This action research looked at the low comfort levels among young people when engaging in conversations about social inequities. Additionally, this research investigated the development of youth voice, agency, and engagement from youth who were involved in creating an online resource library surrounding these topics. The research consisted of 2 cycles. Cycle 1 had three data sources that included interviews with the creators of CEdu (pseudonym), the online resource library utilized for this study, an analysis of documents and the work platform for the online library, and a survey gauging youth's comfort levels when engaging in conversations about social inequities. The participants included the creators of the CEdu platform and a group of youth, ages 14-21, not involved in the creation of the online platform. Cycle 1 data collection informed the research design and action steps during Cycle 2. Cycle 2 action steps included a five-session workshop series aligned with CEdu, the online resource library. Moreover, the youth creators of CEdu were co-creators of Cycle 2 action steps. Cycle 2 findings emphasized the need for social justice education in school settings. Additionally, findings spoke to the need for practitioners to use youth's experiences to create personal connections when learning about social inequities and the need to develop youth voice and agency, as it builds confidence when civically engaging. Implications generated by this research include increasing peer-to-peer communication and dialogue when engaging in conversations about social inequities, developing youth connections to social justice issues, and creating safe spaces for youth to explore their identity and values surrounding social inequities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]