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Engaging Youth: Linking Design and Implementation Choices of Out-Of University of Massachusetts Boston ScholarWorks at UMass Boston Graduate Doctoral Dissertations Doctoral Dissertations and Masters Theses 6-1-2014 Engaging Youth: Linking Design and Implementation Choices of Out-Of-School Time Programs in Boston to the Development of Political Engagement Attitudes in Youth Age 14 to 18 Felicia M. Sullivan University of Massachusetts Boston Follow this and additional works at: http://scholarworks.umb.edu/doctoral_dissertations Part of the Organizational Behavior and Theory Commons, and the Public Policy Commons Recommended Citation Sullivan, Felicia M., "Engaging Youth: Linking Design and Implementation Choices of Out-Of-School Time Programs in Boston to the Development of Political Engagement Attitudes in Youth Age 14 to 18" (2014). Graduate Doctoral Dissertations. Paper 161. This Open Access Dissertation is brought to you for free and open access by the Doctoral Dissertations and Masters Theses at ScholarWorks at UMass Boston. It has been accepted for inclusion in Graduate Doctoral Dissertations by an authorized administrator of ScholarWorks at UMass Boston. For more information, please contact [email protected]. ENGAGING YOUTH: LINKING DESIGN AND IMPLEMENTATION CHOICES OF OUT-OF-SCHOOL TIME PROGRAMS IN BOSTON TO THE DEVELOPMENT OF POLITICAL ENGAGEMENT ATTITUDES IN YOUTH AGE 14 TO 18 A Dissertation Presented by FELICIA M. SULLIVAN Submitted to the Office of Graduate Studies, University of Massachusetts Boston, in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY June 2014 Public Policy Program © 2014 by Felicia M. Sullivan All rights reserved ENGAGING YOUTH: LINKING DESIGN AND IMPLEMENTATION CHOICES OF OUT-OF-SCHOOL TIME PROGRAMS IN BOSTON TO THE DEVELOPMENT OF POLITICAL ENGAGEMENT ATTITUDES IN YOUTH AGE 14 TO 18 A Dissertation Presented by FELICIA M. SULLIVAN Approved as to style and content by: ________________________________________________ Donna Haig Friedman, Research Associate Professor Chairperson of Committee ________________________________________________ Heather MacIndoe, Assistant Professor Member ________________________________________________ Erin O’Brien, Associate Professor Member _________________________________________ Christine Thurlow Brenner, Chairperson Public Policy and Public Affairs Department Program Director, Public Policy Program ABSTRACT ENGAGING YOUTH: LINKING DESIGN AND IMPLEMENTATION CHOICES OF OUT-OF-SCHOOL TIME PROGRAMS IN BOSTON TO THE DEVELOPMENT OF POLITICAL ENGAGEMENT ATTITUDES IN YOUTH AGE 14 TO 18 June 2014 Felicia M. Sullivan, B.A., St. Lawrence University M.A., New School for Social Research M.Sc., University of Massachusetts Boston Ph.D., University of Massachusetts Boston Directed by Research Associate Professor Donna Haig Friedman Tens of thousands of youth in communities across the United States are engaged every day in out-of-school time (OST) programs. These young people seek opportunities to recreate and socially engage, enhance academic and leadership skills, express themselves creatively, explore important issues in their communities, and work toward affecting change. These programs provide important institutional learning environments in which young people begin to assimilate their roles as political actors and citizens. As the delivery of social services and public programs has increasingly devolved from the government to the nonprofit sector, these programs also shape how young people come to understand their role and function in the public policy arena. Yet it is unclear what iv configuration of program designs and organizational environments might make for effective development of political engagement attitudes among youth participating in these out-of-school time programs. Working with community-based organizations in Boston, this exploratory research looked at how out-of-school time (OST) program designs and implementations were related to the development of political engagement attitudes among youth age 14 to18. Using multiple case sites with multiple embedded units of analysis, the research examined the relationship between program features and elements, organizational environments, and youth served with an eye toward understanding more fully the interplay between these elements and the development of political engagement attitudes. The research looked at how organizational leadership, resource development strategies, organizational values, program design, pedagogical approaches, organizational structures, and youth development perspectives work to create environments that communicate to young people what role or roles they might play in the political life of their community. This study contrasted two out-of-school time (OST) programs with clearly articulated youth engagement development orientations (e.g., social justice youth development and community youth development) with two OST programs with no clearly articulated youth development model. The research found that none of the programs was an exemplar. Programs that aimed to build strength in the individual, group, and community domains and those that used a variety of development models (not just youth engagement) were most likely to result in positive political engagement attitudes. Certain program and organizational features examined here also yielded v positive results. This research is intended to assist nonprofit agencies, private foundations, and government agencies in evaluating programs that seek to strengthen and improve the lives of young people through political engagement. It is also intended to illuminate how important policy domains that affect youth (e.g., criminal justice, education, workforce development, public health) might work to engage youth constituencies through out-of-school time programming delivered by the nonprofit sector. vi ACKNOWLEDGMENTS No major undertaking happens in a vacuum. Any individual achievement is the result of countless social supports and interventions. I am fortunate to have had a committee of smart and talented women who approached my first major foray into academic research as one of apprenticeship rather than hazing. I thank Erin O’Brien for her critical eye and push to improve and defend my methods as well as my theories of political socialization. Heather MacIndoe provided critical feedback throughout as well as valuable on-the-ground learning that enriched my understanding of nonprofit and organizational theories. As chief advisor, Donna Haig Friedman was a constant support with sound and calm advice on how to keep going and move forward especially when the obstacles seem insurmountable or the path was lost. I cannot thank these mentors enough for their time and support. In addition to my dedicated committee, I also would like to thank Peter Taylor, Charlotte Ryan, Fred Johnson, Reebee Garafolo, and Michael Johnson for providing me with critical learning experiences and cheerleading during my doctoral journey. My thinking on youth civic engagement has also benefited from the collegiate support of my CIRCLE teammates – Surbhi Godsay, Kei Kawashima-Ginsberg, Abby Kiesa, and Peter Levine. Patricia Peterson refined and strengthened my writing and voice through a wonderful editorial process. My public policy cohort members Jennifer Cohen and Amy Helburn have been invaluable touchstones keeping me real and grounded. Karen Zgoda, Cara Lisa Power Berg, Kathleen Goodman, and Nettrice Gaskins are other emerging scholars who have vii been on similar knowledge journeys and as such provided inspirations, insights, and supports even if they didn’t realize it. I cannot thank enough the individuals at each of my case sites who were willing to share their valuable time and even more critical insights about the work they do. These passionate individuals, like so many youth workers, spend tireless hours working with amazing young people. They are so often under resourced, but continue to marshal on because not to do so is akin to selling our young people short. I am so fortunate that the young people interviewed for this study were so candid and comfortable in sharing themselves with me. I also thank the veteran insiders in the youth worker, funding, and academic worlds who helped provide context and richness to my site investigations. My family and friends have kindly endured declined invites and absent support while I toiled away at analysis and writing. My good friend Lori El-Hakim should have disowned me by now and my dear siblings Colleen Sullivan Fullerton and Kevin Sullivan have cheered me all along. My partner Eric Sack has walked alongside with sardonic good humor. I am fortunate to have such close confidants in my life. Finally, so much of what I have accomplished is the result of the incredibly positive, supportive, and stable environment provided by my parents Harold and Patricia Sullivan. I am also fortunate to be a member of an extended family replete with countless positive adult role models, chief among them my aunt, Margaret McCarthy. My only sadness is that these well-loved individuals are not here to see the fruit of their love and effort. viii TABLE OF CONTENTS ACKNOWLEDGMENTS ................................................................................... vii LIST OF TABLES ............................................................................................... xii LIST OF FIGURES ............................................................................................. xiv CHAPTER Page 1. INTRODUCTION ..................................................................................
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