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

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Change It Up!What Girls Say About Redefining LeadershipPatricia A. DawsonOregon State UniversityPendleton, ORpatricia.dawson@oregonstate.edu
Volume 3, Number 3, Winter 2008Article 080303RR002Change It Up!What Girls Say About Redefining LeadershipPatricia A. DawsonOregon State UniversityAbstract: A national study conducted by Girl Scouts of the USA andFluent, a New York-based research firm explores the leadershipaspirations of girls and boys. Over 4,000 youth were included in thestudy which examines perceptions, behaviors, experiences and attitudesregarding leadership. The executive summary includes numerous tablesand charts highlighting the research findings and comparative responsesof boys and girls. Readers will find the results from this study to be ofgreat value when designing youth leadership programs.ReviewChange It Up! What Girls Say About Redefining Leadership (2008) presents findings from anational study conducted by Girl Scouts of the USA and Fluent, a New York-based research firm.Over 4,000 girls and boys were included in the study which examined youth perceptions,behaviors, experiences and attitudes regarding leadership.The fifty page executive summary is filled with helpful tables and charts highlighting theresearch findings and comparative responses of boys and girls. Specifically, the researchersaddressed:• Barriers to Leadership Aspiration• Enjoyment of Leadership Experiences• People who Influence You to be a Leader and• Peer Relationships Influence on Leadership.Responses are further explored based on gender, age, race and income in relationship to theleadership aspirations of girls and boys. Of interest were insights into how girls view leadershipand what girls need to be successful leaders. The study noted that “Many girls emphasize whatleadership should be used for, rather than focusing on specific roles or positions. For example,72% of girls say a leader is someone who ‘brings people together to get things done,’ and 65%say a leader is someone who ‘stands up for his or her beliefs and values.” (p. 8).
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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
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ResultsIn this analysis 48 codes we
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Table 3Inductive Codes Classified b
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CompetenceCompetence in organized s
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ecause of him (the coach)…. You d
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practices and competitions, the gir
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Eccles, J.S., & Gootmann, J.A. (Eds
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Smoll, F.L., & Smith, R.E. (2002).
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The present work builds upon that o
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MethodSample and Data CollectionAs
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(scores ranging from 0 to 8) and a
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Table 2Paired Sample T-tests Compar
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Hypotheses 5 and 6 were tested by c
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De Coverly Veale, D.M.W. (1987). Ex
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Story, M., Neumark-Sztainer, D., Sh
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Cronbach’s Alpha Score For Youth
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12 to 18 years old. Fourteen of the
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Therefore, there was a mixed relati
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Youth respondents identified two ob
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are developed through working in a
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Seevers, B.S., & Dormody, T.J. (199
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With the many opportunities that yo
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meaningfully reduced involving dedu
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StaffingXTime/Schedule X X XTrainin
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“Involving adults that will allow
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“They can't drive or do not have
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page in understanding why youth voi
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Parker, L. (1999). If all youth ser
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However, the literature is mixed in
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group was the quality of the progra
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Table 1Reasons for Non-Attendance:
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easons given was six. Sixty-three p
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The non-family-related activities t
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“Catch ‘Em Being Good:”An Ext
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In 2001, the WVUES received a schoo
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to leverage the resources of the co
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4. Most primary behavior incidents
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Recommendations for developing prog
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Cross-Cultural UnderstandingThrough
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that plague these nations such as p
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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
Page 168 and 169: problems in this rural state…This
Page 170 and 171: Volume 3, Number 3, Winter 2008Arti
Page 172 and 173: vacuum. Determination of factors, a
Page 174 and 175: ReferencesBaldwin, C., & Caldwell,
Page 178 and 179: Purpose of StudyThe purpose of this
Page 180 and 181: Students in the High computer gamin
Page 182 and 183: Do Higher Levels of 4-H LeadershipA
Page 184 and 185: IntroductionEmotional Intelligence
Page 186 and 187: second section examined demographic
Page 188 and 189: a constructive manner. The group is
Page 190 and 191: differences in the scores for the 1
Page 192 and 193: Adaptability include “Reality Tes
Page 194 and 195: ReferencesAmerican Academy of Pedia
Page 196 and 197: Healthy Kids, Healthy Families:A Co
Page 198 and 199: and a half million U.S. youth (ages
Page 200 and 201: Families. In partnering counties, p
Page 202 and 203: Healthy Families was then offered a
Page 204 and 205: Kamberelis, G., & Dimitriadis, G. (
Page 210: 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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