The purpose of this study was to create an educational context in physical education to empower seven high school girls by giving them the opportunity to design, implement, and complete an action research project of their interest. Participants’ stories were told and voices heard through the development of informational products they dispersed among the student body. Specifically, the girls expressed that gender and embarrassment issues were barriers they encountered in physical education. As a result, they wanted to take action by learning how other high school students felt about these issues. This article examines my process as a reflexive researcher and the students’ process as participants and action researchers, as well as how various power hierarchies inherent in the educational structure both empowered and constrained the research.
Jennifer L. Fisette, EdD Kent State University School of Teaching, Learning, and Curriculum Studies 350 Midway Drive 261B Gym Annex Kent, OH 44242-0001 E-mail:email@example.comPhone: (330)672-0230