01
              M: 01
              Type: published
              Y: 2023
          Identifiers:
            – Type: issn-print
              Value: 0965-0792
            – Type: issn-electronic
              Value: 1747-5074
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              Value: 31
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