Thriving youth have the capacity to contribute to greater society and develop independence, mastery, generosity, and a sense of belonging. This development is frequently enhanced through youth programming as ability expansion rather than capacity for authority and community engagement. In Virginia 4-H teen-leadership initiatives infused with positive youth development provide opportunities to bolster active and engaged citizenship (AEC). The purpose of this study was to explain AEC through the examination of ethical factors, demographics, and problem-solving disposition of youth participating in leadership-development programs. This study utilized both person- and variable-centered analyses to develop youth profiles and determine the impact of ethical factors, demographics, and problem-solving disposition on AEC for participants in long-term 4-H teen-leadership programs and short-term 4-H leadership trainings. An ex post facto survey design was used to develop clusters of youth and explain the relationship between problem-solving disposition, demographics, ethical factors, and AEC. The findings indicated that both ethical factors and problem-solving disposition significantly explained AEC for both treatments. Additionally, findings indicated significant differences between clusters for AEC, civic duty, and civic skills. These differences were predominately observed through membership in long-term or short-term leadership programs as well as enrollment in honors/AP courses, gender, ethical views, and problem-solving disposition.
Findings informed the incorporation of community problem-solving in the youth's AEC model. A conceptual model for Youth in Community Problem Solving (YCPS) was developed based on theory and findings. Sociocultural theory and reasoned actioned approach, situated within relational developmental systems metatheory, provided a foundation for the YCPS model. Additional literature on positive youth development, youth-leadership development, self-consciousness, sense of community, and problem-solving disposition was utilized in support of the model. Evidence for the inclusion of problem-solving disposition in the model was found through a recent study with youth in leadership programs. If youth are to engage in YCPS partnerships, both youth and adults should be equipped with the necessary tools and resources for equal partnership, so they can overcome power dynamics and inner team conflicts. Additionally, Youth leadership practitioners should consider avenues for infusing character and problem-solving development in gender inclusive program curriculum to increase likelihood for contribution. / Ph. D. / Youth are often not viewed as resources for community development. However, when equipped with the right skills, youth are able to contribute meaningfully as citizens. In Virginia 4-H, there are a variety of programs, clubs, and trainings that focus on citizenship and leadership development. Youth leadership programs are often used to prepare youth as future, rather than current, leaders.
Character and problem-solving skills are pathways for increasing citizenship and civic participation. This study sought to examine how character, problem-solving views, and demographics relate to civic engagement of youth. I surveyed 4-H youth participating in year-round teen-leadership programs and camp-counselor or weekend-long leadership trainings.
I found that positive views related to character and problem solving influenced youth citizenship regardless of participation in a year-round or weekend-long leadership program. I also found females in year-round programs and youth enrolled in honors/AP courses were more likely to contribute and engage in their communities. These findings led to the development of a model for engaging youth in community problem solving. This model includes relationships, personal development, leadership development, character, and problem-solving views as important elements for preparing youth to engage with community leaders on community issues.
Youth leadership practitioners and Extension agents should consider ways to include character and problem-solving education in teen-leadership programs in order to prepare youth for community engagement. Further, youth must be provided opportunities for reflection and mentorship in civic engagement and community problem solving. By equipping youth with the tools necessary to participate in their communities, we can increase the diversity of ideas and solutions to community-based problems
| Identifer | oai:union.ndltd.org:VTETD/oai:vtechworks.lib.vt.edu:10919/83520 |
| Date | 11 June 2018 |
| Creators | Bush, Sarah Ann |
| Contributors | Agricultural and Extension Education, Rudd, Rick D., Archibald, Thomas G., Redican, Kerry J., Friedel, Curtis R. |
| Publisher | Virginia Tech |
| Source Sets | Virginia Tech Theses and Dissertation |
| Detected Language | English |
| Type | Dissertation |
| Format | ETD, application/pdf |
| Rights | In Copyright, http://rightsstatements.org/vocab/InC/1.0/ |
Page generated in 0.0331 seconds