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

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This study focused only on the 4-H Club delivery system. Additional studies with youth who areinvolved with 4-H through other delivery modes such as 4-H After-school Programming, 4-HCamping Program, or 4-H School Enrichment would be very helpful in examining the differentcontexts in which 4-H Youth Development is taking place. This type of study is not limited to4-H youth development. Other youth serving organizations could conduct a similar study.Additionally, while the sample size was sufficient for statistical analysis, further studies shouldbe conducted with larger sample sizes that have even greater age, gender, and race/ethnicdiversity.Finally, given the nature of descriptive studies, a foundation was laid for more specific researchquestions that must be answered through explanatory research that can answer the question“why.” Descriptive studies like the one presented in this paper can provide the catalyst forfurther scholarship and refinement of knowledge in the field of 4-H Youth Development.Conclusion4-H youth development has a long, rich history of enhancing the lives of young people acrossthis nation. Descriptive studies like the one presented in this paper provide a glimpse into the4-H Club which is one of the hallmark 4-H programming delivery systems. These types ofstudies help us examine what 4-H youth perceive to be key elements of positive youthdevelopment that are being reinforced through their club experience. In this study, the keyelements of positive youth development that were explored included:1) youth participation and leadership,2) positive adult-youth relationships, and3) skill building activities.By focusing even more purposefully on designing and implementing learning experiences thatreflect positive youth development, 4-H will continue to be a powerful, proven program ofexcellence in the field of youth development.ReferencesAstroth, K.A., and Haynes, G.W. (2002). More than cows and cooking: Newest research showsthe impact of 4-H. Journal of Extension, 40(4). Available online at:http://www.joe.org/joe/2002august/a6.shtmlBogenschneider, K., & Olsen, J. (1998). Building resiliency and reducing risks: What youthneed from families and communities. (research brief) Madison, WI: Wisconsin Family ImpactSeminars.Bouffard, S.M., Wimer, C., Caronongan, P., Little, P.M.D, & Dearing, E. (2006). Demographicdifferences in patterns in youth out-of-school time activity participation. Journal of YouthDevelopment: Bridging Research and Practice, 1 (2). Available online at:http://www.nae4ha.org/directory/jyd/jyd_article.aspx?id=ac838aeb-7ab2-4ca1-bac0-26ccac9637d6
Boyd, B.L., Herring, D.R., & Briers, G.E. (1992). Developing life skills in youth. Journal ofExtension, 30 (4). Available online at http://www.joe.org/joe/1992winter/a4.htmlDziuban, C. D., & Shirkey, E. C. (1974). When is a correlation matrix appropriate for factoranalysis? Some decision rules. Psychological Bulletin, 81(6), 358-361.Guion, L.A., & Rivera, B.E. (2006). Development of a measure of youth’s perceptionsof the benefits of 4-H involvement. Journal of Youth Development: Bridging Research andPractice, 1 (2). Available online athttp://www.nae4ha.org/directory/jyd/jyd_article.aspx?id=151e1148-af2c-4f1c-b51c-ef5de5649b2bHendricks, P. (1998). Targeting life skills model. Iowa State University. Available online at:http://www.extension.iastate.edu/4H/lifeskillsHoward, J.W., Boleman, C.T., Alvey, A., Burkhum, A.B., Chilek, K.D., Stone, C.C., et al. (2001).Developing a program evaluation instrument for Texas 4-H: A work in progress. Journal ofExtension, 39(4). Available online at: http://www.joe.org/joe/2001august/iw4.htmlJekielek, S.M., More, K.A., Hair, E.C., & Scarupa, H.J. (2002, February). Mentoring: A promisingstrategy for youth development (research brief). Washington, DC: Child Trends.Jones, K.R. (2006). Relationships matter: A mixed method evaluation of youth and adultsworking together as partners. Journal of Youth Development ~ Bridging Research and Practice,1(2). Available online at: http://www.nae4ha.org/directory/jyd/jyd_article.aspx?id=8cf1e185-60d4-4833-bf55-9e5cffbffba1Kleinbaum, D.G., Kupper, L.L., & Muller, K.E. (1988). Applied regression analysis and othermultivariable methods (2nd ed.). Boston, MA: PWS-Kent Publ.Lerner, R.M. (2004). Liberty: Thriving and civic engagement among American youth. ThousandOaks, CA: Sage.Mincemoyer, C.C., & Perkins, D.F. (2001). Building your youth development toolkit: Acommunity youth development orientation for Pennsylvania 4-H/youth programs. Journal ofExtension, 39(4). Available online at: http://www.joe.org/joe/2001august/a7.htmlPerkins, D.F., Borden, L.M., & Villarruel, F.A. (2001). Community youth development: Apartnership for change. School Community Journal, 11, 39-56.Perkins, D.F., & Butterfield, J.R. (1999). Building an asset-based program in 4-H. Journal ofExtension, 37 (4). Available online at: http://www.joe.org/joe/1999august/a2.htmlPeterson, B., Gerhard, G., Hunter, K., Marek, L., Phillips, C., & Titcomb A. (2000). National 4-Himpact assessment project: Perspectives from a nationwide survey. National 4-H. Availableonline at: http://www.national4-hheadquarters.govSeevers, B.S., & Dormody, T.J. (2000). 4-H youth participation in leadership developmentactivities: A tri-state study. Journal of Agricultural Education, 35 (4), 49-54.
Page 2 and 3: Winter 2008Volume 3 Number 3Editor
Page 5: Examining the Potential Unintended
Page 8 and 9: centered, multidisciplinary approac
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Page 12 and 13: fostering skill learning and positi
Page 14 and 15: Table 1Participation in out-of-scho
Page 16 and 17: ResultsOur analyses were conducted
Page 18 and 19: watching TV, playing video games or
Page 20 and 21: Accordingly, this research augments
Page 22 and 23: Dotterer, A.M., McHale, S.M., & Cro
Page 24 and 25: A Descriptive View of the 4-H Club
Page 26 and 27: In this paper, the results of a cro
Page 28 and 29: section is a set of statements that
Page 30 and 31: Table 3Experience in the 4-H clubNo
Page 32 and 33: significantly higher than Caucasian
Page 34 and 35: p
Page 38 and 39: Theokas, C., Lerner, J.V., Phelps,
Page 42 and 43: potential for reaching audiences, d
Page 44 and 45: Putting Marketing Concepts into Pra
Page 46 and 47: 2. Find out what others think about
Page 48 and 49: Diem, K.G. (1994). What do youth li
Page 50 and 51: Promoting Supportive Relationships
Page 52 and 53: focused on youth-adult relationship
Page 54 and 55: Conversely, more modern educational
Page 56 and 57: perhaps most importantly, the effic
Page 58 and 59: Organized youth programs, when stru
Page 60 and 61: likely to internalize the positive
Page 62 and 63: Ellis, J.M., & Caldwell, L.L. (2005
Page 64 and 65: Schweinle, A., Meyer, D.K., & Turne
Page 68 and 69: 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).
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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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Volume 3, Number 3, Winter 2008Arti
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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
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• enable these young people to pa
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We believe that the USPORT program
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West Virginia’s Response to theRo
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Ensuring good oral health requires
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Table 1Correlations between Planner
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problems in this rural state…This
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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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