The end of our course is quickly apporaching, but the activity surrounding the GIVE Act has seen some recent action. The GIVE act made it to the full house for a vote, but was defeated by one vote. The newest version inlcuded some interesting new admendments including a Congressional Committee on Service. Based on our research, our class has developed an "ideal" service framework through which to assess exsisting programs. It has been a valuable exercise and I know we all would like to have more time to devote to the development of the "ideal" type, assessment, and recommendations for the exisiting fragmented system. Unfortunatlely, we leave that task to the class that continues the project next year.
I want to spend a little time discussing the Learn and Serve program in particular. Since my research has focused on service-learning and its potential impact on civic engagement, especially among younger students, it is only natural that this is the program I spent the most time reviewing. I feel Learn and Serve is the national program that could be incredibly successful. The program meets many of the requirements for an "ideal" service experience. The program also has a solid research body supporting its goals and successful service-learning program guidelines for schools interested in implementing them. However, the GIVE Act only earmarks $43,000,000.00 for Learn and Serve, which is less than a million dollars per state. Of the various Serve and Learn program, 6% of the funds allocated for competitve grants are designated for service-learning programs that promote civic engagement. These programs are defined as those that
"`(A) promote a better understanding of the principles of the Constitution of the United States, the heroes of American history (including military heroes), and the meaning of the Oath of Allegiance;
`(B) promote a better understanding of how the Nation's government functions; and
`(C) promote a better understanding of the importance of service in the Nation's character."
The most important lessons learned from reviewing the current legislation and National Service programs is that they are extremely fragmented and underfunded. If we are to have a truley effective Service System, then funding needs to be increased and a coherent, continuous system of service opportunites needs to be implemented.
Tuesday, April 22, 2008
Monday, March 3, 2008
"Radical Equations- Math Literacy and Civil Rights" by Robert Moses-Important Connections
The book "Radical Equations-Math Literacy and Civil Rights" by Robert Moses and Charles E. Cobb, Jr. has three themes as noted by Jodi Wilgoren of The New York Times, "equality, empowerment, and citizenship." The book describes how the authors believe that "math literacy for children is the key next step in the ongoing fight for citizenship."
Mr. Moses' creation of the Algebra Project and the description of the pedagogy used are important. Experiential Learning is the heart of the project. The basic format is that first, students have an experience, then they think about the experience, next the students are engaged in conceptual work around the reflections, and finally applying the concept based on the conceptual work. Another key point is that "Experiences must be meaningful in terms of the daily life and culture of the students."
As indicated in much of the youth development literature, the students are engaged in helping create part of the content, also "social construction", which is having the students work together so that they also depend on each other. They learn "ownership" and the personal responsibility required for the successful function of the learning group.
Basically, the book includes many of the themes I have been researching and also creates a bridge between the importance of involving youth in the process and the effects on their development not only as people, but as citizens of this country. "If kid's can find their voice, the door to change begins to open much wider" (p. 130)
Mr. Moses' creation of the Algebra Project and the description of the pedagogy used are important. Experiential Learning is the heart of the project. The basic format is that first, students have an experience, then they think about the experience, next the students are engaged in conceptual work around the reflections, and finally applying the concept based on the conceptual work. Another key point is that "Experiences must be meaningful in terms of the daily life and culture of the students."
As indicated in much of the youth development literature, the students are engaged in helping create part of the content, also "social construction", which is having the students work together so that they also depend on each other. They learn "ownership" and the personal responsibility required for the successful function of the learning group.
Basically, the book includes many of the themes I have been researching and also creates a bridge between the importance of involving youth in the process and the effects on their development not only as people, but as citizens of this country. "If kid's can find their voice, the door to change begins to open much wider" (p. 130)
Monday, February 25, 2008
Politics and "A Call to Service"
Last Thursday, February, 21st was an eventful day at the LBJ School of Public Affairs. In addition to the Democratic Presidential Debate, we also hosted the 12th Annual Barbara Jordan National Forum on Public Policy. Barbara Jordan was a passionate believer in public service. In her own words, "Let each person do his or her part. If one citizen is unwilling to participate, all of us are going to suffer. For the American idea, though it is shared by all of us, is realized in each one of us." Although I have been a member of the Forum committee since September and was first inspired by Barbara Jordan's words during orientation in August, it was not until the forum that I really connected the impact that her beliefs, ideas, and service has and had on so many people. She was and continues to be an inspiration for many who chose to "serve" their community or our nation in some way.
Speakers at the Forum, including two current Texas Legislators, shared their stories of how Barbara Jordan made a direct impact and was an inspiration for their entrance into public service as elected officials. The keynote speaker, Harold Ford, Jr., a former congressman from Tennessee (my home state) and current president of the Democratic Leadership Council, spoke about creating a federal program through which college may be payed for completely if students committed to "National Service" for a set number of years after graduation. This idea is not new and it seems each Presidential nominee has some plan involving service. Senator Clinton and Senator Obama each purpose a tuition credit if a student serves several years post graduation.
This indicates to me an overall agreement that Service is good, an idea popular enough
to have permeated into political campaigns on both sides of the isle. It also reiterates the importance of having sound research and a program plan that will survive the legislative process and create real and lasting effects for the desired participants: America's youth.
Later this week I will blog about my new or more developed thoughts as my research has prompted me, but today I wanted to discuss some of the ways I heard the idea of "service" being discussed last week by elected officials and current presidential candidates. I believe it is important while researching, developing, and solidifying one's argument to take a step back and look around to what is being said by current leaders or being written in magazines and newspapers. Honestly, I was completely reinvigorated, inspired, and re-motivated about this topic of Service and wanted to share my excitement with others!
Speakers at the Forum, including two current Texas Legislators, shared their stories of how Barbara Jordan made a direct impact and was an inspiration for their entrance into public service as elected officials. The keynote speaker, Harold Ford, Jr., a former congressman from Tennessee (my home state) and current president of the Democratic Leadership Council, spoke about creating a federal program through which college may be payed for completely if students committed to "National Service" for a set number of years after graduation. This idea is not new and it seems each Presidential nominee has some plan involving service. Senator Clinton and Senator Obama each purpose a tuition credit if a student serves several years post graduation.
This indicates to me an overall agreement that Service is good, an idea popular enough
to have permeated into political campaigns on both sides of the isle. It also reiterates the importance of having sound research and a program plan that will survive the legislative process and create real and lasting effects for the desired participants: America's youth.
Later this week I will blog about my new or more developed thoughts as my research has prompted me, but today I wanted to discuss some of the ways I heard the idea of "service" being discussed last week by elected officials and current presidential candidates. I believe it is important while researching, developing, and solidifying one's argument to take a step back and look around to what is being said by current leaders or being written in magazines and newspapers. Honestly, I was completely reinvigorated, inspired, and re-motivated about this topic of Service and wanted to share my excitement with others!
Thursday, February 14, 2008
The Five C’s of Youth Development- A Helpful Framework
A reoccurring concept in many of the materials I have been reading refers to the “Five C’s” of Youth Development. There are a few variations, some with fewer C’s but they basically cover the qualities that result from successful and positive youth development. The five “C’s” are competence, character, connections, confidence, and contribution.
Successfully achieving the first four results in the fifth, contribution, which is the ultimate aim of our study. Identifying the most successful means of encouraging youth to contribute to their communities. By breaking each of the five down and exploring the meaning and variables needed to achieve each “C” we develop a better understanding of youth development.
Competence- developing skills and resources for choosing healthy options over risky ones. Character- a sense of responsibility and knowing and choosing to do what is just, right, and good. Connections- the importance of developing strong relationships with peers and especially adults. Confidence-having a positive identity. Contribution- giving back to the community.
Together they can provide a helpful framework for organizing an in-depth study of youth development. It is important to note that development is a process not a goal. It is a continuous and involves hundreds of variables. We are interested in aiding the process to produce engaged citizens. However, in order to aid the process we must first identify those areas that can be supported by service.
Interested in Reading more? Check out these sources:
Hamilton, S. F., & Hamilton, M. A. (2004). The youth development handbook coming of age in American communities. Thousand Oaks, Calif: Sage Publications.
Gambone, M.A., A.M. Klem, and J.P. Cornell. (2002) Finding out what matters for youth: Testing key links in a community action framework for youth development. Philadelphia: Youth Development Strategies.
Nicholson, Heather Johnston, Collins, Christiopher, & Holmer Heidi. (Jan.,2004)Youth as People: The Protective Aspects of Youth Development in After-School Settings. Annuals of the American Academy of Political and Social Science, Vol. 591, pp.55-71.
Successfully achieving the first four results in the fifth, contribution, which is the ultimate aim of our study. Identifying the most successful means of encouraging youth to contribute to their communities. By breaking each of the five down and exploring the meaning and variables needed to achieve each “C” we develop a better understanding of youth development.
Competence- developing skills and resources for choosing healthy options over risky ones. Character- a sense of responsibility and knowing and choosing to do what is just, right, and good. Connections- the importance of developing strong relationships with peers and especially adults. Confidence-having a positive identity. Contribution- giving back to the community.
Together they can provide a helpful framework for organizing an in-depth study of youth development. It is important to note that development is a process not a goal. It is a continuous and involves hundreds of variables. We are interested in aiding the process to produce engaged citizens. However, in order to aid the process we must first identify those areas that can be supported by service.
Interested in Reading more? Check out these sources:
Hamilton, S. F., & Hamilton, M. A. (2004). The youth development handbook coming of age in American communities. Thousand Oaks, Calif: Sage Publications.
Gambone, M.A., A.M. Klem, and J.P. Cornell. (2002) Finding out what matters for youth: Testing key links in a community action framework for youth development. Philadelphia: Youth Development Strategies.
Nicholson, Heather Johnston, Collins, Christiopher, & Holmer Heidi. (Jan.,2004)Youth as People: The Protective Aspects of Youth Development in After-School Settings. Annuals of the American Academy of Political and Social Science, Vol. 591, pp.55-71.
Monday, November 26, 2007
Religion and Positive Youth Development
As I continue to research youth development, one of the major institutions that has an influence is religion. In this post, I am going to discuss some of the areas and effects religion plays in the realm of youth development especially as it relates to volunteerism and civic engagement.
Many studies surrounding youth civic engagement and volunteering show a high correlation with religion, suggesting that religious youth are more likely to volunteer and be engaged. It is a natural progression to hypothesize that religion has a positive impact on youth development.
There has not been a large amount of research specifically into the area of youth psychosocial development and religion in recent years. The focus has been on religion as it relates to negative actions such as smoking, sexual behavior, drug use, and suicide among teens. However the research that has been done shows a positive correlation between religious involvement and physical and emotional health among adolescents.
More extensive research has occurred surrounding the relationship between religion and education. It is important to note that religious affiliation and involvement has a positive influence on educational outcomes among adolescents. It is also important to note there are identifiable differences between girls and boys, especially depending on the type of religious affiliation. Another important finding of a study by Regnerus and Elder (2003) using data from the National Longitudinal Study of Adolescent Health found that regular church attendance among high-risk youth had a much higher positive impact on academic achievement than youth in a middle class neighborhood.
The next important finding that directly affects my questions of how do we relate religious involvement with service attitudes is shown in a study conducted by Muller and Ellison (2001) used data from the National Education Longitudinal Study. The authors found that “religious involvement-measured as a summed score of religious service attendance, participation in religious activities, and conceiving oneself as a religious person is associated with social capital in the community and in the family.”
Religion has an influence on youth development and especially the affecting their involvement in positive social and community activities. The healthy development of youth will result in a healthy family, community, and nation. (Well at least that’s my argument!)
Information used in this post is listed below. I am currently using the references from this review to identify the relevant empirical studies that can be used as support in our Background Paper.
Religion and Positive Adolescent Outcomes: A Review of Research and Theory Mark D. RegnerusReview of Religious Research, Vol. 44, No. 4 (Jun., 2003), pp. 394-413
Many studies surrounding youth civic engagement and volunteering show a high correlation with religion, suggesting that religious youth are more likely to volunteer and be engaged. It is a natural progression to hypothesize that religion has a positive impact on youth development.
There has not been a large amount of research specifically into the area of youth psychosocial development and religion in recent years. The focus has been on religion as it relates to negative actions such as smoking, sexual behavior, drug use, and suicide among teens. However the research that has been done shows a positive correlation between religious involvement and physical and emotional health among adolescents.
More extensive research has occurred surrounding the relationship between religion and education. It is important to note that religious affiliation and involvement has a positive influence on educational outcomes among adolescents. It is also important to note there are identifiable differences between girls and boys, especially depending on the type of religious affiliation. Another important finding of a study by Regnerus and Elder (2003) using data from the National Longitudinal Study of Adolescent Health found that regular church attendance among high-risk youth had a much higher positive impact on academic achievement than youth in a middle class neighborhood.
The next important finding that directly affects my questions of how do we relate religious involvement with service attitudes is shown in a study conducted by Muller and Ellison (2001) used data from the National Education Longitudinal Study. The authors found that “religious involvement-measured as a summed score of religious service attendance, participation in religious activities, and conceiving oneself as a religious person is associated with social capital in the community and in the family.”
Religion has an influence on youth development and especially the affecting their involvement in positive social and community activities. The healthy development of youth will result in a healthy family, community, and nation. (Well at least that’s my argument!)
Information used in this post is listed below. I am currently using the references from this review to identify the relevant empirical studies that can be used as support in our Background Paper.
Religion and Positive Adolescent Outcomes: A Review of Research and Theory Mark D. RegnerusReview of Religious Research, Vol. 44, No. 4 (Jun., 2003), pp. 394-413
Wednesday, November 7, 2007
Youth Development Programs and Youth Attitudes
This post will continue to explore the idea that youth actually want to be engaged in positive after school activities. It comes as no surprise that parents want their adolescent children involved in positive after school programs, but what may surprise many adults is that fact that many students want the opportunity to participate in those programs as well. According to an article by Jane Quinn, (citation listed at the end of the post)
"Young people themselves report similar views…they want very much to engage in constructive activities to engage their bodies, hearts, and minds during the time they are not in school. They want very much to prepare for their futures. They want safe places to go, grow, learn, work, and “just hang out.” They want structure balanced with choice. They want to learn and practice new skills. They want to spend more quality time with caring adults and with other young people. They want to contribute to the work of the larger society. And –yes-they want to have fun. "
The challenge continues to be for program and policy creators and practitioners to listen to the needs and wants of adolescents in order to create successful, positive programs and opportunities for service. I briefly discussed some of those needs expressed by students in my last post; however I would like to dig a litter deeper into the psychological roots of those needs.
During adolescence, an individual is trying to answer the question, “Who am I?” This process is a time of experimentation and searching. According to Erikson, a successful adolescent anticipates achievement, seeks leadership and someone to inspire them, and gradually develops a set of ideals. A continuation of Erikson’s studies and further developments in social science theory and research identifies the process an individual must go through in order to have a smooth transition into adulthood. This includes the need for “physical activity, development of competence and achievement, self-definition, creative expression, positive social interaction with peers and adults, a sense of structure and clear limits, and meaningful participation in authentic work.”
As we continue to better understand the process of the moving from childhood into adulthood, we can continue to improve the quality of programs and service opportunities so that all children have the opportunity to develop in a positive manner and participate in their communities outside of school. Now we must develop a standard by which to measure the current programs and how they are meeting the needs of those students they are targeting and how or if we need to adjust, change, or continue the programs.
Interested in more information? Check out this article:
Quinn, Jane. "Where Need Meets Opportunity: Youth Development Programs for Early Teens" The Future of Children, Vol. 9, No. 2, When School Is out (Autumn, 1999), pp. 96-116
"Young people themselves report similar views…they want very much to engage in constructive activities to engage their bodies, hearts, and minds during the time they are not in school. They want very much to prepare for their futures. They want safe places to go, grow, learn, work, and “just hang out.” They want structure balanced with choice. They want to learn and practice new skills. They want to spend more quality time with caring adults and with other young people. They want to contribute to the work of the larger society. And –yes-they want to have fun. "
The challenge continues to be for program and policy creators and practitioners to listen to the needs and wants of adolescents in order to create successful, positive programs and opportunities for service. I briefly discussed some of those needs expressed by students in my last post; however I would like to dig a litter deeper into the psychological roots of those needs.
During adolescence, an individual is trying to answer the question, “Who am I?” This process is a time of experimentation and searching. According to Erikson, a successful adolescent anticipates achievement, seeks leadership and someone to inspire them, and gradually develops a set of ideals. A continuation of Erikson’s studies and further developments in social science theory and research identifies the process an individual must go through in order to have a smooth transition into adulthood. This includes the need for “physical activity, development of competence and achievement, self-definition, creative expression, positive social interaction with peers and adults, a sense of structure and clear limits, and meaningful participation in authentic work.”
As we continue to better understand the process of the moving from childhood into adulthood, we can continue to improve the quality of programs and service opportunities so that all children have the opportunity to develop in a positive manner and participate in their communities outside of school. Now we must develop a standard by which to measure the current programs and how they are meeting the needs of those students they are targeting and how or if we need to adjust, change, or continue the programs.
Interested in more information? Check out this article:
Quinn, Jane. "Where Need Meets Opportunity: Youth Development Programs for Early Teens" The Future of Children, Vol. 9, No. 2, When School Is out (Autumn, 1999), pp. 96-116
Sunday, October 21, 2007
Motivation for Youth Civic Engagement and Service
In the research surrounding youth civic engagement, a continual theme is exactly what motivates students to not only serve, but to create a continued, life-long involvement in service and civic engagement? There are of course opposing sides to the argument, but the majority of researchers (Youniss, McLellan, Yates) are finding that participating in organizations while in middle and high school increases a student’s future service activities. Not only does participating in organizations increase a student’s future service, it also has a positive impact on their social development and by extension the development of their community as a whole. According to Hyman, “the positive effects of youth civic engagement will foster citizens’ desire to maintain positive youth development and to secure continued civic involvement among youth at communal, political, and other levels.”
However, how do we motivate these youth to first become involved? Dorothy Stoneman, founder of YouthBuild USA emphasizes a leadership development approach. Many recent studies (SCRS) and (Miklosi) have shown that students want proper adult respect, empowerment opportunities, and listening. In order to engage 13-17 year olds in civic activities, a genuine partnership with adults need to be established by creating true power sharing leadership opportunities for the students.
I propose that as we continue to explore the motivation for citizens to serve, especially as related to the youth cohort, we should begin to consider adopting some marketing strategies. Companies target their potential buyers and develop a specific plan to convince those consumers to purchase their products. By identifying and understanding the motivations of their target consumers they can successfully create /market a product the consumers will buy. This strategy of “micro targeting” is even being employed in the political campaign process. (Applebee’s America) We need to apply the understanding of the motivations of each youth cohort demographic to make existing programs and create/develop new ones that make opportunities for them to become involved “a must buy”.
Interested in More Information?
Articles I used for reference include:
"Civic Skill Building: The Missing Component in Service Programs?" Mary Kirlin, Political and Science Politics, 2002
"Respecting, Listening, and Empowering: Three Vital Factors for Increasing Civic Engagement in American Teenagers." Joe Miklosi, Summer 2007 National Civic Review
"Youth Civic Engagement in the United States: Understanding and Addressing the Impact of Social Impediments on Positive Youth and Community Development." Adia B. Balsano, Applied Develompental Science 2005, Vol. 9, No. 4, 188-201
"The Role of Youth Programming in the Development of Civic Engagement." Dorothy Stoneman. Applied Developmental Science, 2002, 6(4), 264-272.
However, how do we motivate these youth to first become involved? Dorothy Stoneman, founder of YouthBuild USA emphasizes a leadership development approach. Many recent studies (SCRS) and (Miklosi) have shown that students want proper adult respect, empowerment opportunities, and listening. In order to engage 13-17 year olds in civic activities, a genuine partnership with adults need to be established by creating true power sharing leadership opportunities for the students.
I propose that as we continue to explore the motivation for citizens to serve, especially as related to the youth cohort, we should begin to consider adopting some marketing strategies. Companies target their potential buyers and develop a specific plan to convince those consumers to purchase their products. By identifying and understanding the motivations of their target consumers they can successfully create /market a product the consumers will buy. This strategy of “micro targeting” is even being employed in the political campaign process. (Applebee’s America) We need to apply the understanding of the motivations of each youth cohort demographic to make existing programs and create/develop new ones that make opportunities for them to become involved “a must buy”.
Interested in More Information?
Articles I used for reference include:
"Civic Skill Building: The Missing Component in Service Programs?" Mary Kirlin, Political and Science Politics, 2002
"Respecting, Listening, and Empowering: Three Vital Factors for Increasing Civic Engagement in American Teenagers." Joe Miklosi, Summer 2007 National Civic Review
"Youth Civic Engagement in the United States: Understanding and Addressing the Impact of Social Impediments on Positive Youth and Community Development." Adia B. Balsano, Applied Develompental Science 2005, Vol. 9, No. 4, 188-201
"The Role of Youth Programming in the Development of Civic Engagement." Dorothy Stoneman. Applied Developmental Science, 2002, 6(4), 264-272.
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