Winter 2008 - Vol. 3 No. 3 - National Association of Extension 4-H ...

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StaffingXTime/Schedule X X XTraining X XTransportation X X XYouth DevelopmentNote. An “X” indicates that the theme emerged within the identified populationa A total of 32 State 4-H Program Leaders that responded to this particular question.b A total of 168 4-H Youth Development Specialists that responded to this particular question.c A total of 114 4-H Agents/Educators that responded to this particular question.XTime and Scheduling:Time and scheduling garnered the most statements from all the groups. Accessibility,availability, scheduling conflicts, competition with other organizations, over commitment, timemanagement, and parents’ schedules were all dynamics reported as factors impacting time asan obstacle to youth voice in the decision-making process. A number of comments were madeabout the difficulty finding a time that accommodates for both youth and adults’ schedules canbe difficult.Accommodating the schedules of youth was a theme within time and scheduling that garnereda wealth of comments including:“Changing the culture to allow youth to participate by adjusting meeting times andschedules to accommodate them.”“Schedules for both youth and adults work against each other.”“Trying to accommodate schedules of youth and adults, with varying demands, both nightand day in order to have meaningful engagement.”Youth being overscheduled was another reoccurring concept related to time as illustrated by thefollowing statements:“There just aren't enough hours in their schedule for additional responsibilities.”“Youth are already over committed and seem hesitant to get involved.”“Youth are too involved in other activities and other organizations, and it is difficult forthem to find time to plan and carry out projects.”“Effort required making it happen.”Involvement:Involvement was mentioned the second most frequent with 4-H Specialists mentioning it thesecond most number of times and 4-H Agents ranked it fifth with their frequency of comments.Involvement in the decision-making process ranged from the design of the opportunities toinvolvement procedures to the concept of representation to dynamics within the process.The design of the involvement opportunities was a complex issue ranging from designing theinvolvement opportunities to providing a high quality involvement experience to time for andtiming of the involvement. The following statements illustrated issues of involvement:
“Ability to convene opportunities for youth to be heard and involved in the programdevelopment and implementation.”“Providing youth with information that their voices are important. Then allowing the youthto speak out.”“Lack of an effective structure or process for decision making, particularly at the statelevel.”“We tend to involve them AFTER adults have come up with the issue/program, etc insteadof asking them to help in brainstorming and coming up with the issue/program.”In providing involvement opportunities, the concept of representation came out in commentsrelated to a balance between the number of youth and adults and using the same youth. Thefollowing comments illustrate these points:“Thinking that one youth rep is enough presence to assure their voice is heard.”“The same youth are repeatedly called on to serve, thus excluding many capable youth.”“Identifying youth to be involved that will speak their mind and thoughts, not theirparent's views.”“Adults understanding why youth representation is not only important but necessary forthe continuation of the 4-H program.”An additional involvement issue was youth and adult relationship dynamics which was describedthrough the following statements:“Adults who lack a positive understanding of the contributions youth can make while stillparticipants in the program.”“Many times youth do not realize the power and knowledge they bring to the entireprocess.”“Adults and youth perceiving equality at the same table.”“…Youth for the most part are told this is what will happen and then go along with thedecisions and are given smaller roles in the activity.”Power and Control:Power and control was the third most frequent theme identified. Power and control was thetheme mentioned second most frequently by 4-H agents and third by 4-H Specialists. Powerand control obstacles ranged from adult control issues to negative perspectives of youthcapability to adult being over invested in the program to a lack of openness to the inability toshare power. Some of the comments regarding power and control within the decision-makingprocess were:“Adult's fear of youth taking control and adults not getting their way.”“The lack of adults willing to let them have a voice. Then when they do have a voice, theadults allow the youth to believe they will do what they want when they actually have nointention of doing what the youth planned.”“Adult’s ability to be quiet and let youth dominate.”“Adults allowing youth to build a responsible partnership in the decision making process.”
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Winter 2008Volume 3 Number 3Editor
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Examining the Potential Unintended
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centered, multidisciplinary approac
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Volume 3, Number 3, Winter 2008Arti
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fostering skill learning and positi
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Table 1Participation in out-of-scho
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ResultsOur analyses were conducted
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watching TV, playing video games or
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Accordingly, this research augments
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Dotterer, A.M., McHale, S.M., & Cro
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A Descriptive View of the 4-H Club
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In this paper, the results of a cro
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section is a set of statements that
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Table 3Experience in the 4-H clubNo
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significantly higher than Caucasian
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p
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This study focused only on the 4-H
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Theokas, C., Lerner, J.V., Phelps,
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potential for reaching audiences, d
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Putting Marketing Concepts into Pra
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2. Find out what others think about
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Diem, K.G. (1994). What do youth li
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Promoting Supportive Relationships
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focused on youth-adult relationship
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Conversely, more modern educational
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perhaps most importantly, the effic
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Organized youth programs, when stru
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likely to internalize the positive
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Ellis, J.M., & Caldwell, L.L. (2005
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Schweinle, A., Meyer, D.K., & Turne
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This study uses the “5 Cs” mode
Page 70 and 71: ResultsIn this analysis 48 codes we
Page 72 and 73: Table 3Inductive Codes Classified b
Page 74 and 75: CompetenceCompetence in organized s
Page 76 and 77: ecause of him (the coach)…. You d
Page 78 and 79: practices and competitions, the gir
Page 80 and 81: Eccles, J.S., & Gootmann, J.A. (Eds
Page 82 and 83: Smoll, F.L., & Smith, R.E. (2002).
Page 84 and 85: Volume 3, Number 3, Winter 2008Arti
Page 86 and 87: The present work builds upon that o
Page 88 and 89: MethodSample and Data CollectionAs
Page 90 and 91: (scores ranging from 0 to 8) and a
Page 92 and 93: Table 2Paired Sample T-tests Compar
Page 94 and 95: Hypotheses 5 and 6 were tested by c
Page 96 and 97: De Coverly Veale, D.M.W. (1987). Ex
Page 98 and 99: Story, M., Neumark-Sztainer, D., Sh
Page 102 and 103: Cronbach’s Alpha Score For Youth
Page 104 and 105: 12 to 18 years old. Fourteen of the
Page 106 and 107: Therefore, there was a mixed relati
Page 108 and 109: Youth respondents identified two ob
Page 110 and 111: are developed through working in a
Page 112 and 113: Seevers, B.S., & Dormody, T.J. (199
Page 116 and 117: With the many opportunities that yo
Page 118 and 119: meaningfully reduced involving dedu
Page 122 and 123: “Involving adults that will allow
Page 124 and 125: “They can't drive or do not have
Page 126 and 127: page in understanding why youth voi
Page 128 and 129: Parker, L. (1999). If all youth ser
Page 132 and 133: However, the literature is mixed in
Page 134 and 135: group was the quality of the progra
Page 136 and 137: Table 1Reasons for Non-Attendance:
Page 138 and 139: easons given was six. Sixty-three p
Page 140 and 141: The non-family-related activities t
Page 142 and 143: “Catch ‘Em Being Good:”An Ext
Page 144 and 145: In 2001, the WVUES received a schoo
Page 146 and 147: to leverage the resources of the co
Page 148 and 149: 4. Most primary behavior incidents
Page 150 and 151: Recommendations for developing prog
Page 152 and 153: Cross-Cultural UnderstandingThrough
Page 154 and 155: that plague these nations such as p
Page 156 and 157: 2003). Youth leadership training in
Page 158 and 159: • enable these young people to pa
Page 160 and 161: We believe that the USPORT program
Page 162 and 163: West Virginia’s Response to theRo
Page 164 and 165: Ensuring good oral health requires
Page 166 and 167: Table 1Correlations between Planner
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vacuum. Determination of factors, a
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ReferencesBaldwin, C., & Caldwell,
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Purpose of StudyThe purpose of this
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Students in the High computer gamin
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Do Higher Levels of 4-H LeadershipA
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IntroductionEmotional Intelligence
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second section examined demographic
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a constructive manner. The group is
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differences in the scores for the 1
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Adaptability include “Reality Tes
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ReferencesAmerican Academy of Pedia
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Healthy Kids, Healthy Families:A Co
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and a half million U.S. youth (ages
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Families. In partnering counties, p
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Healthy Families was then offered a
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Kamberelis, G., & Dimitriadis, G. (
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Change It Up!What Girls Say About R
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In addition, the study summarizes t
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Winter 2008 - Vol. 3 No. 3 - National Association of Extension 4-H ...

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