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Focus on Youth: Awakening Youth Voice & Engagement in Community Heritage Through the Implementation of a Youth Participatory

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Focus on Youth: Awakening Youth Voice & Engagement in Community Heritage Through the Implementation of a Youth Participatory University of Missouri, St. Louis IRL @ UMSL Dissertations UMSL Graduate Works 3-23-2020 Focus on Youth: Awakening Youth Voice & Engagement in Community Heritage through the Implementation of a Youth Participatory Empowerment Model Amber T. Hurd University of Missouri-St. Louis, [email protected] Follow this and additional works at: https://irl.umsl.edu/dissertation Part of the Leadership Studies Commons Recommended Citation Hurd, Amber T., "Focus on Youth: Awakening Youth Voice & Engagement in Community Heritage through the Implementation of a Youth Participatory Empowerment Model" (2020). Dissertations. 923. https://irl.umsl.edu/dissertation/923 This Dissertation is brought to you for free and open access by the UMSL Graduate Works at IRL @ UMSL. It has been accepted for inclusion in Dissertations by an authorized administrator of IRL @ UMSL. For more information, please contact [email protected]. Running Head: FOCUS ON YOUTH: A MODEL TO EMPOWER YOUTH Focus on Youth Awakening YOUTH VOICE & ENGAGEMENT in COMMUNITY HERITAGE through the IMPLEMENTATION of a YOUTH PARTICIPATORY EMPOWERMENT MODEL Amber Boxley Hurd M.A. in Counseling, Missouri Baptist University M.A. in Education, Columbia College B.A. in English, Greenville College A Dissertation submitted to The Graduate School at the University of Missouri-St. Louis in partial fulfillment of the requirements for the degree Doctor of Education with an emphasis in Educational Practice May 2020 Dissertation Committee Committee Chairperson, Theresa Coble, Ph.D. Chairperson Phyllis Balcerzak, Ph.D. Carl Hoagland, Ph.D. Keith Miller, Ph.D. FOCUS ON YOUTH: A MODEL TO EMPOWER YOUTH ABSTRACT Citizen engagement in community and public life is vital to a healthy democracy. Young people have a unique place in community citizenry; they are often not yet able to vote or serve in powerful roles, but they have much at stake for the future. Youth can be powerful allies to a participatory culture. The purpose of this qualitative, action research study was to arm youth and youth mentors with a Youth Participatory Empowerment Model (YPEM) to identify and address a community heritage or social justice need. This study used interviews and observations with individuals and focus groups to observe and record the process of empowerment of youth with YPEM based on attributes defined in the Social Change Model of Leadership Development (Astin, 1996, HERI, 1996). The researcher coded emerging themes to determine what interventions were most effective and whether youth or youth mentors experienced a perceptual change about youth voice, youth engagement, or youth empowerment through the implementation of YPEM. YPEM helped youth and adult mentors cultivate youth voices by providing time and space for them to address a community heritage or social justice need in their community. To maximize progress, four factors are key. First, strong youth leaders -- who are either elected, appointed, or emerge naturally through the process are needed. Second, safe space and trust building are central to a group’s ability to engage. Third, the research showed that when community partnerships are strong, the empowerment process is maximized. Finally, adult mentors who are present but remain in the background can support youth voice and facilitate engagement. YPEM led engaged youth to experience 2 FOCUS ON YOUTH: A MODEL TO EMPOWER YOUTH empowerment through community action. Prior to the implementation of YPEM strategies, the case study group had not been effective at influencing change from the bottom up. YPEM changed this scenario. YPEM gave youth an opportunity to identify a need in their community, and plan, organize, and implement actions to make the change happen. 3 FOCUS ON YOUTH: A MODEL TO EMPOWER YOUTH ACKNOWLEDGEMENTS I remember sitting at my graduation for my second Master’s degree. The time had come for the hooding of the doctoral candidates. I looked at my mother’s face still covered with tears of joy as she had just witnessed me receiving my Master’s in Counseling. I knew then that I had one more degree in me--I would get my doctorate degree, for my mother. Thank you, Mom, for being my biggest fan. Your prayers have carried me all of my life and I know without a shadow of a doubt that this degree is a direct result of that. Your strength can be compared to non-other and I am so grateful that you were chosen to be my mother. I am because of you. To my princess, Miyah Nicolle, Mommy loves you so much! I thank you for your confidence in me, your patience, your assistance, and even your obedience. You’ve been right there with me every step of the way. Always know that everything I do is for you. I love you to the moon and back, over and over again. To my brothers, Love and Robert (R.I.P.), words can’t express all that we have been through as a family. Robert, we lost you to gun violence at the tender age of 15. This degree is for you. I hope I made you proud. Love, my rock, you’re home. Thank you for always reminding me that I am your Chocolate Diamond. You truly make me believe that I can do anything. I adore you. I’d like to thank Jada Frances, my cousin-sister. There were many times throughout this process that I wanted to call it quits. I would call and tell you that I couldn’t do it anymore and you would tell me that I could. I’d tell you that it didn’t matter, and you would tell me that it did. When I ran out of strength, you would let me 4 FOCUS ON YOUTH: A MODEL TO EMPOWER YOUTH borrow yours. Thank you. You have been a constant source of friendship and love since we were teenagers and I will forever love you for it. To my village of friends (you know who you are), thank you for cheering me on, holding me up, and being there. Y’all are the best! I must thank the faculty mentor team from the University of Missouri-St. Louis, Dr. Theresa Coble, Dr. Phyllis Balcerzek, Dr. Carl Hoagland, Dr. Timothy Makubuya, and Dr. Keith Miller for both this opportunity and their support. To my original dissertation team, Dr. J.C. Wagner-Romero, Dr. Mary Gillis (I will never, ever forget you and your kindness toward Miyah and I, we are family), Dr. Lindsay Lehmann-Clemens, Dr. Melanie Canady, Dr. Amanda Dworak Rowland, and Dr. Curlinda Mitchell Blacksheep, I walked into a room lost and trying to find my place and you all accepted me and told me I had a home. I couldn’t have done it without each of you. Thank you. To every student/youth that I have taught, counseled, mentored, or just had the pleasure of knowing: this is a tribute to you. A representation of a deeply rooted passion to hear you and to awaken your inner voices. Thank you all for allowing me to grow and for remaining my reason to continue making a difference. Last but certainly not least, my greatest thanks goes to God. I do not look like what I have been through in life, and I know it is due to your abundant grace, mercy, and favor. Many gave up on me, some said I wouldn’t make it, but you have always let me know that I am someone special. Thank you for molding me into who you created me to be. To God be the Glory for the things he has done! 5 FOCUS ON YOUTH: A MODEL TO EMPOWER YOUTH TABLE OF CONTENTS ABSTRACT 2 ACKNOWLEDGEMENTS 4 TABLE OF CONTENTS 6 LIST OF TABLES 10 CHAPTER 1: INTRODUCTION 12 THEORY OF CHANGE 20 Figure 1 22 Theory of Youth Voice-Engagement-Empowerment Model. 22 CHAPTER 2: REVIEW OF LITERATURE 23 OVERVIEW 23 CURRENT TRENDS IN YOUTH PERSPECTIVES ON GOVERNMENT AND LOCAL OFFICIALS 24 WHAT ARE THE CONSEQUENCES LINKED TO DISENGAGED COMMUNITIES? 27 WHAT SOCIAL, CULTURAL, SYSTEMIC BARRIERS TO YOUTH AND CITIZEN ENGAGEMENT EXIST? 32 WHAT INCREASES YOUTH ENGAGEMENT IN THESE COMMUNITIES? 37 Physical Traits (ActiOns) 38 Psychological Traits (Exploration and Growth) 39 COmmunity Traits (Partnerships) 41 YOUTH PARTICIPATORY EMPOWERMENT MODEL PROTOTYPE 42 CHAPTER 3: RESEARCH DESIGN 45 OVERVIEW 45 Table 1 49 Characteristics of Qualitative Research. 49 RESEARCH QUESTIONS 50 Research sub-questions: 50 PARTICIPANTS AND SETTING 55 DATA ANALYSIS 60 Research sub-questions: 61 Figure 4 Data Analysis: Coding Process. 63 6 FOCUS ON YOUTH: A MODEL TO EMPOWER YOUTH VALIDITY AND RELIABILITY 64 RESEARCHER POSITIONALITY 66 CHAPTER 4: RESULTS 68 OVERVIEW 68 Central Question: 69 Research sub-questions: 69 Table 2 71 Participant Youth Information. 71 CASE STUDY: CREATIVE REACTION YOUTH 72 Creative Reaction Youth: Participants and Process 72 CREATIVE REACTION YOUTH: YPEM Strategies 86 Table 3 86 Effective Strategies for Participant Group. 86 CREATIVE REACTION YOUTH: YPEM and Overall ReflectiOns 87 Conclusion 89 Table 4: 89 A Quick Cross-reference for the Themes that Emerged Across all Seven Case 89 Table 5: 92 Observations of essential components to YPEM. 92 CENTRAL QUESTION: 93 RESEARCH SUB-QUESTIONS: 94 INTERPRETATION OF THE FINDINGS 94 Figure 5: Youth Participatory Empowerment Model 2.0. 103 IMPLICATIONS FOR PRACTICE 104 LIMITATIONS AND FUTURE RESEARCH 108 RECOMMENDATIONS 110 REFLECTION 114 Research sub-questions: 116 REFERENCES 122 APPENDIX A 143 Definitions of Core-Values of the Social Change Model 143 APPENDIX B 146 7 FOCUS ON YOUTH: A MODEL TO EMPOWER YOUTH The 7 C’s Defined 146 APPENDIX C 149 The Three Categories of the Seven C’s (Adapted from Higher Education 149 APPENDIX D 151 Modified YPEM for youth reflection 151 APPENDIX E 153 YOUTH FOCUS GROUP PRE-INTERVENTION QUESTIONS 153 APPENDIX F 156 ADULT MENTOR PRE-INTERVENTION QUESTIONS 156 APPENDIX G 158 YOUTH FOCUS GROUP POST-INTERVENTION QUESTIONS 158 APPENDIX H 161 ADULT MENTOR POST-INTERVENTION QUESTIONS 161
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