Abstract
Historically, the collaborative efforts between rural teachers and 4-H have provided enhanced opportunities for youth that would not have been otherwise possible. As resources continue to diminish in rural communities, this collaboration is valuable to both schools and the 4-H organization. Currently rural schools are concentrating on the increased demand for academic accountability through performance testing and other evaluation instruments. This trend has resulted in less time for the elective outlets that have traditionally been an important part of school. At a time when 4-H could help fill an important gap in rural communities, changes within the organization have left some volunteers feeling overwhelmed. This article offers a theoretical framework for understanding the feelings and values of rural 4-H volunteers during a period of dramatic organizational change.
Highlights
The collaborative efforts between rural teachers and 4-H have provided enhanced opportunities for youth that would not have been otherwise possible
During the 20th century, the number of people living in rural American declined from 60 to 25 percent of the total population (U.S Census Bureau, 2002)
Labeled Youth at Risk following the release of a Nation at Risk (1983), it became apparent that youth issues were not solely an urban problem, rather youth in rural communities were exhibiting similar behaviors as their urban counterparts
Summary
The collaborative efforts between rural teachers and 4-H have provided enhanced opportunities for youth that would not have been otherwise possible. Labeled Youth at Risk following the release of a Nation at Risk (1983), it became apparent that youth issues were not solely an urban problem, rather youth in rural communities were exhibiting similar behaviors as their urban counterparts. To meet these changing societal demands, during the 1990s the statewide 4-H program in the state where this study was conducted shifted its emphasis from technology transfer to youth development by adopting a set of “core concepts” to underpin all educational activities. The hallmark “hands on” or experiential projects continued to be implemented, but the focus of the projects shifted from skill development to developing more life skills, whereby youth would a) learn and practice self responsibility and social responsibility to feel accountable and in control of their own lives; b) recognize when and how to make informed decisions and implement these decisions to solve problems or achieve goals; c) communicate effectively both verbally and in written form; and d) obtain career and occupational information to prepare for the world of work
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