Retention Reimagined: Participatory Action and Positive Deviancy for University Student Success

Abstract

About half of U.S. university students who start their degrees never finish — higher education retention is a pressing problem that has remained stagnant since the 1960s. This article highlights strategies for conducting research on undergraduate retention done by and with undergraduates themselves. This article’s context is a participatory action research project that encompassed the creation of informative videos, paper resource guides, an innovative app, and a comprehensive video-making training course, all designed to empower students in navigating the complexities of college life effectively. We highlight the importance of prior research methods training for undergraduates and offer methods for seamlessly integrating such training into existing educational structures. To address the sensitivity of student retention issues, we introduce a positive deviancy framework as a valuable perspective. Furthermore, we stress the significance of increased participation during the data analysis phase of participatory research, advocating for hybrid, in-person, and online approaches. The article also reflects on the political and ethical challenges associated with conducting participatory research in higher education, drawing insights from existing literature and our own experiences.