Their confidence and public speaking skills wowed a crowd at Wayne State University as four DBG student researchers (Keenan, Garrett, Jamarion, and Messiah) presented at the Great Lakes Regional Counseling Psychology Conference. The 50-minute presentation not only showcased their groundbreaking research, but highlighted how student voice informs our work and the collection of meaningful data drives our mission.
The conference, co-hosted by Wayne State University and Western Michigan University, centered on the theme “Counseling Psychology Rooted in Community: Advancing Critical Consciousness and Systemic Change.” The audience, a collective of esteemed academics and professionals, was eager to hear insights from our students.
“At DBG, we do not provide a one-size-fits-all solution to our scholars, but rather give them the space to grow lifelong skills so they have the tools to be successful,” explained Keenan, a junior at Martin Luther King High School. “We conduct longitudinal studies. Our annual evaluation measures a number of teachable skills including self efficacy, agency, self regulation, adaptability, sense of purpose, and much more.”
“Success means measuring students’ growth over time, and the bar for success is always being raised at DBG,” he continued. “We aren’t looking for students to hit a threshold, we are looking for them to continue to grow, applying findings through data-driven decisions.”
At DBG, our data is not just for storytelling. It’s used by staff every day to improve programs and is shared directly with students to give them ownership over their own growth.
“For me, as I was growing up, I was a shy kid,” Keenan added with his mother and sister in the audience proudly looking on. “DBG offered me a junior coaching position, and now I’m super confident when I speak in large groups and even presentations such as this.”
The student researchers are participating in a $2 million, five-year study of national significance, funded by the National Science Foundation, in partnership with lead researcher Dr. Amanda Case, associate professor of counseling psychology at the University of Iowa. The study is investigating how DBG consistently maintains a 98% opt-in rate for its voluntary STEAM Lab (science, technology, engineering, art, and math) and increases students’ ability to see a career path in science, technology, engineering, and mathematics – fields where there has historically been vast underrepresentation of Black and Latinx students. 90% of DBG students go on to pursue STEM careers.
DBG’s founder and CEO Khali Sweeney made the decision to promote students to researcher roles, because young people are more likely to be open and honest with their peers.
“Students take an interest in the STEAM Lab because they can work at their own pace, creating a comfortable environment overall,” said Garrett, an 11th grader at U of D Jesuit High School, citing student interviews conducted by the research team. He further elaborated on the importance of “curiosity,” the “environmental aspect” (freedom of movement and a less structured setting), and social connections fostered within the lab.
Messiah, a junior at Jalen Rose Leadership Academy and DBG student intern, discussed the unique challenges of youth-led research, particularly when presenting findings to adults. He emphasized the need for open communication and mutual learning between mentors and student researchers.
“The coaches at DBG are not the keepers of all knowledge,” he told the crowd. “Being transparent with data and sharing it with scholars opens up the opportunity for self-reflection. Scholars can identify their strengths and areas for growth. They are in a driver’s seat. We share this data effectively with students to make sure they are met where they are.”
Every student is at a different stage when it comes to change, he added. Figuring out where a scholar is at and their readiness for change is an essential first step before opening a constructive conversation.
“When a scholar has agency and voice in their personal growth, they are likely to be more engaged through the process and focus on the skills themselves,” he continued. “Scholars believe they can grow in their skills because the conversation is about the skill rather than the lack of something in the scholar.”
The final presenter, Jamarion, a sophomore at U of D Jesuit High School, detailed how gamification enhances student engagement in surveys.
“We use a mini-game or badge system to make students feel more accomplished,” he said, showcasing this innovative approach to data collection. “If we gamify these surveys and do it properly, this can help us show kids that it’s okay to change and grow. These surveys give students a safe place to explore themselves. They can do it in a manner that makes them feel better about themselves. This also helps the overall mission of DBG to help students choose a path to a brighter future.”
The students’ meticulous research, collaborative spirit, and polished presentations resonated deeply with the audience. Our student researchers previously presented their findings at the American Psychological Association national conference in Seattle, Washington.
“For the most part, especially at professional conferences, presentations have adults talking about youth,” said Dr. Case. “Though that research is incredibly valuable, it does not actually include youth voice. One of the things I think is so remarkable is that we’re hearing from the youth themselves. The voices of the youth are being centered in a way that they oftentimes are not in research. And that is so in line with the approach of DBG where student voice is the core driver of everything that’s done.”
Up next, our student researchers will be heading to the American Educational Research Association (AERA) Research Engagement and Development with Youth Program (READY) at their 2025 annual meeting in Denver in late April. Stay tuned.