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.
Sunday, October 21, 2007
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?
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