Recipient Organization
UNIVERSITY OF GUAM UOG STATION
(N/A)
MANGILAO,GU 96913
Performing Department
Experiment Station
Non Technical Summary
4-H clubs, community centered and largely volunteer driven, have been a staple in high-quality educational program delivery since our organization's inception. Youth who participate in 4-H earn higher grades, have higher civic engagement, and engage in less risky behavior compared to non-4-H youth (Lerner & Lerner, 2013). Although impressive, positive impacts such as behavior change, can only be made if participants remain in Extension programs, such as 4-H, over time (Pratt & Bowman, 2008). A review of the USDA 4-H enrollment reports (United States Department of Agriculture, 2010) from 1996 to 2003 indicates that 31 (54%) of the states and territories in the US reported declines in 4-H club enrollment. One of the primary indicators for youth dropping out of the 4-H program is being a first-year member (Astroth, 1985; Hamilton, Northern, & Neff, 2014; Harder, Lamm, Lamm, Rose, & Rask, 2005; Hartley, 1983). Other research reveals that dropping out of 4-H occurs because: 1) youth are busy with sports or other organizations, 2) youth are unhappy/unsatisfied with their clubs or projects, and 3) parents are not as involved as other parents in their child's 4-H experience (Harder, et al., 2005; Hartley, 1983; Ritchie & Resler, 1993). Demographic factors also influence dropout (e.g., gender and years in program; Astroth, 1985, Harder et al., 2005), as well as entering the program as an adolescent (Defore, Fuhrman, Peake, & Duncan, 2011; Ritchie, & Resler, 1993). By learning about these factors, we can increase the number of youth able to fully experience the positive impacts of 4-H programs and thus impact the level of civic engagement in our communities. In addition, recommendations by USDA to increase and expand 4-H membership could be addressed, in part, by youth retention.This research activity contributes to, and intends to expand, the understanding of why youth dropout of 4-H programs. In addition, the research will explore why youth and families join and stay in the 4-H Youth Development Program (YDP). By learning about these factors we will be better able to develop support materials and systems that will increase the number of youth and families that engage in 4-H (see research questions in the "Objectives" section). Importantly, this research will be conducted across several states. As the demographics and socioeconomics of our society change, 4-H needs to develop the means to better understand and serve their changing communities. A multistate approach will enable the collection of perspectives from a greater diversity of communities, which will yield more generalizable findings. We can then develop steps to implement strategies to both engage and retain more youth in 4-H programming. Consequently, more youth will receive the short- and long-term benefits of 4-H, including the tools (knowledge, attitudes and skills) they need to become competent, caring, and contributing citizens of the world, as well as thriving and successful adults. This research study directly benefits both 4-H youth and families, as well as potential youth and families by improving the program. Further, the finding that a majority of states and territories (54%) experienced a decline in 4-H enrollments from 1996-2003 shows the problem is not limited to one environment and suggests there are robust factors that cut across states. We need to ascertain what factors are contributing to decreased enrollments and find the similarities and differences across states.
Animal Health Component
(N/A)
Research Effort Categories
Basic
(N/A)
Applied
(N/A)
Developmental
(N/A)
Goals / Objectives
Ascertain the youth experience in the 4-H program Ascertain the youth experience in the 4-H program to answer the following questions:
a. What do youth like about the program?
b. What could be changed to enhance their program experience?
c. What are the first impressions and early experiences of youth new to the 4-H program?
d. Prior to involvement in the program, what expectations and aspirations do youth and adults have, and after experiencing the program, to what extent do those expectations and aspirations match or conflict with their actual experiences?
e. What can be done to motivate youth to continue with the program in subsequent years?
f. What opportunities (e.g., leadership) are desired or needed to keep long-term youth members engaged and excited about 4-H?
g. What cultural and diversity awareness/sensitivity could be implemented to enhance youth experiences?
Understand the parent/guardian perspective about participating in 4-H in a similar manner to youth, particularly what can be done to ensure that parents continue their child’s 4-H involvement in subsequent years.
Explore the culture of 4-H (rules, policies, procedures, rituals, language), as perceived by adult volunteers' definition of success and what youth characteristics volunteers believe lead to success. In turn, does culture create opportunities and/or barriers for youth in the program?
Understand trends in enrollment in 4-H. Is the program “attractive” to certain youth (e.g., pre-teen youth) or does re-enrollment increase depending on involvement in a certain number or type of project?
Use multistate data from Objectives 1- 5 to answer further questions outlined below Using multistate data from Objectives 1- 5:
a. What are the similarities and differences in youths’ experience of 4-H across the participating states?
b. How do the similarities and differences inform 4-H programming for 4-H youth retention within and across states?
Project Methods
Objectives 1 and 2: The research team will use online surveys, interviews, and potentially other research methods (e.g., observations, focus groups). We plan to continue to collect annual data at the end of the 4-H program year from first year 4-H youth and families regarding their experiences in 4-H over the last year. These data will be used to examine trends across states and to make changes/improvements to the local programs as needed. Data will be collected each year to see if there are shifts in the responses as a result of changes made at the local level. The survey tool that has been used the past two years in all states will continue to be used, with revisions as needed.Objective 3: Cooperative Extension staff have gathered preliminary data in California using an online 4-H volunteer survey. The team is currently analyzing the data. These data will give an overall view of volunteers in terms of what they believe it means to be successful in 4-H and what type of youth (based on demographics and characteristics) are successful in 4-H. Also extracted from the data is information about volunteer's perceptions of youth and family success and acceptance in 4-H, and what is the prevailing structure and image of 4-H. The survey tool will be refined and shared with other states.Objective 4: Cooperative Extension staff will analyze enrollment data from all states collected annually through 4HOnline. Results from these data may help inform populations to target in Objective 5.Objective 5: The research team will survey and interview a random selection of youth that have left the program, as well as youth that have not been a part of 4-H. The latter will be recruited through local schools. Sampling techniques will be used to ensure there is a representative sample of youth from each state.Objective 6:The research team will continually examine the data collected for similarities and differences across the states. Quantitative data will be tested for statistical differences between the states.