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
Monday, November 26, 2007
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.
Tuesday, October 9, 2007
Article Review- School Based Required Service
A Demonstration That School-Based Required Service Does Not Deter-but
Heightens-Volunteerism
by Edward Metz; James Youniss
PS: Political Science and Politics, Vol. 36, No. 2, (Apr.,2003), pp.281-286
In the article listed above, the authors discuss the findings of a case study that they conducted surrounding the introduction of required community service as a prerequisite for high school graduation. The study was conducted in a public high school located in a middle class suburb outside of Boston. The requirement took effect with the class of 2001, so they conducted a study with the classes of 2000, 2001, and 2002.
This article uses the case study, to further disclaim the reasons opponents of mandatory service often voice, "mandated service is an oxymoron which infringes on adolescents' need for autonomy and on individual liberty." The authors contend that their findings support the notion that mandatory service did not turn the students off from service, but that the required service was a positive motivating force.
The study shows that of the students that were already inclined to serve, they completed their service earlier in their high school years, grades 10 or 11, and went on to perform more community service on top of the requirement. While, the students that were less inclined to serve, waited until grade 12 to fulfill the service requirement. However, both groups had a positive feeling following their service and were planning on serving again at some time in the future.
The article has some really interesting findings and suggestions. I agree with the authors that more can be learned from a longer term longitudinal study to find out how or if the students that claimed an interest in continued service, actually volunteered again. I also noticed that the authors and all of the referenced materials they used for their article failed to look at the impact on the community if any was created by the students required service. As we continue to be concerned with the idea of national service and especially engaging youth in service, many studies have been conducted about how to motivate students and the programs used to do so, the impact on the students, and the success and or failure of the programs. However, there is little or no (that I have been able to find) research into how the students service actually impact the community or organization that they serve with. Are the required community service student volunteers positively impacting the mission of the organization they are serving with?
Heightens-Volunteerism
by Edward Metz; James Youniss
PS: Political Science and Politics, Vol. 36, No. 2, (Apr.,2003), pp.281-286
In the article listed above, the authors discuss the findings of a case study that they conducted surrounding the introduction of required community service as a prerequisite for high school graduation. The study was conducted in a public high school located in a middle class suburb outside of Boston. The requirement took effect with the class of 2001, so they conducted a study with the classes of 2000, 2001, and 2002.
This article uses the case study, to further disclaim the reasons opponents of mandatory service often voice, "mandated service is an oxymoron which infringes on adolescents' need for autonomy and on individual liberty." The authors contend that their findings support the notion that mandatory service did not turn the students off from service, but that the required service was a positive motivating force.
The study shows that of the students that were already inclined to serve, they completed their service earlier in their high school years, grades 10 or 11, and went on to perform more community service on top of the requirement. While, the students that were less inclined to serve, waited until grade 12 to fulfill the service requirement. However, both groups had a positive feeling following their service and were planning on serving again at some time in the future.
The article has some really interesting findings and suggestions. I agree with the authors that more can be learned from a longer term longitudinal study to find out how or if the students that claimed an interest in continued service, actually volunteered again. I also noticed that the authors and all of the referenced materials they used for their article failed to look at the impact on the community if any was created by the students required service. As we continue to be concerned with the idea of national service and especially engaging youth in service, many studies have been conducted about how to motivate students and the programs used to do so, the impact on the students, and the success and or failure of the programs. However, there is little or no (that I have been able to find) research into how the students service actually impact the community or organization that they serve with. Are the required community service student volunteers positively impacting the mission of the organization they are serving with?
Thursday, September 20, 2007
Hello All
I am a first year Graduate Student at the LBJ School of Public Affairs. As a professional program, part of our course work includes reasearching and formulating ideas around a particular policy issue. Our policy issuse deals with the idea of National Service. As the school year progresses you will fnd more information and eventually ideas about the subject from me and my classmates. Enjoy!
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