Ethnic-racial identity development is the processes through which individuals explore and come to understand their ethnic-racial group memberships (Sladek et al., 2023; Umaña-Taylor & Rivas-Drake, 2021).

Positive youth development is an intentional, prosocial approach that engages youth within their communities, schools, organizations, peer groups, and families in a manner that is productive and constructive; recognizes, utilizes, and enhances young people’s strengths; and promotes positive outcomes for young people by providing opportunities, fostering positive relationships, and furnishing the support needed to build on their leadership strengths. (The Interagency Working Group on Youth Programs, 2016).

Student/youth voice involves adolescents sharing their perspectives about processes or systems that affect them in varied settings (Serido et al., 2011; Mitra, 2004, 2008; Conner et al., 2015). Student voice is generally applied in K-12 settings while youth voice is typically utilized within informal educational environments such as youth leadership programs facilitated by youth development organizations.

Youth Participatory Action Research (YPAR) is the systematic process of knowledge creation by youth through an iterative process of inquiry and action which promotes their power and is supported by adults.

The individual and collective activities of adolescents which identify and address issues of community concern (Chan et al., 2014).

Both a “process and outcome” with several developmental aspects for adolescents, including cognitive and behavioral (Houwer, 2013).