Youth Development Organizations Research Articles

LGBTQ access to generalized youth development programs

As the largest youth development organization in the United States, 4-H may be uniquely positioned to meet the needs of rural LGBTQ youth. 4-H has undergone a significant shift towards increasing access, equity, and belonging for youth over the last ten years. However, there is a specific need for research that considers the unique experiences of LGBTQ youth in accessing 4-H in their home communities, and a need for theory to guide research and policy-making decisions in 4-H among other generalized youth development organizations. This qualitative research study proposes a theoretical model of the affordances and constraints rural LGBTQ youth encounter in accessing 4-H. Interviews were conducted with former 4-H members and analysis was informed by grounded theory. Findings suggest that rural LGBTQ youth are influenced by cultures of place, family, community, and rurality. These cultures give rise to certain agricultural traditions and values, youths’ personal interests, a gendered and sexualized coding of interests, low tolerance for difference, and a lack of queer community. The resulting tensions between affordances and constraints shape youth involvement patterns, and give rise to unique cultures around queerness in 4-H. The theoretical model developed from this research provides a novel way of considering how rural LGBTQ youth access generalized youth development programs, and the factors that inform decisions to be involved in out-of-school programs such as 4-H.

Preparing Youth Workers to Practice Youth-Adult Partnership: A Case Study of a Malaysian Community-Based Youth Development Organization

Preparing Youth Workers to Practice Youth-Adult Partnership: A Case Study of a Malaysian Community-Based Youth Development Organization

Administrators’ perspectives on organizational environmental factors facing 4-H youth development

4-H is the largest youth development organization in the United States and is the youth development program of the Land-Grant University’s Cooperative Extension system. A qualitative study of 13 4-H Program Leaders and seven Cooperative Extension Directors was conducted to explore the perspectives Extension Administrators hold about the organizational environmental factors facing the 4-H program. Data were analyzed using a qualitative open coding methodology. Five themes emerged from the study in response to the identified environmental factors: 1) key components of the traditional club model need to be ensured in all programming conducted; 2) the need to develop a club programming matrix to help county-level staff manage the impact and their workload; 3) good partners will expand the 4-H programs’ capacity; 4) increased involvement of first generation youth and families is needed; and 5) intentional marketing and raising awareness of the “new 4-H brand.” Adaptation poses important questions, challenges, and opportunities for the 4-H program. Because administrators represent a national population of Administrators, these insights can inform youth organizations in the United States and internationally.

146 The Nebraska 4-H Equine Advancement Level program's role in positive youth development using the five C's model: An exploratory study

Positive youth development (PYD) focuses on developing the strengths of youth through positive activities and behaviors rather than reducing negative tendencies. A well-researched model of PYD is the 5 C's model that is currently used in youth development organizations such as 4-H. The 5 C's model consists of caring, competence, confidence, character, and connection. An additional sixth c is labeled as contribution. The Nebraska 4-H Equine Advancement Level (NEAL) program was intended to serve as a guidebook for instruction and assessment of youth as they learn more about horses and horsemanship skills. The NEAL program has 4 levels with each having an emphasis on developing a member's responsibility, self-discipline, self-reliance, patience, and pride of accomplishments. The program was started over 30 years ago but has not been evaluated for PYD. This study aims to evaluate the impacts of and identify relationships between students’ involvement in the NEAL program and the 6 C's of PYD. A survey was developed and administered through Qualtrics using multiple choice and modified Likert scale questions. Response options to questions were geared toward topics or scenarios specific to the NEAL program. Respondents were between the ages of 10 to 18 years old and were enrolled in the Nebraska 4-H Horse project. A total of 55responses (6 male; 49 female) were collected. The study used measures of numerical values set for each question option (0 point or 1 point) and applied the points to survey responses to receive total scores. Scores were analyzed using SPSS 29.0 (SPSS Inc., Chicago, IL) including inter item correlation matrix, Pearson correlation, and ANOVA. Results indicated significant positive correlations between constructs (P < 0.05), specifically competence and contribution (r = 0.277) and connection with caring (r = 0.380), contribution r = 0.511), competence (r = 0.439), and character (r = 0.345). Additionally, youth responded with answers that indicated they showed PYD traits as they progress through advancement levels and developed in 5 of the constructs. When moving through the levels, scores were significantly increased for youth in level 2 and 3 compared with level 1 for competence (Level 2: P = 0.038, Level 3: P = 0.006) and character (Level 2: P = 0.006, Level 3: P = 0.003) predicting that youth develop these traits through the program. The (NEAL) program provides opportunities for youth to become engaged in youth development activities and experiences which lead to positive youth outcomes.

The Influence of Knowledge Management and Islamic Leadership on Organizational Decision Making for Middle School Muslim Youth Development

Islamic youth development and da'wah organizations frequently face constraints in the decision-making process, both those carried out in the secondary level education sector. This is caused by the low effectiveness of the knowledge sharing process carried out between members, the lack of direction and support from the leadership or strategy, and the low quality of information management are the main factors for failure in the knowledge management process in a work program as well as the overall activities of Islamic youth da'wah organizations. The lack of facilities in managing the historical activity track record has hampered the decision-making process in organizational knowledge. Misunderstandings and lack of knowledge also lead to the loss of ghirah (da'wah motivation) and ukhuwah (familial relationships) in Islamic youth da'wah organizations in the education sector. This study aims to prove how knowledge management activities carried out in a structured manner by da'wah organizations, which aim to guide Islamic youth in high school (SMA/K) and junior high school (SMP) can transform information into valuable assets in managing Islamic da'wah operations and decision making that need to be carried out by the organization in the long term based on the determining factors, including managing aspects of knowledge management and Islamic-based leadership character. The methods and data processing carried out in this study used a quantitative-confirmatory approach and used multiple linear regression analysis, through the distribution of questionnaires to members of the XYZ high school Muslim youth development organization in Bandung Regency. The results and conclusions of this study prove that there is a significant positive influence from the application of knowledge management carried out in a structured manner up to 47.1% and Islamic-based leadership abilities up to 41.9%, on the decision-making process of Muslim youth development organizations in secondary schools, as well as Islamic-based education in general.

Feasibility of a secondary school-based mental health intervention: Reprezents' On The Level.

There is a need for innovative school-based mental health interventions to promote good mental health, healthy coping strategies, and engagement with support services. Consequently, Reprezent, a youth development organization, with mental health professionals and young people co-developed an online mental health intervention show, On The Level (OTL). This study assessed the acceptability and feasibility of delivering OTL to young people (aged 11-18years) in 36 secondary schools across London and Essex, UK. OTL was delivered online as part of the school curriculum, in classrooms at timepoint 1 (T1, 50min). Follow-up data was collected at timepoint 2 (T2) 4-6weeks later, during a 20-min OTL review show. For interactive OTL elements and data collection participants logged into an online survey. Measures of acceptability and engagement, mental health and well-being outcomes and intervention evaluation were taken at T1 and T2. We also assessed the feasibility of implementing the OTL intervention in secondary schools. 10,315 participants received the intervention (T1) and 3369 attended the follow-up session (T2), this high attrition, and potential selection bias, was due to only 30% of schools being able to take part in T2. Rates of acceptability were high among young people and school staff. At T1, 88% found OTL engaging, and 84% felt more confident they had the tools to help them better manage stress and anxiety. At T2, 66% viewed mental health in a more positive way, and 71% had better understanding of how to maintain good mental health. Rates of engagement with mental health tools and services were good, and significant reduction in levels of stress were found 4-6weeks after the OTL show (T2). The low mental health and well-being indices reported by the school children at baseline strongly support the need and use for a mental health intervention such as OTL in secondary schools. These findings indicated good feasibility and acceptability of OTL intervention and support the delivery of the OTL mental health intervention at UK-based secondary schools to educate young people about mental health and well-being and give them the necessary tools to support their mental health.

Web-Based Accountability for Nonprofits: Youth Development Organizations

Accountability to stakeholders is an important factor for the survival of nonprofit organizations (NPOs). This study extends previous research on other nonprofit categories by examining web-based accountability (WBA) for youth development organizations. The size of the effect of independent variables used in previous studies is determined to be even more significant for youth development organizations than those of other previously studied categories of nonprofits. Organizational density and state generosity index have large effects on WBA, while prosecution and detection indices have medium effects. State ethics score has a small effect on youth organization WBA. Practical implications for both organizations and researchers are discussed, and the effects are also comparable across studies.

Lessons for 4-H Youth Member Recruitment and Retention From the First-Generation College Student Literature

4-H is the largest positive youth development organization in the United States and is implemented by the land grant university system. To achieve program expansion, the century-old organization will need to recruit and retain millions more youth that reflect their increasingly diversified communities. Higher education has also worked to recruit and retain youth previously not engaged in college. This paper explores the hypothesis that there are lessons to be learned by the 4-H program from the literature on first-generation college students. Literature on risk factors and retention are presented for both first-generation college students and 4-H youth members. The two literatures are compared for similarities. Parallels existing between the experience of a first-generation college student entering an undergraduate program and the experience of a first-generation 4-H youth member entering the 4-H program were explored. Considerable overlap is found between recruitment and retention challenges in both audiences prior to enrollment/participation and during matriculation/participation providing considerable opportunities for 4-H and positive youth development organizations to identify adaptations to support first-generation youth members.

Mentoring in Medicine (MIM): Motivating and enabling disadvantaged youth to become the next generation of minority health professionals.

Mentoring in Medicine, Inc. (MIM) is a nonprofit health and science youth development organization based in the Bronx, NY. Founded in 2006 by three physicians and an engineer- trained entrepreneur, MIM’s organizational goal is to expose socioeconomically disadvantaged students to the wide variety of health and science careers and to increase the health literacy of their communities. It is aligned with the outreach mission of the U.S. National Library of Medicine (NLM) whose former Director, Donald A.B. Lindberg M.D., fostered an enduring relationship. Technical assistance, evaluation, and financial support provided under his leadership helped MIM to become a nationally recognized organization leading the field to diversify health careers and to increase health literacy in often hard to reach populations. Through live and virtual programming, MIM has impacted nearly 58,000 students, parents, and educators in urban epicenters in the U.S. The MIM Team has helped 503 students who were discouraged to build a competitive application and matriculate in health professional school. MIM has 88 press features highlighting its work in the community.

Mentoring in Medicine (MIM): Motivating and Enabling Disadvantaged Youth to Become the Next Generation of Minority Health Professionals.

Mentoring in Medicine, Inc (MIM) is a nonprofit health and science youth development organization based in the Bronx, NY. Founded in 2006 by three physicians and an engineer-trained entrepreneur, MIM's organizational goal is to expose socioeconomically disadvantaged students to the wide variety of health and science careers and to increase the health literacy of their communities. It is aligned with the outreach mission of the U.S. National Library of Medicine (NLM) whose former Director, Donald A.B. Lindberg M.D., fostered an enduring relationship. Technical assistance, evaluation, and financial support provided under his leadership helped MIM to become a nationally recognized organization leading the field to diversify health careers and to increase health literacy in often hard to reach populations. Through live and virtual programming, MIM has impacted nearly 58,000 students, parents, and educators in urban epicenters in the U.S. The MIM Team has helped 503 students who were discouraged to build a competitive application and matriculate in health professional school. MIM has 88 press features highlighting its work in the community.

Building Youth Resiliency and Aspirations During a Crisis: Lessons Learned from Maine’s Aspirations Incubator During the COVID-19 Pandemic

The Emanuel & Pauline A. Lerner Foundation’s Aspirations Incubator (AI) is a six-year pilot initiative invested in strategic capacity building for youth development organizations in rural Maine. The AI programs were halfway through the pilot when COVID-19 disrupted programming. Yet, AI programs remained connected with students throughout the transition to remote learning and COVID-19 quarantine. This paper highlights the innovative responses undertaken by the AI programs and shares critical aspects of the AI model that made these responses successful.

Framing Indigenous Identity Inclusion in Positive Youth Development: Proclaimed Ignorance, Partial Vacuum, and the Peoplehood Model

Indigenous youth are systemically underserved by 4-H and other positive youth development (PYD) organizations. Many underserved First Nation communities in the United States could greatly benefit from programs that foster youth thriving; however, these programs tend to be ineffective in creating culturally reflective spaces for Indigenous participants. In this article, we argue that the Peoplehood Model should serve as a unifying model for the inclusion of Indigenous identity in programming, and that cultural humility should be firmly integrated into program design and assessment. We also propose that, to support Indigenous youth thriving, PYD practitioners must intentionally create a “partial vacuum” that supports youth creating program context and thriving.

Interpreting the Impact of a Professional Development Program: Views of Entrepreneur Fellows from Kenya, South Africa, and Uganda One Year Later

We conducted a qualitative study that examined the experiences of entrepreneurs who participated in a five-week-long professional development and cultural exchange fellowship program. The Entrepreneur Fellows represented three Sub-Saharan African nations and an array of enterprises, including agriculture and its allied fields, youth development organizations, and social ventures. The study assessed the post-fellowship experiences of the participants, especially regarding their enterprise-related goals, motivations and challenges, community-level impacts, as well as networking and communication practices. Analysis of data derived from 11 semi-structured interviews revealed three overarching themes and nine subthemes. The Entrepreneur Fellows were committed to life-long learning and sharing information, gained new business skills, and expanded their global networks. The Fellows valued their program participation and viewed it as a mark of success. Further, participants were motivated not only by the growth of their enterprises, but also the potential to positively impact their communities. Our findings imply the need for multi-year, longitudinal research, including economic impact data from the Fellows’ enterprises. We also recommend that similar programming be supported and delivered in the future.

Book Review—At Our Best: Building Youth–Adult Partnerships in Out-of-School Time Settings

Gretchen Brion-Meilsels, Jessica Tseming Fei, and Deepa Sriya Vasduevan’s At Our Best: Building Youth–Adult Partnerships in Out-of-School Time Settings brings together the work of over 50 youth and adults to build a youth–adult partnership praxis centered around ideas of trust, problem-solving methodologies, democratic participation, and collective action. The book, focusing on youth–adult partnerships for the purpose of social change, explores a set of field-expanding questions such as, “What do youth–adult partnerships look like in practice?” and “What are the relational and organizational practices that enable youth–adult partnerships to exist?” In addition to youth workers and youth development organizations, other groups of adults would benefit from reading the chapters’ rich exploration of dilemmas and strategies, such as funders, K-12 educators, and evaluators. Ultimately, this book honors young people and youth workers as important actors in social change and elevates the importance of their joint efforts. The deep relationship between youth work and a strong democracy clearly emerges, challenging us all to be “at our best.”

LGBTQ+ Inclusion and Support: An Analysis of Challenges and Opportunities Within 4-H.

LGBTQ+ youth experience health disparities compared with heterosexual and cisgender youth. Community-based, positive youth development organizations are an important resource to support and affirm LGBTQ+ youth. This study aimed to identify the opportunities and challenges in supporting LGBTQ+ youth within 4-H. The study took place in one state in the United States within a 4-H program and employed qualitative, community-based methods using SWOT (strengths, weaknesses, opportunities, threats) analyses and focus groups of 4-H staff, support staff, volunteers, and youth participants. The majority of participants were White and middle class with direct connections to the 4-H program. Thematic analyses were conducted by multiple analysts until consensus was reached. Challenges and opportunities emerged in 3 themes: (a) organizational climate; (b) policies and procedures; and (c) training, education, and resources. Two additional themes included opportunities only: (a) community engagement and (b) youth-specific resources. This study has important implications for the 4-H program, rural community practice, and research, including strategies to improve LGBTQ+ inclusivity through education, programs and policies, hiring, and community partnerships. Additionally, this study highlights the opportunity and unique positionality of the 4-H program to amplify youth voices in the creation of youth-specific resources.

From Model to Reality: The Role of Implementation Readiness

Arnold and Gagnon’s timely work on the 4-H Thriving Model is an excellent example of the application of developmental science in youth development practice. In their article, the authors describe how 4-H, an established youth development organization, updated the theory of change. Designing an actionable theory of change based on science is indeed a commendable effort for any youth-serving organization. However, the work does not stop there. The diverse 4-H system now has the ultimate challenge of adopting and implementing the principles presented in their theory of change. In this commentary, I discuss the often-overlooked components of implementation readiness: motivation, general capacity, and content-specific knowledge (R=MC2) in relation to the 4-H Thriving Model. When staff are ready, they can succeed in aligning resources and coordinate professional learning for the adults, or implementers, to know and understand the theory of change and associated practices. Fostering learning and development to enact science-informed strategies, as Arnold and Gagnon have done in the 4-H Thriving Model, is critical to developing sound models of youth programming. However, to implement a model into practice, the real and human factors of implementation readiness are key to success.

Volunteerism in Youth Development Programs: Editors' Note

Youth development programs are varied and diverse. Some rely on paid staff to deliver programming, but many rely on volunteers. While there is quite a bit of research on volunteers and volunteerism in general, there is little that goes in depth covering the nuances of volunteers in youth development organizations. The editors of this special issue introduce the articles, which cover themes of understanding the impacts of volunteers, volunteer competencies and skill development, support and motivation of volunteers, and evaluation of programs. In addition, a book review and a closing reflection are included. Finally, the editors close with their thoughts about exciting directions for the future of volunteer development research and practice.

Programmatic strategies for optimal interactions in a youth sport for development context

ABSTRACT Rationale/purpose: The purpose of this study was to examine a single sport-based youth development program across a variety of contexts and examine programmatic differences and similarities that lead to positive outcomes. Research methods: Through semi-structured interviews, focus groups, and direct observation, we analyzed the program inputs and designs of ten different sites operating within the same sport-based youth development organization. Findings: Programs operating across different environments used a range of strategies to tailor the needs to its community, including changes to program design, recruitment, co-participation, and parental investment. Practical implications: Findings outline potential strategies for sport-based youth development programs to incorporate their community into the program to achieve outcomes. Research contribution: Findings suggest that individual environments are essential to a program design that creates optimal interactions, and that using local approaches can help create an environment that incites true community development rather than singular individual outcomes.

Exploring Religiousness and Hope: Examining the Roles of Spirituality and Social Connections among Salvadoran Youth

Given the strong link between religiousness and hope, we sought to further understand the relations of these potentially powerful resources for youth living in adversity. Although existing research suggests that religiousness might be associated with adolescent hope via spirituality and social connections, few studies have tested models that integrate both. Thus, as applied psychologists, the aim of this paper was to test a theoretical model in the lives of youth. Drawing on a Relational Developmental Systems metatheory, we sought to further elucidate the relations between religiousness and hope and to explore how involvement in the faith-based youth-development organization, Compassion International (CI), might facilitate character strengths like hope. In order to do so, we tested whether religiousness was directly and indirectly (via spirituality and social connection) related to hopeful future expectations, using a sample of 9–15-year-olds in El Salvador (M = 11.6 years; n = 888), half of whom were involved in CI and the other half of whom were a locally matched counterfactual sample. Structural equation models revealed that higher levels of religiousness were directly and indirectly associated with higher levels of hope in relation to higher levels of spirituality and social connections among these youth. CI-supported youth reported significantly higher levels of religiousness than the counterfactual sample. Findings suggest that the relationship between religiousness and hope is best understood when it incorporates youth’s spirituality and social connections associated with religion.

Using the Delphi Technique to Determine Challenges Facing Oklahoma’s 4-H Program

As youth development organizations continue to evolve and grow, professionals are faced with the challenges to address the ever-changing needs of their clientele. In order to maintain the longevity of the Oklahoma 4-H program, Extension professionals must address challenges prohibiting, discouraging, or discontinuing participation of youth, families, and volunteers in the program. Additionally, state administrators should examine the challenges their staff face in efforts to execute the mission of 4-H Youth Development. A modified Delphi technique was employed in this study to determine the challenges facing Oklahoma 4-H. Two expert panels were used in this study: Extension educators and 4-H volunteers (Panel 1) and 4-H parents (Panel 2). After 3 rounds of the Delphi technique, Panel 1 identified 11 challenges and Panel 2 identified 9 challenges facing Oklahoma 4-H in the next 5 years. There were 8 identical challenges identified by both panels. These 8 challenges represent priorities for Oklahoma 4-H to address. This study could be replicated in any state to confirm the challenges facing youth development organizations. This research study indicates these findings may be widespread and affect other youth development organizations across the nation beyond the Oklahoma 4-H program.