THE EFFECT OF PARTICIPATION lN THE GIRL GUIDES OF CANADA-GUIDES DU CANADA ON YOUNG WOMEN
Tanya Eybel
Submitted in partial fulfillrn~~~of the reguirements for the degree of Master of Ans (Leisure Studies)
Dalhousie University Halifax, Nova Scotia December 1999
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This thesis is dedicated to two people. My mother, Helen, who has given me the love and support to be who I am today and to Jay who has ben there every aep of the way with reassurance, patience and support. 1 love you both. Table of Contents
Table of Contents ...... v
List of Tables and Figures ...... xi . Abstract ...... XII
.* Ac knowledgements ...... xi1
Chapter One: Introduction ...... 1
Youth Organiations ...... 1 Girl Guides of Canada-Guides du Canada (GGC) ...... 3. Purpose of Study ...... 5 Significance of Study ...... 5 Limitations ...... 6 Delimitations ...... -6 Definition of Terms ...... 6
Chapter Two: Review of Literature ...... -8
The Concept of Leisure ...... 8 Human Development and Life Stages ...... 9 Young Childhood (5 to 7 years) ...... 11 Sparks (5 to 6 years) ...... II Brownies (7 io 8 years) ...... 11 Middle Childhood (8 to 1 1 years) ...... 12 Guides (9 to 12 years) ...... 12 Young Adolescence (12 to 14 years) ...... 13 Pathfinders (12 to 15 yean) ...... 13 Adolescence (1 5 to 1 7 years) ...... 14 Senior Branches (15 to 17+ years) ...... 15 Cadets ( 1 5 to 1 7+ years) ...... 16 Junior Leaders ( 14 to 1 8+ years) ...... 16 Rangers ( 15 to 1 7+ years) ...... 16 Leisure in Adolescence ...... 17 Service Programs ...... 20 Youth Organizations ...... 21 The Girl Guide Organization ...... 22 Girl Guiding in Canada ...... 22 Girl Guiding in Nova Scotia ...... 23 Girl Guides today ...... -24
Chapter Three: Methodology ...... 27
Research Orientation ...... 27 Theoretical Frarneworks ...... 28 Phenomenology ...... 78 Feminist Theory ...... 29 Research Strategies ...... 30 Credibility ...... 30 Transferability ...... 32 Dependability ...... 32 -9 Confhability ...... -33 Methodology ...... 35 Narrative Analysis ...... 37 Purpose of Study ...... 38 The Researcher's Role in the Study ...... 39 Ethical Approval ...... 39 Pmicipant Sample and Demographics ...... 39 Sampling Procedure ...... 40 Data Collection ...... 41 Interview Process ...... 41 Pilot interviews ...... 41 Participant inte~ews...... 42 Post interview ...... 43 Transcribing the inte~ew...... 43 Mernber checks ...... -44 Incorporating changes fiom second meeting ...... -44 Data Management ...... 45 Data Reduction ...... 45 Data Display ...... 46 Data Analysis ...... 47 Narrative Analysis ...... 47 Stage One ...... 47 Stage Two ...... 47 Stage Three ...... 48 Stage Four ...... -48 Stage Five ...... 48
Chaptrr Four: Results ...... 49
First Participant Set: Toni and Gina ...... 50 Toni ...... ,...... 51 First involvement in the GGC ...... 52 Experiences in each branch of the program ...... 52 Reasons for extended involvement in the GGC ...... 54 EfFects of GGC participation ...... 56 Leisure involvement influenced by GGC participation ...... 57 Father's involvement in Torii's GGC participation ...... -59 The dl-femde environment of the GGC ...... 59 Gins ...... 60 ~aughter'sinitial involvement in the GGC ...... 61 Daughter's extended involvement in the GGC ...... 62 The effect of GGC participation on her daughter ...... 63 The GGC 's dl-fernale environment ...... A Second Participant Set: Holly and Dime ...... 65 Holly ...... 65 First involvement in the GGC ...... 66 Experiences in each branch of the program ...... 66 Reasons for extended involvement in the GGC ...... 69 Effects of GGC participation ...... 70 Leisure involvement influenced by GGC participation ...... 71 Father's involvement in Holly's GGC participation ...... 72 The dl-fernale environment of the GGC ...... 72 Diane ...... 73 Daughter's initial involvement in the GGC ...... 73 ~aughter'sextended involvement in the GGC ...... 73 The effect of CGC participation on her daughter ...... 74 Third Participant Set: Stephanie and Flarne ...... 76 Stephanie ...... 76 First involvement in the GGC ...... 76 Expenences in each branch of the program ...... 77 Reasons for extended involvement in the GGC ...... 79 Effects of GGC participation ...... 80 Leisure involvement innuenced by GGC participation ...... 82 The dl-female environment of the GGC ...... 83 Father's involvement in Stephanie's GGC participation ...... 83 flme ...... 84 ~aughter'sinitial involvement in the GGC ...... 84 Daughter's extended involvement in the GGC ...... 84 The effect of GGC participation on her daughter ...... ,..*..85 ~ourthParticipant Set: Sarah and Sandra ...... 87 Sarah ...... 87 First involvement in the GGC ...... ,...... -88 Expenences in each branch of the program ...... 88 Rasons for extended involvement in the GGC ...... 91 Effects of GGC panicipation ...... -92 Leisure involvement influenceci by GGC participation ...... 93 The dl-femde environment of the GGC ...... 94 Sandra ...... -95
Appendix A: The Program of the GGC ...... 133 Appendix B: Organizational Chart ...... 134 Appendix C: Pinciples of the GGC ...... 135 .4 ppendix D: The Promise. Law. Motto. Sign and Handshake ...... 136 Appendix E: Progrm for Senior Branches ...... 138 Appendix F: Permission fiom the GGC ...... 139 Appendix G: Application for Human Ethics Review ...... 140 Appendix H: Permission from Daihousie University ...... 146 Appendix 1: Telephone Script for Senior Branch Leaders ...... 147 Appendix J: Research Lnforrnation Letter for Young Woman ...... 148 Appendix K: Research Information Letter for Parent/Guardian ...... 151 Appendix L: Consent Fom for Young Woman ...... 154 Appendix M: Consent Form for Parent/Guardian ...... 155 Appendix N: Telephone Script for Young Woman ...... 156 Appendix O: Transcript for Parent/Guardian ...... 158 Appendix P: lnte~ewGuide for Young Woman ...... 161 Appendix Q: Interview Guide for Parent/Guardian ...... 165 Appendix R: Letter Indicating Purpose of Participant's Second Meeting ...... 167
References: ...... 168 Lia of Tables and Figures
Table I : Human Development and Life Stages Parelleling the GGC's Progam ...... 1 0 Table 7: Nova Scotia Girl Guide Membership Census ...... 25 Table 3: Comrnon Responses by Participants Regarding Young Women's First Involvement in the GGC ...... 1 10 Table 4: Common Responses by Participants Regarding Deteninants of
Young Women's Extended GGC Participation ...... 1 15 Table 5: Common Responses by Participants Regarding the Benefits Experienced by the Young Women through Participation in the GGC ...... 123
Figre 1: The effect of GGC participation on young women: Motivators. determinants of participation and benefits of the program ...... 108 Abstract
The purpose of this study was to detennine the effect of participation in the Girl Guides of Canada-Guides du Canada (GGC)on young women. In order to understand and examine this effect, the following questions were explored: (a) what were the motivations for joining?; (b) what were the determinants of extended active participation?, and; (c) what were the effects of participation?
Data were obtained fiom a panicipant sarnple that consiaed of five young women (ages 16 to 19) who currently were participating in Rangers, and who had progressed through al1 branches of the GGC,begiming with Brownies. In addition, the mother of each young woman was also interviewed, estzblishing a daughter/mother participant set.
The method of research used for this study was qualitative. This methodological approach was guided by two theoretical frameworks phenomenology and feminist theory. Semi-structured interviews using open-ended questions that followed an inte~ew guide were used to gather the data for this study. Two meetings with each participant were held. All inte~ewswere audio taped and note taking was used. Upon completion of the interviews, each was transcribed. Once the first inte~ewwith each participant was transcnbed, a second meeting took place that allowed the participant an opportunity to read over her transcript, make changes and highlight the answers that best represented her experiences. Member checks also took place dunng the second meetings. Once transcripts were compared, additional questions were asked and recorded. Coding and data display were used to organize the data and detennine common themes. Narrative analysis was used as a means to emphasize the core narratives and reflect their experiences of young womens' experiences in the GGC.
Ten unique stones presented an in-depth view of the progression fiom initial involvement in the GGC to participation in Rangers. It appeared that pnmary engagement in the GGC for these young women came about as result of family and/or fnend involvement. There were multiple reasons the young women continued their participation in the GGC; and as a result of pmicipating, the young women believed that they had accrued many benefits, skills and attributes, an assessrnent echoed by their mothers. It appeared that participation in the program was positive for the young women and their families.
The findings of this study provide some implications for researchers, youth organizations and families: (a) to recognize that the quality of leisure oppomnities provided to children is important because sociaüzation through recreation activities in childhood has a significant impact on adolescent behaviour, and (b) to go beyond understanding the benefits of a program is important to understand the experiences of the participants in their decision to maintain participation. Furthemore, this study provides support in favour of the GGC as a beneficial program that enables positive development. There are many individuais whom 1 would like to thank for supponing and assisting me throughout my research, especially Dr. Nila Ipson for standing by me throughout the years, being supportive and keeping me motivated to reach this final point.
1 would also like to thank my cornmittee, Lesley Bames, Dr. Lany Maloney and a special thanks to Dr. Jerome Singleton for his on-going assistance.
I would like to express my appreciation to the participants of this study for sharing their life experiences with me. If it was not for them, this study would not be what it is.
Many thanks to the GGC, especially Margaret E. Tubrett (Executive Assistant of Nova Scotia Council), Patncia M. Hixock (Program Director of Nova Scotia Council), Barb Seiler (Senior Branch Coordinator for Nova Scotia Council), Sally Messenger (Senior Branch Leader) and Tina loudrey (Senior Branch Leader) for their interest and assistance.
1 also would like to thank my family and friends who offered encouragement and gave me confidence to believe in my work. Particularly, 1 would like to extend my gratitude to Mandy for taking the time to help when it was most needed, and Christine for her assistance.
Lastly, 1 would like to thank Jay, for without his love, support and encouragement this would not be a reality.
Thanks to all of you! C hapter One: Introduction
In 1995, 1 read an article entitled A Safe Place for Leaming - the Girl Guides of Canada by Varpalotai ( 1992). 1 found this article to be extremely interesting. and decided that 1 would attempt a study on the Girl Guides of Canada-Guides du Canada to fulfill the requirements of my Master's degree. 1 was not involved in the organization as a child but had many fnends who had been and knew of a few women who had devoted numerous years t O the orgnhtion. It took me a few years to determine the focus of my study. In the meantime. I began volunteering for the or~anization.In Nova Scotia 1 became a leader of Brownies and Guides. I then moved to Calgary and acted as a leader for a Guide unit and started a Brownie unit in my community. 1 later retumed to Nova Scotia to finish my degee. My involvement in the organization has (for the Ume being) ceased, in order for me to devote more time to this thesis. However, my involvement in the organization provided me with a sense of satisfaction that this topic of study is wonhwhile and meanin-di1 to researchers, the GGC and parents.
Youth Oreanizations Pnor to industrialization, adolescents were expected to spend many hours each day performinç chores on the farm, side-by-side with their parents. Once families moved to urban areas, many chores were nonexistent, leaving adolescents with increased free tirne.
This increased free time w3s a concern to society and considered 2 problem (Cross, 1990; Edginton, Jordan, DeGraaf & Edginton, 1998; Sessoms, 1984; Sessorns & Henderson, 1994). One response to this concem was the creation of organized recreation seMces for youth. A number of adult-directed youth organizations emerged in the late 1800s and eady 1900s (Edginton et al., 1998; Elder, 1975; Sessoms, 1984). The YMCA developed i~.Great Bntain in 1844 and ten years later the YWCA emerged (Edginton et al.). The Boys and Girls Club was initiated Ui Waterbury, Connecticut in 1864 (Edginton a al.), and Big Brothers and Big Sisters developed in New York in 1904 (Big Brothers and Big Sisters, 1999; Edginton et al.). By 1904. several 4-H Clubs had aiso emerged (4-H 7 Council. 1999). In England, in 1908, the Boy Scouts were founded (Edginton et al.). and in 19 10 the Girl Scouts officially became the Girl Guide Association (Soto. 1987). Ofien based on religious values and educational goals of the time (Cotterell, 1996; Edsinton et al.. 1998; Sessoms, 1984), youth organirations generally were located in churches and voluntary associations; many initially had remicted membership. Membership may have been limited by gender, income level or religious orientation. Today. many youth organizations have changed their membership policies. For example. in November 1993, Scouts Canada opened its organkation to females (Girl Guides of Canada, 1993); 4-HClubs now exist for urban youth; and people of any or no religious affiliation can join the YMCA or the YWCA (Leitner & Leitner, 1996). In addition, the focus in most of the organizations has changed fiom a religious value base to recreational opponunity and youth development (Cotterell). Of the youth-serving organizations that emerged in the early 1900s, many continue to exist through comrnunity aid. private and business donations, assistance fiom philanthropie groups, and agency membenhip fee structures (Sessoms; Sessoms & Henderson, 1994). Within the last ten years, researchers have begun to examine youth organizations and their panicipants. Varplotai (1992), from the University of Western Ontario, conducted a study from the perspective of a single-sex organization, Girl Guides of Canada-Guides du Canada (GGC), in order to gain greater insight into the socialization, education and everyday Lives of girls and women. Nichols and King (1 998) examined the Guide Association in the United Kingdom and explored the motivations and constraints faced by volunteer leaders in the association. Participation in youth centre activities by high school students in Hong Kong was addressed by Ngai-Pun and Cheung (1997). Gahwiler and Havitz ( 1998) examined social subworlds within a YMCA in the context of rnembers' leisure involvement, levels of psychological cornmitment and behavioural loyalty . Carnithers, Hymans and Busser (1997) explored the role of program leaders in the Boys and Girls Clubs of Las Vegas. A second snidy by Carruthers and Busser (1997) examined the Boys and Girls Club to gain an understanding of the outcornes of the -3 involvement in the club fiom the perspective of several stakeholders, and to examine the relationship of these outcomes to the core program areas. Two unpublished snidies fiom Dalhousie University studied the Boys and Girls Clubs of Nova Scotia. Amirault (1998) assessed the leisure needs of 13 to 15 club members. Whereas Davison ( 1998) evaluated the Take it E. A. S. Y! manual and explored empowennent of aafîmernbers in their participation in a teen empowement project. Despiie current research, youth organizations and their participants' needs and experiences should be funher understood. As Caldwell and Andereck (1994) discussed in examining motives for joining and continuing membership in a recreation-related volumas, association, membership and involvement in these associations are areas that have been overlooked in leisure research. Research findings in these areas may lend nippoit to the importance of youth organizations and their contribution to adolescent development. Funhermore. Caldwell and Andereck recognized that it is necessary to understand motives for involvement in these associations as recreation and leisure service organizations become more prominent. Foot and Siohan (1998) also addressed nonprofit organizations' significance attendhg to society's needs as goverment service delivery declines. Youth organizations have been responding to the needs of society since the late 1800s. Many have claimed they help offset some of the problems experienced during adolescence by offering support and leisure experiences that cm help in the development of positive attributes, skills and relationships (Elder, 1975; Nichols & King 1998). The GGC daims to aid adolescents in their development through the achievement of positive attributes and skills.
Girl Guides of CanadaGuides du Canada IGGC) GGC has been providing programs for gûls and young women since 1909 (Crocker & Batchelor, 1990; GGC, 1940). It is the largest organhtion for girls and women in the world (GGC, 199%). There are over ten million members in the 136 countries united by the World Association of Girl Guides and Girl Swuts (WAGGGS) 4 (GGC. 1999a). WAGGGS is a progessive. nonpolitical. voluntas, world movement based on spiritual values, duty to one's country, and service to others (GGC. 1999d). Specifically, in Canada, there are more than 42 000 leaders and over 180 000 girl members (Paterson. 1998). Girls can begin at age 5 when they join the unit of Sparks (ages 5 and 6). Mer Sparks, girls move up to Brownies (ages 7 and 8) and then into Guides (ages 9 to 12). Once siris complete Guides, they enter Pathfinders (ages 12 to 15) and from Pathfinders. young women enter Senior Branches. Within Senior Branches, they have the option of choosing Cadets. becoming a Junior Leader or a Ranger. These three senior branches begin at age 15 and may go beyond the age of 17 (GGC, 1995b). A more detailed description of the GGC program is found in Appendix A. Appendk B outlines the stmcture of the Girl Guide Or,panization. In 1997. GGC members across Canada were invited to respond to a questionnaire circulated with their rnonthly magazine, The Canrdim Guider. Once results were obtained. a National Forum was held in Apnl 1997, in Toronto (Paterson, 1998). A National Forum brings together delegates fiom every province and territory, members of the National Council and members of the National Management Board every three years (GGC. 1999~).As a result of the National Forum, National Council, the volunteer decision-making body consisting of members fiom across Canada (GGC, 1995b), used the feedback from the questionnaires, the participants of the forum, and information fiom WAGGGS to establish a new vision, mission and principles for the GGC, replacing its former aim and objectives. The new vision mission and pnnciples retain the sarne ideals and values. however, updated wording and language have been used (Paterson). They are: Vision. "Every girl in Canada wants to be and can be a member of WC:a vibrant. dynarnic movement for girls, shaping a finer world" (Paterson, 1998, p. 1). Mission. "GGC is a movement for girls, led by women. It challenges girls to reach their potential and empowers them to give leadership and service as responsible citizens" (Paterson, 1998, p. 1). Principles. Eleven principles underlie the mission of the GGC (see Appendk C). 5 Some of these principles include: developing personal values such as well-being. self- respect. and respect for others; promoting fùn and fhendship as well as adventure and challenges through new experiences; developing leadership and decision-makine skills: teaching practical skills and teamwork; celebrating pnde in accomplishment; and giving service (Paterson, 1998).
Pumose of Study The purpose of this study was to determine the effect of participation in the ûGC on young women. In order to understand and examine this effect, the following questions were explored: 1. What were the motivations to join the GGC? 7. What are the determinants of extended active participation in the GGC? 3. What are the effects of participation?
Simificance of the Stud~ The GGC is the largest dl-female organization for girls and young women in the world (WC,1 99%). An extensive review of literature revealed little published research that has assessed the GGC's effectiveness. Varpalotai (1992) during her research on the GGC also found no more than t hree references to Girl Guides or Girl Scouts in scholarly or public sources. Therefore, the gaps in the literature lead to this exploratory study to detennine the effect of participation in the GGC on young women This much-needed assessment offers valuable information to the GGC, providing suggestions on how to improve the quality of the program. This idornianon may, in tum, improve the quality of life of their members. This study exarnined the impact of continued participation in the GGC on young women. Rangers are one of the senior branches in the organiration that ail1 maintains a weekly program. To be a Ranger means that, in most cases, the young women have remained active in the program for several years. Most likely they have gone through the progression fiom Brownie for 2 or 3 years? to Guide for 3 years, to Pathfinder for 3 yean 6 before they reached the Ranger branch. However, any girl or young woman cm enter the appropriate branch (dependent upon age) at any time (WC.1995b).
Limitations This study's findings were lirnited to only those participants who had taken part in the study. The study relied on each participant as a source of information, therefore, the participants' different life experiences in and beyond Guiding could not be controiled. The study was lirnited because it required participants to rely on the recall of pas? expenences in the GGC.
Delimitations There were five identified deiimitations of this study: (a) financial constraints and Iimited resources prohibited interviews outside the Halifax Regional Municipdity (HRM); (b) time did not allow the researcher to do an extensive search and review of al1 past Rangers residing in Nova Scotia delirniting the study's sarnple to five daughter/mother participant sets; and (c) the literature, since little published research exiaed on the GGC, an extensive review of literature on the GGC does not exist.
Definition of Terms For the purpose of this study, the following ternis were defined as indicated below.
Branch A branch describes the different steps in the GGC's program. Five different branches exia: Sparks, Brownies. Guides. Pathfinders and Senior Branches (Rangers, Cadets and Junior Leaders).
Girl Guides of Canada-Guides du Canada (GGC) GGC is a nonprofit organization specifically structureci for girls and led by women. It challenges girls to reach theû potential and empowers them to give leadership and 7 service as responsible citizens (Patersot 1998). For the purpose of this study, the acronym GGC was used. however, when the study referred to the organization outside Canada it was referred to as the organization or movement.
Leisure Leisure is defined as an expenence (Green. Hebron & Woodward, 1990; Henderson & Bialeschki. 1992, 1995; Henderson, Bialeschki, Shaw & Freysinger, 1989). According to Podilchak ( 199 1 ) fun and enjoyrnent are often descriptors of the emotion found during a leisure expenence.
Member A member is girl or young woman who has been enrolled by making the appropnate promise. Any girl or young woman who has been enrolled as a member of the GGC or as a rnember of Girl Guiding/Girl Scouting in any other WAGGGS rnember country is eligible to register as a member of the GGC (GGC,1995b).
Program Program refers to the c~mculumdesigned for each branch (Sparks, Brownies, Guides. PatMnders and Senior Branches) and the entire cumculum of the GGC.
Rangers Rangers are young women between the ages of 15 and 17+ who are participating in the Ranger program of Senior Branches (Ga, 1997a). Chapter Two: Review of Literature
This chapter reviews literature pertaining to leisure. It provides an unkaandins of how leisure was traditionally conceptualized. and presents a discussion on how the definition of leisure has changed. Within this discussion, I have addressed how leisure was defined in this study. Included in this review is a discussion on hurnan development and life stages. This has been presented to aid an understanding of the similarities of life nage progression and the GGC program. Literature on the benefits of leisure for adolescents is then discussed, followed by a discussion of youth organizations and their participants. The literature review concludes with an examination of the GGC.
The Conce~tof Leisure The term leisure bas been used since the time of ancient Greek civilization. Most of the early conceptuaiizations of leisure have been attributed to Ariaotle. More recently, modem advocates de Grazia and Pieper (Neulinger, 198 1; Searle & Brayley, 1993) have received credit. Mer reviewing the literature on leisure. it was founci that leisure has been conceptualized differmtly by various researchers (Dumazdier, 1967; Godbey, 1994; Manne11 & Kleiber, 1997; Neulinger; Russell, 1996; Searle & Brayley). Three common views of leisure are as a aate of mind or king (de Grazia, 1964; iso-Ahola, 1980; Neulinger, 1 974; 198 1; Pieper, 1952); as an activity (Dumazdier; Russell); or as discretionary time (Farinq 1991 ; Godbey). Researchers have argued that the two latter do not accurately conceptualize leisure and may be problernatic for many people (children, adolescents, sudents, people of different cultures or subcultures, the unemployed, the elderly and women) (Godbey;Gregory, 1982; Henderson et al., 1989; Shaw, 1984). Until the 1980s, women were largely neglected in the nudy of leisure (Harrington, Dawson & Bolla, 1993; Shaw, 1992). Furthemore, findings from research primrily conducted with male subjects were generalized to both males and fernales. This androcentnc notion (Harrington et al.; Henderson et al., 1989; Samuel 1996), taking male expenences as centrai (Bella, 1989) ignored the ciifferences between the sexes. 9 Once leisure was studied fiom feminist perspectives. findings indicated that many women do not regard work and leisure as separate spheres (Cyba, 1992). Women rarely are free fiom the obligations of domestic duties, family cornrnitments or paid or unpaid work (Chambers. 1986; C yba; Dawson. 1988; Godbey, 1994; Harringon. 199 1 ; Henderson et al.. 1989). Therefore, women have less time and space for leisure. fewer rnatenal resources. less access to leisure facilities. and fewer opponunities than male counterparts (Deem. 1986; Green et al., 1990: Weanng, 1992; Wimbush & Talbot, 1988). Feminist researchers (Green et al.; Hendenon & Bialeschki, 1992, 1995: Henderson et al.. 1989) have demonstrated that in order to best determine a definition for leisure, an approach must be undertaken to investigate paiticular aspects of women's experiences in relation to the structure of their individual lives. Therefore. researchers have suggested that rather than defining leisure as a state of mind or being. a more suitable definition would be to define leisure as expenence that occurs within the context of tirne and activity (Kelly, 1982, Neulinger, 1982; Shaw. 1985). This definition of Leisure avoids the problems of nanowly defining leisure as an activity catesorization and the workhonwork dichotomy. Ferninia researchers (Green et ai., 1990; Henderson & Biaieschki, 1992, 1995; Henderson et al., 1989) agree that this definition of leisure is also more applicable.
Human Development and Life Stages The stages of human development have been discussed by various researchers (Bibby & Postenki. 1985; Danesi, 1994; Enkson, 1950. 1965, 1967; Jordan, 1996: Kirnmel& Weiner, 1985; Kleiber & Kelly, 1980; Kohlberg, 1976; Lanon & Richards, 1994: Newman & Newman, 199 1; Piaget, 1934; Rice, 1998). Consiaency in theones p hysical, mental. cognitive, socio-emotional and moral developrnent is evident among researchers. Programrning in the branches of the GGC roughly parallels the stages of human development discussed by various researchers and theorias (see Table 1). Table 1
Human Development and Life Stages Parallehg the WC's Promam
Stage Years Branch Y ears
Young Childhood 5-7 S parks 5-6
Brownies 7-8
Middle Childhood 8-1 1 Guides 9-12
Young Adolescence 12-14 Pathfinders 12-15
Adolescence 15-17 Cadets 15-17+
Junior Leaders 14-IS+
Rangers
(Bibby & Posterski, 1985; Cordes & Ibrahim 1996; Danesi, 1994; Enkson, 1950. 1965, 1967: Jordan, 1996; Kirnmel& Weiner, 1985; Kieiber & Kelly, 1980; Kohlberg, 1976; Larson & Richards, 1 994; Neulinger, 1974; Newman & Newman, 199 1; Piaget, 1934; Rice. 1998; Schine & Harington. 1982).
There seems to be no literature specificaiiy stating how each branch came about, except that Baden-Poweii,the founder of the Girl Guides and Girl Scouts, developed the branches depending upon the needs of the intereaed girls and young wornen at the time LI (Clay, 1 96 1 ). Through the years. the GGC has modified the branches to cater to the changing interests of the girls and young women (Crocker & Batchelor, 1990). Although this snidy focuses on young women in the Ranger branch, a bnef discussion of the life stages is necessary to examine the similarities of the branches of the GGC with the life stages. Furthemore, this discussion will provide a better undemanding of t he branches in the GGC.
Young Childhood (5 to 7 vears)
Durinç t his life stage, children are oflen over-sensitive, honest, impulsive and easily angered and harated. They do not have strong social skills, and have difficulty with fine motor control. They tend to be concrete thinkers and interpret meanings Literally. At this age. they cannot focus their attention or see beyond their own perspective. Young children do experience energ spuns although they tire easily (Enkson, 1950, 1965. 1967; Jordan, 1996; Newman & Newman, 199 1 ; Rice, 1998).
The GGC offers IWO programs, Sparks and Brownies. that support and encourage children in this stage. Both programs are designed to encourage growth and development. Sparks (5 to 6 vears). Sparks is the first branch of the GGC. It provides the opportunity for girls to participate in a program that is suitable to their needs. Meetings are traditionally the shonest in length of ail the branches because children of this age tire easil y. Meetings are non-cornpetit ive, experienced-based and are maured around fun. This two-year prograrn allows girls to be active while practising concepts of sharing, cooperation and fnendship (GGC,1998~). By offering a fun and active program that pracrices these concepts. it is expected that children wiil be less egoistic and develop social skills. Brownies 17 to 8 vears). The second branch of the GGC is Brownies. This two- year program is built around the social, emotional, physical and intellectual development of girls. The focus of Brownies is to offer girls an opportunïty to leam new things and develop habits of service and aewardship through a fun and active prograrn. The program remains active because of the high-energy children of this age exhibit, however, Brownies I Z eoes beyond playing games and doing crafts. Within Brownies. girls begin working C towards obtaining badges. By working towards badges, girls can focus their attention and develop interests in many areas. wthin the program girls begin to leam to put into practise the ideais of the GGC (GGC. 1995a).
Middle Childhood (8 to I 1 vears) As children move fiom young childhood to middle childhood, goss and fine motor skills have improved as well as physical coordination. At this age they aiIl have high energy levels, although they do not tire as easy as they did in young childhood. Logic and reasoning begin to occur, as well as the ability to deal effectively with abstractions. Problem-solving skills improve. Children become more patient and independent. Dunng these years, they nart to fom an attachent with groups and eaablish peer relations. They still are oversensitive and can easily become embarrassed and defensive. As a result of the increased awareness of peers' and others' expectations. an impact on the development of their self-esteem occurs. Studies indicate that it is during this stage in the life cycle where girls begin to lose their self-esteem (Erikson. 1950, 1965, 1967; Jordan, 1 996; Newman & Newman, 199 1; Rice, 1998). Guides is the third branch of the GGC. By the time girls reach Guides. much of t heir developrnent has irnproved. Guides (9 to 12 vears). Guides is a t hree-year program t hat takes an activity-based approach. Girls are encouraged to have fun while achieving the goals of the program. Girls form "companies" which are further divided into patrols. Each patrol acts as a self- contained body and has a patrol leader elected by her peers and a patrol second chosen by the patrol leader. The Guide program is divided into challenges designed to introduce the girls to different concepts, skills and issues. By working on various projects in their community and home, girls are expected to develop skills and knowledge about thernselves, othen and their world. The program offers opportwiities to work in outdoor activities and 13 encourages girls to pursue badges in order to advance their leaniing and develop and fulfill their interests (GGC, 1995b). By ofFering a prograrn that enables girls to work independently and with one another, girls begin to develop improved social and communication skills as well as a confidence in themselves which can help maintain self-esteem.
Y oune Adolescence ( 12 to 14 years) Mer middle childhood. many young adolescents experience the onset of puberty and develop second- sex characteristics. At this tirne, the developrnent of mental, cognitive, logic, reasoning and problem-solving skills occur. Most young adolescents have well-developed coordination. In addition, they have improved organizational skills and are less impulsive than prior years. During this stage, young adolescents begin to develop a sense of identity, begin to accept responsibility for their actions and seek social approval. Loyalty, trust and respect from others is expected and exploration. Experimentation with drugs. sexuaiity, alcohol and other risk-taking behaviours are sometimes pursued (Cordes & Ibrahim, 1996; Erikson, 1950, 1965, 1967; Jordan, 1996; Kimmel & Weiner, 1985; Neulinger, 1974; Newman & Newman, 1 99 L ;Rice, 1998; Schine & Hamngton. 1983). Young adolescence becornes a challenge for the GGC because it is at this age that many girls do not continue their membership, despite the benefits of Pathfinders. Pathfinders 11 2 to 1 5 vears). The Pathfinder program offers female adolescents opportunities for increased independence, decision making and leadership. The activity- based prograrn is designeci to allow them to build on the skills learned in Guides with a vanety of activities while having fun and achieving purpose. Pathtinders join 'iinits"; each unit has a council composed of al1 its members including adult leaders. The councils purpose is to discuss, plan and evaluate activities for the unit.
In order iû account for the different levels of energy and enthusiasm of each Fathfinder. each individuai is encourageci to work towards attaining emblems. Emblems Vary in degree of difficulty and length of completion time in order to meet diverse needs. 14 Each emblem involves challenges intended to funher persona1 interest. Emblems are relevant to today's young women and have been designed to help them develop confidence. foster their individual talents, face life's challenges, and develop positive relationships with their fnends and families (GGC, 1997a). Within Pathfmders. young adolescents are çiven the opportunity to develop skilis within a safe environment.
Adolescence ( 1 5 to 1 7 vears) The stage of adolescence has been reviewed here in greater detail to provide a comprehensive understanding of this age group as it applies to the study's sample. Adolescence cornes fiom a Latin word that means to "grow up." (Barnel& Burrus-Bammel,1996; Danesi, 1994: Kimmel & Weiner, 1985; Rice, 1998; Russell, 1996). According to Danesi, it was not until the end of the Second World War that youth and young adults came to be viewed as distinct individuals. Researchers (Bibby & Posterski. 1985: Danesi; Godbey, 1994; Jordan, 1996; Kimmel& Weiner; Kleiber & Kelly. 1980: Larson & Richards, 1994) have expressed differences in the division of the life cycle into stages, specifically, the stage of adolescence. However, thex is a general consensus that adolescence is the transition fiom childhood to adulthood that begins with the onset of puberty (Bibby & Posterski; Cordes & Ibrahim, 19%; Danesi: Erikson, 1950, 1 965 ; Jordan; Kimrnel& Weiner; Newman & Newman, 199 1 ;Rice). Puberty, as aated by Danesi (1994) and Rice (1998). is the period dunng which an individual becomes physiologicaily capable of reproduction. Larson and Richards (1994) indicated that puberty has begun to arrive earlier for each new generation in developed countries. For exampie, puberty used to occur at 15 or 17, but now begins as young as 9 or 10 for some girls (Larson & Richards). Although periods in the life course may be roughly designated by age, Kleiber and Kelly (1980), recognlled that criteria of social role changes, developrnental readiness and physical maturation are seldom met the same way by everyone. Adolescents expenence rapid growth spuns and various physical and hormonal changes (Kimmel& Weiner, 1985; Newman & Newman, 1986). Tbeir reproductive 15 structures mature. their sex organs enlarge and secondary sex characteristics emerge (Cordes & Ibrahim, 1996; Russell, 19%). Given suc h a multitude of factors iduencing physical appearance and its centraiity to one's sense of self, Bibby and Posterski (1985) acknowledged that it is hardly surpnsing that adolescents are highly self-conscious. In addition to physical alterations, a whole set of inner conflicts emerge such as a need to understand changes in their emotions and state of semal desire, as well as their need for independence frorn their family. Futhermore, it is at this time where the individual begins to search for and establish her/his personal identity (Cordes & Ibrahim; Erikson, 1950. 1 965; Neulinger, 198 1). As adolescents are well into their teens and approaching adulthood, they tend to be concemed with their physical development and body image. Ski11 acquisition becomes important, and physical capabilities and skills become refined. Cognitive abilities have reached a stage where further growth results in increasing sophistication rather than new ski11 developrnent. At this age, adolescents have a wide variety of interests and a strong need to expenment. As they move towards young adulthood they arive to achieve self- identity, freedom fkom adults and responsibility for themselves. Although it cannot be assumed that all adolescents are alike, many adolescents have a difficult time dunng this multi-dimensionai transition because they are no longer a child but not yet an adult. During this life stage, they face the challenge of independence. They begin to develop a sense of responsibility, self-sufficiency, and moral reasoning (Cordes & Ibrahim, 1996; Erikson, 1950, 1965, 1967; Jordan, 1996; Kimrnel& Weiner, 1 985; Neulinger, 1974; Newman & Newman, 199 1; Rice, 1998; Schine & Hmington, 1983). The GGC has developed Senior Branches to challenge adolescents and meet their needs. Senior Branches / 15 to 17+ yeanl. Senior branch members are usually between the ages of 15 to 17, however, this is variable. As a senior branch member, each young wornan has the choice ofjoining Cadets Junior Leaders or Rangers. Each senior branch has a prograrn consisting of two parts: (1) the Core, common to al1 senior branches and 16 (2) specific progams for each senior branch (GGC, 1997a). (See Appendix D for promise. Guiding law. mono, sign and handshake; Appendix E describes the program and challenges).
Cadets ( 15 to 17+ vears). Cadets pmicipate in a two-year training program for leadership. Cadets gain practical expenence in different branches of Guiding. They act as pan of the leadership tearn and are involved in the planning and running of a unit and act as assistants to the adult leaders of Brownie packs, Guide companies or Pathfinder units. Cadets also meet as a unit to exchange ideas and plan activities. If Cadets choose, they rnay also work on the Duke of Edinburgh's Award Young Canadian Challenge (Appendix E). the Commonwealth Award (Appendix E) adorthe Ranger program (GGC,1997a). By offering young women the opportunity to wotk towards achieving other goals it allows [hem to funher develop knowledge, skiils and independence.
Junior Leaders ( 14 to 18+ vears). Junior Leaders gain practical expenence as leaders in one branch of Guiding. They are part of a leadership team involveci in assisting adult leaders in the planning and mnning of a unit, such as a Brownie pack. They also have their own program and may work on parts of the Ranger program, the Duke of Edinbu rgh' s Award Young Canadian C halienge, and/or the Commonwealth Award. The Junior Leader program is designed to appeal to young women who have never been GGC members. Mer they have enjoyed their roles as Junior Leaden, they are encouraged to enter the Cadet program for leadership training (GGC, 1997a).
Rangers ( 15 to 17+ vears). Rangers are challenged to plan and lead their own activities. based on their program's interest areas. They follow a program that calls for the investigation, seleaion, planning, participation and evaluation of their activities. Each senior branch uses a committee system. This syaem employs an administrative and democratic decision-making process designed to delegate responsibility and facilitate teamwork. The Ranger program ernphasizes independence men though group activities and projects exist. Rangers are also able to participate in international events and rnay work on parts of the Cadet or Junior Leader program, as weii as the hike of Edhburgh's Award Young Canadian Challenge andor the Commonwealth Award (GGC, 1998b). 17 Within Rangers?young women remain with their peers. By offenng a program for this age group, young women can be with a group of people who are experiencing similar challenges. By providing this opportunity, peers can offer suppon and encouragement during this transition to adulthood. As has been summarized in the previous discussion, several researchen (Bibby & Posterski. 1985: Danesi, 1994; Erikson, 1950, 1965, 1967; Jordan, 1996; Kimmel & Weiner. 1985; Kleiber & Kelly, 1980; Larson & Richards, 1994) have proposed the existence of the life stages fiom young childhood to adolescence. The GGC has attempted to develop a program that follows the needs of girls and young women during each life stage (see Table 1 ).
Leisure in Adolescence As we have seen adolescence has been characterized as a time of confision. Recent research has shown that leisure cm have a tremendous impact on adolescent development. Panicipation in leisure has been known to enhance self-competence, improve a person's sense of self-worth and self-identity (Cordes & Ibrahim, 1996; Sessoms & Henderson, 1994). Leisure activities can also help teenagers develop a sense of adequacy, self-respect and self-confidence (Barnrnel & Bumis-Bammel, 1996). Russell ( 1996) echoed the importance of leisure, specifically cornpetitive expenences, as providing self-confidence, physical activity and a source of social status for both sexes. in addition, leisure scholars have emphasizeâ the role of ieisure in the search for independence and autonomy. Russell defined autonomy as ccemotional,social and physical independence From others" (p. 130). Autonomy can fùrther be developd through social leisure experiences and peer group fnendships. Cordes and Ibrahim discussed the importance of fiends in providing acceptance, empathy and emotional suppon. Leisure is increasingiy being recopked as an important componem in maintainhg and enhancing good health (Godbey, 1997). Numerous studies have established the positive relationship between leisure participation and well-being, claiming that what people do during their leisure time can have a positive efkt on their general feelings of 1 x well-being and life satisfaction (ManneIl& Kleiber. 1997; Tinsiey et al., 1987: Tinsley & Tinsley. 1982). Greenberg (1 987) defined wellness as "the degree to which one achieves a balance in herlhis spintual, social, mental, emotional and physical health (p. 10). Researchers have supponed the notion that when balance exias among these five aspects of health. an individual will be able to expenence a happier and more rneanin+gfÙl life (Crose. Nicholas. Gobble & Frank, 1992; Myers, 1993: Omizo, Ornizo & D'Andrea, 1993; Witmer & Sweeney, 1992). Bammel and Burrus-Bammel( 1996) as well as Kleiber and Kelly ( 1980) have considered leisure a pnmary context for self-expression and social integration. Leisure can provide a setting for "expenmenting" with social relationships and can allow the individual the fieedom to test one's abilities. Leisure, specifically group leisure. can alm satisfy needs for belonging, sociaiization, friendship and provide an opportunity to build one's sense of self-identity (Cordes & Ibrahim, 1996). As Kelly ( 1983) reponed, "leisure roles may well be most central to working out intimacy, peer acceptance, cohon identification. self-definition and independent tasks of adolescent adjustment" (p. 62). Csikszentirnihaiyi also recognized the benefits of challenge in leisure pursuits (C sikszentinuhalyi & Lanon, 1984). Godbey ( 1997) stated that Csikszentimihalyi demonstrated that individuals need certain levels of arou* challenge, compiexity, stress andor stimulation in their lives in order to respond in ways that promote healthy growth. Hutchinson and McGiIl(1992) echoed this. They suggested that challenge allows individu& to push themselves to find their own hits, which in mm can lead to their personal growth. They concluded that the more cornpetencies a person acquires, the more confident the individuai. Manne11 and Kleiber (1997) suggested that the use of structured leisure such as music, sports and creative activities provides an important developmental context for çrowth. During leisure an individual can eaablish a greater capacity to direct, focus attention and obtain an improved sense of control over al1 aspects of herhs life. This issue of control enables a person to be better equipped to cope with difficult situations t 9 with calmness and the ability to move ahead towards her/his life goals with increased self- est eem and self-confidence. Nakou and Pantelakis (1 996) reponed that the type of recreational activities in which adolescents and addts participate depends primarily on their availability, however, childhood experiences are influential. They argued that children whose families, schools and social groups recognize the value of leisure and actively promote participation in orçanized recreational activities are in effect '?rainecl" fiom an early age to enjoy such activities and seek access to them. Leisure environments or "safe-havens" provide opportunities for numerous physical. mental and social benefits. Hutchinson and McGiIl(1992) suggeaed that leisure and play settings that are non-threatening, fun environments can allow individuals several opportunities for leming and experiencing success. Cordes and Ibrahim's (1996) findings also expressed the need for a safe and supponive environment that allows individuals to experiment freely. Life is characterized by a number of role transitions and adjustrnents to life events that can leave their mark on the individual. As a result, it is essential that during the difficult stage of adolescence, adolescents are provided with leisure oppominities and support to aid them. Cordes and Ibrahim (1996) furthet recognùe the importance of responding appropriately to the recreation needs of adolescents in determining their leisure panems for the future. They suggested that 'patterns and habits forrned during this stage are the blueprints for lifelong attitudes and behaviour" (p. 78). Csikszentmihaiyi and Larson ( 1984) found that adolescents generally repon leisure behaviour as the most enjoyable activity in theu life. They also found that after intensive monitoring of adolescents' leisure experiences, highly structureci activities rather than passive unstnictured activities provided adolescents with the most intrinsically rewarding leisure expenences. Simiiar to leinire. se~ceprograms cm be beneficial to youth. 2i 1 Service Proerarns According to Eberly (1 986). participants can obtain many benefits from service. SeMce provides the participants with work experience, career exploration. civic pride, and increased employability. He further indicated that through service, participants gained self-confidence and improved problern-solving skills. They becorne more aware of the needs of others and begin to gain satisfaction by helping othen. Conrad and Hedin ( 199 1) (as cited in Burrus-Bamrnel& Barnmel, 1996) also nated the benefits that can be obtained fiorn service. They believe that there are three major areas ofgrowth and development: ( 1 ) penonal which includes improved self-esteem, a sense of personal worth cornpetence and confidence; (2) intellectual (improved communication, advanced leaniing and acadernic skills and a more positive attitude toward education); and (3) social (a greater knowledge, undentanding and concern for the welfare of others). Alt hou& the terrns "se~ce-leaniing," "community service," and "volunteerism" are oflen used interchangeably, Fertman (1994) does not consider these tems synonymous. Fertman believes "service learning involves students in real-life settings where they apply academic knowledge and previous expenence to meet real community needs" (p. 8). Eberly (1986) echoes this belief and aates that community service and volunteerism are not seniice leamhg experiences until there is a deliberate comection between service and leaniing accompanied by an opportunity for refiection on the service expenences. In the disciplines of education, sociology and psychology, "service leaniing" has been associated with programs that link service with academic or scholarly leaming. These programs are experiential in nature and often have been described as "educationally potent because of the theoretical knowledge that is consolidated through practice in rd contexts" (Richards, 1986, p. 45). Richards ( 1986) believes that senice prograrns are created for rwo reasons: (1 ) the altruistic benefits to the cornmunity, region or society; and (2) the growth, development, and sometimes therapeutic &ect on the seMce participant. Youth sewing organizations can be viewed in tems of their service focus (outdoors-oriented, social service-oriented, church-onented, educatiod-oriented); their 2 1 appeal to fernales. males or both sexes their organizational structure (national affiliation local); their management approach (group work-onented, facility-based): or their leadership structure (volunteen, professional staff, adult-led or advid, youth-led. or a combination structure) (Sessoms & Henderson. 1994). However, regardless of classification, present research suppons youth organization as being beneficial to panicipants.
Youth Or~anizations Youth organizations provide recreation for chiidren and adolescents, in addition to character development and life enrichment. 'literally thousands of teen centres and youth-directed programs exist throughout Nonh Amenca" (Sessoms & Henderson, 1994, p. 189). Youth centres deveiop a sense of citizenship and social integration for youth while discouraging delinquency (Ngai-Pun & Cheung, 1997). Carnithers and Busser ( 1997) reported the Boys and Girls Club program as making a positive contribution to the lives of its members. Amirault's (1998) study revealed that participants in the Boys and Girls Clubs within Nova Scotia thought that the club was an excellent piace for adolescent developrnent and the fùffillment of adolescent needs. Despite recent research that has indicated the positive effects of youth organizations, research has shown that there has been a decline in the numben of young people who participate, specitically arnong adolescents over 16 years of age (Cottereil, 1996). Troject Teen Canada" found similar results fiom 3600 Canadian adolescents who were between the ages of 15 to 19 years old (Bibby & Posterski, 1985). The results of this study found that only about 1 in 5 said they ofien participated in youth groups of any kind. The study's findings also found youth organizations were significant sources of enjoyment for reiatively few of the 3600 adolescents surveyed (Bibby & Posterski). In order to establish fùnher understanding of adolescent participation in youth organizations, this study examined young women's participation in the GGC. A brief history of the organization, its emergence in Canada and Nova Scotia have ben reviewed. The Girl Guide Oreankation The Girl Guides originated from the Boy Scouts. Therefore. both origins are owed to Robert Stevenson Smythe Baden-Powell, who was born in London, England on February 22. 1857 (Crocker & Batchelor, 1990). In 1907, Baden-Powell or B-P as he was called. decided to hold an experimental camp for boys fiom different social backgrounds using military training. It was such a success that B-P rewrote his original
army handboo k A i& 10 Scoutingjor N-COS rnnl Mepl and cailed his new book Scmiing -for Bop. It was published in 1908 (Soto, 1987). As a result, the Boy Scouts were born. -4 year later. B-P discovered that girls were also eager to become Scouts. It was at a 1909 Boy Scouts rally at the Crystal Palace in London that B-P saw a group of girls, wearins clothing fiom the boys' unifomis, marching in formation behind the boys. When B-P asked the girls who they were, they replied, 'We are the girl scouts!" It tumed out that the girls had also read Scoriti~gfor Boys and had applied the book's principles to t hemselves (Clay, 196 1; Soto, 1987). As a result, B-P asked his sister Agnes to help hirn develop an organization for girls that same year. In 1910. the "Girl Scouts" had officially become the Girl Guides Association, with Agnes Baden-Powell acting as president. Many units changed their name to "Girl Guides" as suggested by B-P,however, wme countnes retained the "Girl Scouts." in 1928, the World Association of Girl Guides and Girl Scouts was formed (Clay). Girl Guiding in Canada. The first Company to be formed in Canada was the 1st St. Catharines, Ontario Company in November 1909. The second was the 1st Toronto, Ontario Company in Apd 1910. In September of the meyear, companies were fonned in Moosejaw, Saskatchewan and in Winnipeg, Manitoba. Guiding then spread to Ottawa, Cobalt. Wmdsor. Chatham, Port Arthur, BraMford, Hamilton and the rest of Canada (Crocker & Batchelor, 1990; GGC, 1940). Withùi the GGC, Cadets have been around since 19 1 1. In 19 14 'Rosebuds7?were created for 8 to 11 year olds but in 1919 the name was replaced by cBrownies." In 1920, "Rangers" becarne the official name for the branch involving girls over 16 (Crocker & 2 .; Batchelor. 1990). In 1979, a new branch of Canadian Guiding for 12 to 1 5 year olds developed and was called "Pathfinders." "Sparks" began in 1988 (Crocker & Batchelor). Girl Guidinein Nova Scotia. According to Hutchins' (1977) book A History of (irridirg in Nova Scotia, Halifax organized its fira Girl Guide Company in 19 1 1. It was known as the 1 st Halifax Company. Girl Guide companies and later, their little sisters in Brownie packs. appeared in many parts of the province. In Canso. Girl Guides organized in 1 9 13 : in Y amouth both Guides and Brownies were organized and flounshing in 19 15. In 1 9 16. the town of New Glasgow had five Girl Guide companies. In 19 1 7, there were companies in Antigonish, Hopewell. Stellarton, Sydney and Sydney Mines; and during the next two years Pictou Division continued to increase its Guiding strength with companies in both Eureka and Lorne. By 1920, Bedford had a Guide company, as did Glace Bay and Wolfville; Yarmouth in the sarne year had a Brownie Pack. In 1923, Halifax had established two cornpanies of Sea Guides, the first to be organized in Canada. Years later, Sea Guides became Rangers. Frorn these beginnings, the Girl Guide movement spread widely through the province during the 1920s and 1930s. As the boundaries of Metro Halifax and Dartmouth spread, so too did the Girl Guide rnovement. In 1925, Halifax possessed one district and two years later had become Halifav division. embracing the three districts of Halifax, Dartmouth and Bedford District refers to a çeographical grouping of Guiding made up of units (Sparks, Brownies. Guides, etc.) (WC,1 99%). Division is a geographicai grouping of districts. A number of divisions make up an area (GGC, 1995b). By 1927, Danmouth had established a Ranger company. In 1932. Halifax had two Ranger companies as well as two Sea Cadet companies. Truro had the first company of Ranger Cadets in 1929. Halifax, three yean later, had Ranger Cadets and by 1935 both Halifax and Dartmouth had registered two more Ranger Cadet companies. Meanwhiie, the Ranger organization had spread into Chester, Tatamagouche, New- GGlasgow, St. Margaret's Bay, Annapolis Royal, Amherst and Lunenberg; Sydney had one company of Cadets (Hutchins, 1977). 24 The first Halifax Area organization took place in 1953 with the joining of Halifax division and the Dartmouth districts. Area refers to a geographical group of divisions. A province rnay be divided into areas (GGC, 199Sb). During the 1950s, Rangen began to increase in popularity. In 1968. there were 4 1 Ranger companies and by 1975 there were a total of 53 (Hutchins. 1977). On Febmary 18, 1960. Halifax Area becarne Halifax County Area. The final meeting of the Halifax County Area was held June 26, 1972, with over 100 Guiders and Commissioners in attendance. The meeting was to divide the area for easier administration. However, rather than one large area, three areas were established, each with its own cornmissioner: ( 1) Dartmouth and Eastern Shore; (2) Halifax City, Spqdield and Armdale to the Lunenberg County line: and (3) Basinview and Halifax North to Hants County line (Hutchins. 1977). Table 2 summarizes Nova Scotia membership in 1996 and 1997. This table clearly indicates that membership in Nova Scotia has decreased since 1996. Girl Guides today. Girl Guides has evolved into a network of sisterhood around the world. This association is open to girls and young women worldwide. The international sisterhood of Girl Guides and Girl Scouts (as they are cdled in the United States) share special symbols and customs. The Girl Scout/Guide Promise and Law, a motto and slogan, a special sign, a handshake, the quiet signal and a fnendship circle are a few of the symbols and cuaoms that bind the organization in al1 parts of the world. The organization and activities of the GGC are similar to those of Girl Scouts and Girl Guides in other countnes (Clay. 1961). Although differences occur in narne, unifom, meetings, activities and organUation, similarities occur among the countnes. A promise exists very like the one that B-P first wrote dom when he started Scouts and Guides in Great Britain. A promise is made in the country's own language and words are changed depending on the country's beliefs. The Law is almost the same in every country, badges are sirnilar, everyone aims to help people, al1 Scouts and Guides use the lefl hand to shake when greeting one another and al1 have the same salute. Other similarities occur between the GGC and the Girl Scouts and Girl Guides in other coumries but the most sigdicant is that Table 2
Nova Scotia Girl Guide Membenhip Census
Sparks Brownies Guides Pat h finders Rangers Cadets
Note. Symbols enclosed in parentheses represent increase (+) or decrease (-) in membership. The data in column two are fiom Girl Guides of Canada, 1996, 1996 Annual Report: Celebratinp. 85 vears of Nova Scotia Guiding. Toronto: Girl Guides Association. The data in column t hree are from Girl Guides of Canada, 1998% Nova Scotia Census 2: Halifax, Nova Scotia: Girl Guides of Canada-Guides du Canada.
al1 are linked toyether by having the same founder, Baden-Powell (Clay). GGC is a volunteer organization wit h headquarters based in Toronto, Ontario. An annual fee by members supports the organization's existence. It is the responsibility of the paid administrative staffat provincial and national levels to execute the decisions of the volunteers. The volunteers ultirnately direct the various departments of the GGC and are responsible for policy making and future planning (Robinson, 1984). The governing body of the GGC is the National Council (see Appendix B). The Chief Commissioner is the presiding officer. The Chief Commissioner is the highest elected position for volunteers in Canada. She chairs the National Council. The National Forum acts as official liaison to 20 WAGGGS, is the extemal relations spokeswoman for GGC and represents Guiding in international relations (GGC,1 99%). There are 13 provincial councils: 10 provinces. Yukon. the Nonhwea Temtories and Nunavut. Each province may be divideci into area, division and district councils for administrative purposes (GGC,1 999a). As show from the review of human development and leisure literanire. and a review of the history and structure of the GGC. seMce programs and youth organizations can play an important role in the development of adolescents. While literature supports the benefits of leisure and service, the benefits of youth organizations on its participants has had little examination. The lack of literature on participants in youth organizations is one reason for this audy. C hapter Three: Methodology
The review of literature illustrated that many adolescents have a difficult time with their transition from childhood to adulthood. Research has show that leisure can be beneficial during this stage in life. Through leisure. adolescents can develop self- cornpetence. independence and autonomy. In addition to maintaining good health. leisure can satisQ the need for belonging and fnendships, challenge and growth. Youth organizations daim that they help combat the problems (see Chapter Two for discussion of problerns) associated with adolescents by offering structured leisure activities and programs that suit their needs. However, research on the benefits of these youth orsanizations is limited. It is important to understand the role youth organizations play in adolescent development and examine whether adolescents are receiving positive opponunities that may contnbute to their healthy development. The intent of this study is to determine the effect of participation in the GGC on young wornen. In order to understand this effect, the following questions were explored: (a) what were the motivations for joining the GGC, (b) what were the determinants of extended active participation, and (c) what were the effects of panicipation? This chapter provides details regarding (a) the research orientation- (b) the theoretica! fiameworks that guided this study, (c) research strategies, (d) the methodological framework used, and (e) the method of analysis. The latter pan of the chapter will discuss how the study was implemented.
Researc h Orientation The method of research used for this audy was qualitative. A qualitative approach was chosen because it ailowed me to study participants' perspectives and experiences in greater detail than if quantitative methods were used. The qualitative method provided the C participants with a better oppominity to reveal their thoughts about their experiences and perceptions of their extended involvement in the GGC. This allowed me to envision and underst and more t horoughly t heir experiences. According to Weissinger, Hendenon and Bowling ( 1997). qualitative methods can help the researcher clari@ and understand how various elements are perceived by panicipants andior understand the context in which a phenomenon exists. Qualitative research methods attempt to make sense of the situation without imposing preexisting expectations on the phenomenon under study. This methodological approach begins with information that is gathered fiom the participants and builds towards general patterns or themes (Patton. 1990). Therefore, concepts are generated fiom the data (Baumgartner & Stronç. 1998). rather than from theoretical assumptions (quantitative methods). A qualitative method was chosen because this methodology is considered a useful approach when the focus of audy involves understanding the meaning that people give to certain aspects of their lives (Bullock 1983). Therefore, by usine this inductive approach 1 was able to explore and obtain valuable insights into the meanings behind the participant's interpretations and experiences in the GGC. This methodological approach was guided by two theoreticai frameworks: phenomenology and feminist theory. Both phenomenology and feminist theory are associated with qualitative research methods because of their concem with the feeling, emotion and expenences of individuals (Henderson et al., 1989).
Theoretical Frarneworks
Phenomenology was chosen as one of the theoretical frameworks that guided this study because of the characteristics that were applicable to this audy's purpose. Phenornenolog is the study of social behaviour. Its goal is "to descnbe and clarify a subject's experiences without any previous assumption as to herlhis meanings" (Baumgartner & Strong, 1998. p. 177). -4ccording to Patton (1 990),the phenomenological perspective can either: (1) focus on what people experience and how they interpret the world (in which one can use interviews without actually experiencing the phenomenon oneself). ador (2) provide a mandate to actually expenence the phenomenon being investigated (in which case participant observation would be necessarv) Therefore, the focus of phenomenology is getting at the essencds) of the experience of a phenomenon by obtaining data that allow the researcher to establish a comprehensive understanding of the experiences of difTerent people who are then bracketed. analyzed and cornpared. Wit hin t his theoretical framework, the researcher can attempt to uncover the rneaninghl history of the individual's world by obtaining the information from herhim and using herlhim as a CO-investigatort hroughout the nudy (Patton, 1990). Phenomenology was appropriate for this nudy because it allowed me to obtain an understanding of five Young women and their participation in the GGC. In addition to phenomenology. feminist theoy also guided this study.
Feminist Theorc. As a woman studying femaie participants in an dl-female organization, it seemed appropriate to choose ferninia theory as a framework for this snidy. In essence, the feminist paradigm assumes the importance and value of women (Henderson & Bialeschki, 1993). It sets out to eiiminate the invisibility of women and embodies equality. ernpowerment and social change for both genders. Its purpose is '20 make women and
tgender visibie in research and uncover hidden dimensions of women's lives and expenences that have been wppressed, distorted, misundemood, ignored and tnvializeâ" [Henderson & Bialeschki, p. 65). The basic assumption behind ferninia theory is that fernales experience the world differently than males. For this reason, ferninia methodologies need to be developed in order to understand these different experiences. Shaw ( 1992) addressed ferninia research as a means for critique, correction and transformation in thinking and practice of leisure. This type of research questions the philosophy of research as it has traditionally been used. Feminist researchers (Green et al., 1990: Henderson & Biaieschki, 1992, 1995; Henderson et al.. 1989) believe that meaning cornes From Iife stories that are expressed by women in their own way. A major component of feminist methodology is the cornmitment to reveal the '%ue7' contes of the expenences of women. Ferninist theory was chosen as a framework because the audy's purpose was to determine the effect of participation in the GGC on young women. This study examineci females and gave them an opportunity to describe their experiences. Their voices were heard and their words were retained in their entirety to preserve and capture their aones regarding GGC participation. Empowement was expected to be attained through aliowing them an oppominity to reflect on their lives and attain a greater understanding of who they were and who they have become.
Research Strateaies Although qualitative methods have become a growing trend in recreation and leisure studies. researchers using this method are faced with the concern that qualitative studies lack a degree of generalizability. In order to overcome this weakness, it has been suggested that studies using qualitative methods should svive towards achieving a high level of reiiability, objectivity and validity maus & Ailen, 1996). Within qualitative researc h, t hese are generally referred to as dependability ,confirmability, transferability and credibility (Guba & Lincoln, 1989) and are the four areas of "tmsnvonhiness." Henderson and Bialexhki (1995) described t~stwonhinessas the "foundational aspects of data collection" (p. 97). Guba and Lincoln reponed that the level of c'trustwonhiness" can be significant in how a qualitative study is measured and evaluateâ.
Credibility C redibility is sometimes referred to as chtemal validity" (Baumgamier & Strong, 1998). Researchen have agreed that intemal vaüdity is how well the instrument mesures what it is supposed to measure (Henderson & Bialeschki, 1995; Holai, 1969; Sarvela & McDermoa, 1 993). Therefore the in~mentselected musi: ( 1) answer the research question(s), (3) ensure that the participants understand the questions that are being asked of them. and (3) ensure that the participants interpret the questions the same way the researcher intended the questions to be interpreted. Within this study, credibility was assured by using peer members. Peer members ensured that the interview guide was appropnate in length, answered the research questions and used the appropnate language for the participants. Pilot tests were used to help enhance the credibility of this audy. According to Sarvela and McDermott ( 1993), the pilot test is 'the evaluator's dress rehearsal" (p. 156) and one of the most important elements of the evaluation process. Once the data instrument has ken developed, a pilot test occurs. Pilot tests are used to detect errors and problems with the instrument. Tutty, Rothev, GrinneIl. and Austin (1996) acknowledyed that pilot tests are helpful tools to aid the researcher in deciding if the questions that are being asked provide the quality and quantity of information needed to answer the research question. Pilot tests can also familiarize the researcher with the process of data collection and analysis. As described by Windsor, Baranowski, Clark and Cutter (1994), pilot tests: (1) enable the interviewer to develop confidence in implementing the interview, (2) can train the interviewer to ask questions in a wam and non-judgemental manner. and (3) familiarize the researcher to avoid behavioun that rnight lead respondents to infer appropriate vernis inappropriate responses. Credibility was assured within this study by canying out two pilot tests once the data had been gathered fiom peer members. As suggeaed by Sarvela and McDennott (1 993) and Henderson and Bialeschki (1995), the pilot tests were carrîed out in the same manner as the proposed research design. Key infomants also can aid in a study7scredibility. Baumgartner and Strong ( 1998) described key infomants as 'individuals who are especiaily knowledgeable about what goes on and who are willing to talk with the researcher and provide explanations" (p. 18 1 ). Stacey ( 1970) depicted them as invaiuable in helping to define and understand problems that may arise. Furiher credibility was added to this study by using key informants who were presently invoived in the GGC and who had been involved in various branches. Aithough 1 had been a participant within the organization, 1 certainly was not an expert: key informants becarne essential information resources. Key informants were used when 1 needed individuals to check the accuracy of my interpretations. They were also used to assist me when 1 had difficulty in comprehending GGC literature, needed a more in-depth understanding of the Ranger program and when clarification's were needed on the spelling of GGC teminolo~g.
Transferabilitv
Transferability can also be referred to as extemal validity . However, unlike quantitative research. the focus is not on generdiability of the results to other settings (Baumgartner & Strong, 1998; Guba & Lincoln, 1989), but to ensuring that the study is descnbed in enough detail so that the study could be replicated. Transferability is usually demonstrated through "thick" description. Patton (1990) descnbed thick description as "presenting solid descriptive data in such a way that others reading the results can understand and draw their own interpretations" (p. 375). As a researcher, I have the responsibility to provide detailed information so this study can be replicated in the future. Therefore, thick description was used for al1 aspects of the research midy.
Dependability Dependability (or reliability) is ?the extent to which a measurement procedure yields the same anwer however and whenever it is carried out" (Kirk & Miller, 1986, p. 19). In other words, the instrument used will be consistent and dependable. Holsti ( 1969) arped that if research is to satisfy the requirement of objectivity, rneasures and procedures must be reliable. Dependability also takes into account factors such as instability and change in the phenomenon or design of a study (Guba & Lincoln, 1989). Although change ofien occurs in qualitative studies. it is necessary to document these changes in order to ensure that the study is not compromised (Guba & Lincoln). Within this srudy. al1 changes that occurred during the research process were explained and documented in a research journal. They have also been addressed in the study. In order to maintain dependablility and reliability, the researcher adopted a stance of neutrality with regard to the phenomenon under study. Patton ( 1990) stated that neutrality is when the investigator will not set out to prove a particular perspective or manipulate the data to arrive at predisposed tmths. 1 also became a sympathetic critic. As a sympathetic critic, the researcher judges the need and value of a program, method or activity rather than merely verifjmg the researcher's prejudgement (Green & Lewis. 1986). .As a sympathetic cntic. 1 understood that although the audy's results may have contradicted or supponed my perceived notions, until the study was completed, I remained a sympathetic critic. Dependability of this study was also ensured by acknowledging in advance the possibility of changes occumng in both the decisionmaking process and data-collection procedures. Pior to the interview process, 1 had prepared myself with a flexible inteniew çuide to possibly provide more interesting and relevant questions. By accepting the probability of more interesting findings, the possibility of saturated and superficial data became less likely. According to Kraus and Allen (1 996) and Henderson ( 199 1 ), saturation is reached when data collected are repetitive and offer no new information.
Confirmability Confinability, as described by Guba and Lincoln (1989), assures that the interpretations of the data are truly that, and have corne from the data gathered from the participants and not from the researcher's thoughts or biases. Confirmability audits help account for confirmability in a audy. Confirrnability audits entai1 documentation of the entire research process to ensure that the data collected can be traced to its original source (Guba & Lincoln). This audit can help assure that interpretations have corne fiom the data and not fiom the researchers' own convictions. For a confhability audit, journal documentation and write-ups were kept ihroughout the term of this midy. As suggested by Henderson and Bialeschki (1995), write-ups describe how the data are evolving, possible patterns that may be occumng and can help in the clarification of the concepts that are transpinng. Ail written material was dated. titled. and anchored to particular places in the field notes ador transcripts. Wnte- ups included personal biases and beliefs. These write-ups hnher addressed personal emotional reactions to the data and included rnethodological difficulties that occurred during data collection. Methodological difficulties included inferences about the qudity of the data, whether connections were made, notes about what to address later, elaborations, and clarifications. These write-ups provided an oppominity for reflection and helped ensure that personal bias did not reflect in the study's findings. By having a permanent record, data obtained could be traced to its original source. Therefore, the write-ups support that the findings came fiom the data rather than rny own convictions. To maintain confirmability, rnembership checks can also be used. Janesick (1984) argued that member checks are necessary because they allow: the participant an opponunity to review the materid gathered fiom them. Mernber checks were used in this study to cross-examine data gathered fiom the participants. Member checks occumed at an optional second meeting. At this time, participants had the opportunity to read over their first interview transcript and make any necessq changes to their narrative. To ensure that 1 had interpreted their narratives correctly, the participants were asked to highlight the core narratives. Participants were CO-investigatorsand collaborators with me throughout the study. In order to provide two-way communication, participants were given my telephone number and were infonned that they could contact me at anytime during the study. Al1 participants cornmitted to allow me to contact them at any time questions arose. I informed participants of my progress and expected time line for the study's completion dunnç Our last meeting 1 wanted to ensure that they were knowledgeable about the entire research process. Various research strategies were used to help ensure the trustwonhiness of this study. By using these strategies 1 eaablished a credible qualitative study.
Met hodolosy Data for t his study were collected through semi-structured interviews. This method was chosen because it allowed the participants to expiain their (or their daughter's) participation in the GGC. By using this method, 1 was able to obtain a t horough understanding of the participants' experiences. Interviews allow the researcher to leam about, fiom others, those things that the researcher cannot directly observe (Patton, 1990; Tutty et al., 1996). Kirby and McKe~a
( 1989) suggested that participants are bener able to describe their experiences and the meaning of these expenences in inte~ews.In addition, the researcher obtains an understanding of the participant's view of the more global environment, and in this case the GGC (Smela & McDermott, 1993). Patton described intemewing as the best possible way for the researcher to understand another person's perspective. Fontana and Frey ( 1984) echoed the importance of interviewing. They described interviewing as "one of the most common and most powerful ways to try tc understand our fellow human beings" (p. 36 1). As previously mentioned, semi-smictwed inte~ewsusing open-ended questions were used to gather the data for this midy. This type of intewiew enables the inte~ewer to have a prepared list of questions and topics to be covered dunng the interview (Stacey, 1970). These prepared questions and topics are commonly referred to as an interMew guide. Patton (1990) described the inte~ewguide as "a basic checkiist during the inte~ewto make sure that ail relevant topics are covered" (p. 280). As indicated by Jones (1996). the interview guide is used to rernind the inte~ewerof the topics to be covered dunng the interview. Rather than restricting the interviewer to ask questions in precisely the same way or order as in a structured interview, the interviewer is free to rnake decisions about how to adapt the questions. The inte~eweris also fke to adapt the question ordering based on what is already known about the respondent andhr the feedback obtained during the interview. By adopting this approach, the inte~ewremains fairly conversational, and according to Stacey, may increase the comprehensiveness of the data. 1n qualitative research, interview questions are typically open-ended. "Open-ended questions are those to which it is expected that the respondent cm and will respond as he or she wishes" (Jones. 1996, pp. 144-145). According to McLean, Bannon and Gray ( 1998). open-ended questions: (a) elicit detailed information; (b) can empower the respondents. offering them the oppominity to expand on their thoughts and responses; and (c) allow the researcher to probe deeper and not rennct the participants to specific options and/or response categones, allowing them to discourse at length on subjects raised by the inte~ewer. Interviews are appropriate for developing an understanding of the social and psychological processes that occur arnong people who have had similar experiences. However, there are disadvantages to interviews, including difticulty obtaining full-detaded responses fiom the participants (participants' responses may be superficial because they are 'top of the head responses" and do not reflect their ?ruet' knowledge or attitudes) (Jones, 1996; Mitra & Lankford, 1999)' or participants may elicit more information than is needed. Dunng interviews, interviewers mua ensure that they do not put words into the pmicipants' mouths and rnake certain that the participants' responses reflect the pmicipants' views and not the interviewers'. Although interviews have disadvantages, they can be resolved through various means. Probes were used to encourage participants to respond to questions As indicated by Windsor et al. (1994), probing of particular content areas may focus the anention of the participant on specitic issues, which, in tum, may alter the way the participant tkks about the issue. Therefore, in order to ensure al1 attempts were made to keep this fiom happening, the interview guide's questions and probes were reviewed by a panel of experts pnor to the inte~ews.The panel of experts included my thesis adviser, members of the GGC who had not met the criteria of the study, and peer members. This expen panel reviewed the questions and evaluated them for: comprehensiveness, importance, relevance to answering the research question, and sequence. To ensure that responses were not superficial, member checks were used. To pprevent an overload of information from the participants, the interview guide was reviewed by peer memben. Pilot tests were also conducted to ensure that the quality and quantity of information received was appropnate in answering the research question(s). These semi-structured interviews gathered data from the different panicipants. The responses revealed the participants' experiences or their daughters' experiences in the GGC. Since narratives were elicited fiom the participants, it seemed moa appropnate to analyze the data using narrative andysis. Narrative analysis also is reflective of the theoretical Frameworks of phenomenology and feminist theory. As suggested by Riessman ( 1993), this type of analysis hears the voice of previously silenced groups (such as women) and records and interprets the voice.
Narrative Analvsis Through the interviews, participants provided the story of their participation or their daughters' participation in the GGC. The stories captured their experiences fiom when they first began their involvement in the program to present day. When allowuig them to reveal these experiences through narrative, it seemed inappropriate to use a means of analysis that would Fragment the voices of the participants. Therefore, nanative analysis was chosen. This analyticai technique examines the context in which ''people organize their experience in, knowiedge about, and transactions with the social worid" (Conani, 1993). It focuses on how the participant's story ponrays her/his personal experience and the representations and expianations of this experience. Narrative analysis does not break up the stories of the participants but rather examines the story in its entirety. By prese~ngthe participants' whole stories, thev cm be examined and analyzed for comrnon thematic elements. Mishler ( 1986) addressed that researchers have found this type of analysis to be problematic because of the difficulty in coding and quantifjhg the data. However, Mishler argued that the purpose of narrative analysis is not to fragment the data but keep the narrative intact in order to analyze the data and the order in which the story has been told. According to Labov, (cited in Linde. 1993) researchers should not be concemed with whether the oral narratives of the pa~ticipantare describing actual events, or whether the participants are even describing the events accurately. Labov believes that how the participant presents these events rnay ofien be of greater significance. By encouraging the pmicipants to tell their story they are able to recapulate and reinterpret their lives (Mishler). Participation in the GGC was examined in this study. Young women were the focus of this study. Young women and their mothers were given the opporiunity to tell t heir stories regarding t heir participation or t heir daughters' participation in the GGC . They were able to voice their opinions and expenences that they had within the program. By presenting their stories, the pmicipants were able to identify the erects of the GGC on thernselves (young women and mothen) and their daughters. The remaining section of this chapter will provide details on how the study was conducted. This section will describe (a) the purpose of this study, (b) the researcher's role in the study, (c) ethical approval, (d) the participant sample, (e) sarnpling procedures, (f) the means of data collection, (f) data management, aud (g) data analysis.
Purpose of Studv The purpose of this study was to determine the effect of participation in the GGC on young women. In order to understand and examine this effect, the foiiowing questions were explored: (a) what were the motivations for joining?, (b) what were the determinants of extended active participation?. and (c)what were the effects of participation'?
The Researcher's Role in the Studv In my role of principal researcher. I was responsible for carrying out the entire study. In order to understand the experience of participants, 1 had devoted time to the GGC and had been involved at different branches. By doing so, I had experienced the realities over a petiod of three years as a leader in Brownies and Guides. According to Guba and Lincoln (1989), prolonged engagement in the GGC can funher add credibility to a study This involvement allowed me to obtain a general understanding of the realities for members in the GGC. However, it should be noteà that this involvement occurred as an adult leader and never as a girl or a young woman. Funhennore, 1 was not a member of the GGC during this research process because 1 wanted to devote more time to the study. Ln order to ensure that my personal bias did not enter into the research process, peer debriefers and my thesis adviser checked the study for bis.
Et hical Aporoval In June of 1998, the GGC was fira contacted and told of my interest in fulfilling my degree and conducting a research study on their organization. In a meeting with the Executive Assistant. 1 told her of my intended study, its purpose and significance. Permission was ganted by the GGC (Appendk F). Ethical approval for this snidy was also received ffom Daihousie University's Faculty of Graduate Srudies (Appendix G and H)
Participant Sample and Demopraphics The pmicipant sarnple consisted of five young women who currently were participating in Rangers and who had progressed through dl branches of the GGC, beginning with Brownies. In addition, one paredguardian of each young woman was also interviewed, establishing a daughterlmother participant set. Mothers were chosen by the pung women when they were asked which parent/guardian was the most supportive of their GGC participation. The young women ranged tiom 16 to 19 years of age. Al1 participants came from a middle class two-parent family and al1 had either one or two siblings. Three of the five participants Iived in the same community, one participant lived in the suburbs of the city and another participant lived in a rural community. The education level of the young women ranged from Grade 10 to second year university. Of the Bve young women, four attended the sarne Ranger unit. Three of the four young women who attended the Ranger unit have been involved in the same GGC District since their involvernent in the GGC. Although the sample contained four young women from the same unit, only three of the young women had been involved in the same area since Brownies. The founh young women attended this unit because Rangers did not exist in her area. 1 believe the proçram is designed to offer similar expenences and opportunities to girls and young women regardless of where they attend the GGC. This is reflected in the fif'th participant set. Their narratives revealed strong similarities to the other participants.
Samplina Procedure Names and telephone numben of Senior Branch leaders were provided by the Senior Branch Adviser of the Nova Scotia GGC. From these Senior Branch leaders (see ..\ppendix 1 for telephone script) i received the names and telephone numbers of possible participants. Four sets of potential participants received research letters (Appendix J and K) and consent forms (Appendix L and M) nom a Senior Branch leader. The fifth participant set was contacted by telephone (Appendix N and 0). Four sets of participants handed in their consent forms to their Senior Branch leaders. It is unknown whether these participants discussed their intention of participating with one anot her. Once 1 had been notified of their intent to participate, I picked up the consent foms from the Senior Branch leader and telephoned the participant sets to confirm that the young women met the criteria. This telephone cal1 also allowed me to offer each participant more details about the research study and answer any questions that they rnight have ( see Appendix N and O for telephone scripts). Time and location of interviews were arranged. Once inte~ewtintes had been established, 1 prepared for the inte~ews.This process was repeated for three daughtertmother participant sets. One daughterlmother participant set, however. had been infonned of the study over the telephone and their research letters and consent fonns were dropped off at their residence and collected during their first interview. A total of five daughtedmother participant sets were used for this audfs sample.
Data Coiiection
Interview Process
Pilot interviews. Each intewiew guide was tested through one pilot inte~ew. The pilot interviews occurred with the first daughtedmother participant set. Each pilot interview was audio recorded and transcribed. The transcribed interviews were reviewed with my thesis adviser. From these pilot interviews, 1 was able to deterrnine whether the interview guides were effective with the daughtedmother participant set. The pilot interviews also allowed me to practise my interview skills, estimate the approximate length of the inte~ewprocess, practise transcribing abilities, and make any iast minute changes to the interview schedule. Mer completing the pilot interviews, 1 found that the interview guide was effective. No changes were made to the inte~ewguides and the pilot test intemiews were used as a sarnple in this study. Pnor to my second inteniew, however, 1 practised my inte~ewskills with a peer rnember. Participant interviews. As previously mentioned, semi-stnictured interviews that followed an intewiew guide (Appendix P and Q) were used to gather data. In addition to an inte~ewguide, Sarvela and McDermott (1993) argued that in order for high quality data to be obtained, a strong element of trust should be established between the participant and the interviewer. in order to establish tnist, 1 began the intewiew process with each participant by offering information about myself and how I had corne to do a study on the GGC. 1 answered questions they had. either in regard to the study or about myself, and had a shon conversation with them. This allotted sufficient the to establish trust and get comfonable with one another pnor to the interview. Non-directive probes were used to encourage the respondent to continue, ampli&, or clarify an answer (Appendix P and Q). Probes not only helped the participant in answering the question, but also encouraged them to provide more infonnation to allow me establish a greater understanding of their experiences. Probes included (but were not li mited to) asking direct questions, requesting specific additional infonnation, repeating the original question, and echoing andor repeating the pariicipant's last words. Probes were used in each participant's fht interview. Al1 interviews were held in the participants' homes ôecause it provided a relaxed and safe environment that was convenient for the participants. Each set of daughterlmother inteniews were comlucted one after another and, in al1 inte~ewsbut one, the young women were inte~ewedfirst. During the interviews, the second participant (either daughter or mother) respected the confidentiality of the interview and stayed out of the inte~ewroom. Al1 first inte~ewswere audio taped. This allowed me to be more alert and attentive to the participants7responses during the intewiew process. 1 was more able to ask for clarification of topics if needed, and was able to ensure that the topics in the inte~ewguide were covered in appropnate depth and detail. Nthough an audio recorder was useci, notes were still recorded in a research journal. 1 found these notes to serve three purposes: (a) to help me fornulate new questions as the inteMew progressed, particularly when it was appropnate to check out something that was said: (b) to capture emotional expressions, gestures. looks or other "non-verbals" that assisted in transcribing the meaning of the responses; and (c) sometimes to facilitate later analysis. Al1 tapes and notes were identified with participants' pseudonyms. Pseudonyms were chosen, by the panicipants. to protect their confidentiaiity . Post interview. At the conclusion of each interview, I reviewed interview notes to make certain that they made sense and. when necessary, attempted to uncover ambiguity in or uncertainties about the responses of the participants. 1 asked the participants for permission to contact them again. by telephone. if 1 needed funher clarifications after the interview had been transcribed. 1 also asked if they were willing to have a second interview with me once 1 had transcribed their first interviews. Ail the young women and mothers agreed to both. Upon completion of the interviews. 1 recorded observations about the inte~ew with each participant. As suggested by Patton ( 1 !HO), 1 recorded in my research journal where the interview occurred, who was present, observations about how the participant reacted to the inte~ewand, when necessary, specific questions. Observations about my own role as the interviewer, and any additional information that 1 believed would help to establish a contea for interpreting the interview, or suggestions for other interviews. were also recorded. Patton described the period after an interview or observation as "a critical time of reflection and elaboration. It is a time of quality control to guarantee that the data obtained will lie useful, reliable and valid" (p. 353). Transcribing the inte~ew.Once the first set of inteMews was complete, they were transcribed in full in order to understand and interpret the data effectively, and represent the participants' perspectives. Pseudonyms were used in the transcript and placed at the top of each page of the transcribed notes. Transcribing an interview transcribed created a full and permanent record of the participants' words that was used for analysis and re-anaiysis when needed (Jones, 1996). Once the inte~ewswere transcribed. 1 read and re-read the different transcnpts and highlighted core themes that 1 thought best answered the research questions asked. 1 also highlishted material given by the panicipants that 1 believed to be relevant to the study Member checks. Once the first interview with each participant was transcribed, a second meetin3 took place that followed the same conditions as the first meeting. During these meetings. a letter indicating the purpose of the second meeting (Appendix R) was attached to a copy of each transcript. The participants were gven a highlighter marker and a black marker. Participants were allowed to rad over their transcript and make any changes. whether it be adding or deleting information that they thought necessary. The panicipants were also given an opponunity to highlight the answers that bea represented their expenences. Once the participants had made changes and highlighted their core narratives, they were asked to discuss any changes they had made and what they had highlighted. We compared our highiiehted transcripts, any material that either the pmicipants or 1 had highlighted that the other had not was discussed and recorded in the research joumal. Once we had cornpared transcripts, additional questions that needed to be asked (such as issues that were brought up in other interviews or further clarification of material on the transcript) were audio taped. Participants were told in advance the importance of not discussing the study with other participants. I did not beiieve that it was necessary to ask the participants whether they had maintained this agreement. 1 beiieved asking this type of question would insinuate distrust. If answen changed fiom the fint intewiew, these answers were accepted at face value. 1 did not credit the changes to the influence of other participants, but rather to the participant having a longer period of time to think over the answer. Incorporatine chanses from second meeting. Upon completion of the meetings, observations were recorded in a research journal. Any necessary changes were transcnbed and incorporated into a new transcnpt. Transcnpts were filed accordingly and put aside for future analysis. Two interviews for each participant were held between May and June of 1999, totalinç 20 inte~ews.Interview length ranged from 30 minutes to 1 hour and 30 minutes for the first interview. The second interviews ranged from 15 minutes to 50 minutes depending on how long it took the participant to read her transcnpt and whether additional questions were asked. This sample was dependent on the information gathered from the participants. Mer the fifth daughterimother participant was interviewed data had becorne saturated. I believed this sarnple provided enough information to establish a qualitative study that answered the research question and granted an in-depth look at young women's panicipation in the GGC.
Data Management
Data Reduction Coding was used to organize the data. Coding is the reduction of data through the process of selecting, focusing and simplifjmg (Henderson & Bialeschki, 1995). Although 1 acknowiedge that the coding changed over time as new ideas emerged, 1 began coding the data descnptively according to the research questions that were originally conceptuaiized. As suggested by Henderson and Bialeschki, (1995), two individuals coded the "raw" data to ensure greater reliability. However. this process occurred only for the first panicipant set. My thesis adviser and 1 agreed that we were consistent in coding the data. We defined consiaency as such: (1) 90 pet cent similar in highiighting the main narrative of the participants' responses to the research questions, and (2) 90 per cent sirnilarity in our highlighted narratives with the first participant set's highlighted narratives. Consinency existed and 1 coded the data hdependently after the first participant set. In addition. al1 participants were provided with their transcript of the first interview. During this time, participants were asked to highlight and explain what they thought were the moa significant aspects of their interview. The participants' hiehlighted narratives were filed accordingly and were used for later analysis. Coding was primarily done on the cornputer. A file system was also used. In order to establish a filing system that best manased the data for this study, I took the advice of Kirby and McKenna ( 1989). They suggested establishing five main data managrnent files: ( I ) the identity file, (2) the tape file, (3) the document file, (4) the content file. and (5) the process file. The identity file contained information pertaining to the identity of the participants (name. address. phone number and pseudonym). Information regardinp the interview time and location as well as any necessary comrnents by the researcher that were relevant to the interview were also included in this file. The tape file held the audio tapes From the interview. The document file contained original dated research materials including inte~ewtranscripts and field notes. The content file stored information relating to core narratives. patterns and themes. Lady, the process file held al1 information relating to each step taken during the research process as well as my comments and reflections, including wite-ups and a personal journal. Al1 files and disks stored in the office of my apartment were identified with the participants' pseudonyms.
Data Display Data were organized and displayed using matrices. Tutty et al. (1996) aated that "a matrix display cm be helpfbl in noting relations between categones or themes" (p. 1 10). York ( 1998) also described the matrix but he referred to it as a "theme matrix." 1 began by creating a file and on the top of each page 1 displayed the research question. Under the appropriate question, narratives from the different participants that best answered the research question were copied. The entire narrative was used, but the participants' highlighted area was colour-coded rdfor the young women and blue for the mothers. By arranging the data this way, I was able to clearly identie the various aories. Through the use of the red and blue highlights, 1 was able to indicate similarities and/or reoccumng themes that exiaed among the different participants. If sub-themes emerged, data were organized under the particular theme and the same colour-coding process was used. Once the data were organized, the qualitative data were established for analysis.
Data Analvsis
Narrative Analpis Narrative analysis is studying the oral accounts of the participants' personal experience and examining the way in which these participants organize their experience in, knowledge about. and transactions with the social world (Con&, 1993). Persona1 narratives revealed an important part of each participant's life aory and were used to present a picture of her life experience. For this study, a five-stage process was used. This method was moderately adjusted fiorn the method outlined by Crabtree and Miller ( 1997). Stase one. During this stage, I read over the transcript of the inte~ew (Transcript 1A) and highlighted significant statements and phrases. In addition, supplernentary notes explaining the importance of these phrases was written in the margin of the transcripts. Staee two. A second meeting occurred with the participants to allow thern the opportunity to thoroughly read their inte~ewtranscript (Transcript 1B) and make any changes that they felt were necessary. They were askeû to highlight and explain the most signifiant aspects of their intemiew that best represented their experiences, as well as compare their highlighted narratives with me. Some meetings also required the audio recording of additional questions. Permission was granted by al1 participmts for audio recordinç to be used for the second interview. Stase three. If questions were audio recorded. then the inte~ewwas transcribed verbatim and a second transcript was established (Transcript 2). Al1 comments and notes written on the participants' first transcript (Tranxript IB). as well as their highlighted areas. were recorded and adapted into another transcnpt (Transcript IC). The original transcnpts (Transcnpt 1 A and Transcnpt 1 B) remained intact. Al1 transcnpts (Transcnpt 1 .A. Transcnpt 1B. Transcript 1C and Transcript 7) were fi1ed accordingly. Staee four. in this stage, 1 organized the data through data reduction and data dispiay in order to find whether certain concepts, issues or responses were similar among the panicipants. Stase five. Depending on the participants' narratives. 1 identified themes and attempted to relate them to one another. The themes were constantly modified into sub- themes when necessary, and were analyzed on an ongoing basis to determine their inter- relationships. A mode1 was developed (see Chapter Four) to interconnect the various experiences that were found from the narratives of the participants and answer the research questions that were proposeci at the beginning of the audy. Chapter Four: Results
The purpose of this investigation was to obtain an understanding of the effect of participation in the GGC on young women. In order to understand and examine this effect. the following questions were explored: (1) what were the motivations to join?. (2) what are the deterrninants of extended active participation?, and (3) what are the effects of participation? This chapter presents the findings received from the daughtedmother participant sets regarding each young woman's participation in the GGC. In many research studies, information is gathered solely from the participants themselves. However. this study also used the participants' mothers as an information source to provide geater insight into their daughters' involvernent in the GGC. Since the participants were asked questions regarding their childhood it was suspected that mothers would have a better recall of cenain events. In addition, 1 anticipated that mothers would render a perspective to their daughter's participation that the young women were unaware of or may have overlooked. The stones from participant sets are arrangeci with each narrative beginning with the young woman, followed by her rnother. This format has been used to help the reader stay attuned to the different stories while keeping the narratives intact. Following each participant set, a sumrnary of common themes between the two stories have been presented. The young women's stones began with their first involvement in the WC. Each young woman then described her individual experiences in each branch of the program, followed by her reasons for continued participation. Each young woman's leisure history was then explored, as well as her opinions on whether her participation in some leisure activities had been influenced by her participation in the GGC. The story continued by addressing how each young woman was affected by her participation in the GGC. Furthemore. her perceptions of the all-fernale environment of the GGC were discussed. The mothers' stones began with how their daughters initiaiiy becarne involved in the GGC . Each mother then addressed her beliefs on why her daughter has remaineci actively involved in the WC,and the effects she accredited to her daughter's participation 51 i on who she is today. Within these stories. the mothers have presented their past and present involvement. in addition to their perceptions of the GGC. As previously mentioned, the participants have self-chosen pseudonyms to protect their confidentiality. Names of people and places revealed in their aones have been eliminated. The participant's relationship to the individual named has been indicated in brackets For example. if a participant referred to her sister. rather than revealing her name. "sister" was used. If a participant rnentioned the name of her high school. then "high school" was used. Names of camps, and places the young women visited have been altered to fùnher protect confidentiality. The narratives presented in this chapter reflect the voices of the participants and their individual perceptions. It is important to acknowledge that although al1 of the young women involved in this study have remained in the GGC since the Brownie age. each individual's story remains unique. All narratives presented have corne directly from the participants and were transcribed verbatim. Core narratives have been presented for each participant. Slang and improper grammar used by the participants have not been altered. Three ellipsis points indicate that narrative has been omitted. Ellipsis points have been used in order to condense the stories of the participants. When presenting central themes that arose fiom the interviews, the narratives have been used to accent the prominent themes and issues that have occurred dunng the research process.
First Participant Set: Toni and Gina Toni is 1 8 years old, and is in her third and last year of the Ranger program. Toni has been involved in the GGC in her cornrnunity since Brownies. Two meetings were held with Toni. The first meeting consisteci of an interview tliat lasted approximately 1 hour and 30 minutes. The second meeting provided Toni with an oppomnity to read her transcript fiom the first intentiew, and she was asked additional questions. This meeting was hetd three weeks after the first meeting and lasted approximatelv 40 minutes. The first interview with Toni was the pilot test for the youny women participants. Dunng the intewiew process, probes fiom the interview guide were used to help Toni provide more in-depth responses. Once the interview had ben completed, journal note taking was done and the inte~ewwas transcribed verbatim. Once the inte~ewwas transcribed, I noticed modifications were needed to my interviewing skills. especially in allowing sufficient time for the panicipant to answer questions and tell her aory. However, despite problems associated with inte~ewing,the pilot interview proved that the interview guide was successful in allowing the young wornan to provide her story on her participation. Since the interview guide was not modified. this interview was included in the study. The interview guide was used with the remaining young women participants. The information ~atheredfiom Toni does not provide as much detail as does the other interviews, when companng her first intewiew with the rest of the young women. It is unclear whether this can be accredited to Toni's interview or to Toni's personality. Regardless of what it was, Toni's first interview still provided an in depth understanding of her participation in the GGC.
Toni The following presentation of Toni's story reflects her participation in the GGC. Various issues and themes emerged from the two meetings. Toni indicated that her fira involvement in the GGC had a lot to do with a fnend's involvement in the progm. She described positive expenences and fnendships as reasons for remaining in the GGC. In her story, Toni reveaied diEerent skills and attributes that she has obtained fiom her extended involvement. As will be seen, Toni generally has had many fun times and has obtained fond mernories. 5 2 First involvement in the GGC. The first interview with Toni began with a question about her first involvement in the GGC. Toni indicated that she thought she became involved because of a fiiend.
Howeÿer. durinç the second interview, Toni indicated that her involvement was probably because of her mother, Gina although Toni aiIl remembers her bea fnend initiating her interest. Experiences in each branch of the orornam. Toni discussed experiences that were the most memorable in each branch of the program. Toni began Brownies at the age of five or sis. In order to have a successfbl interview that provided information regarding her entire participation, it was necessary to get her thinking back to when she began the GGC. As the interview progressed, I hoped that she wouid recdl her experiences in each branch.
Toni began by rerniniscing about Brownies "04.ut Brownies. I dm 't reallv remember much of Brow~iirs"however, shonly thereafler, she recalled some expenences during her years in the program. 711ere were lots of girls my age, meyear ymrnger or older. We wwe not allowed ro waik tîp the Street &yotcrseks, so it warfirr~IO be able IO hmig out with W.I think thar was my most memorable Brcmwir experience.
Toni informed me that het Brownie unit had about 30 girls and consisted of some Fnends from school. She remernbered that she had enjoyed the Brownie program, panicularly camping, and expressed how exciting it had been to be on the top bu& of a bunk bed at camp. Toni then described her mother's involvement in the GGC. Toni thought that her mother had been involved in the program as a girl but was unsure of how long she had remained in the progrm. Toni, however, did recall when her mother becarne involved in the GGC when Toni was a child. It began after Toni had asked her mother to participate as a leader during her £irst year in Brownies. I thi~tkwe had enot~ghle&s but I forced her to be in ir becausr I was scmed Toni's mother, Gina, did not become a leader in Brownies until Toni's second year. Toni continued by discussing her participation in Guides. Toni had a better recall of this participation and expressed her enjoyment of the Guide program. She discussed how her mother was still active in the GGC, but did not act as her leader. Toni infonned me that her Guide unit had been large in the beginning, but by her third year she believed that fewer girls were enrolled. Toni descnbed some memorable moments during these years. She indicated a weekend at camp as one of her fondest memones.
... Olie rime we werit camping nrld we set 11p itl big white te~tts*(name of piace) mqhr? I dot1 *f kno~:II didri 't have aJmr mi4 a couple o/girlsf?um (rramu qfcoz~ttry)came ami st~edand, they camped with us. ïhat was qztire ati experie~tcr.
Toni went on to discuss her experiences in Pathfinders. Her unit size was smaller than her units in the other branches. At this time, she dso discussed her interest in achieving the different badges offered through the program.
.. . I was ail over the badges. hi Brownies it was .. . "I got a rrm*badge!, " "Yroh. >id/I got two tlew ortes" and then you wordd try harder trext tirne and tvto get rhree. So ij~Brow~ies. y& it was really exciti~~gfo get the badges. G~ides.the rxcitrmetn was goi~igdow~ a iittlv bit brct il was stil/jirn, like most of them were fi411 thirgs ... how to play an htnncmenr or bake a batch of cookies and w7e 'd get a badge .. . It wm pretty eus), utrd if wJasexciting troo.
During this time. Toni discussed how the program was better during her earlier years because during Brownies and Guides they were having fun while still doing the progarn. In Pathfinders, she believed that they were made more aware of what had to be accomplished in the program and therefore, the program seemed less fun. She went on to discuss Pathfinders and continued telling me about her experiences in the program. .. . 7hr irips. they were fin We went ro ()tame of province) the first yeur mid then {kame of urea il?Now Scofiu) the secondyear, adwe wem to firame of provim*eJm me~itioried)the third year. nir third year to (name of province) was the besr me. We wertt to (a wriversity in the province). and stayed il? the dms, At this time she brought to my attention some of the probiems she had experienced with one of her leaders. Toni indicated that if she had not had fnends in her unit, she most likely would have not continued to aay in the GGC. Toni then went on to dixuss Rangers. She informed me of her reason for choosing Rangers rather thm Cadets or Junior Leaders. .. . Whui I c8hoseRaqers. 1 didi 'r really b~owmtcch abmit Jtmior Leaders or Cadets. 11 was jrist Pathjinders, Rangers and that 's JIN the way it wenr ... NOH1 thar I 'm III ir. I don 't want to change becarcse ... I do11 't want to be a leader yet. 1 .sri//jrm mito be a prl. righ? To b able to have the fitri atid ,101 have to »*utchover a btotch oflittle kids. 1 want to be able tu haveBrn with it. I hiiik eirmia/!v rhar I will be a leader, i 've bee~iwith it this iu~~g,why bother qriitti~i~now, ri#? I'm huvingjïm with it.
Toni is in her third and tinal year of the Ranger program, and is unsure of whether she will continue with the GGC after this year. Upon discussing her Ranger participation, Toni described how her unit has changed over the three yean. Rmtgers is rea//yfirii, iike in Pathfi~tders.if 's more of the fis mtthe leaders .wy brrr in Ra~jgersit 's the pris qingwhat wr do. Ir was more so ri? the first two years of Rmgers. that 5 how il was because otcr leader was 22 or 23. She was att olJer sister of mie of the girls, and we worcld go to occr rneetitjgs. mid thv first harilf horrr MUS socializing atd we 'dgef ail otir work dotw q~ickiy.We 'd get righ do w?r fo work addo slufl m?d then we wofr/d sa. fafize and go dwt~jiorsitcshius. There was forr of tcs. four or pve of us the first year so it wam'1 a big grotrp, aicd iilc worild ail hop bi the vaji afimwds, adgo dowii a~dget slushies. So it was a reaiî'y relmed amosphere. but we got al/ our sttrydom so tha was good.
Secoiid year was pretty much the same. But nm, this year. (the younger Zeader) had ro go awqto school so her mom and (ciiother wommi,)are oicr leaders. Ad so fthis other won ta,^ 's) more of a keerter ami she Zikes to do stufla~dget stuf dom She wmtts us ro hike urmcnd farea in Nova Scoria), und she wams rrs to do n /O? of ori~dmrsyhikey shiflbuf i don '1 hiow ho* that is going tu work mit. I dojo 'r wmir to hike arou~dfarea in Nova Scotia). I wmildri 'i miid diiving brrr (high)I do)?'t want to hike.
Reasons for extended involvement in the GGC. Toni provideci rnany reasons for her involvement in the GGC. Although a variety of responses were addresseci, her story 5 5 reveals that positive experiences and hiends played a primary role. Toni began discussing her extended participation by describing some of the opportunities that have been provided.
.. . Ir has aiwqs bue,, a positive exprrience and it kfurr Yo~cpet IO meei ~tlc* people. I love meeting people. It 's like one of my favolrire thintgs* sso this is o peur w~y10 do it. Ympt to trrnel, travef with a bu~ichojfriends withorct ymrr pare~~ts.. . Ir *.Y ~widerjicl.there is the* trips îhul you catt app&for .. .
Upon discussing her continued participation. Toni indicated that fnends were significant through her progression in the different prograrns of the GGC. For different reasons. having fnends rernain with her became increasingly important, especially dunng the higher branches.
.. . Like rf I had ~iofriemhin there I dot1 't ~hi~~kit wadd marrer howfrrrl it was. Actrdy, if there was t~obodython it proha& wotcldt 't br that much frcri brtt it helps to have sombady to go along with. Right ~towifwieiid A) wusn 't iti it, I Jm'l k>lmthal I would be. At ltiast rwnv ifpeople makejim of me I cati sa). "well.yeah piend A) is iri it too. " fhgh) Yike ir 's tiot jrcst me but menti A) is itr it too. " .. . I don 't ~JOH:if I did~i't have jkieirds in it now: I probabk wocrldr~'r haw st~edBI il.
While discussing her participation, Toni ofien used the tenns 'ïùn" and 'positive experience." She believed that she has gotten things out of the program because of her active participation. Toni indicated that she has many fkiends who have dropped out of the GGC. Unlike others, Toni believes that she has allotted time for her participation. She has found the program to be beneficial and of value to her. As a result of her participation in the different branches, Toni has been offered many opponunities. She went on to explain some of the things she has learned through her experiences. .. . Ym kat11dlfleren~ things .. . Brownies. iir 's more almg the line to be frie~~dly ro yotcr oiher Brownies .. . 'Cmtse when yotc are lirrle yoci do11 't wcnit 10 work rogeiher with people bitt it starts you off with cwperarion and that 's a really important thitig mid ... in euch ym lemdtflerenf thinp. Like. how to rie o ho1 ami how to sew bags ... Yorc leam all sorrs of thjngs ut each stage.
Toni explained that ifshe had not participated in the dïerent branches she would have missed out on a lot of fun times. Toni reveaied no regrets to her continued 56 involvement. and when asked whether she had an? regrets, she simply responded "Nor or
Effects of GGC partici~ation.Toni's story revealed several benefits to her participation. Included in some of these benefits were her relationships with fkiends. development of attributes such as being more accepting of others, beins more outgoing. having greater confidence and accepting herself Toni descnbed some of the exercises done in the program where these were learned. I thhik maybe it has helped mu ... because I hiow there me a lot of people otct lhere ho are like "I'm su fut, I 'm so fat" and like. there is nothi~gwrotig wdth thm ai~dthqv are pic& abotrt themseives ... We do iittie exercises every iiow ad 1he11,where yotl have to write thitigs dm?thut YO~(thin& yocc do wefi or good rh;hirigs ahoirt yotc ai~dtheii yotc have to pclss the sheet arowid and everpie writes one rhitig, go& thiiig, about yoir a~ulone, maybe, a coristn~csivecriricism so you cati work 011. your perso~~ahilyor whatever. So like. ail m~vfFîends,like thqv like io pick about themself but I *mlik "this is me and this is how I am and ifvutr do11 't like that ir is your problem. "
.. . L ike I said bejore, I am i~otas shy a I med to bu. I am more cor @dent brcatrse we do public speakirig so I get lots of practice mid I am tiot scarvd to do smjf like rhnr nt ymore.
Toni also indicated other skills that she has developed through her pmicipation such as leadership. communication and organization. She believed these skills have been foaered through her GGC expenence.
.. . I thi~ikit hei'ped with leadership sMs. It does becat~sey014 have to piml certairr things, you have to prese~ityour idem to the groirp sometinres alid ... we have to get together and work together to plai> mr trips aid plan whar we have to do with moiiey .. . II kips with leadership and cwperatio~i... I know wheti I was lirtle I tised to bu rea& shy, exttemeij shy. i wwas so scared, thai 's why I made iny mom joi11 trp with me becairse I was so scared tu go, there was nol>-v I k»euv... I rhink it has helpeJ thm becai~seyou are togerher with a large poup of people every week. y014 heto evet>rtcai&corne otct of your sheil. Ym caii 't be shy for the resr of yotrr Iijie, r~phrY
TONfurther spoke of other skiils and attributes she has obtained through the GGC and accredits many of them to her participation. One anribute, in particular, is her 57 acceptance of others. She believes that her acceptance of people has allowed her to maintain a large circle of fkiends.
Besides specific attributes, Toni also addressed her cornpetence in different outdoor skills such as campfire building and knot tying. Toni has obtained many outdoor skills because of the program's structure. Within the GGC, @ris begin leaming outdoor skills at an early ase and through the different branches of the proçram these skills are en hanced. Toni explained how she has benefited fiom the different oppominities that have been made available to her through her participation. Toni recalled some of these opponunities. ïhere is aiways the yem e)d trips, tky are rrailyjim Thr opportw&y to go tu hiame of w~iversityoritside of NOM Scotia). a~dstay il, a domfor the wuek. lhe big trips. the iiitematiotral trip thyori cm1 go ON. I piess Glcidirrg is pretg gd with hmijzg o~ra resz~mear~d hat helps. Basicallyyori get the chame to meet a /of Ofllew peopIl!.
While participating in the GGC, Toni revealed that she has made many lasting fnendships, has developed a variety of skills and obtained everlasting memories. Through her progression in the different branches, she has been presented with leming experiences that have allowed her to have fiin. Leisure involvement infiuenced b~ GGC participation. As a child, Toni played garnes with neighbourhood fnends, often rode her bicycle and swam at a fiiend's pool. She also was involved in structured activities such as dancing and swimming for five years, and she took piano lessons until she was 16. In school. Toni had an interest in art and was on the baseball tearn for three years. In junior high school, Toni often would hang out at the local Tim Honons with her fnends. Toni spoke of her interest in singing, and indicated that in 1998 she enrolled in voice lessons; however, the high coa did not allow her to continue. Today, typical leisure activities for Toni and her fnends include attending 5x parties. going to the movies and out with boyfhends, going on hikes, playing pool and bowling. Toni's leisure repertoire revealed that when Toni was younger she was involved in activities that were parent-initiated. As she grew older and became more independent. she participated in activities that were of interest to her and becarne less involved in structured activities Spending time with fnends and participating in leisure with them becarne increasingiy important. While discussing her leisure, Toni expressed how she found it more difficult to establish fnendships during her participation in other activities. She believed that it was much easier to rnake fnends with people in the GGC because the program offered more social opportunities. Toni offered an exarnple of how her participation in other activities was different than her experiences in the GGC.
III swimrni~gyort do),*t realb haw mryjic~i.Yo1l don 't have any tirne lo ta/&and ger io kuow people. II *sfike. "ihis rime yoir are gohg 10 do two laps offront crmI m~dthen y014 are goi~gto dive il? cad tread water forfive rni~~ims." (Mess yorr imrt to talk to someone atidget to know them wefI,while yotc are trradinp wrerfor five mimites, of cotcrse then ym will drow beccmse y014 cadt reulîj coiramate (ïargh), it dwsn 't huppn. Yoic don 't make goai comiectiomfor fnaidFhips .. .
Upon discussing her leisure participation in different activities, Toni indicated that from her GGC participation she has obtained a fondness of camping. She inferred that camping is now a leisure activity that is done with fkiends outside of the realm of Guiding. Much of what Toni described in her participation in the GGC and her leisure outside of the organization had to do with her value of friendships. Toni's friendships have evolved through school and through the GGC. She has many fiiends who have panicipated in the program, however, as previously mentioned, almon al1 of them have dropped out. Aithough fnends have lefi. Toni has still remained friends with them and believes that although she may not see them on a regular basis, a bond has been established from their participation in the GGC. Toni commented on how her participation has provided her with many invaluable mernories. 5 9 ... ? wordd have IO .qv the b~ggesteffec~ rhai Grdiditg har haJ 011 me is ~UIi have pot al/ sorts of mmories iti Giridi~igjîmy mernories. SOM saJ thi~gs.l'se gor aborrt the same m~mtof mernories as I have ~ionnalmernories ...
Father's involvement in Toni's GGC oartici~ation.Toni described her mother's involvement in her participatio% however, her father's involvement was not mentioned. Therefore. when asking her to discuss her father's invoivement, Toni described her father as playing a greater role with her brother's Scouting program. This did not mean that Toni's father did not have an active interea in her participation, she believed that he did, but rather that her rnother adopted a more significant role because of her own involvement (past and present). Toni, however, did discuss that when she needed help tom her father, he was readily available. In particular, she stated that her father would aid her with the cornpletion of badges and provide her with transportation to and from meetings. The al[-female environment of the GGC. When Toni described her participation in the GGC, she did not discuss the dl-female environment. Her leisure history indicated that she had been involved in individual and group leisure and had participated in both structured and unstnictured activities. Upon discussing the dl-female environment of the GGC. Toni expressed that her extended participation may have had sornething to do with this unique environment .. . Whrn yori are little. boys have cooties so ym (Imrgh) don 't have atything tu do wirh the boys. As ym pt older. ruid ut the end of Guides buprtctri~igof Pathjiiiders, you % like "Oh my gad, it 's a boy. He 's so cure. " ym know ? Now we 'rejus?, we are sturti~igto do cwd stz& like with the téntwers. it 's jicst irot a big deal aymore bsr befoe -vrah. when ym me ymmger it wurrld have made u diffreoice.
Toni then discussed that she believes the GGC should remain di-female and not accept males into the program. "1 don 't think they shorrld. persot~aI&. ïhe Bov Scozcrs
/zmr chousr IO accept the girls aird this their choice. brrr I don 't think Guides shudd do it. " Toni first indicated thai boys in the GGC would affect the program. However, afier pondering the hypothetical question of boys in the GGC,she queaioned her first response and was unsure of theû impact. 6i i As displayed by Torii's aory, her experience in the GGC has been positive. Her eaended involvement has affected who she is today. Her aory highlighted the significance of Fnends as salient in her continuation. Toni's aory indicated her association in various other organizations and activities. However, the GGC is the only organisation in which she has maintained extended involvement. It is apparent that through her panicipation she has developed different skills and interests. has enjoyed her involvement in the GGC and has no regrets about her participation.
Gina Gina is Toni's mother. Gina is a mother of two. She was involved in the GGC as a child. continued through the program and bemne a leader when she was 19 years old. She entered the GGC again as a leader dunng Toni's second year of Brownies. Gina continued to act as a leader for her daughter's last year of Brownies and "fiew up" with her to Guides and remained her leader for three yean. Gina did not continue as a leader when Toni went to Pathfinders. However, she still remained active in the GGC and became a Member-at-Large. This meant that Gina was enrolled in the GGC, but not currently active in a leadership position or holding a position with the Nova Scotia Council. Gina maintained contact by registering with her province and paying an annual fee (GGC. 3995b). By being a Member-at-Large, Gina was available to help out in units, for special events and other background organization when needed. Two meetings were held with Gina. The first meeting consisted of an interview that laned approximately 45 minutes. The second meeting provided Gina with an opportunity to read her transcript fkom the first intemiew, and she was asked a few additional questions. This meeting was held three weeks derthe first meeting and lasted approximately 75 minutes. Gina's first meeting was the pilot inte~ewfor the mother participants and followed the same process that was used with TON'Spilot inte~ew;however, inte~ewingskills had somewhat improved. The interview guide also proved successful because it allowed Gina to tell her story and provide an in-depth understanding of her 6 1 daughter's GGC participation. This inte~ewwas included in the study's findings. and the interview guide used for Gina was employed for the remaining mother participants. Considering Gina's first inte~ewwas a pilot test. 1 did not notice any difference in this int e~ewcompared to the remaining inte~ewswith the mothers. Gina's story offered additional insight into Toni's GGC participation. Although similarities eBst among the two stories, this narrative presents a further understanding of the effects of Toni's participation in the GGC. The following story revealed that Gina's own past experiences in the GGC played a signifiant role in her daughter's first involvement. Gina's story indicated parental support and fnendships with peers as factors for Toni's enended participation. Gina provided examples of how her daughter has developed skills and att ributes fiom the opporiunities that have been presented through the GGC. Daushter's initial involvement in the GGC. Gina began the interview by providing a brief history of her past and present involvement in the GGC prior to discussing her daughter. Once an understanding of her involvement had been developed, it was obvious that her past experiences had an impact on her desire for her daughter to join the WC. Jitsi becmm of the activities involved and a lot of thit~gs*yorc hww, another ou{ for her. A positive group thi~~g,where shu coicld work wifhthe other childrej~ ormide of schwl. Being patt of somethi~gbecmcse she never was ... skwm riever iriterested or want *tredv ot~teams ... so this was something for her IO do nr id .. . II f sir ch a positive expurience ce~dgves thsomefhing to do ru~herthan jrcsr harigtjg arotd Th4 cost was a factor too. here is somethittg that she Cali be O part of thut 3 ~iofa major expense.
Gina believed that the GGC offered many positive experiences and referred to positive expenences as. . .. A,, activiy oiitside of school where they cal? be withfne~~ds~peers md havv leadershipfrom adults, who have hopefi~flygood vaices ir~lue. Lem10 cooperate. rherr is so much of the program amtered to coopratior~.Ieanling to shure UFrd gaitwtg leadership experiettce.
While discussing how Toni becarne involveci in the GGC, Gina indicated that participation had ofien been talked about around the home when Toni was Young. Gina recalled how she had been excited for the day to arrive when Toni was old enough to 62 become a Brownie. She remembered that when the tirne came to enroll Toni in Brownies, Toni had been excited. Gina recalled the fitNght of Brownies for her daughter. Although Toni had wanted to join Brownies, on that first Nght she became anxious and did not want to gay. Toni. however. did stay and has been involved in the GGC ever since. Dauehter's enended involvement in the GGC. Gina believes that her daughter's continuation in the different branches of the program has had something to do with parental suppon. She expressed that her dedication to the GGC, and the suppon from Toni's GGC fiends have rnost likely played a large influence on Toni's interest in staying with the program. 1 rht~~ko lot of it is because rherv is sonrething in her. obviot~siybectttcse ... I 'm still wpNwolved k the Associatior~.. . 1 was irivolved and s~pportedevetythi~tg rhq Although Toni has remained in the prograrn since Brownies, Gina said that Toni has considered quitting the GGC. During Toni's years in Pathflnders, Toni and her fiiends did not like telling other fnends that they were still involved in the GGC. They also did not want to be seen in their GGC uniforms when working on seMce projects in the community. However. it was unfair treatment fiom a leader that made Toni contemplate whether she was going to remain in the program. The decision to leave the program was supported by Gina. Toni, however, completed Pathfinders and proceeded to Rangen the following year. Gina explaineci how Toni's fira year of Rangen proved wonhwhile because of her leader. Toni's leader was a university student. Gina believes that the age of the leader, along with her personality; provided a fun prograrn for her daughter and had a significant impact on her daughter remaining in the GGC. At this the, Gina continued talking about the significance of having positive leaden. 6-3 The effect of GGC ~articipationon her dauehter. Gina reflected on her daughter's participation and described the effects of Toni's extended cornmitment in the GGC on her as an individual. Gina's first comments were about how her daughter has changed. Tor11 was so piet. She riever wairrrd (O speak rtp .. . Shu riever cliriged ri@ hiri iior ow to speak otrr iri a gro~rpor artythi~ig.She woitll let ewyorir rise creuse rhe siirrario~i.She wmldri 'I be a fo1Icnuer or a leader eitkr. She was her owir persmi ... A very crearive girl bitt ... like irt ... school shu woirld sii arid ab.mrb so mrich brtr iioi voice otrt her opzriiom ... I (hi& as she wem thrortgh Gltidirig ... I thir~kthe acfiviryhelpvd her. forced her hi some wqvs to speak ocri iilfroiir of n grorrp. To pahr skdls arid coi fiderice ... ard l thirik, over the years. shr hm a /or more msertiveirrss .. . [She is/ a &orbraver abmî duirig rhirips .. . Giridi,rg has .. . hrlpctl. .. Orpiizcttiot~alskilis, fhey have hlped that because when shu has had ru gel rra49 io go away ar cump or arythit~g.1 mean she cai?ger rea@ fur a~yrhirrg izow. she 'II have hrr iist rradj: 1 thhk it is part& an infl~rericufromhome hrcarrse 1 am like ~harmywq buf I thira Gttidirtg has really helped with thar. ... I swr iiewr rra arormd andpicked icp rverythingfor camp. I~~itiaf!~,ii rpas, "l'figer rhis a»dyorr 'figel rhar " and theil ir gor ro be '@it rake cure of this and whnr do yori nerd me ro help ymi with? " ... NOM'... she does ir on her owir. brrr thai 's her responsibifirycn>J she hmgrow~t with that ... Ijsho rmdr 10 prepare .somrrhiirg she cari fall back on this ... Gina said that Toni 's participation in the GGC has aided her dau&ter's personal development, specifically in becorning more responsible, having more confidence and being able to do more things with greater ease. Toni was also provided with opportunities to camp and attend workshops and conferences. As a result of some negative experiences in Pathfinders. Toni leamed to deal with different types of people and situations in a positive way Gina recalled a time when she drove across Canada with her daughter and son. She expressed how wonderfbl her daughter's map skills were, and how they never got lost or missed a turn during the entire trip. Gina accredited this confidence and expenence to the GGC. She went on to describe how her daughter had been an infomied able adult who demonarated leadership and organization when preparing and setting up camp for the night. 64 When discussing other skiils that TONhad iearned in the GGC, Gina addressed her skills in camping. Gina indicated that their family does camp, but not very often. Other skills that she believed her daughter had obtained through her participation included sening goals. organing, creating lists and following through. Gina said that these qualities are an extension of things that are done in their home. but believed that the GGC enhanced these skills. Gina continued by addressing other skills and attributes that Toni has acquired. .. . Ir ~IVLI).... a chamfor her to see that there is valiie with sticking with thirips hecarïse shr has pie rhrorcgh this and if she had tpir ut diflisrages whm d~fferetitjhierzds dropprd orrt she woicid haw missrd out whut came beyo~id.So I rhink she has Ieanted to iwk beyor~dwhat isjhhi the righr here and riow a11d sre whar cordd br coming a~~dstick with that. There is ... a closrness and a se~zseof camaraderie or whatrver, comesfrom part of the Grridi~igAssociatio~~ ioo. A lot ofpt.op/e irever pt to exprierice that sleep over cortcept, except with orw or IWO c/ose,fTie~~dFrjght? But .. . whetz ym are in Gaidhg ... yotc are pari of a 1- pup. .. yurd leani to appreciate [others 'jskilfs, eveti thmrgh ycni still Jar 't wmtt ro spemiparr of every ckry with hem, birtfor trow "yes, I cm rnjoy beirig with rhese people. " So I ïhirik ... it hdps ym get almg with other peoph. ajd she has /ear,led to enjoy dtflere!tt skilfs. dtfferent idem mid IO be a part of a bïgger picrirre. The WC's dl-female environment. When discussing the dl-female environment, Gina believed that the environment played a role in her daughter7sextended cornmitment. Gina was asked to explain her view on whether males should be admined in the program. Gina be-an by discussing how femdes have fought long and hard to be adrnitted into traditionally male situations. She believes that if fernales want to join male organizations, then men and boys should be allowed to join female organizations because it is the fair thing to do. However, she then discussed the benefits of having femde organizations. When Gina was asked whether she thought that having the males in the program wouid have affected Toni's participation, she suspected that it would have. Yes. 1'm >,ormre jrm hmbrct ir's been my erperieme that a lot of meri hove a re~idemyto boss ... They are do it 1, 2, 3 and skwotdd have noi reacted well to rhar siticatiori ... At a certain singe girls get more co~ucimiswhen boys me mmoid I do,>'r thil& they wcnîld have felr the meucceptunce. Iï wtnrld have put a J~ffere~rrfons 012 their meetitigs and tkir attem&mce. Imtead of sharing tthings with oïher grls, eespciafiyut Puthfinder age, they woufd noi how been able to It is evident from Gina's story that her own involvement in the GGC as a child played a role in how her daughter became involved in the GGC. Gina offered her thoughts on Toni's extended commitment and deemed herself, as well as peers. significant in Toni's active participation. Gina's story indicated that the GGC had nurnerous positive effects on her daughter. Her story provided examples of the qualities Toni has acquired through her extended involvement and demonstrated skills that her daughter obtained from her participation in the GGC. Gina's story not only described her daughter's experiences in the program but offered a glimpse into her own participation as a leader. Toni and Gina's aories differ in their responses to how Toni first became involved in the GGC. Toni believes that it was because of a fnend, although speculated that the initial decision might have been her mother's. Gina's story, however, described her past expenences in the GGC as the reason for Toni's enrollment. Different responses also occurred when discussing why Toni had continued to aay in the GGC. Toni's responses reflected what the GGC provided through the program to its memben. Gina's answers, on the ot her hand, had nothing to do with what was offered through the GGC,but rather with farnily support and Toni's personality. Fnendships, however. were given by each of them as another reason for Toni's extended commitrnent. Sirnilarities occurred when discussing the benefit 's achieved through Toni's participation. Both participants described various positive attributes as well as skills that Toni has acquired in her development. Second Partici~antSet: Hollv and Diane -Hollv Holly is 18 years old and is in her third and last year of the Ranger program. Holly has been involved in the GGC in her cornrnunity since Brownies. Two meetings were held with Hoiiy. The first meeting consisted of an inte~ew that laaed approximately I hou and 30 minutes. The second meeting was held 66 approximately three weeks later for clarification of themes that appeared during transcription. This meeting lasted approximately 45 minutes First involvernent in the GGC. The fint meeting with Holly began with a discussion of her first involvement in the GGC. At this time 1 learned that not only did her parents enroll her in the GGC, but her sister and mother were both involved in the GGC at the tirne. Holly indicated that she had fiends in the neighbourhood who were either involved in the program or were getting involved. My parents sipied me rrp when I was little becmtse that war what al/ myfrie~ds arotrtid the tieighbot~rhoodwere doi~g.A lot of their parents were leaders and n~ysister wmin it before me. attd my mom was a leader bi Brownies. l jt~ rr ttitrt. Experiences in each branch of the proeram. Holly continued the discussion by talking about her experiences in each branch of the program. Dunng Brownies, Holly remembered playing a lot of garnes, being involved in an overnight camp and liking her leaders. Diane, Holly's mother, acted as a leader during her firn year. Although Diane did not continue as a leader in other units she remained an active parent throughout Holly's participation. Holly informed me that her Brownie unit had over 30 girls. She rerninisced about her unit and her enjoyment of the program. "Oh. I wcls crazy about rurtrit~gthe badges. I was really comptitive about it. I ahays liked bri~igti~gbecs home. I kept oti getring my mom to sew them on. " Holly explained the lifelong fnendships that have been established through her participation in Brownies. Holly discussed her experiences in Guides. She recalled some of her camping excursions and the Fnendships she had made. ... best parr was rhat we did a lot of camping and we got to try it ow in tents ... The orte rime that I rmember the most aboirt Girides was when we were ut a camp alrd a bttnch ofgrisfrom (name ofcm~ntry)had corne over who were in Gtiiding owr there. They were older but they came to our camp ... So we go1 to hmtg out wirh them. cnid thai wespro&ablythe best Guide camp fhar I ever M hecairse we gor ro meet then>... I ntded icp king pe~tpclls with thein for a colpie of years #ter that. So tht was rny fmowite rnemo~fiomGuides. Other thun thar we got to do a lot more hikes and like excursions to dgerent places. llike field trips so that wmpretty good ... Holly informed me that although her unit was ail1 large, many girls quit after Brownies. She expressed dislike of uniforni inspection because it allowed less time for Fun. She also discussed her leaders and her parents' active involvement. Holly revealed that she and her best fnend met through Guides. Although unit size had decreased, Holly seemed to have enjoyed the Pathfinder program better than Guides. In panicular, she preferred others in the unit testing them with challenges rather than people outside of the unit as had been done in her earlier branches. Although Holly enjoyed Pathfinders, she recalled having some problems with a leader. Holly then spoke of her Ranger participation. In her third and final year of Rangers. Holly chose this branch rather than Cadets or Junior Leaders because she already had experience in the role of Junior Leader. Holly acted as a Junior Leader for a Spark unit dunng her years in Pathtinden and continu& this leadership position during the beginning years of Rangers. Holly was not interested in Cadets because she believed it involved less camping and more structure. Holly descnbed how the Ranger's structure is different fiom what she had experienced in other branches. She expressed a king for this structure because the Ranger program is organized and coordinated by the young women rather than the leaders. ... Because if *s more independent. Like I 'm the chairpurson. the laîr three years I *ve hem chairperson. Z like it because I get to lead the group. like. I do!)'t fake co~ztrolor attythirtg but I like how the leaders are there jus1 to ùasicaI!y ncprvise us. Most of rhe decisions are up to us. and th! 's whI really like. thwe have n lot more sqiri what gors on. I like fhat ir *sh~tda up so us adthai we me the decidii~gfuctors, and the leaders are just kincda there. She gave a bnef synopsis of what her unit had done in the past thyears. Holly discussed the friendships she has esiablished and expressed how cornfortable she has 68 become with people in the GGC. Her discussion also revealed a strons interest in camping and travelling. While discussing her different expeditions, Holly informecl me that she went on an international trip in 1998. International tnps are open to Members of the GGC. A selection process occurs fier appropnate applications have been completed and sometimes criteria are detennined by the host country (GGC, 1999e). intemitional trips are offered for girls and young women throughout the world to foster Qlobal awareness. This may lead to a better understanding of the interdependence of people throughout the world; eaablish an appreciation of one's own country, culture and heritage; and create an acceptance for the cultures and heritage of other people (GGC, 1999b). Holly traveled to one of the four Girl Guide World Centres to do a service project. The World Centres are meeting places that have eating and sleeping accommodations for the use of Guides. The four World Centres are Our Chalet in Adelboden, Switzerland, Our Cabana in Cuernavaca, Mexico, Pax Lodge in London, England and Sangam in Pune, India (GGC, 199%). As Holly discussed her trip, her story illustrated the extensive impact it had on her life. It was the best experience of my entire lif. It was Iike arnazi~ig,th were orher Guides there ... people front Costa Rica and Denmark and Djglmd and Pem and rhe States. like Ontario ... It wasjtut realiy weird seing everybody a// togethrr whe!i vou had no i&a who any of those people were but we were al1 liku. ir was like &ird hmwe ail jus2 kincta borrded and we werefriends. We were on!v there like, a week and the tirne when we had to leave everybody was like ... bawlijrg th& eyes orci ... it was like. a big huge iike tertible thing tkt we al/ had to [cave alrd we like. diah '1 even know these people. Aithough Holly did not know any of the people before her trip, she becarne fnends with many of them through the experiences they shared. The experience of international travel sparked an interest in Holly to travel to other destinations. HoUy plans to apply for more trips when she is older and she is considering becoming a volunteer at one of the World Centres. She has aiso signed up for laquage courses at university in order to better prepare herself when she visits other countnes. 6'1 Reasons for extended involvement in the GGC. Holly believes the main reason she has stayed in the GGC is because of the type of person she is: not a quitter. I dm 'f really like sîarting things thar I don 'iplan o~zjhishi~~g... I got this for su I rnighi as well keep going ... I abqs try to push myself fi&. I hate ir if l jtlst dori 't firzish sotnethirip. I jmt don 't like qritting, ... these people 2 've bec» with, like. tny ithole Ifle. like. the leaders and everything and it 's jrm iike. yorr how eveybac& eiwr the litfle orles. ... I jlrst like to do it. Holly indicated that she has fnends who have dropped out of the GGC. She believes thar they lefl because of lack of time, and "probabfj because they jirst don 't thi~rk hat iz is cool to do. A lot ofpeople probably just wovwhat other people think of hem hri~igirr it or they are just mo lay. " Holly considered dropping out of the GGC dunng her years in Pathfinders and during her iast year in Rangers. However, she remained because the problem/situation had improved. Holly is glad that she remained in the program and has had no regrets about her continued participation. l feel real& good .. . I do11 't kiow. I wouldri 't Wemy experierzce it~fi~ame of cori~ttrythar she wmto on her i~~tematio~dtrip) for anythig. I think, every fime yor go pst anoîher stop und al1 the cha1Ienge.s yutr do. Yo~rface womeds i-wesa»d all the stuff like that and kinclci realke thîngs like. hmlucky ym are arid the advantages yorr be. Like beîng in the Girl Cmides is iikp a gdihing. While discussing her extended participation, Holly descnbed how she obtained a better understanding of the GGC because of her experience in the different branches. ... Ifyotr go throzcgh [each branch] you gel a better zmierstanding ami a lot of iikr, respect for the people like, the Guiders und things like that, who take the tirne that the-v do undym get u better understanding of whar it is ail about d ~hirigslike that. 1 don 't thirrk ii is like. necesway rfyoir just want to go to Rmgers jrrst to do the camping and stuff like th,you cmgo but I don 't think you would get as mzich out of it. Holly explained the different oppominities presented to her during her panicipation in the GGC. Holly received a university bursary fiom her area. She also had her entire international trip paid for by her area and district. In many cases, young women in other areas and districts have to fund raise and pay much of the coa themselves. Her expenence in the GGC also helped her obtain part-time employment. 7i 1 Effects of GGC participation. Holly's story revealed many benefits of her participation beyond friendships and memories. Her involvement in the GGC allowed her the opportunity to get to know a lot more people and establish many fnendships. As Holly indicated, she has become more outgoing and confident. I thi11k it has helped me Pe more mtgoitig] ... I wac tiever realb s@ btrt aro~rtd peopfe I was and armnd pien& I was ahvays tnrtgoing but now artnoid nap people I 'm trot either. .. . Just wheirever yotr kimb complete the challenges aiid stirfl like that. Now thal I 'w hretr chairperson a lot of the stirff is up to me like. I 'rn the one dohg ail ihr orgut~kitigof things. Wheneveryoirjinish something and it works out Holly continued by addressing other effects from her extended participation. .. . Ii hareally helped me organize my time mtd s~ufilike I was chairpersunfor nvo years in Pathfiders and ail three years in Rongers. So I think thhas realiy helped me keep organized becatcse I reafiy wam 't organized ai all. It hm helped me otrt iir schwl. I think thai is al1 gd. I pess the biggest thing is meeting the different people tht I have met md even then it as pushed me wmtiing io travel orid go to rhese other places and nakes me want to heip people oui in ail d~gerenr parzs of the world Like I want to teuch Enghabrd or somethirig Mqbe ihai is why i wm~tto lemdifferent languages. I want to leam a lot more /ml;riiagesso I cmgo interact with more people and help people oirt mid atflliku that. I rhkthat contesfiom Guiding becuuse if I Mn't been in it. theti 1don 't thi~ikI ~mldbe us cmcented about people thrmgh al1 d~fferentareas of the world So it has realiy made me want tu do smething wirh tht, it hashowed. maybe that. I cmmake a dJffere~ice. Another ski11 addressed is her ability to better handle herself in negative situations. She accredits this ski11 to the expenence she had when cornmunicating with difficult leaders. Holly believes she has obtained sound knowledge and expenence in camping. She has also gained a new perspective on many thgs since her international trip, such as the value of cornmunity and her interest in others. Holly described other skilis such as time-management, being able to compromise and being better able to accept and respect 7 1 others. In addition she offered examples of program exercises from which she leamed some of these skiIis Yeah. I think ir hsrealfy helped nie wilrespecthg peoples ' differenccs. and there has beerr a lot of d~fferentsituations where we huve had ro ptt orrrwlves i~r ihe leader S shoes and other people 's shoes alrd siuff Ijk îht, when we are nying toflgure thirrgs out. I meal) mostly. ii's alIowed me to see thingsfrom dl fferetat people's a@es. I 'm /rot as dose miilded. as rtatrow-mhded as I ttsed io be. I rrsed ro be before. my opinion und this was it. like 110 way was likt, I was poing to look 01if ihr way ym see ir md sti@ Iike that and now ym have to. Holly explained she has noticed a difference between herself and other young women her a_re who did not participate in the GGC. I thiilk most of the people I b~owwho mn 't in ii anymore or who ~reverwere ... they are more foçi~sed01, just. 011 themselves or just on like socialiiing alrd thiligs like thar. I do11 't think they realiie the experience it g ves ym ... when I look at people rrou I jrtst hido sw how more shaffowthey are ... Mernories of her different experiences and the fiendships made were also nated as positive effects fiom her participation. Leisure involvement influenced bv GGC participation. Holly began playing baseball at the age of five and has been involved in various levels of the sport ever since. In junior high, Holly acted as a peer helper/mediator. In high school, she was involved in several comrnittees and voiunteereù for three years as a Sunday School teacher. Holly has many fiends in and outside of the GGC. She spends moa of her leisure time with her hends and their leisure involves hanging out, playing lazer tag or pool, bowling, attending parties and dancing Holly's leisure history revealed that from an early age, participating in activities with ffiends was important. Her narrative also revealed that Hoiiy's interest in helping others began during her years in junior high. While discussing her leisure participation in different activities, Holly indicated that the GGC is the moa structureci program she has attended. She explained how her interest in camping and hiking grew from the GGC to become a popular leisure activity with her friends. .. . 1 don 't think I wmdd hme ever gotten into camping if Ït weren 'tfor Girl Father's involvement in Hollv's GGC ~articipation.We discussed Holiy's mother as an active parent in the GGC, but only bnefly discussed her father. This second meeting allowed Holly an opportunity to clan& her father's involvement in her extended pmicipation. Holly believed that her father had been more active in her participation than most fathers. She described her father as the parent who most ofien drove her to meetings and excursions. He helped her with fundraising and would assis her with badges and challençes. The all-female environment of the GGC. Holly's narrative from her fira meeting made no mention of the dl-female environment of the GGC. Holly's leisure history included her participation in organired baseball which was also moaly with fernales. When discussing the GGC's environment during our second meeting, Holly indicated that she never thought about the dl-femde environment. Upon further discussion, she expressed her enjoyment of the interaction in the older branches between Rangers and Venturers. Venturers are the senior males in the Boy Scouts (Rietveld, 1985). Holly enjoyed coed activities and believed that more interaction should take place within the two organizations, ''1th& th it wottld be better ify011let the Browi~ies irtferact with iike Beavers oiice in awhile. and asyoti go tep jrcst h the grmips hang oirr ... " However, she believed the GGC shoutd remain fmaie. Holly's story depicted her enjoyment in the GGC. It revealed that Holly remained active in her participation not only because of her personality, but because of fiendships and opportunities. Salient to her participation has been the skills and intereas that Holly has developed in the different branches of the program. 73 Diane Diane is Holly's mother. and a mother of three. Diane was involved in the GGC as a child and was a leader of her oldest daughter's pack pnor to her youngest daughter's enrollment in Brownies. Two meetings were held with Diane. The fint meeting consisted of an interview lasting approximately 45 minutes. The second meeting gave Diane an opponunity to read her transcript from the first interview. No additionai questions were asked. ïhis meeting was held three weeks later and lasted approximately 15 minutes. Daughter's initial involvement in the GGC. Diane began by explaining how Holly first became involved in the GGC. The decision to enroll Holly was a parental one. Holly's oldest sister was already involved, and Diane was acting as a leader. Diane wanted her daughters enrolled in a positive organization that emphasized the importance of farnily, as well as respect for self and ~el~improvement. ... I ihir~kwhat (the GGC) star~dsjiorat least wht Ifel! the main gw/was ... something rhat I wanted my datighters to be a purt of ... The way that they cal1 express themselves ... was ahvays a worfhwhilekinda thii~g. Diane explained that Holly had a lot of niends who were also getting involved in the GGC at the time because of the social aspect. Dauehter's extended involvement in the GGC. Diane offered her opinions on why Holly has remained in the GGC. .. . Her frieiidî were staying in if when she adianced into Guides. ... We had a rmjonn for her 10 Wear flaidgh) thwaspart of it. When she advm~cedto Pathfitders it was because the girls had been together for so long mtd knew euch other wdand iiked the havof the leaders ... To go ori with the core grorrp and the opporrtrnities ... For .. . Ho/&, she saw it with (her older sister}. who got a trip throrigh GGC to fitame of cotîntty). She mfwh tht eqverieiice had hnvjor her. mat was certain& a goal to try dgeta trip ... which she did manage to do ... Some of it probabb wlas thsk is very competirive with her sister. 77tere was aiways that edge everi thotîgh they had dttferent interests il1 the progran. But maidy becaise of thar core ~oup... Diane believed Holly aiso nayed because the GGC is a deenvironment, aiiowing her the freedom "10 ny new ihings alid spread her wings." Opportunhies for camping had 74 also been mentioned as a sipificant factor in Holly remaining involved. Diane and her husband were not campers so Holly enjoyed having these opportunities available. Diane believed that Holly had also remained in the program because of the greater control that the young women had in the unit during the older years. Diane did not suspect that Holly has ever wanted to drop out of the GGC However, she did indicate that being identified as a GGC and wearing the uniform had posed a problern dunng Holly's Pathfinder years but not to the extent that she wanted to quit the program. Diane addressed how Holly had always enjoyed the program and had been central to her units. The effect of GGC partici~ationon her daunhter. Diane believed that Holly developed many skills and anributes through her emended participation. 1 rhirik the brggesf thirlgprobably is confidece. She is uware of what she car? do ir, gve~icirct~mstar~c~s. She hm bwiput i~osom very II~SI~cira~mstances hr cmse of Gt~iding.Most were certain& very positive and the co@iet1ce, of like the nip to (,Mme of cmiritry Hofly went to or1 her intentatio~~aftrip) like the hrr~rfirsshe got from rhat were phenomenal ... and ym see them ocairring ... She has made frieridîhps with sonte people. ifj11st ar school may rtot have beeri ... sitch close friendr. She handles herself very well beccruse of her prsiciporion. Diane said other skills that her daughter had learned included being better able to handle herself in both positive and negative situations. Diane referred to an experience Holly had with a difficult leader in Pathfinders. Diane believed that Holly was able to deal with the situation in a positive manner because of the deenvironment. The GGC offered Holly the appropnate mechanisms to deal with problems correctly. In addition, leadership, delegation, self-confidence and a geater willingness to put herself in uncornfortable situations were indicated as other attributes and skills that Holly has developed. Beyond friendships, Diane added that confidence and self-worth issues had most likely been the greatea benefits to her daughter's participation. She attributes the development of Holly's confidence and self-wonh to the different expenences and situations offered in the branches of the GGC. 7,. Diane discussed how her daughter used to be extremely shy when meeting people for the first time. However, she has noticed that Holly goes *'OIII ori a Iimb ** to meet people. Diane accredited Holly's overcoming her shyness to the GGC. .. . She hus hee11put is so nany d~fleretitcira~rnstmices, mid has hep)J a/iowed to bu like rhaz. in a safe-~!tiviro~et.... It hm aIIowed her ro shir~e... I cal, probah!\. gîararttee that there is not a persor, in (amwlwre they liw) who does t101 biow Ho/!v. She is .. . boisterms iti eveything .. . she is ahuays orrr there arid is uor afraid zo takr a ris&. .. When discussing her daughter's extended involvement in the GGC, Diane spoke of the effect Holly's active participation has had on her daughter's development. Yoti mi 'r sperid m~rchof pur tirne k any type of movemerit withoirt it affectirtg yoli somehm!. Without a doltbr in rny mirid that has played a part with home and hrr sports and every~hing.1 do11 '1 think yorr cmpoint it to jmt ... the Griding movement brrr there is cenaidy a combit~atio~lof that. It 3 a positive pan of the per.sot~she 1s. Diane continued by discussing the various opportunities that Holly has been offered during her participation. These oppominities included: a university scholarship, the chance to attend .different learning workshops, and the experience of travel. As evidenced in Diane's story, Holly's involvement in the GGC was somewhat influenced by her mother's participation as a leader and her pnor enrollment as a child. Diane also suggested that the positive environment provided by the GGC was significant in she and her husband's decision to enroll Holly in the progrm. Diane's account suçgested that her daughter's personality, as well as fiiendship with a core group, was the main reason for Holly's extended participation. However, oppominities for camping and trips also were significant. Diane's narrative revealed the benefits her daughter has gaiwd from extended participation and provided examples of improved skills and attributes. Diane's aory provided another perspective in îùriher understanding Holly's extended involvement in the GGC. In addition, Diane presented an insight into her own participation in the program. Holly and Diane provided the same response to Hoiiy's first involvement. Both indicated that Holly becarne involved because of a parental decision that was moa likely 76 influenced by Diane's involvement at that time and previously. Similar responses by Holly and Diane showed that Holly remained in the GGC because she had been there since the beginning. Opponunities such as camping and trips, as well as fnendships in the different branches also were presented as reasons for Holly's continued participation. When discussing the benefits Holly has obtained from her participation, the stones presented by Holly and Diane displayed Holly's development of attributes and skills. Many of these had been accredited to her participation in the GGC. Third Participant Set: Stephanie and Rame Stephanie Stephanie is 17 years old and is in her second year of the Ranger program. She has been involved in the GGC in her comrnunity since Brownies. Two meetings were held with Stephanie. The first meeting consisted of an interview that lasted approximately 1 hour and 30 minutes. The second meeting took place approximately two-and-a-half weeks later and laaed approximately 50 minutes. This meeting was twofold: (1) it allowed Stephanie to read the transcnpt fiom her fira interview. and (2) it allowed additional questions to be asked. As will be seen, Stephanie began her involvement in the GGC because of her mother's past involvement in the program. Stephanie continued her participation in the diflerent levels mainly because of tiiendships, however, the combination of experiences and opponunities that have been provided to her have du, motivated her extended involvement. Stephanie's narrative aiso described the many skills and attributes that she has obtained as a result of her GGC participation. First involvement in the GGC. Stephanie began by explaining how she first became involved with the GGC. .. . My sisrers were in it. They boh stmed in Browtiies 'came there wm~'t reaf& a Sparks program then ... Me and my mom w.ould go and &op them off aiid I »~~ztldsec hmmzrch firn they were both having d I ahvays wanted to stuy ... w~hrnI got old eiiotrgh, ne und my mom joirled rogether. 77 Stephanie' s mother, Flame, became Stephanie's Brownie leader. Stephanie continued b y talking about her mother's paa involvement in the GGC. Rame had been a member of the GGC as a girl and young woman. While discussing her initial participation in the GGC, Stephanie recalled that she had friends who had also joined the program at the time. When she was asked whether she believed that fiends had any iduence on her joining the GGC,she believed that they may have piayed a pan in her decision. I probal>!\? wortld have went a~~ywaysbut a lot of.. . gwdfrem& .. . [were ji.I dorr '1 remember so mitch juiriirrg becmse it waç a long time ngo //~II&but .. . I remember goi!ig to the meetings and ne ver w~11ti1igto leme .. . It was probabfy a liirle bit of injli~enceof myfnemis beiitg here. Experiences in each branch of the proaram. Stephanie described her involvernent through the different branches of the GGC. She revealed many fond memories and stories of her participation. Stephanie began by reminiscing about her years in Brownies. .. . I ahays remember going catnpit~gin Browr~iesm fhe Cmp Frmr Hoidse 111 h lame of area) .. . I remmber .. . a Christmas camp. 11 was likr. in December und my gra~~dfatherdressed up as Saiita Clarcs (krugh) a~dhe came but I didi 't know he was Santa Clms thej~.and he came. and we made so many crafrs that camp. /Ia~~gh)We had su many crrrfis it was rcnbelievable. We decoruted O whole tree with the crafrs thut we made and ... thwas rediyjioi. I ... loved camping in Browies .. . Stephanie's narrative revealed her enjoyment of Brownies. She pmicularly expressed her interest in camping and obtaining badges. .. . Ir was a big competitimi (imrgh) getting the badges. I still have mine. We H ardd ahqscom . . . Her mother had acted as one of her leaders, and Stephanie recalled that her unit had been large. Stephanie revealed that she had met her best fi-iend during their years as a Brownie. Stephanie continued by discussing Guides. She did not enjoy her years in Guides as much as she did Brownies. .. . I Iiked camping. We did more tenting. I dodt remember as nnrch abmt Guides. I did~l'tenjoy it as much. 2felr that the progtam wer a lot more smictitred and it kinda seemed like you went from Brownies, wwhich was a lor of gantes and fut^ and everything ami then ymjumped into Guides which was .. . Rtr~it got better as the years weir MI because I got more ir~deptrtderttand 1 was abk IO bc irl charge of my patro/.. . I um a ver). indepndertt persori. so If~rtdir hard when there is ahqs mmeone there telhg me exact& what to do aid wheii lo cjo il ... Flame moved to Guides with Stephanie and acted as her leader for the entire three years. Stephanie's Guide unit dlhad a lot of girls. Stephanie has remained fnends with many of the same girls with whom she moved to Guides. Stephanie indicated that she really enjoyed her years in Pathfinders because it had been a lot of fun. She liked how her unit had been smaller than her units in the previous branches. She also liked doing community senice and working independently. Her mother had entered Pathfinders with Stephanie and acted as her leader for the entire three years. Stephanie then discussed Rangers. She indicated that she chose Rangers instead of Junior Leaders ar Cadets because her fnends were already in Rangers. She had not considered Junior Leaders because she wanted to participate in a program with young women her açe. She had little knowledge of Cadets. .. . Ail myfriendî were in Rungers mrd 1just never reuh'y thot~ghtoj ii. !ahuays jzrst thoicght of it as Brownies. Gilides, Parhfi~ufers,Rangers. h wasjiw .. . the fhitig like yozr do. I wasn 't a Junior Leader, /iàe it 's like I worild rather be with ny OHW age qmpand I would rather interact wizh my owr1 age grot~pthmi be like with Girides and be Iike the Ieaderjigt~re.. . Like when ytm are aJi~nior Lzader lfind that ... ytm have the older leaders. which are like the motheriy flgtres. arld then ym have the younger girls. who are al! in tkir groups ... The Jmior Leader. yuii me sti~kin the mi&k midyocc are rtot exact& a leader mtd ptr ore not agirl, so ... ir 's krnd of rot@ ... It mver reaii) appeuIed to me. Although Stephanie enjoys Rangers, she iiked the PatMnders program more. She expressed that the Ranger program was vague and difficult to follow, which makes it more difficult to complete. Stephanie does like how meetings are run by the young women rat her than by the leaders. During Stephanie7sfira year, Flarne was not involved in the 79 Ranger unit: however, this year she is a leader. Six young women are in her unit. a decrease fi-om previous branch units. At the present time, Stephanie intends to continue in the GGC and enter year three of Rangers; however, she expressed that this was dependent on school and sports. Reasons for extended involvernent in the GGC. Stephanie has remained in the GGC for over 12 years. When she was asked for the reason for this extended involvement, her first comments indicated that her fnends in the prograrn played a significant factor in her continued participation. .. . A /or of iî was my frienh ... II was a chance for us to get awuy from schd aiid jirst go havefu,,. It was like. a drry offnand go awq... Nmlike we get ru do camps cold it wm jirst reailyjin to be with frieids. Plm. I teumd a loi. I Irarwd a iot abotir cumpirig and I lemned a lot about ... imractir~gwith rrew people. aizd how to conimirt~icatewith people well. I like if. Ii is a great leamitrg experietice. und it is a way to hmfuir while yotr are doing it. So I thitrk thwas bnsicalij why hy stayrd in it. more for like. the fun of it becmrse 1just enjoyed doitrg it. However. as the discussion progressed, she addressed other factors such as fun, the opportunities to go away, camping and the leaniing experiences. When discussing her participation, Stephanie indicated that she has fiends who have dropped out of the program. Many of the young women left during her years in Pathfinders and Rangers. Stephanie speculated their leaving had a lot to do with them entering high school. The GGC was not considered "the cool thing to do." She added that the fnends who had dropped out of the prograrn were not those who had been involved since Brownies. She hypothesized that if they had been involved since the beginning, they may have made more time for the program, may have found it more beneficid and would have wanted to remain. Stephanie made it known that she had also considered dropping out of the GGC during the different branches. At rimes I didti'?wunt to go to Guides. iike I was fikv ''1jtîst don? want to go" and I dirh> 'tfind it es rniichjim. In the tmt year of Pathfinders. MP~Hall of my friettds were gone. a couple of times I di& 'tfeei like going ... I just di& 'tfeel like il. I consictered it this year. like going into next yem ... I on, going to be rra(!>?biq~~ with schw( .. . II( i When Stephanie was asked what changed her mind, she discussed the benefits of staying in the GGC .. . ïkre are benefits like down the rd. fien like this yrar whett I go iiito it tirxr year I am lookingfomard io appîyi~~gfur a scholarship for iriiiversity, thut is otie of the mui»factors for me staying in. If 's iike I 've guite throtigh it this lot tg. whv pit the year before. like. I get a scholarship. ri@? I mean it is a greut opportitr iity alid .. . in the other years 1 mean it wmn 5 like ut the begiming of the year !wocrld be like "NO, I dodt WUNI 10 be b~it at dl. " it wcls jrrsr sometimes I didn '1 walit 10 go tto the meetings ... Stephanie's discussion of her participation revealed that she has had no regrets about remaining in the GGC. .. . It 's beenfim. I 've lranwd a loi. and l don 't regret doirig uny of it. It 's nor like it tukes so much art ojvotir lij. ... It f like one &y a week (Iriigh), like cl corlple of hotirs a week. and l nieuri when you can lemi al1 of these things, why wouldyotr sqno? Aiid theii you hmthose weekends whett yotr car, go campii~g mtd have iike a rotal blust. She continueci her narrative on her extended participation with a discussion of her participation in the different branches. By participating since the beginning, Stephanie has built on the skills that she first lemed in Brownies. Effeas of GGC ~artici~ationStephanie's participation in the GGC had many positive effects on who she is as a person today. Stephanie described the many skills and attributes that have been developed fiom her participation in the different branches. Stephanie began by revealing some of the skills that she has learned. I 'w Icunied a lot about basic skills. Like ... setiingfires whm yu14 are campi~tg md those sort of things. I 've leamed a lot abmt my own survival. Like in Puihfinders yoti learn to, like ifyou oniy haw a cun md olie match and you haw ro light ujre and melt smnv to dnnk or boif wuter or something iike that, we do those sort ojchu~lenges.I would huve those skilk where I wmdd be able to do that and .. . !'ve leamed a lot abo Alt hough Stephanie expresseâ that her family upbringing and her personality played a role in the development of many of her attributes and skills, Stephanie believes that the GGC has also made a positive contribution. .. . Iri Giridi~igI have been able to express it more und it 's kind of a11 ocitlet. Giridirig is atl ootlei whclre 1 cmjust go and b crqund do games ami al1 thar stz~jfIt is a real social 011tfetand ... G~riditighos dom so much. It 's helped me so mirch. iike dong the wwa): like I don 't everr think I can think ofall the things it has helped nie with. Stephanie believes that she has matured faaer than young women who have not been in the progam. She believed this manirity came because of the different experiences and situations that she has been placed in. Stephanie dixussed how she has leamed to take care of herself and others. By having had these different expenences she indicated she has karned more about herself Other benefits of her extended participation are the opportunities that have been offered to her. Employment, volunteer work, the chance to attend workshops and listen to guest speakers had also been mentioned. s2 Leisure involvement influenced b~ GGC participation. Stephanie has been involved in sofiball since the age of three or four. She has continued playing because of her love for the game. This is the first year she did not play because a league did not exist She has also been involved in skiing and swimming since the age of five. She began participatinç in these activities with her family but now, as she is gettinp older. she also skis with fnends. Stephanie enjoys playing sports and being active. She has been involved in many sports throughout her school years. Stephanie has fiends in and outside of Guiding. Leisure is often spent with fhends. Unorganized sports, movies, hanging out and shopping are cornmon activities done with fnends. Stephanie's family leisure entails camping in the summer. travelling and skiing. Stephanie's leisure history revealed that she has been active in sport and leisure since an early age. Although Stephanie's leisure involved activities with fnends. she and her family also spend quality time together in different leisure pursuits. Upon discussing her leisure pmicipation in different activities, Stephanie indicated that the GGC had been different fiom other leisure activities. ... I.fi,dihat Guiditg rejects or? ail sons of drffeeenr topics. !t goes throtcgh s;pors and srnia/, like commt~rticationthi,>gs. ... a~~ds~~rvival tds and that sort of stt& basicalij al/ areas. 1If~dthe orher orgmtizatior~s.it 's like ail sepmate ... hrlt wirh Guiding, iii kind ofi?rcorporatesthem al1 inro one. II is km& Iikr the big package Oatcgh), 1 gcess y014 cmsay. Stephanie has enjoyed being a member of the GGC. From her participation in the different branches she has been provided with many opportunities and experiences. ... Gtlidiq wes reallyfu,r unù interestirtg ir is on am~t711gwway to be involved and Irarri skrlls irt a firn organized way. 1 guess this the &estway I cmexplain if ... Ii 's a rea& gaud o1ctIet for kids and I highly recommend it to any chilhii who are considerinig going imo a snrtctwed program like that. I .. . pies thut is basical!~il. I cart 't suy mrcch more about the program, I mecm it is great and I hwil hm dom? so much for n?). fije mrd i hm it har dotle so much for my -$+ends who have gone rightfrom the begtrtning and gone all the way throtrgh il. From these opportunities and experiences Stephanie has leamed to develop skills that will be usehl for the rest of her We. "... It Sjust helped me in pretty much everything 8 3 rhat I go throirgh .. . It hata11gh1 me fo Ieanr like so mrrch .. . " Stephanie has also developed many anributes and fnendships. The dl-female environment of the GGC. Stephanie did not allude to the dl-female environment dunng our first meeting. When she was asked to discuss this type of environment, Stephanie informed me that she never thought about the environment being just fernale. Once she thought about the uniqueness of the GGC, she began to discuss how important a program for females (GGC) and a program for males (Boys Scouts) is for development .. . Ir's srcpposed IO be separated It 's the kinda thing where grls cmbo~d with girls 'catcse Ijhd girls mature mwhfmr thmi boys and with the sepratio~rof the M~Ocl~flirent sexes ... lfmd that ... it enabfesthe gris to leam about wch olher ami bc able to be comfortable with each other they don 't have to worry ahotrr rhe 6qs ... When discussing the single sex environment funher, Stephanie believed the GGC should remain an all-female prognun. .. . Wct~yotd bring pw11men nying to i~itermtwith litt fe grls .. . it mi@ be a lirtle imcomfortabfe if1had a question ... and I hdto go foa pwri malt arrd ask him .. . With Swrsalid Giriding it 's a charrce for boys to leamfrom boys and 10 look irp to grow~imet1 and for girls to look iip to kirIeClCiers. womerl ... Father's involvement in Stephanie's GGC participation During the second meetin5 Stephanie indicated that because her mother had acted as her leader through most of her involvement, her father was not involved in her participation unless she had difficulty with badges. The story told by Stephanie reflects the enjoyrnent she has received fiom her extended participation. Stephanie becarne involved in the GGC because of her mother's paa expenences, however, she remained in the program because of fiiendships, fun experiences and the opportunities that have been offered in the different branches. This story highlighted some fond memones that Stephanie had and unveiled attributes and skiiis that Stephanie has developed because of her participation in the GGC. Stephanie's narrative portrayed the GGC as an important part of who she has becorne. 84 Flame Flame is Stephanie's mother. Flame was involved in the GGC as a child and young woman. She reentered the GGC. as a leader, when Stephanie became a Brownie. Flame has been active in the GGC ever since. She has acted as a leader through most of Stephanie's participation, and has taken on different leadership positions. She is currently acting as a Camp Adviser. A Camp Adviser helps rnembers find new and exciting outdoor opponunities. as well as providing information to members on local, provincial and inter- provincial camps (GGC, 1995b). In addition, Flame is a leader for Pathflnders and a leader for Stephanie's Ranger group. All three of Flame's daughters have been involved in the GGC. Two meetings were held with Flame. The first meeting consisted of an inte~ew that lasted approximately 1 hour and 30 minutes. The second meeting took place two- and-a-haif weeks later and lasted approximately 35 minutes. The meeting did not involve any additional questions, but allowed Flame to read her interview transcript and clan& points from the first interview. Flame's aory offered additionai insight into Stephanie's participation in the GGC. This narrative suggests that Flame's past experiences in the GGC iduenced Stephanie's involvement. In addition, Fiame's active involvement was also credited as a reason for Stephanie's continued participation. Fnendships and opportunities were also addressed. This story provided exarnples of how a rnother's and daughter's participation in the GGC have benefited their personal development. Dauehter's initial involvement in the GGC. The fim meeting began with Flame discussing Stephanie's first involvement. name believed that all of her daughters becarne involved because of her past experiences in the program. "Weil. 1 had mentioned it tu them. abolît Brownies and Gtiides ami rny experiences. und tky seerned Iike they jiicsr Dauehter's extended involvement in the GGC. Flame believed that Stephanie remained in the prograrn since Brownies because of her daughter's personaiity. At this time Flame discussed her experiences as a leader. She expressed that when young women 2( c reac h Rangers. the GGC becomes part of their identity . As a leader. Flame has seen the young women who have entered the senior branch. She said that although their personalities may differ, many of the young women possess similar thought processes and feelings about the GGC. She discussed how these young women have similar attributes (fun-loving and an interest in helping others). While discussing Stephanie's participation, Flarne expressed the concept of sisterhood in the GGC. Flame was the first participant to discuss this concept. I suspect this was because of her past and present involvement in the GGC. Flame believed that the all-female environment was positive for girls and young women. ... I thitik the sisterhaad thing is greut for the gris becarcse ... the conimu~iicutio~~ with hegirls .. . isjrrsr toiuiîj d~fferent. . . Yoic car1 get more iridepih with yorrr fkeli~~gs... niey cun folk about boys md not hmio worry about boys heing thcre, listenittg itl .. . By having this type of environrnent, she thought it opened communication among the members and permitteci them to become more aware of themselves. Flame was convinced that this type of environment helped the girls and young women in their development. By having female role models, girls and young women were able to view the demonstrated leadership and confidence of the leaders. Rame was not surpnsed that other pmicipants had not discussed the all-femde environrnent of the GGC in their first meetinç. She believed that the environrnent had become second nature. While discussing Stephanie's extended participation, Flame descnbed the challenge she and other leaders face in the older branches. Apparently, it is during these yean that membership and participation in GûC events oRen decrease. Flarne's daughter had considered dropping out of the program dunng her first year in Rangers. She suspected that camaraderie with friends kept her participating. Since many of Stephanie's friends are in their last year of Rangers, Rame is unsure of whether her daughter will complete Rangers. Ahhough Flame hopes she will, the decision is Stephanie's. The effect of GGC participation on her dau~hter.Flarne noticed that her daughter had achieved many positive benefits korn her extended involvement in the GGC. ... 1 am so gfùd tht arr expriemes started offwith the Brownie W we did ... We did a loi of phys~caiacrivlties and camping mni crcrfrs. Stephane is very 86 phys~ca/~she loves spwrs. We did skiing ard cross cozcntry sùiing and srtm* shoeiiig and hikes arid ut ... a young age to be doing thkind of stuff We did a lut of crufis ... III*s helped her to co~~cer~trateor, thitrgs rnrd doit18 very tediores rhings .. . In presming badges or challenges the girls were fightit~gover who wanred to ... IIOpresent their badge. I don 't brm if Stephair~ewottld have been diflerent othenuise. She is a very olctgoing girl anyway but in my experience. ... I hared IIO talk infro,it ofpeople ard I have fowd that Gzciding hm heiped me in thar ~~ay~to be abk to commu,ricate with the parents and be able IIO work with problems ... With Stephie. Ifid it 's bref1 the same thing. .. . She is very confortuble in taiki~~gto a crowd .. . I do11 't kmnv Guiding had sornerhiiig 10 do with it or )lot or If it is purt of her persondi@ bict she is ahvays die to have people fmts ON hur. Shu is very well pken and skcm really get the croi Stephmiie has always been aficrmy girl. She is pite a character und draps alteniio~~II~herse& ... So I really don 'IIhrnv fit is becmese of fmiij ... but with Grciding i think it hm made it corne otct a lot more. her personalir): thtype oj thi~rg.. . II 3 made her mecoifldent I thin&card cornfortable .. . with others. ... little ows, .. . with herseff ... It 's a wonderjùl orgar>rzation. i diah 't realize when i got imo rhis how mtcch 2 would get mrt ojit. I was thinking abmt my girls btcr ym realize as you grnv in the mit ... how much y014 're getting out of it ... Flarne added that from her daughter's expenences in preparing for camp she has not only obtained a fondness for the environment, but has improved organizational skills. She believes that Stephanie's personality has been enhanced by what she has learned in the different branches of the program. She has noticed that her daughter is more fun-loving and outgoing. Rame remarked on how Stephaie has changed fiom a nervous child who often wonied, to confident young woman who has few apprehensions. Flame acted as a leader to Stephanie in aùnost al1 of her units. Flarne did not believe t hat her involvement hindered Stephanie's participation. Rather, Fiame remarked that their mother-daughter relationship has flourished as a result of üieir participation in the GGC. Flame also believes that her leadership played a significant role in her daughter's continued participation. As seen in Flarne's noq, the GGC has offered benefits to both her and her daughter. Stephanie began the GGC hecause of her mother's involvement as a @r4 and s7 Flarne believes that Stephanie has remained in part because of her participation as her leader. Flame spoke of the different skills and qualities that Stephanie has achieved through her participation. In addition, she provided insight into the all-fernale environment of the GGC fiorn the view of a mother and an active leader. The stones of Stephanie and name offered similar responses, beginning with Stephanie's first involvement. Both reponed Flarne as the person who initiated Stephanie's engagement in the GGC. In regard to Stephanie's cornmitment, both thought that Stephanie remained in the prograrn because of fnendships, opportunities and fun. Also descnbed in the stones were the skills and anributes that had been fostered through Stephanie's expenences in the prograrn. Fourth Participant Set: Sarah and Sandra Sarah's mother, Sandra, was interview4 pnor to Sarah, however, in order to keep the presentation style of the intewiews the same, Sarah's interview will be presented first. Sarah Sarah is 19 years of age and in her last year of the Ranger program. She has remained in the GGC despite having moved across Canada because of her father's involvernent in the milit-. Two meetings were held with Sarah. The first consisted of an inte~ewthat lasted approximately 1 hour. The second meeting allowed Sarah to read her transcript frorn the first meeting. During this second meeting, additional questions were asked. Sarah's second meeting was approximately the-and-a-half weeks after the fim meeting and lasted about 45 minutes. From the story told by Sarah various themes emerged. It will be seen that Sarah became involved in the GGC because of a niend. She continued in the GGC for many reasons, but her arong desire to advance through the diKerent branches seems to be one of the prominent reasons. As will be seen fkom the following presentation of Sarah's 88 story. Sarah has obtained many anributes and skills from her participation in the different branches. Al1 of these positive benefits have made Sarah a better person. First involvement in the GGC. The interview began with Sarah telling me how she first became involved in the GGC. Sarah told me that she joined because her bea fnend had been in the program. I rhir tk what she iold me thar /or a nifi she wav offffro her parertrs a,id r vwythii~gar id she wmwith ihis whole bimh of MW popîe mdstiiff like ihut. I rhirtk ir M~USthut thar appaled io me. she was like "thiranird stzi& " a~dI was afwqs irrrerested in Ieaniir~gmore ... I oiiij had a yomger sister, who ar ik rime \vas JINbeirtg bom, so I did,>'f hme anyorie in the hoilsr to play aroirrid wiih so rhar 's whal appealvd 10 me. She remembered that afler she had shown an ioterest in the Brownie progam, her mother enroIIed her in the GGC. Expenences in each branch of the promam. Sarah's described her experiences in the different branches of the program, beginning with Brownies. A fond memory for Sarah had been cookie selling. She also reviewed many of the activities she had taken pan of. some of which were garnes, singing and camping. Sarah recalled that she had a large unit of approximately 30 girls. She informed me that a leader had played an important role in her Brownie participation. This leader had motivated Sarah to complete the program in t wo-and-a-half years rather than the recornmended three, and had gotten Sarah interested in advancing to Guides. While discussing her participation, Sarah expressed her liking of Brownies. .. . 1 did rirjoy if. I remember more mw because i was a Brownie leader urld I got to see the iiew program mid I liked my program becmcso ... we had bdges. artd we had like d~fferentbratichrs. und we had tu actually achieve it io get to the next orte. So I did like it. Mer Sarah cornpleted Brownies, her father was transferred and they moved to another province. While in Guides, Sarah lived in three different provinces. In each province, Sarah remembered her Guiding units to be large, with the exception of when she lived on the air force base. Sarah expressed a king of Guides. .. . I Iiked how N was more Itke a boot camp thBrownies because we ... weren 't helped along the wqwirh everything. ... Yoir saw hm the bed roll was done and Dunng Sarah's t hird year in the program, an age gap between her and the other girls in her unit posed some problems. While she was in junior high, everyone else remained in eiernentary school. Sarah indicated that that she had received encouragement fiom leaders and fnends (who were already in Pathfinders) to complete Guides and advance to Pathfinders the following year. Sarah also remained in Guides in order to cornpiete her Al1 Round Cord. The All Round Cord was a level of achievement in the branch of Guides (GGC, 1986), which does not exist today. Sarah's mother has never acted as a leader in the GGC. Sarah said that having her mother as a leader was not something that interested her because she liked the independence fiom her family. Sarah's mother, however, has played an active role in her participation. ,b!r rnotlwr has been ut everythingfromJlying rip ceremo~iiestu bake sales and crafr shows. She 's reaily ber?there, like driving me, »lot 1ha1 my dad didh 't &ive me brrr l jusr remember nry mother being there or picking me upfron camp, helpr~jpme pack for camp and strfiikr th. Sarah recalled that her father participated during her years in Guides. .. . W7wri i got into Guides imw thal I think abocci it nry dad stmed, my dad war there a little bit more. ... I remember he wodd help me more with the bdges becaîcse the badges got a linle bit hurder ~~hel?ym got inro Guides and he saw ihar ... He wmdd heip me out that wq, k came to my Al1 Rmmd Cord. Once Sarah entered Pathfinders, she and her family remained in Nova Scotia. Sarah recalled that dunng her first two years of Pathfinders she had a unit of either 10 or II. By the time she entered her third year there were only six young women. At this time she indicated that her unit leader had been wonderfiil. Her leader had been kind and was devoted to the members of the unit. Sarah descnbed some of her experiences in Pathfinders: ... 1wasfinally with people my own age ... I Med the point thtyou came to Paihfltiders mdym btow, we ail sat arm~tdd like, "whar are we going to do c)( 1 todq? " thot br& deaf ri@. I fiked that but ON the sanw toke,, I didi>'t like that becarcse I liked h&g a set program, and if twk a while to get lised to !ha! NI Pathfi~iders,like comi~~gIII und just sittitig armod Like SOM people wartted to wwrk 011 badges, mme people didn 't ard it was like. "why are11 't we workirig on badges?" like ifSfun to sit ar0111dund socialke but. so thai *.Y what I liked abmt Pathfinders, kind of thehefreedom but then agaio I wodd likr to have program ... less [activities] thun .. . Guides .. . We did do certain thinps. wr weitt oii duy trips. we went camping and stuf like that .. . It was dunng Pathfinders again that Sarah started to establish fiiendships. At this time she met her best fnend. Sarah expenenced some problems with her age during her last year in Pathfinders, however, this time she remained because she had a fnend in the program. While discussing Pathfmden, Sarah reminisced about a trip she had taken. ... II was ;ri Pa~hfindersth 1 got to go to (name of camp) which was a hge cmp, Zike, three iltomand grls from across Ca~tadQand they had hvo tho~~mrtd ;iiterr~utiotialpests and it was set up as a little city for two weeh ir~Ontario. So thnt rraliy like rmked ... She had discussed her Canada Cord cerernony. Canada Cord is the ultimate badge in Canadian Guiding (Lemieux, 1971 ). She reminisced about the ceremony and how exciting it was for her to be yetting the award. This is Sarah's last year of Rangers. Her unit has approximately five young women. The age gap among the young women has posed as another problem for Sarah. As she enters her third year of university, with the exception of one young woman, al1 other members in her unit remain in high school. Sarah is beginning to [ose interest in the program. Last year was supposed to be Sarah's final year of Rangers, however, she did not complete the requirements of the program and decided to stay for an extra year. She has not been able to do this because of school and work. Sarah plans to remain active in the GGC and complete the Ranger prograrn as a Lone next year. A Lone is someone who belongs to a branch such as Rangers but cannot participate in regular meetings (GGC,199%). Much of the prograrn done by a Lone is through correspondence. While discussing her future involvement in the GGC, Sarah expressed her interest in becoming a leader. 9 I Reasons for extended involvement in the GGC. Sarah revealed different factors as having played a roie in her continued participation. She began her narrative by discussing her interest in moving through the different branches. Sarah also revealed her interest in camping. I ~hhkI have stqed iti the program throirgh each brdbecatrse I liked .. . evep rime yorr pass orle [leuel or branchj there is a~iotherth fior yoir IO go 11p ucui trot rven go cîp hirr runi ... I like that. I1mthat httd of perso~i.where I *mtiot so mi& cornpetitive but 1 wcutt to be ut the top with everyb* else. Khey put the citc~ilettges>~p there but besides that like campitg orid stufll like that twbecause I've heen camping with my family but th's like nothitig. tht*s in a trader whereos in Girl Guides it 's like "here kyow tent. here 'syoicr stove" und eve)~in Pathfitders yorr have to toke grfsout by yotrrseyJor a whole weeketrd atd yutc lime fo swvive. Like no leaders me there. you have to do everyrhtig by yourselj alid 1 mean I Iike thut so. thof'swhy I stayed involved I would have fomy. Sarah thought that when she was youngor, her interest in staying involved in the program may have had to do with spending a night away fiom home with her fnends. She also indicated the program offered many challenges, leaming experiences and fun opportunities, such as anending camps or going on trips. As Sarah was cornpleting high school. the fact that she might be able to receive a bursary when she went to university was also a benefit of her continuation. Sarah was fortunate to receive this bursary. As previously rnentioned, Sarah's life dunng childhood and adolescence had been transient. Sarah believes that her participation in the GGC had becorne her source of stability. Otw thgtht has stayed stable in my ive alid thar is wherever I move. I wm gotrig zo go to Girl Guides, so, that 's the betieft for me becmse I have uhqs had the one thitig tht was the same. Sarah also aated that she remained in the program because the GGC had made her a better person. .. . Ii 's made me a better person. I think. I don 't even think. I kmnv thit har made me o gwdperson and I 've stayed becmise of the chalillet~gesth I have hem put in that I cmdo ... Becmise of the fact thsir I 've beeti there since the beginnirtg. I think that har ptiiled me thracgh a lot of the times ... adj~icsrthe fact that I like it ... If 's been my lije for thirteen or founee), years. Cl 2 While discussing her extended participation. Sarah indicated that she had considered dropping out of the program this year. In addition to schoolwork, her work schedule had interfered with her Ranger meetings. However, Sarah continued and expressed no regrets about this decision or of her continued participation in the GGC. At this time, Sarah revealed her thoughts on why members quit the program. She believed that peer pressure ador ieaders play a significant part in their decision to leave the progam. Sarah believed that by going through the different branches she has become more appreciative of what she has learned. She believes that if members begin the GGC in Brownies they will continue through the dEerent levels and are less likely to quit the program. .. . !rhink .. . once you start oflin Brownies for sume reasm ym4 will be more upprecia~iveof everylhing thûr ym get throîrghout ymr bramhes. By the rime yorc get ro Rangers yai are goi~lgto thirtk back ... like. a11 the stiiff thut ym have Uow bttt (lyotr statt ogirt Gtrriies, ym are more likely to drop ocrt I four~d hecatcse Gtrides is strict but yu11 leam that when yar are in Brownies and ifymi star? of/ in Pathfinders you dur? 't have an appreciation oj what yu^ jmt werir rhrorcgh and ym are more relmed and like ymr like. "man, I should hmdone zhis earlier " thinkirîg ir was so lm. . . Effects of GGC partici ation. Sarah indicated that she has developed many skills and attributes through her extended participation in the GGC. Being more cooperative with others, linening and mediating skills were stated by Sarah as some benefits that she has obtained. She also believes that she has developed organizational skills and a arong work ethic in addition to qualities that have made her a better person. I 'm dipiomatic. th3 something thar has ken said about me becmse being the ddrst person in every branch I've kindo bem on the mtside of all the yarrtger girls und ittstead of getting leaders involved I go in there. So 1 think I am a dipiomatic person und I will lister]to both sides. 1 am a good listet~ertoo. Jrrst the cpaiities that I fhink make a good persori ... I have gotter, in Girl Guides not thar my parents wouldn 't have imght me thut fi wam 'r in Girl Guides btit wo>ridhaw heen, something wmdd hrrw bee~~mtsri,tg thrmghour al! these -vearsS Sarah said that she has also gained arong leadership ski115 from her participation in the program because her age gave her many leadership roles. From her participation she 9 3 has also been able to calm dom and be less 'bhyper." This has allowed her to become more attentive and concerned about taking her time when doing things. She has also had to leam how to present herself Sarah believed that many of the qualities she has obtained have been established through her GGC participation. She believes that the GGC has also had a large impact on her personality, "They are both the same bvccnw of Gitidiirg 1 have this prrso~iali~:" Sarah continued her narrative by discussing other benefits that she has achieved Frorn her participation. Who i am roda): I am a persoir who k110w.s that I can do a lot of sz~%fairdrhat I car] hdp peop/e. this I cair make a d~flereizce.. . jîîst ro the poitl! thor ? doti't hmv ro takr a bac&seut. 1 thii,k that !havr golie throtqh this and yotl biow. like wheii a//of myfrietrds were q>ritt~ngI stayed with if. so I am strotrg willed md circtrm.sta~~ceshm been agaimt me with the fact thai me moving ail the timand I have .Mi stayed with it. 1 know thar I am a berzer persoir jrrst ail aroirnd becarrse )rot becmse the Girl Guides has this big whol~someimage or atythi~zg like rhai .. . bnt the fact it is so structtrred fowards making yotr a better persmi and I iwk heed ro zhut, &in& deal. So I think I am a better persotr because of it. Sarah expfained how she has benefited from the various opportunities that have been presented to her white she has been a member in the program. Sarah has had many volunteer opportunities. She also was chosen as Honour Guard for the Queen. Sarah has attended conferences and workshops and an international camp in (name of place in Ontario). Not only did Sarah feel fonunate to have the opportunity to attend the international camp, Sarah indicated that her experience at camp is something that she will never forget. By having had the opportunity to volunteer, Sarah has become interested in sentice work outside the GGC. Sarah's camping expenence has initiated her interest in camping for leisure. Campiitg skills. l pride myseif or1 tht .. . [cmpitig] rs impona~rto me .. . It S somethiig that isfrr~,recreationd and I hke thut, so I do it, ... I 'm goad ut c*urvpirg. The only benefit that Sarah indicated that she had not obtained through her enended involvement had been the development of many lifelong fnendships. Leisure involvement influenced bv GGC particioation. Sarah revealed an active leisure history when she discussed her involvement outside of the GGC. For two years as 94 a chiid. Sarah highland danced. She also took horseback riding and roller skating lessons with her family. Mer her farnily moved to another province, they did not continue with these lessons. In junior high, Sarah was involved in several clubs because of her interest in shanng her opinions. She also helped establish her schools' field hockey tearn and played on the team. Sarah and her fnends were also cheerleaden for a hockey team for a year She did not continue cheerleading for the team but becarne invoived in their fundraising. In university, Sarah is the president of a sorority and the philanthropy chair. Recentiy, Sarah's work schedule has taken a lot of her time. however. when she is available. she enjoys spending her leisure with her friends. ''Myfreds me reallv importa~irto me a,id 1 thi~rkihat comes front all my years of moving atid stcîfliike tha. ... !do mosl of my Ieisîre activities with my jretadr ... " Leisure for Sarah and her fiends often involves hanging out together andor going to the movies. While discussing leisure, Sarah indicated that the GGC has been the most structured activity she has been involved in. She also believed that the GGC was the only organization that had not been coed. At this time, Sarah discussed her opinion of the GGC's dl-fernale environment. The all-fernale environment of the GGC. When discussing the dl-female environment Sarah revealed that she had never considered the GGC environment unique until the Scouts started accepting females in its program. ... Like ir 5 t~oismeihing rhar I ever ihought abot~tin al1 the yeurs that I went ti~roirghbrrr I thir~kabotît it more now with the Scms king coed. I don 't agree wirh that becatcse .. . when ym are like jive .. . yoii wddhave girls rtmtijg nrocrr~dwith boys cwties or whatever or sncfllike that ... and when yuu get to be thirzeen ... when ym get a brmch of @ris together then they me r~oth~tirnidared to taik and ... and if there were boys, they wodd be. .. . Whm il comes to d~fferentsituations when ym are twelve mtd thirtee~~you clmi 'r wam the gîys there. so it 5 belter ofic I think everything is calmer 'came whe~iyoii gel iîp to high school ... you're not gong to get anything done ... You tirrd fhat rime may and know th1 wktymî me going hrough sornebody else is goioilig throirgh km& deai, rhrotgh those awkwmd teeriage Yeats. 95 Sarah's story displayed her devotion to the GGC. Her cornmitment and extended panici pation has not been affecteci by her family' s transient Iifestyle. Ironically, Sarah began the GGC because of a fkiend. However, fnends had a minimal effecr on her active panicipation and continual involvement. Sarah has advanceci in the program because of her interest in advancing through the different branches. As show in her narrative, Sarah has developed many positive attributes and skilis that have made her a better person. Sandra Sandra is Sarah's mother and a mother of two. Sandra has never been involved in the GGC, either as a child or a leader. However, Sandra was involved in Canadian Girls in Training (CGIT)and Explorers through her church as a child. Nthough Sandra never acted as Sarah's leader, she has actively supponed her daughter's participation and has helped her daughter's unit when she was needed. Two meetings were held with Sandra. The first meeting consisted of an interview that lasted approximately 30 minutes. The second meeting provided Sandra with an opponunity to read her transcnpt fiom the first meeting and she was asked additional questions. This meeting was held three-and-a-haif weeks after the first meeting and lasted approximately 20 minutes. Sandra's story offered additional insight into her daughter's pmicipation in the GGC. As will be seen, Sarah became interested in the GGC because of a fiend' however, Sandra's past involvement in a similar organization had played a role in Sarah's involvement in the GGC. Sandra's story indicated that her daughter's personaiity and the expenences and opportunhies within the GGC program were factors for her daughter's extended participation. Sandra provided many exarnples in her narrative of the anributes, skilis, and opportunities that have been provided to her daughter and the benefits that she has extracted fiom her participation. Daughter's initiai involvement in the GGC. The interview with Sandra began with a discussion about how Sarah becarne involved in the GGC. Sandra indicated that Sarah joined because she had a fiend who was already in the Brownie program. Sandra 96 discussed how the GGC was a similar organization to one she had participated in as a child. She thought it was a positive environment for her daughter. Sandra explained that her daughter was unable to join Brownies imrnediately because she was not five. While they were waiting for Sarah to mm five, Sarah and her mother had attended GGC socials. Daughter7sextended involvement in the GGC. Sandra believes that Sarah has remained in the GGC because of her enjoyment of the program, unlike Sandra7syoungest daughter who did not enjoy the GGC. .. . She has ahvqs loved it, rightjForn the first da): It was the interaction and the poing muy with /he groilp and what no!. She is a child who likes to trawl and move aroioid atid she likes to /ead I thi)~kshe hm stqed in it al/ thyears to to*tu be a leader or mentor or something for otkr girls. She is very ot~tgoi~~g .. . She jzist iovrd the program, the whole thi~lgand she is still in il. Sandra added that her daughter has never been a quitter and has always been driven. "She was driverr. she wa~~tedto get those badges, she wanted tofly up. she wanied to have it al/ ... " In addition, Sarah's fondness for camping was addressed as another possible reason for her continuation in the GGC. Although camping is done as a family and has been since Sarah was a child, they do not camp to the sarne degree as the GGC. The effect of GGC ~artici~ationon her dau~hter.While reminiscing over Sarah's panicipation in the GGC, Sandra described Sarah's extended involvement as being beneficial. "... Any child who stays in the Program, mch m Girl Guides or Boy Scoitts, it keeps them orr of troiible .. . it keeps them thiki~~g,leanii~tg, interacting with other childwi. I rhink it is great. " Sandra continued by describing examples of how her daughter has received positive benefits through participation. At this time, Sandra discussed her daughter's leadership in the units and her current leadership in her sorority at university. By being experienced in dealing with many people in diierent situations, Sandra has noticed that her daughter has become more able to compromise and reason with people. Sandra believes that her daughter has also developed improved O rganizat ional skills and a arong sense of comrnunity. ''. .. It teaches her how get aiong with groiips. hm' IO speak in pont of people. I thirik it teuches them quire a bit. It makes thehem mi ail roioid4dpersotr " Sandra indicated that as a result of the GGC, her daughter 97 has become more outgoing, has more self-esteem and self-wonh. "fi hamade her more Sandra continued talking about the benefits of her daughter's participation by making reference to the opponunities and experiences that were offered in the different branches of the program. Sarah attended many camps, acted as an Honor Guard when the Queen visited the area, volunteered at the GGC local store and obtained a university bursary. Sandra also indicated that her daughter has established some close fiiendships not only with young women her age, but also with leaders. At this the. Sandra indicated that her family has also benefited corn Sarah's extended participation. ... I ihink as a family wu me a bit more oitrgoing because of her being in Guides ami eantirig ail of these bdges in Guides. She M to know this. that md the other rhiq to eam the badges. So a lot of it we went hmghac well. We took horseback rang and this. that* rnrd the other thirg so she cotdd get badges und HV etijoyud it as well. So it bas probably benefited the wholeJamilj, ilor jicci her. The WC's dl-female environment. When discussing the dl-female environment of the GGC, Sandra did not believe the environment played a factor in her daughter's extended participation. She suspected that her daughter would not be opposed to the GGC becoming coed. As indicated in Sandra's aory, her daughter became interested in the GGC because of a niend's involvement. However, Sandra' s participation in a simiiar organization had played a role in her decision to have her daughter become a member of the GGC. Sandra believes that Sarah's personality fit well with what the program has ofFered and therefore has been one of the main reasons for her daughter's extended participation in the program. Sandra's narrative displayed many examples of how her daughter's participation has had a positive effect on Sarah's development. In addition, Sandra offered her insight into the different skills and attributes that she believes Sarah has achieved through her experiences in the GGC. Sarah and Sandra gave similar responses indicating Sarah's fnend as the person who first initiated Sarah's interest in the GGC, and when they discussed Sarah's continued involvement. Both discussed Sarah's personality and what the program oEered as king 9 8 factors in her extended participation. Sarah and Sandra discussed the benefits that Sarah achieved from her participation in the GGC. Both participants described and illustrated positive characteristics and skills that have made Sarah a bener person. Fifth Participant Set: Jennifer and Sherry Jennifer Jennifer is 16 years old and is in her fira year of Rangers. Jemifer hm been involved in the GGC in her community since BrowNes. However. this year Rangers was not offered in her community and, in order to remain in the GGC,she has had to travel elsewhere. Two meetings were held with Jennifer. The first meeting consisted of an interview that lasted approximately 1 hour and 30 minutes. A second meeting took place approximately two weeks later and lasted about 45 minutes. During this meeting. Jennifer was provided with the transcript from the first inte~ewto read and make any necessary changes. She was aiso asked additional questions. Jennifer was sofl spoken during both meetings. In some cases it was difficult to transcribe what she had said. During Our second interview, Jennifer attempted to write down what she thought she said when "inaudible" had been Witten in the tranxript. However, there are a few instances where Jennifer could not remember what she had said and therefore, the word "inaudible" remains. Various themes emerged fiom the aory told by Jennifer. Jennifer becarne involved in the GGC because of a parental decision that rnay have been intluenced by her rnother's past involvement in the program. She has remained in the GGC in order to complete the program and become a leader. Jennifer also indicated that her enjoyment of the program and the opportunities that have been offered in the GGC have kept her participating. Jennifer expressed that she has obtained many skills and attributes from her participation. First involvement in the GGC. Jennifer discussed how she first becarne involved in the GGC, in Brownies. She was unsure of how she becarne interested in the GGC and 99 suspected it was a parental decision. However. Jennifer did remember that she had fiends who also joined around the sarne time as she did. While she was thinking back to how she became involved, Jennifer indicated that her mother, Sherry, had also been involved in the GGC when she was a girl. Her mother's past involvement may have played a significant factor in the decision to enroll her daughter in the GGC. Experiences in each branch of the promam. lennifer continued by describing some of the experiences she had in each branch of the program. She began with Brownies. Jennifer estimated that her unit had between 13 and 14 girls each year. She described some of the activities she had liked doing in Brownies such as playing games. making crafis and çoing on hikes. Jennifer remernbered enjoying sleepovers, and described having to make bannock for the first time. Jennifer informed me that her interest in obtaining badges began in Brownies. Jennifer continued by discussing her panicipation in Guides. Jennifer did not have any fnends fiom her unit who went with her to Guides; but she had made fiends in other units and many of these girls advanced to Guides. Jennifer's fond rnemones of Guides were camping, hiking and having indoor carnpfires. A campfire is a gathering of girls and leaders around a carnpfire (red, imitation or imaginary) to sing and play games (GGC, 1995b). A campfire usually occurs at the end of a meeting or at the end of a day at camp. Jennifer went on to discuss her experiences in Pathfinders. She enjoyed the Pathfinder prograrn and completed the three-year prograrn in two years. She expressed satisfaction with her leaders. She infomed me that the Pathfinder unit had only four young women, but has since nearly tripled in sire. Jennifer was the youngest Pathfinder in her unit and, as a result, did not make any special fiiendships. However, she made special friendships when she attended an international camp during her second year. While discussing these fnendships, Jennifer also descnbed some of her experiences at the international camp. ... We al! met in (nume ofcity il1 Ontario). and we just p11t a nighr rhere and got to kîmw rach other. and we made a big bminer and siufi md thwe went io (mune of ciry in umther country)). We stayed there a cotrpe hours. We dl& 't leme the airpurIVand we went to (meof countg). We stayed in a hotel in hume of mlother city) for a wMefor a couple of abys and, toirred mound o bit. 100 arid smVsome thirigs atrd ... then we werit Iike jve hows by nairr. and had a hume stay forfive -).s I thin&it WUS. A~idso my~eljattdtwo other girls we stqed with this mie fami& and ... they torcred. like they took 14s ail arotcnd mid showed 11s ail krtids oof thi~igs.it tas so rieur ar~d... then cifter that was over we went dowrz smth agairi aiid we had an eight day camp. ïhat was the reasoiz we we/>t.ir was art i~iteriiatio~iaicamp and there were people from al/ over the comtries. A ll of (liame of country) Guidir~gAssociatio~r, war rhere. eight hodredpeople. flairgh). big camp ! Jennifer has maintained contact with her fnends through e-mail and mail. Jennifer has been accepted to attend her second international camp in the summer of 1999 in (name of Canadian temtory). She was chosen as one of three young women to represent Nova Scotia. While discussing her participation, Iennifer also explained her mother's involvement. Sherry. Jennifer's mother, has never been a leader with the GGC, however. she helped out wherever and whenever she can and offered Jennifer support and encouragement throughout her participation. Jennifer is in her first year of Rangers. She is also acting as a Junior Leader for Guides. She chose Rangers because she wanted to be in a program with young women her age, and because of the opportunities for camping. She did not choose Cadets because she had little knowledge of the program. When Jennifer discussed Rangrs, she indicated the Ranger program was different than Pathfinders. She found it to be less structured and has found this difficult to get used to. She had little to say about Rangers because it is only her firn year in the program. She expressed her enjoyment of the leaders and indicated that she is looking forward to the upcoming camping adventures. Reasons for extended involvement in the GGC. Jeder described many reasons for remaining in the program. Her first cornrnents indicated that she wanted to stay in the GGC to achieve an award. "1 want ro get my Chief Commissiorter 's Gold A ward If 's the otdv thhigfrom your grrlyems thyotc are allowed to Wear or?your adrrlt rcrtifonn. " The GGC Chief Commissioner's Gold Award is the ultimate award a young woman can earn as a member before becoming an adult. This pin is awarded with a certificate when al1 of the challenges in the senior branch core program and the challenges in the branch's 10 l program are completed (GGC, 1995b). Jennifer wants to complete the entire GGC program. "... l cal, 'tj1~ go IO years and riaw like jirsi quit ... " Jenni fer also wants to be a leader during university. Jennifer continually expressed her interest in and enjoyment of camping. Her fondness foi this actïvity was also a reason she has continued to participate in the GGC. Interestingly, Jennifer also believes chat she has wanteâ to remain in the GGC because of the program's environrnent. She explained how the GGC has made her more at ease when doing things because of the all-hale environment. I like it because it 1s ôecatise you cmbe yotrrself; like ut xhmI aid .. . I don7 kriw what you thirtk. but it ahvays seems like there is comperitiort between the guys and the girls but ut Guidesyou dort 't have to compte. You cmdo what y014 wmit lo do and not have to wony abmt them. Mile discussing this environrnent, Jemifer offered her viewpoht on the Scouts wanting the GGC to accept males into the program. I don 'I thirik thal is ri,ght ut ail. I don 't think the Scouts shoufd have uccepted fernales. I think it is good thar it isjust girls and just boys 'cat~seyou cmleam separateiy md compte and stufl ... Jennifer continued by discussing other reasons for her extended involvemmt, such as the many oppominities that have been available through the program. I think it hrd a lot to oflrryou Rnow, lik there is the mps and the travdllingyou cm do and ail the camping cud commtinity service and music shff There 's so milch smf/ym~cm do with. andyou cm> Iearn so mch, like cameing. 1 like to cu~tue.and 1 stmted camehg in Guiding. Myflrst -rience in amoeing war with Guiding ... ft iwrr so muny opportunities, nonnally you would haw ail these d~fferentorganimtiom or whtever ifym wmtted to try sornething but fhis is aii part of Gtiiding. Whiie discussing her extended involvement in the GGC, Jeder indicated that she often takes part in many of the opportunhies that are available, regardless of fnends. Jennifer knows that wherever she goes or whatever she does in the GGC, she is cornfortable meeting new people because they are fnendly and accepting. She told me that she finds it easier to make fnends with people in and through Guiding because of the bond that ties them together. I oz Jennifer has not remained in the GGC because a core group of friends remained in the program together. In fact, Jennifer's bea fkiends left the GGC program after Guides. Jennifer remained because of what has been available to her, and her personal interests. However, she has considered leaving the GGC. During her last year in Pathfinders, she experienced some problems with the other young women in her unit. She also became busy with other commitments. Jennifer decided to continue her participation and is glad about her decision. She believes that many people leave the GGC in the older branches because their lives are busier although some members leave because of outside peer pressure. Effects of GGC panicipation. Jennifer's story revealed many benefits that she has received through her extended participation. She believes that her participation in the GGC has helped her develop as a young woman. She has been infiuenced by many people and has leamed many skills. .. . I te teunwd a lot, es,veciaIiy the outdwrs sfuf/ Thar 's whar I like, the camping .. . ii hm made me a fat more open to other people .. . there me a lot of d&kretir people ... ym can come ... and be friendr with, al1 thepeoplef*om different grmips ... I like thar. Jennifer also stated that her experiences helped her deal with other life situations. She has gained leadership skills and become more independent. The GGC also helped Jennifer establish confidence "... I 'vu gotten to R)' so many /mv things adwork on those ~hingsalid become good ut them. 1 hiow thif1 wmir to do soniething I can do it. " Within the different branches? Jennifer has been provided with opportunities for fiendship, service work, and the chance to attend camps, provincial conferences, workshops and take international trips. The GGC also introduced Jennifer to canoeing. She now plans to take additionai canoeing lessons with her friend. She has aiso earned First Aid certification in the program. Jennifer believes that she has arong mord values, however, she is unsure if these values have been influenced by her GGC participation. Leisure involvernent Uinuenced bv GGC ~artici~ation.When discussing her leisure history, Jennifer revealed a large repertoire of leisure activities. Jennifer began taking ballet, jazz and tap dance at age five. She danced for five years, but did not continue l o3 because it had consumed too much time. In elementary school. Jennifer was involved in intramural teams, and she helped to develop a recycling and composting prograrn at her school. She also acted as a peer helper for four years and was on the intramural council throughout junior high. In Grade 6, Jennifer aarted playing clarinet in the band and the following year she began piano. Jennifer played in her provincial band for two years and recently tried out for the senior provincial band. She also continues to take piano Iessons every week. Presently, she is taking religious studies in order to pet confirmed at her church. When Jennifer was a child her parents involved her in some of these activities. however. Jennifer chose to participate in many of these activities on her own. Most of Jennifer's leisure time seems to be occupied by her commitments. However, she is able to spend time with her fnends on the weekend. For leisure. she and her fiiends often go to the movies or out for coffee. Recently, Jennifer has also staned playing pool with her fnends. While discussing her leisure history, Jennifer indicated that in many of the organizations she had participated in there had been standards. For example. she had to try out for teams and bands or had to become eiected by her peers to sit on councils. In the GGC. however, girls or young women cm become mernbers of the organization by reçistering and paying a membership fee. Father's involvement in Jennifer's GGC participation. Jennifer's father has been active in her participation. Pa~~icularly,he has helped in the preparation for camps and driving her to and from meetings and events. Jennifer's narrative showed her to be an individual who has enjoyed her participation in the GGC. Jennifer's involvement began because of a parental decision that may have been influenced fiom her mother's past involvement in the prograrn. As indicated in Jennifer's story, she has remained in the GGC for many reasons. One reason is to receive her Chief Commissioner's Gold Award. The different expenences and oppominities that are available were also addressed as reasons for her continuation. Jemifer's story highiighted her varied intereas and active leisure involvement both in and out side of the GGC. As displayed by her narrative, Jemifer has tried to take advantage of 104 what has been made available through the program. From this participation she believes she has attained many skills and anributes. -Shem Sherry is Jennifer's mother. She is a mother of two. Both her children have participated in the GGC. As a girl, Sheny was involved in the GGC. Two meetings were held with Sherry. The first consisted of an interview that lasted approximately 1 hour. Two weeks later, Sherry participated in a second meeting lasting 30 minutes. During this meeting Sherry read her transcnpt from the first meeting and was asked additional questions regarding her daughter's participation. Sherry's story offered insight into her daughter's GGC participation. Sherry indicated that Jennifer becarne involved in the prograrn because of a parental decision to enroll her in a community organization. The following namitive revealed that Jennifer remained in the GGC because of her interest in what had been offered through the different branches. Sherry also indicated that she believes family support kept Jemifer participating. Sheny provided examples of ways she believes her daughter has benefited from her participation in the GGC. Dauehter's initial involvement in the GGC. Pnor to discussing Jennifer's participation in the GGC, Sherry discussed her past involvement in the prograrn. Sherry also indicated that the GGC had been one of the few organizations in their community that were available for children. The decision to enroll Jennifer in the GGC had been parental but Jennifer had seemed interested in joining. Daueht er 's extended involvement in the GGC . Sherry speculated t hat Jennifer remained in the GGC for many reasons. 1 zhirtk it has to do with gwd leaders ... I think it has 10 do with the differe~it achities they hme done .. . When she went infoG14ide.s .. . they did a lot of camping ... utte of the pans of the program tht she realiy enjoys is the adventtire part of if.the campi~ig.alid she did a lot of camping ... thkept her into it ... We mode it avaiiable to her. whenever there was someplace fhey had to go. we were ah1uy.s wilhtg to help drive and ... skriever hrid to refuse any of the activities or atythirig becairse we always made sure thwe were available to tuk her ... When she was a Pathfinder she went on mi inteniatiorwl trip d we ilever discouraged IO5 her jkom app!ving .. . We ahvqs e)icouraged her to go,for if .. . ihere has beeri a lot of opporti~~~itiesavailablr to her in the Guiditrg program. Sherry explained that her daughter has always taken advantage of what has been offered in the different branches of the GGC. She has not given in to peer pressure. and has remained in the program. Sherry indicated that her daughter has never been a follower or a quitter. Sherry believes that her daughter's interest in camping and service work are also reasons for Jennifer's continuation in the program. She believes Jemifer may be continuing in the GGC because of her interest in being a leader. Sherry discussed that her daughter is the type of person who wants others to share the same positive experiences that she has had. and for this reason has become a Junior Leader for another unit. In addition to Jemifer's interests in the program, Sherry believes that family suppon, interest and encouragement to participate in the opportunities available has also had a positive impact on Jennifer's extended participation. .. . We have rrai!~mpprted her in the Guidijtg program. Like when shr wem to firame of cozttit~)or? this inteniutid trip I mean, we ttever said rio to my of it m~dshe wmon&.focrteen then. Nor too many parents wmld let their children you kn The effect of GGC participation on her dau~hter.Sherry revealed many benefits to her daughter's participation. A skill that Sherry credits to the program is her daughter's knowledge of sunival techniques. Sherry is cordortable knowing that Jennifer has learned so many skills about personai su~val.She suspects that her daughter could survive just about anything. Sheny believes that Jennifer has had fun while learning many practical skills. Her daughter has been introduced to activities (adventure or winter camping) that would not have been done through the home. From these activities, Sherry believes that Jennifer has become more confident and has Ieamed to challenge herself .. . she hm dune a lot of campirig and certain& enjoys the advenhwe cmping ami the challenge. 7711ssummer she is reaIkj lmhngforward to it urxi l think it 100 is hecaim qfrhe chaIIe~rge. Sk likes io picsh herseIfand th~ngslike ihis. Grtidinp hrlps her challenge herse@ nterr mfia lot of prog*ams mout there for kidr her age to do thuse kitdr ojthir~gs .. . Sherry has noticed that her daughter has become more responsible and organized. She also speculated that Jennifer's extended cornmitment to the GGC has provided her with some lifelong fnendships and a sense of pride. The GGC's dl-female environment. Sherry had never thought about the dl-femde environment of the GGC prior to this meeting. She was uncenain whether Jennifer remained in the program because the environment is all-female. She suggested that if males had been in the program during the younger branches problems may have ansen. Sherry believes that the dl-female program has been a effective for many years, and that it should remain an dl-female environment. Sherry's story revealed her daughter's participation moa likely was initiated because of Sherry's past involvement in the GGC. Sherry speculated that Jennifer has remained in the GGC because much of what had been ofEered in the different branches had appealed to her daughter's interests. She also believes that family suppon, encouragement and interest in Jennifer's participation has been a significant factor in Jennifer7scontinued involvement in the GGC. Sherry indicated that her daughter had learned and acquired many skills. This narrative provided an additional perspective to Jennifer's participation while revealing the positive impact the GGC has had on her development. The stones of Jennifer and Sherry were similar in many responses. It seems that it had been a parental decision to enroll Jennifer in the GGC. This decision appears to have been influenced by a few reasons, however. the strongest is Sherry's involvement in the organization as a child. Jennifer7sreasons for her continued involvement in the GGC were discussed. Although responses Vary regarding Jennifer7s extended participation in the program, each story highlighted the program as something that had appealed to Je~ifer's interests. Jennifer's conmitment to complethg the prognun had also been a reason for her staying. Sherry believed that parental support had also kept Jennifer participating. Similarities existed between the two narratives when discussing whether benefits had been 107 achieved fiom Jennifer's extended participation. Both participants described similar skills t hat Jennifer had acquired as a resuh of her involvement in the GGC. The participants' narratives reflect their experiences or their daughters' experiences in the GGC. It appears that participation in the program has been positive for the young women as well as their families. Within the different stories, one cm see the realities of the program through the experiences of the participants. These stones provided an in-depth view of the progression fiom initial involvement in the GGC to participation in Rangers. By giving the participants the oppominity to tell their stories. the effect of participation in the GGC on young women was better understood. Ten unique stories were presented; themes emerged fiom the narratives. To show a visual representation of the themes found within the stones a model (see Figure I ) was developed. The model encompasses three elements: ( I ) the reasons for initial involvement in the GGC; (2) the determinants of extended participation; and (3) the benefits of participation. The model begins with 'I4otivators for Participation." The young women in this study said they joined the GGC because of fdly andfor fiiends. The large arrow below fmily andor fiiends indicates her membership in the GGC. Below GGC are five sequential branches through which a member progresses. Downward arrows signify progression through branches. Following this progression is the 'Senefits of Participation" as described by the participants. Leadership, Fun, Fnendships & Socialization, Rewards, and Opportunities stem from al1 branches of the GGC,and represent the common themes for remaining in the program. The results of this study showed participants having multiple reasons for continued participation. Examples of what the young women meant by Oppominities and Rewards are provided. The following chapter will provide more insight into the development and si_pificance of these findings, as represented in the model. MOTIVATORS FOR PARTICIPATION Familv and Friends GGC COMMON THEMES OF EXTENDED PARTICIPATION Sparks m OPPORTUNITJES a FRIENDSHIPS & SOCIALIZATION ~b Camping + eLeaming experiences Guides @ @Service CG Pat hfinders a FUN a REWARDS Qb @Badges eTo complete branch "Rangers" @ 4Jniversity bursary eTo complete program (Senior Branches) LEADERSHIP BENEFlTS OF PARTICIPATION O lncreased skills O lncreased respect O Broadened interests O Friendships a lncreased confidence O Better prepared for life situations - bure 1 The eflect of GGC participation on young women: Motivators, determinanis of participation and benefits of the program. C hapter Five: Conclusion and Recommendations This study examined some of the effects of participation in the GGC on young women. In particular. it explored their motivations for joining the GGC. the determinants of their extended active participation and benefits of their cominued panicipation in the program. Young women who were currently participating in the Ranger program of the GGC were the focus of this audy. In order to obtain insight into their participation, not only were young women interviewed, but their mothers also shared information regarding t heir daughter' s participation. The findings in the previous chapter provide an abundance of information relating to the young womens' expenences in the GGC program. The mode1 (Figure 1) at the end of Chapter Four was developed to visually represent participation in the GGC. It may be useful to the reader of this chapter. This chapter provides an ove~ewof the thematic elernents that were found in this study. It is important to acknowledge that although thematic elements have ernerged fiom the narrative, each pariicipant's story remains unique. Themes have been derived from the majority of the responses and do not represent al1 the participants' experiences or beliefs. This chapter has been divided into the following sections: 1) how the young women became involved in the GGC; 2) the detemiinants of their extended participation; and 3) the benefits they obtained from their participation. Each section begins with the thematic elements found arnong the young womens' narratives, followed by the themes that appeared in the mothers' narratives. Each section concludes with a discussion of the significance of these findings. The chapter concludes with a discussion on the implications of the findings and recommendations. initiai Involvement in the GGC Obviously, the ultimate decision to enroU the yowig wornen in the GGC as children was the parents'. However, I wanted to examine the reasons for the young women's interest in joining and the parents' reasons for enroihg them. When discussing this with the young women and theû mothers, the responses that were offered for theù (or their t 10 daughter's) involvement were similar. As shown in Table 3, the primary engagement in the GGC for these young wornen came about as result of (1 ) fMly and/or (2) fiend involvement. Table 3 Common Responses bv Partici ants Regardin3 Young Women's First Involvement in the GGC Youns Women Mot hers parental decision mother's paa GGC involvement my past involvement in GGC/similar organization fiend's involvement daughter's tnend's involvement sister's involvement other children's involvement Famiiv involvement The young women indicated that their initial involvement was the result of a parental decision. The young women believed that this decision rnay have been influencecl by their mothers' past involvement in the GGC. My parents signed me up when I was linle becairse thwas whûl ail my frieh arorrnd the neighbourhoad were doing. A AN of their parents were leaders and 111 my sister was iir it befoe me and my mom as a leader III Browrries . I jrcsl et.(Holly) .. . I pess my parents just juiwd me rcp when I wm six .. . my motn was IN Brow~iieswheii she was a prI. So I pess tht 's maybe why she siped me icp. l did hmfrietids who were in it but 1 don 't know if that is why 1joiiied (Jennifer) Some of the young women who had older sisters mentioned that their siaers were or had been involved in the program when they enrolled. Since their older sisters were enrolled. most likely the program had become of interest to the young women and had become something that they themselves wanted to be a pan of Well .. . my sisters were in it. ïhey both started NI Brownies ... ai~dme ami my mom woirld go and drop them off and I wozcld sue how much jim they were both havirg und I uhuays wmtted ro stay. SS ... wheti I gor oid enough. me atd my morn joinrd together. !'m nor rea& sure why she introrhrced them into the program. brit 1 rhit~kit was my mom 's experier~cebr the Giriding progtam and I rhii~k... she wurtted us to have that wane fun,so she gof ihem involved aiid the!? .. . she gor involved when I did ... it was probably a lit& bit of itiftmce of my friwd~beitig there. (S tephanie) .. . I pess ir was becanse my sister likvd it ami she thoughr it was a ppori. . . (Holly) The rnothers also indicated that family involvement was a factor in their daughters' enrollment in the GGC. They believed that their past and/or present experiences in the GGC or a sirnilar organization played an instrumental role in their daughters' pmicipating in the program. WeII. I gcess she became involved becmse I coddn 't wait for her to start. I Id heeti a Rrowtiie. a Guide. a ... Ranger and thet)... I ... was the leader ... und I always said that "when my datcghter is old enmgh, I wam her tojoin " ... (Gina) Ir wus basically our decision. 1 I bee~~otie and her older sister wm ~IJit ami f was u leader ut the time, so she came abatrd (Diane) .. . We had ahays plmitted mi ewolhg her in Brownies. 1 wwar a Browttte when I ivus a lzttle gr[ und I @ces I jicst cnrtomatically pui (my &@ers) hi the Bruwnie progrm ... Wej11st ?lever thotq$~~about it. we just bww thm she was of age to bti a Brownie and asked her ifshe wunted to be a Brownie dshe wcnlted to. (Sherry) 112 A// rhree of m-v girls begmi ar the same rime, so thf's whe~my da~qhterbegan ir~Guidi~g, uct~ialiy the other two startedprior. I was a mother 's helper and rhm ny darrghter meil). Sksturted in Browies ad... at the rime she srarted. I &wed weli, sueir~gthat my oldest was in Guides ut the time a~tdmy rniddlv clar~ghterwas it~her secdyeur and my yotmgest hghter war starti~igherfirsr, I might as well become a leader ... I uhvcrys enjoyed Giiiding. I a Brow~~ir and / a as a Gtrlde ... (Flarne) She ~m~tedto becatcse her little friend was in Guides. So she wcnited fo br rr~roliedtoo ... When i grew up I M~Siil CGIT cmd Explorers thrcn~ghthe chrrrch. brrr rhey didl *t have this or? this base. I felt thai Girl Chiides was a gOOCI orgaitizatiott, so I wotild get her itntolved in th(Sandra) Friend's Involvement Others believed that the primary factor in their involvement was the participation I thitik ir was ihar my (btst friend) wm in Brownies and she was goir~arotrnd and sayiirrg "1 went to Brownies ... md we made a fukejlower as a crafi adwe piayed this game " and tht.,i I 'm "Mommy, I want to join Guides*" so ... my mom took me dow~arid we signed up ... (ïoni) .. . I was five a11d my best friend. where we liveù, was b Girl Guides u~idl just came home md said "y014him~ this is wht skdm ad I want to do it " and mom siped me rip. (Sarah) Although fnends were said to have influenced the young women's participation, it seerns unlikely that fiends were the determinhg factor. More likely, friends may have played a role in initiating interest. The mothen ageed that although their daughter friends were enrolling in the program at the same time, they did not believe friends were a significant factor in their decision. Relationship of Findinns to Literature Many researchers believe that family members, usually parents, are primarily responsible for early childhood sociaiization (Cordes & ibrahim, 1996; Greendorfer, 1993: Ibrahim, 199 1; Manneii & Kleiber, 1997). As seen by Howard and Madrigal ( 1990), the family, particularly the mother, plays an instrumental role in shaping the 117 organized recreation patterns of its children. Lewko and Greendorfer (1978) also found peers to have an influence on children. However, Macke (1983) believes that the family's impact on the child exceeds al1 the other agents of socialization. Field and O'Leary ( 1973) consider these agents as the individual's "personal community." They believe that an individual's personal community is an important determinant in panime interests. As Greendorfer (1993) stated, the focus of previous research has been on identifjmg the most influentid significant other in childhood socidization. However, Greendorfer and the findings of this audy suggest that parent-peer dialectic seems to be more relevant since the socialization of leisure is ofien an interactive and reciprocal process. Iso-Ahola (1 980) describes leisure socialization as a process through which individuals acquire knowledge, attitudes, values, skills, and motives for leisure. Furthemore. this study reveaied that family influence was in part due to mothers' past andor present involvement in the GGC or a similar organization. Although linle research exists on famiiy decision-making and the family's role in children's leisure services (Howard & Madrigal, 1990; Ibrahim, 1 99 1), research in spon socialization offers support to this finding. Research in this area suggests that parent(s) involvement in spon may be a reason for the child's introduction. This introduction is seen, by the parents, as a "normal or expected" family activity (Greendorfer). Greendorfer, for exampie, argues that that the likelihood for a female to become an athlete is ofien dependent on, or influenced by, farnily spon involvement or parental spon hiaory. It was also mentioned that fiiends infiuenced the young wornen's involvement. Bibby and Posterski (1985) and Smith (1985) found the impact of fnends usuaily occurs dunng adolescence rather than in childhood. However, the findings of this study indicate that fiiends' influence can occur pnor to adolescence. Smith (1980) suggests that initial participation in an activity has to do with fiiends. Smith believes that being accornpanied by fnends is a detenninant in whether or not to participate. 114 Determinants of Extended Involvement in the GGC It appears that there were multiple reasons the young women rnaintained their participation in the GGC. As show in Table 4, there were simila. responses arnons the young women and their mothers. It appears that opportunities, socialkation and fnendships, fun, leadership and rewards were the main reasons for the young womens' extended involvement in the GGC. Although the mothers revealed some sirnilanties to their daughters' responses, the mothers also believe that their daughter's personality and farnily support also had an impact. @ponunities All of the young women believed they remained in the program because of the opportunities. Opportunities included expenences such as camping, trips, leaming experiences and seMce work. .. . It had a lot to o&r you know. .. . 7kre is the trips and the travelli~~gyar can do, ntid ail the camping cmd cornmunis, service md mmic stug niere 's so much .s~ffymcan do ... and yoir cati leam so mch. Like ccanoeing, 1 like to came md I started camehg in Gt~iding.MyPrst experience ii~camehg wer with Gtc iding .. . it has so many opprtmities. Nomuiiy ym wodd have al1 ihese J~tferen~torgm~izations or whatever Yym~wanted to »y somethii~gbt~t this is al/ part of Giditzg. (Jennifer) .. . The chailenges, the leaniing expriencrs, th4 fi111 rhirigs that ym do. You can haveftm md go out with yourfiiends and then you cmhave fun and go mct with these people. kitidri decil ... like getting accepted for camps ... thîtt wm excitingfor me and goinig awq, aild the possibilities of going away .. . (Sarah) The mothers also believed that opportunities were a significant factor in their daughten' continuation in the program. .. . It MUS a very sa@ environmemfor (my &@ter) because she got io ny new things. By the rime she got iii the older programs ... like camping was a big deuf hrcaicse rny heuith didn 't al& it und my hr~sbuniiis not a camper at al[ and doesn 't like if. She loves it and it got krinto a safe environnent to sprecad her wirigs. The control is there but she is stiIIgiven Iltofreedm to W. (Diane) Table 4 Common Responses bv Participants Regarding Detenninants of Young Women's Extended GGC Participation Young Women Mot hers ------Opportunities *camping *trips 4eaminç experiences service Socialization & Friendships 0 Friendships Fun a Fun Leadership Leadership *badges& awards -to complete branch *to complete program wniversity bursary 0 Daughter's Personality a Farnily Support mother as leader 'parent's interest & encouragement 116 .. . !think it har IO do with the diflerent uctivities they have dm... thqv did a lor qf campi~~g.One of the parts of the progm that she really e~rli>ysis the adverltrîre part of ir mui she did a lof of campi~zg... thhas beoi a lot of oppor ~iniiiiriesavailubie ... (Sherry) Socialization and/or Friendships CrandaIl, Nolan and Morgan (1980) and Iso-Ahola ( 1980) found the need and desire for social interaction to be a powerful motive in leisure behaviours. For the young women of this snidy, sociaiization and friendships appeared to be a significant factor in t heir continuation. Of the participants interviewed, thremained Ui the program because of a core group of fnends. However, al1 of the participants established fnendships within the program. ... A lot of ii wumy fie&. It was a chicefor ris to get muay from school and jusr go have fim. It waî likp a day offin and go iaway. plus mw like we get ro do camps atd it werjust reallyjim to be withfiends. Plus, I leamed a lot. i lmwda lot about campittg, interacting with nov people adhow io communicate with people. 1 Iike it. It is a great learning erperiettce mid ir is a wqto have fi ci^ while you me doing it ... (Stephanie) .. . Ymget to meet mvpeople. 1 love meeting people. it 's like one of my jmrrrite things. so this is a gteat way to do ir ... Partly becai1~4offrienndr because like. if I Imd nofiiendF in there I don 't think it would rnatter hmfu,, it wus. ActziaIiy, vthere was 11obOdy then it probabb woulàn 't be thntrichjin~ but ir helps to have someb* to go along with ... But 1 don 't know. if1 dith 't have friendr i~iit ~tow.I probabIy wot~ih'thave stayed i!~it. (Toni) Mothers of the young women also believed that a deteminant of participation had to do with friendships their daughters had made within the program. .. . 1ihink ro her then thit is Toni 'sfnends. lkyare the same bunch of kids in the ~ieighbourhdOOdAt the Sarne tinte, tkywem up thrmgh togethor ... I thkif isjirst sicpport wifh these kids going through. Her ond two others with Rimgers now, and peer ppsstaying together a littie bit. (Gina) .. . Herfriendc were auying in ii when she advm~cedinto Guides ... Men she izivanced to Pathflnders it wmbecause the girls had ken togetherfor so long and hien. euch other well md Iiked hpof the leaders and tkn to go on with tk core grorip .. . biit main& becouse thcore pp.. . Skwent to the same schod wirh these people. Skscnv theni evev week ut hniesand camp ... (Diane) Fun The tenn "fun" had been stated by some of the young women as a reason for their estended participation. According to Podilchak ( 199 1 ), fun is when "individuals are sirnultaneousl y emotionally anached in and t hrough t heir stmcturing of an activity" (p 1 3 5 ) At hou& the tenn 'fun" was ody expressed by some of the participants, when esamining the narratives. it is apparent that al1 of the young wornen had Fun durins their involvement in the GGC. Fun was also aated by some of the mothers as a reason their daughter remained interested in the progarn. Shr ceriuidy gut a lot OJJH hw.s throligh the Guidi118. . . (Sherry) ... She has ahiwys lowd it. ri@ from the frrst &y ... she jrm lovai the progrm. ihc ahole thing ami she S srill i,l it. (Sandra) Leadership In the 1930s. Lewin, Lippia and White (as cited in Edginton, Hanson, Edginton & Hudsoa 1998) determined that difFerent leadership styles affect group behaviour. Since this empirical study was conducted, various leadership models and theones have been developed. These models and theories have been designed to discuss the importance of the leader and the leader's style when faciiitating leisure programs and services. t 1% According to Edginton et al., the appropriate leadership style is situation specific and can be thought of as a process of influence that, whm properly directed, can help a group or organization achieve its goals. Therefore, Leaders have an influentid effect on the participants. As suggested by some of the participants in this study, leaders eppeared to have played a significant role in the young women's continuation in the GGC. .. . Mv leaders, I would haw to sa)' ... sho got me involved in guing to a big mas- camp .. . Thar wos realiy goud of her. (Sarah) Oh. I have had reaiiy gmd leaders. ((Jennifer) .. . 7he leaders were great. (Stephanie) Some mothers also mentioned that they believed positive leadership had a lot to do with their daughter's continuation in the GGC. Whet~she went to Rmigers, the leader chmged and they had a ymng girl. A stirdeiit. rcniversity sfudent, who wasjust wonderful ... At thai point ... I thkthe main thing ... then was jiist something to keep them in it. in the organization to krep thintereste4 to keep itftm and meanin@îd for them. So I thi~ikthat cm rrp nr the righr tirne. (Gina) I ihink it hm to do with gdleaders ... Wncn she wunt into Guides she had a wotîderjiil leader. 7hey did O lot of camping ad Jennijer. orle of the pmrs of the progum that she really enjoys is the adventure pan olit, the camping. And she did a lof oJcamping in the Brownie yeurs und the Guiding years. tht kept kr itîto it ... She hahad great leaders. fier Pathfirtder leders were just wonderfui ... (Sherry) Rewards Rewards were stated as another reason for extended participation in the GGC. As shown in the young womens' narratives, exainsic rewards (achieving badges) were definite motivators to participation in the younger branches. Although they were dl motivated by extrinsic rewards (challenges, university bursary) in the older branches, they also became motivated by intrinsic rewards (the achievement of an award or the cornpletion of a branch or program). Iso-Ahola (1989) argueci that intrinsic motives resdt in more stable leisure participation than ehnsic motivation. Iso-Ahola believed that it is 119 the satisfaction that one denves fiom inninsic motives that seerns to be more effective in influencing participation decisions. I thi~kI haw stayed in the program throrrgh each level because I liked .. . every tirne you pcsss one lewf there is catorher level ihere fur you to go rcp and rzor even p rrp but eam .. . they put the challenges up there .. . Ccm>png and siz& I like that too because ... its like "here Iryour tent. here 's yacr stow " und ewn in Puthfinders ym have to take girls out by purserf for a whole weekend ardym hmto sunive, like no leaders th.You have to do everyrhng by yorcrself inid I mean. I lik thar .. . (Sarah) Welf,there are benefits like dmtt the rd... (Stephanie) !wn~t to get my Chief Commissioner 's Gold A wcad .. . It shows th ymr jhished yoirr Senior Brmches [&mgers. Cadets or Junior Leaders] propm. (Jennifer) The mothers did not mention rewards as a motivator for their daughters' continuation in the program. They, however, thought that their daughten remained because the program fit well with their personalities. They aiso believed that family support had a lot to do with their endunng involvement. Most of the rnothers indicated their daughter's penonality was a significant reason for her continued involvement in the GGC. Several researchers (Ailen, 1982; Bmett 8r Kane, 1985; Iso-Ahoh, 1980; Iso-Ahola & Mannel, 1985; Mannell, 1984) have suggested that certain personahy types are suited to particular leisure activities and leisure interests. This study also found that pasonality type can affkct an individual's decision to panicipate in a leisure experience. ... It 's hard to my. She har ahvays loved it. right from the first &y. It was the hteruction ond the going away wirh the group ... She is a child who Iiks tu irrrvel and move ard.ami she Mes fo Iead I thkshe haF stayed in it ail these years to try to be a leader or mentor or something for other girls. Skis vuy outgoing. Skjusl loved the program, the wMething und she 's stifl in it. She hm ohvays been cùiven, from day one ... Wknshe makes up her mind ahut something. thut S it. She loves it. she is not a quitter ail. She wrrr &en. she wmtted to get those Mges skwmued tojly up. skwanted to have it ail. I think th5 whot probcrbly kept her going- (Sandra) 120 .. . 1 thhk it is irr lhen. I thiuk the @ris ihar get to thu puint where thq me iii Rangers. they enjqv every aspect of the Ranger >mit.wht iz entails, the cotnmiirii~aspect. the campitig the fun ... It ta&s a cenuhi girl to get io thai phr. 7heyjust love everyihng about the Guidirig unit ... the volur~ieeririgthat Stephie does and being in the community attd he$hg out ... Ir is in her. Ifi,ui that with ~heother girls that by the time they get up to Rangers it 's jtm iri thent. I meati. it 's a pari of them at rhat poiii f ... (Fiame) .. . Probahly a lot of ir has to clo with her persotiality ... (Sherry) Familv Support Mothers aiso believed that family support played an integral factor. Three mothen acted as leaders for their daughters, and al1 of the mothers respected the GGC, supported their daughters' participation and encouraged them to partake in opportunities offered within the program. Although the young women did not directiy say their pariicipation had to do with family support, it seems evident from the narratives that farnily members played a siçnificant factor in their involvement. For example, besides some mothers acting as ieaders for their daughters, sisters were also involved in the prograrn and both parents were active in other ways (driving them to and from meetings/events, helping them obtain badges and helping them with special events). This stuciy reflects the findings of McPherson and Brown (1988). They found a positive relationship existed between the amount and type of social support from significant others and the degree and type of participation in sport. We made ir available to her. Wheriever, there was sorneplace hey had to go. we were ahvays willing to help drive and we ,tever, she never had to refuse any of the activities or anything kcmse we ahvays made sure that we were mailable to iake her. ... When she was cl Puthfiradler she went on an hiemational trip and we tirver dîscouraged herfrom qpiying. ... We ahqys encouraged her to go for it ... (Sherry) .. . I war involved, and strppor~edeveyhing they did .. . (Gina) I *d be srrrprised ifshe wmld haw stuck io it [ifmother hadn 't been her leader]. ... I con be quite a fin-loving person and when I get in there with the unit I am going IO make sute ihm the girls are havingjùn (Iùugh) ... Bringing some hunro~ irrto it, keeps the girls there ami lets thsee ihar even in a stressful situation we cm latigh over this. lmgh it ofi I zhink (rny akmghter-firadsthe humour in things 121 tw.und if there wotild haw been leaders thwdd haw beecc foo serioris m~d irot had lmghter into if, I 'd be surprised ifshe would hiave stayed (Fiame) Relationshb of Findinns to Literature -4lthough common responses were cited arnong the participants. the findings of this study support Kaplan's (1960) and Beard and Ragheb's (1983) research that many reasons exia for engaging in leisure activities. As reflected in this study, the participants addressed numerous reasons they believed they (or their daughter) had remaineâ in the GGC. Many of these motives are interactive. This study's findings also support Searle and B rayley ( 1 993). As t hey suggested, a motivation for leisure is leisure satisfaction, which is an outcome of a leisure expenence. They believe that leisure satisfaction influences future leisure behaviour. It appem that the young women of this study and their mothers are satisfied with the GGC. This satisfaction is moa likely another factor for the young women's continuation in the program. Benefits of GGC Partici~ation As a result of participahg in the GGC, participants of this study believed that they (or their daughter) had accrued many benefits skiils and attributes (se Table 5). Although some of the attnbutes and skills mentioned by the participants are credited to naturai development and progression in Me stages, the participants strongly believed that the GGC helped reinforce positive development . The themes emerged fiom discussions on benefits of the young women's pmicipation were increased skills and confidence, the development of fnendships, being better prepared for life situations, increased respect and acceptance of others, and broadened interests. Increased Skills Increased skills were named as a result of GGC participation by al1 of the study's participant S. Skills included camp and out door, leadership, social and communication, and organizational. 122 .. . Ir has grven me a lot of leadership skills. cia al^ working with the aides this yur .. . (Jennifer) .. . Evei-ything tht l need to knnv about camping, 1*ve iearned through Guiding. flmqh) lik everythi~~g.We *ve done survival capsand stuff like tht where voir just have ymr fmny pack unàyour sumrVIvalkit and that 's allyoii have ad Yoir have to go or,* there mtd haw to moRe it. (Holl y) Probabiy, main& hmto commu~ticatewith people .. . like being polite and learnirig hmto communicate ... and Iearning hmto get rny point acros withmîr bririg pz~shyor rude. those sort ojrhings. ... I 've leanwd a lot abmr how to socialize wiih people, ami how to get do~gwith people for O long period of time witho~ttgoing crq A lot of it has to do with your persdity, but afsoa lot ojit has to do with Guiding rvd iearning how to use those skiiiis ... (Stephanie) Litr le thi~gslike building bonfires unâ tying knots. smff like thai adalso cooperatior~.lmdership, orgdzation. I don 't think 1 wuuld have leamed so much ijl hath 't been in Girl Guides because flough) there is not reolly mything iri school like. temork or cmpennion. like there is nothing else thar teaches rari these things. (Toni) Camping skiiis, l pride tnyself on that. I mean that is not a big ski11 thyou are going to put OII a résumé or anything ... but this important to me because it 's something thîzt ish,recreatiod and l like thar. so I do it ... (Sarah) The mothen agreed that within the program their daughters had achieved many skills. Although some skills had been acquired through development and fhlynunuring, many mothers credited some leamed sküls to the GGC. .. . Pathf»>ders.in the rhird yem. they do their gold cantp. ïhey organize camp* the ir menus, their scheditles. whai their prognm is going to be. Stephanie is a fairly organizedperson. but I think it has really taught her too. The orgunizutionul skills .. . will help her in the future. especial& with uniwrsity. Like a stuc& habit. you know. Adth tpe of thing has helped her where she worrldn 't have .. . dme it in a normal situation, like with school atm-ties .. . Céry oirr-going very comjortabble to speak in front of anybaiy* she has no apprehertsion, whutswver. men skwas younger she was a very nentacs chiùi adworried about little rhings. Sk has kenable to overcorne it. I think Giiiding has had a lot to do with it. (Fiame) Table 5 Common Responses b~ Participants Re Women throueh Participation in the GGC Young Women Mothers Increased Skills a Increased Skilis *leadership mleadership *social & communication mcommunication aorganization aorganization *camp & outdoor Increased Confidence Increased Confidence Fnendships a Fnendships Better Prepared for a Better Able to Handle Life Situations Life Situations Increased Respect & Acceptance 0 Better Abte to Handle of ûthers Others O Broadened hterests *travellinç Greater Self-worth More Outgoing 125 Probabiy orpiizi~igcreating lists cuIdJoiIowirzg thro*. Stting the goais, ym ktiow the extet~sioriof things we do here anyway*1 think it is a rr-enforcement. We probu&[vreinforce each tro do thmzâ it is the tn>e of thing we do at home zoo. but with both corning into play it certainly enhances it ... Toni wm so quiet. She ne ver watited to speuk up ... she wddsit mtd absurb so ntuch but not voice oict her opiniotzs and I think as she went rhrough Guiding units. I think the activity heipd her. force her, in some ways to speak ari infront of a groiip. To gui~iskilfs und corifidence ... and I hink over the yems she hm a lot more assertive~?ess.. . a lot braver about doing things .. . (Gina) .. . It teaches her how to get dong with groiips, how to speak infront of people. I thirik il teaches them quite a bit. IZ mukes them an ali-rouded person. (Sandra) More Confidence The findings support Barnmel and Burns-Bamrnel's ( 1 W6), Hutchinson and McGillYs( 1992), Mannell and Kieiber's (1 997), and Russell's (1996) research that self- confidence improves as a result of leisure participation. Through their participation, ail of the young women beiieved that they had acquired more confidence in themselves. I 've lmedthat I cm do a lot of things. Lik..sotne of the things they ask us IO do ore really hard but ut 've iemed tht ifI reaI& try, I cm do it ... (Stephanie) .. . I thirrk ir has pven me more confidence .. . Wknever you finish something and ir works mt andym achiew it or wbever, then ymjust feel a lot bener ntid ymr 're like "I cmdo this, I cmhandie it .. . " (Hoiiy) I thirik it has givetr me a lot of confidence. .. . I think because ... I 've gotten to try so many nov things cvd work on hose things and become good ut them. I biow thtfl want to do something I cmdo it. (Jennifer) The mothers also stated that they codd see that their daughters had developed more confidence in themselves. ... Ir S made her more confident. I think. und cmnfortable: comfortabIe with others. comforrcile with Iittle olies, comfonclble with herse& al1 thar type of thiug .. . (Flame) She is certain& more cuntdent, she cmdo more things with more ease. With work IIOH; worhg part-time, I 've seen a confidence where i ahuuys ktew sk codd do things btlt I didn 't know how she cwld adjust in a new simafion and sk seems to be doirtg fine ... (Gina) t 25 I thirlk the biggest thirigprobabiy is confid~~ce.Sk JS mare of whai she cari do in gwen circumstances. She haF kenput in to some wry unusuaf circumstmces becouse of Guiding, mosi were certainly very positive md the confidence. of like (the internatiomi Rip). like the benefits she gotjrom tht were phenornenol. rad you see thm accwhg .. . (Diane) Friends hips As stated by Crandall(1979), social interaction can be denved fiom many leisure activities. As a result, friendships are ofien developed within leisure participation (Bammel & Burrus-Bammel; 1996; Grieves, 1989; Kelly, 1983; 1993, Kleiber & Kelly, 1980; Stebbins, 1992). The findings of this study are consistent with the fhdings of Cotterell(1996), who found that youth organitations can be valuable in structuring informal social relationships between the participants, their peers and adult leaders. The activities and stmcture within the organization allow for oppomuiities to rnake new social contacts and fom new friendships. Although only a few of the young women indicated friendships were a benefit of their participation, the narratives revealed that al1 of the young women had established fnendships in the GGC. I think I know a lot more people. 1 tthnk I wddnot bejriends with a lot of people zfwe hdi'Z gone thrmgh the program togetkr. (Hdly) ... i got to know her in Brwnies and we hebeen like bestfneh ever since. I have met lors of people. (Stephanie) .. . One grrljbm (city in Onlario), we talk ai/ the time ... tkywere the gtrîs from Cam& thwent ... Lustyecn ... I hoddrmer with her ... There is the famil) that I stayed with ... we sîill wrire back and forth, anà she afiend zoo, so we dlwrite back and forth ... (Jennifer) The mothen also thought that their daughten benefited fiom the OGC program because they had the opportunity to make many fnendships. .. . 1 would vry that tkre is a stronger bond wtth the girlsfrorn Girl Guides sirnpb ... because îherp has been a core group of tkmfor so long. Lik they 've been zogether ... theyjust rhiaw each other. tky have ken in so many situatiom rnd circumstrmices md ewnts thrir oikrfiends hawn 't shmed with her ... She har made fiendsihips with smepeople, ijjwt ut SCWIM~ not have been ... such close fiemis. (Diane) 126 .. . 1'm sure there will be frietdhips that will lm! a lifietime .. . (Sherry) .. . She hud a lot of close friendsîhip with leuders too .. . (Sandra) Better Prepared for Life Situations Similar to the findings of Mannell and Kleiber (1997), many of the pmicipants believed that within their leisure participation (the GCC) they had become better equipped to cope with difficult situations. Although this was only addressed as a benefit by a few of the young women, al1 of the narratives provided examples of how they are now able to handle life situations. .. . There are a lot of things tht we 've done ... We have had women corn in and ralk ru us who 've been in a 401 of sinraiiom cmd things like thut, md safety isnres und jrst aid training md stuf iike thwe do. It &inahpreped yar for sit~mtioiistha! you are going to do ... I don 't think thI warld be able to Mle some of the odrt1t.s as mrich flaugh). because I have had vxporience dealing with some of my leaders in the pmt ... (Holly) .. . Leanring how to be with someone for a long tlme und work with people. even people outside of Guiding. Like when we do commtmity service and stuff Me that. I think that will help me through the years, eespecially with work. and hmI bring myseif across to people and whar they think qf me persoll~li) I think that has had a lot to do with Guiding (Stephanie) ... Ir has made me a better person ... It 's got me to lemto be more cwperative with people cYul shngand temwork skdls mtd strrff like. that which is al1 stuff that I am going to use for tkrest of my lifte ... (Sarah) Many mothers also noticeà that their daughten are better able to handle life situations. They credit some of this knowledge to what was lemed in the program. I think the mosr important thing that I have seen ... inszead of arguing abmt things. sometimes skwill reawtr, tkmnore and site will give yoti a betzer orgtimel1t that way. 1 think a lot of ir har [îo do with Guidind because she has had to compromise wwith d~flerenttypes of perso~wIiîiesand I thkit hm heiped hur a loi. (Sandra) ... I think thut it heF certainly heiped her realize bat there are other wqys of lookmg m things. 1 keep on going back tu (the htematiornl trip thshe attended) but she learned so much there ... it was a real eye opener ... (Diane) lncreased Respect and Acceptance of Others Many of the young women thought that they had become more accepting of others. Some also believed that they had become more cooperative. Cordes and Ibrahim ( 1996) aated that cooperation is a psychological benefit that can be obtained from leisure. .. . I rhi~k1 might be more accepting .. . Mostly becmse girls in .. . Brownies ami Girides cornefrom aii ypes of fomiiies, ail tpes of backgrotmis and everythit~g.You haw to be more acceptirtg because ym don7 wmt to hate sorneb@ in ymr gmp because thjust Mesit really tough to get aiong with then?. (Torii) I rhink it has made me a Iot more open ... y044 just have to get along with people whw ym are in tlwse big disiriet rallies or camping with all of these d~firenrpeople, so you haw tu be able to go with it. I think it hm reafly klped me with respecthg peoples ' d~fferences,and there has been a lot of different sit~rationswere I have had to put mysev in the leder 's shoes and other peoples ' shoes and stuff like th,when we are trying tofigure things out. I mrun rnostiy, il 's allowed me 10 see thingsfrom d~fferetrtpeoples ' ongles .. . (Holly) Some mothers also cornmented upon their daughters being better able to handle thernsehes with others. I think Girides has heiped Toni. She has ahvuys been very able to lhink cRd realize the impact of things, but she har grown and matured o lot. The eqxrience in PathJinders had made her reaiiyfnrstrated and cenain& helpd her deal with diflerent types of people. mid h helpd her emotiomlly and deal with ~ihfatl~n~ it~a posirive wuy rmhe* thjly ofltlr Mie. So evm though there were negutive exprier~es,tky helped her with people skills ond to grow up. (Gina) . .. She handies herseif very well becmse of her partr'cipion. (Diane) Broadened Interests Some young women expressed that a benefit of their extended participation was the development of other interests such as travel, se~ceandor camping. Kleiber, Larson and Csikszentmihalyi (1 986) found that adolescents who experience fieedom and inviasic motivation in highly nructured activities may find it easier to experience enjoyment in al1 domains of her or his Sie. Csikszenanihalyi and Kleibet (199 1) suggested that as sWs improve, individuais are more likely to seek out greater chailmges. This personal growth 12s will likely encourage them to expand their interests and seek out areas where they will be able to push themselves to new levels of accompiishments. ... M-v interest in chmity work. definiiiefy. I am a big volunteer type ofpetso~i.so I like thar. 1 fhink I gol that fiom Girl Guides ... (Sarah) ... It hm broadejied my perspective on everything ... like the value of cornmunit). .. . !~~a,rt fo be ahle to comrminicate with as many people as pssibk .. . (Holly) The mothers did not mention that their daughtea had developed other interests from their GGC participation. Benefits that were narned by the mothen as having been realized through CGC participation that had not been expressed by the young women were greater self-worth, being more outgoing and the achievement of a bursary. Greater Self-worth Most mothers thought that their daughters developed a greater self-worth through their participation in the GGC prograrn. ... I thi~kym respect ymrselfand feel cornfortable about yuurseg self- improvement basicaliy. Diane) .. . More self-worth. more self-steem. defniteîj selj-steem. It s al1 been positive. (Sandra) More Outeoins Persona1 growth theones suggest that leisure provides an opportunity for people to develop an awareness of their strengths and weaknesses, and to improve their skills (Csikuentmihalyi, 1990; Csikszentrnihdyi Br Kleiber, 1991 ; Manneil & Kleiber, 1997). Some of the mothers expressed that because of the GGC, their daughters had beccme more outgoing and their participation had helped them overcome shyness. Despite thefact rhar she is very outgoing. there ispmi of her thut is very. very shy .. . Being put in situatio~aswhere yac 've gut fogo out on a lirnb to meet people, she tukes that repnsibility Instead of king shy and holding back ... she will pit berselfit1 tht)pe of a position ... she har been put in so mrm). circumstances mtd hes been allowed tu be like that. in a safee4mironment ... (Diane) l?l She is a ve- otttgoi~ggirl mtwq, bit nty experirnce. becoicse I was never reollv shy, b~ttI hated to talk irijrorit of people ... I have fotrnd thal Guidirig bac. helped me in rhat wq. tu be able 10 cornrn~micatewith the petits md k able to work with probiems thmi@ have happened Wirh Siephu)iie. Ifind ifs been the smthirig. (Flarne) Bursarv The two mothers whose daughters were attending university believed that behg the recipient of a university bursary was a benefit. Shr got n scholarshipRom the GG! Guides when she gradmtedfrom high school. She didi?'t how about it. adthey awmded ir to her ut gradiation. So she was cxcired about Ihat ... (Sandra) Well. she got that maGirl Guides schoIwship bursmy of $500. which is nice, cn~dshr considers if more oja paf on the bac&than unytihng ... (Diane) Retationshi~of Findinns to Literature As show by these findings, young women and mothers expressed many intemal benefits derived fiom participation in the GGC. This lads support to Csikszentmihalyi and Larson (1984)' who found that highly stmctured activities provided adolescents with the most intrinsically rewarding leisure experiences. When discussing the benefits of GGC participation, the same elements emerged From most of the participants' stories, supponing other leisure-benefits rewch. It is apparent that the young women have benefited in many ways fiom their participation. As evidenced in this study and supported by the findings of Cotterell(1996), Csikszentmihalyi and Larson ( 1984), Hutchinson and McGiil(1 W2), and Manne11 and Kleiber (1 997)' wmctured leisure provides a developmental context for leaniing and growth. Funhermore, this snidy's hdings are consistent with the findings of Lanon (1994) and Ngai-Pun and Cheung (1997). These researchers found that participation in youth organizations can contribute to an adolescent's penonal development, dowing her or hun to develop and master skills. Recommendations and lmpiications for Future Research and the GGC Although this study was based on a small homogeneous sample in ternis of class, geographic location, and race, and relied on a convenience sarnple that lirnits generalizabiiity, the findings of this study are consistent with previous literature on leisure socidization, motivation for leisure and the benefits of leisure. Consistent with other studies, this study found that socialkation of recreation activities in chiidhood have a significant impact on adolescent behaviour (Hultsman & Kauhan, 1990; Kelly, 1983; Kleiber et al., 1986; Scott & Willits, 1998). Thus it seems reasonable to recommend that parents and youth organizations seriously consider the quality of leisure opportunities that are provided to children. Aithough cornmitment in leisure behaviour has been examined by researchers (Buchanan, 1985; Caldwell & Andereck, 1994; Dennis & Zube, 1988; Green & Chaiip, 1997). a prominent mode1 in determining motivations for extended cornmitment and the effects of extensive participation on personal development has not yet been developed. in addition linle research exists on the exmination of maintainers of participation. This audy contributes to .the literature by presenting findings that address the expenences of participants in their decision to maintain participation in a stnictured leisure program. The findings of this study represent an initiai exploration into the effect of participation in youth organizations on adolescents. Much of the literanire on benefits has examined solely the benefits determineci by an organization rather than the beneh of the program as perceived by the participants. Driver, Brown and Petenon (1 99 1) idemifieci a wide range of psychological, social, economic and environmental benefits of leisure. Interea in the benefits of leisure has been in part due to leisure poticymakers' and planners' need to demonstrate that their seMces offêr more benefits to the participants andlor the community than their competitors'. ïhis shidy looked at the benefits fiom the participants' perspectives in order to help determine the needs of the participants. By using this inward concept (a focus on the customer) rather than the traditional outward concept (a focus on the agency), a shifi in orientation took place. 131 This study examined the perspectives of the participants, and allowed the participants the opportunity to discuss the benefits they obtained from their extended involvement in a structured leisure program. Rather than ignonng the voices of the participants and only examining the "experience," this study dlowed the entire "context of the experience" (the participants' participation) to be examined. h addition to allowing the participants' voices to be heard, the rnother (the facilitator and enabler of the program) also was able to discuss the benefits that she believed her daughter had obtained from her participation. By including the rnother as a participant, the findings became more creâible. Furthemore. this study provides evidence that participation in the GGC has a positive effect on the development of the participants, however, funher exploration is needed in underaanding this relationship. It is suggested that a cornparison study be done to examine the Boy Scouts of Canada and explore the diEerences between the genders. In terms of implications and recommendations for the GGC, the findings of this study suggest that the GGC should consider the importance of Wyinvolvement in their members' initial involvement and continued participation. The GGC might consider marketing the program to parents. As previously indicated, this study found initial involvement in the organization was a result of the influence of family and fiiends. In particular, a mother's past experience in the GGC or a similar organktion had a significant impact on her decision to enroll her child(ren). This study also found that as the children move through the branches, motivation to participate extends beyond farnily and peer support to personal rewards. The GGC might also wmt to consider this finding and adapt their marketing strategy accordingiy. This study examined the mother and daughter dyaâ, however, the GGC might aiso examine the relationship of other family members' (father and nilings) roles and involvement in the members' GGC pmicipation. This study found that fathers played an active role in their daughters' participation, however, the extent of this involvement was not t horoughly examined. The GGC might augment this study with a more diverse and cross-çulniral sample in order to substanîiate the universal application of the data. The GGC might alx, 132 consider doing a cornpanion study on young women to determine reasons girls and young women cease to participate. Appendix A The Proerarn of the GGC The adventurous and challenging program activities are design ed to e~cha girl's life and to benefit the lives of the people around her. Each girl is encouraged to use initiative. acquire life skills and skills in decision-making and leadership, and to gow in sel f-COrtfidence. The girls' programs and pathway s are ever-widening, remaining relevant in today's changing society. Carnpitlg atid Oziidcwrs focuses on enjoyment and appreciation of the outdoon - caring for the naniral environment, camping with fiiends, keeping fit, leaniing new skills, sharinç adventure. Home focuses on the development of Life skills and the awareness of self-nutrition, arts, technoiogies, careers, dealing with change, taking responsibility, physical and emotional well-beiny . Commicnip focuses on awareness of people - building pnde in one's heritage and respect for the hentage of others, giving seMce and contributing to the betterment of society. World focuses on the appreciation and knowledge of culture and customs around the world-international friendship, stewardship, understanding and travel. Appendix B Organizational C hart World Association of Girl Guides and Girl Scouts WAGGGS National Forum National Council Management Board Program Volunteer Membership Merchandising Finance Development Support Service Service and Service Service Administration Service & Provincial Councils Area Councils Link Division Councils District Councils Spark Brownie Guide PatMnder Cadet Junior Ranger Units Units Companies Unit s Unit s Leaders Units I Senior Branch Units GGC ( 1998b) Appendix C Ptincivles of the GGC Guiding is based on the ideals of the Promise and the Law. Guiding develops personai values and weN-king, self-respect and respect for others. Guiding promotes fus fnendship, adventure and challenges througb new experiences. Guiding celebrates pride in accomplishment. Guiding develops leadership and decision-making skills. Guiding teaches practical skills and teamwork. Guiding gives senrice. Guiding values the natural environment. Guiding develops an appreciation of Canada and its divenity. Guiding fosters cultural understanding and knowledge of the global cornmunity. Guiding actively supports the worldwide sisterhood of the Girl Guides and Girl Scouts. Paterson (1998) Appendix D The Promise. Law. Mono. Sim and Handshake The Promise 1 promise to do my best, To be true to myself, my Godfaith* and Canada; 1 will help others, .And accept to Guiding Law *(Choose either the word God or the word faith according to your personal convictions). When you are enrolled as a Cadet, Junior Leader or Ranger you make or r&rm your Guide Promise and add a special statement of purpose: Cadets: My purpose as a Cadet is to develop and share my leadership skills through practical experience in different branches of Guiding. Junior Leaders: My purpose as a Junior Leader is to develop and share my leadership skills through practical experience in one branch of Guiding. Raneen: My purpose as a Ranger is to develop and share my leadership skills. expand rny personai interests and give senice. The Guidine Law The Guiding Law challenges me to: be honest and tnistworthy use my resources wisely respect myself and others recognize my talents and abilities protect our comrnon environment live with courage and strength share in the sisterhood of Guiding The Motto Be Prepared The Sien and Handshake Members of Guiding and Girl Scouting al1 over the world use the special Sign and Handshake when greeting each other: Sign. Raise your right hand to shoulder height, close to you body, with you elbow down. Hold down your little finger with your thumb. Your three raiseci fingen syrnbolize the three parts of the Guide Promise. Handshake. The special Guide greeting cornes fiom the legend that people put down their shields (that were held in the lef&hand) to show their trust. GGC (1 998b) Appendix E Promm for Senior Branches Senior Branch programs have two pms: 1 . the Core, cornrnon to al1 Senior Branches 2. specific programs for Cadets, Junior Leaders and Rangers. Each of the specific programs has a number of challenges. Core Program: The core prograrn is for al! Senior Branches. Its challenges are divided into six areas: 0 Enrollment Community 0 Environment O Guiding a Personal Growth Senice Each branch also has its own prograrn focus: Cadets: Practical experience challenges in different branches. Junior Leaders: Practical experience challenges in a branch of your choice. Rangers: Challenges that meet the objectives in the following Interest Areas: Active Living a Camping a Canadiana Creative Arts O Cultural Divetsity a Future a Global Awareness 0 Guiding SeMce Independent Living a Leadership Wornen's Concems a Outdoors O Science & Technology a Senice Awards Commonwealth Award: This award was developed in 1985 at the Commonwealth Chief Cornmissioners' meeting to strengthen the bonds between the Commonwealth Countries. Duke of Edinbureh's Award Young Canadian Challenpe: This award program is of interest to anyone who enjoys personal challenge. There are thne achievement levels: bronze, silver and gold. Participants set their own goals in four areas: service, expeditions and explorations, skius and physical fitness. The program is open to any young wornan benveen the ages of 14 and 25. GGC ( 1W8b) Appendix F Permission fiom the GGC Girl Guides Guides of Canada du Canada NOVA SCOTIA COUNCIL - - 1071 Granville Street Halifax, Nova Scotia B3J 1Yt Tel: (902) 423-3735 FU: (902) 423-5347 ggcns Cgnetcom.ca June 19, 1998 Tanya Eybel 3238 A Albert Street Halifax, NS B3K 3M9 Dear Tanya: This letter will serve as your permission to conduct your Master's Thesis on the Girl Guides of Canada-Guides du Canada Movement, Our facilities here at 1871 Granville Street will be made readily available to you should the= be a need. Once your thesis has been completed, we would appreciate receiving a copy for our Archives. Please feel free to contact me at any time if you have any questions or concem. Yours in Guiding, na-. Margar brett cc: Margaret Galbraith Deputy Provincial Comrnissioner Application for Human Ethics Review Title of Proiect The Effect of Participation in the Girl Guides of Canada- Guides du Canada on young women. Name and Mailing Tanya Eybel Address of Researcher 3238A Albert Street Halifax, Nova Scotia B3K 3M9 (902) 4 5 5-23 17 Dr. Nila Ipson School of Health and Human Performance (902) 494-3 3 9 1 The purpose of this study wiil be to determine the effect of participation in the Girl Guides of lanada-Guides du Canada (GGC) on young women. In order to understand and examine this effect, the following questions will be explored: (1) what were the motivations to join?; (2) what are the detenninants of extended active participation?; and (3) what are the effects of participation? The researcher will solicit inte~ewsfrom 4 to 6 young women who are between the ages 15 to 17+ who have progressed through di stages of the WC,beginning with Brownies and are now participating at the Ranger level. In addition, 1 parentlguardian of each young wornan will be inte~ewed.A focused inteniew using semi-structured, open-ended questions will be used. The inteniews wiü be transcribed and the data will be analyzed using a form of narrative anal ysis. Fundina Aaency Funding wiil be sought from the Faculty of Graduate Studies. Nature of Project A number of adult-directed youth organizations emerged in the late 1800s and early 1900s (Edginton, Jordan, DeGraaf & Edginton 1998; Elder, 1975; Sessoms, 1984). These organizations have had a large impact on youth development. However, afler an extensive review of youth organizations, 1 found that little research easts on these organizations despite their long-term existence. Youth organizations are only briefly mentioned in the literature and often the literature does not provide detail on the organization's effectiveness in semng adolescent needs. Furthmore, the literature does not discuss the understanding of participants' experiences. It is the intent of this study to investigate the effect of participation in the Girl Guides of Canada-Guides du Canada on young women. Girl Guides of Canada-Guides du Canada is part of a worldwide organkation of 136 countries (Girl Guides of Canada-Guides du Canada [GGC], 1998). HereaAer the Girl Guides of Canada-Guides du Canada will be referred to as the GGC. The GGC is not only the largest organization for girls and women in Canada, it is plso the largest organization of its kind in the world (Varpalotai, 1992). SpeciGcaüy, in Canada, there are more than 180 000 girl Members between the ages of 5 and 17+ (GGC, 1998). Acwrding to the GGC (1 998), girls cm begin at age 5 where they join the unit of Sparks. Sparks are between the ages of 5 and 6. mer Sparks, girls move up to Brownies (aga 7 and 8) and from BrowNes they go to Guides (ages 9 to 12). Once they complete Guides, they go to Pathfinden (1 2 to 15) and fiom Pathfinders the young women have the choice of Cadets, becoming a Junior Leader or a Ranger. These three dinerent senior branches begin at age 15 and can go beyond the ages of 17. The purpose of this study will be to determine the &ect of participation in the GGC on young women. In order to understand and examine this effit, the foUowing questions will be exploreci: (1) what were the motivations to jom?; (2) what are the determinants of extended active participation?; and (3) what are the effects of participation? This study is signifiant because there has ken Mepubüshed research assessing the GGC's participants. This study can provide information to them regatding their participants' cornmitment to their orgIinization. By cPnyiag out research on the GGC this midy wiil assess whether benefits actually do occur for girls and yowg women as a result of partici pating in their organization. This mch-needed assessrneat cmprovide valuable information to the GGC with suggestions on how to improve the quaiity of the programs they offer. This information may, in tum, improve the quality of liti of th& participants. Qualitative methods wiU be used, in order to bcst study the selected issues in greater detail and ailow the participants a Mer opportunity to rdtheir thoughts about their experiences and basic perceptions of the GGC. The type of interviews used during this study wüi be focused interviews using serni-structure4 open-ended questions. During each interview 1 will have an intewiew guide (see Appendix P and Q) that will consist of a lisi of questions and topics suitable for either the young woman or parent/guardian. Narrative analysis will be used as a means for data analysis and interpretation that will follow a five stage process outlined by Crabtree and Miller ( 1 992). Using this method 1 will attempt to ident i@ themes and determine their inter-relationships (if any exist) arnong each ot her. This model, if developed, will try to interconnect the vanous experiences that were found from the discussions with the participants, and attempt to answer the research questions that were proposai at the beginning of the study. Human Subjects and Ethical Issues The participant sample for this study will be 4 to 6 young wornen between the ages of I 5 to 17+ who have progressed through dl stages of the GGC beginning with Brownies and are now partici pating at the Ranger level. In additioh I parent/guardian of each young woman, who has been most involved in herhis daughter's participation in the GGC, will be interviewed. This sample of 4 to 6 young women and 4 to 6 paredguardians will be dependent upon the information gathered from the participants. If information becornes saturated before the minimum sample is obtained, an additional matched pair will be intewiewed to ensure saturation exists. Once this is confimed, inteniews will no longer continue. lnte~ewinclusion will also be dependent upon matched pairs (young women and paredguardian pain). If a parent/guardian withdraws during the process of this study, the young woman will still be used. Should matched pairs not be possible then my adviser and cornmittee has agreed that priority will be to interview only the young women. Data will be obtained 60m a convenience sarnple. The Executive Assistant of the Girl Guide Office in Halifax will be asked to provide 20 to 25 narnes and contact numbers of young women who meet the criteria and who reside in the Halifax Regional Municipality. She will only provide me with these names after she has made an initial telephone cal] to them, briefiy describing the study and asking if they would be willing to be contacted by the researcher to lem more about the research study. Once the Executive Assistant has obtained at least 15 potential participants, 1 will be provided with their names and numbers and will begin to cal1 them. If problerns exist in finding individuals, this process wiii be repeated and if'necessary, young women from outside the Halifâu Regional Municipality înay be used. However, as previously addressed, if problems continue to exkt in finding 4 to 6 young women and 4 to 6 parentdguardians, parentdguardians will be excluded fiom the study's simple. 1 will contact each young woman by telephone in order to see if she is wiUing to participate in this study. At this time she will be told in detail about the research project and what will be required of her (see Appendix N for telephone script). Each potentiai participant will be informecl that one of her parents/guardians will also be sought to participate in the study. Each young woman will be told that her participation is entirely voluntary and that there should be no foreseeable risk to her as a result of her participation. The potential participant will be told that the findings of this study will be disclosed in part or in Full to others as part of the research process and publication of the results, but personal identity will be protected. There will be no way of knowing the extent of the audy's readership. For this reason, participants will be advised that they do not have to respond to any questions that they do not feel cornfortable with. Anonymity is not totally possible in this study, however, confidentiality of personal identity wiii be observed. In order to ensure the confidentiality of the participants of this study, the researcher will not link any of the responses to the participants directly but, rather, MI1 use pseudonyms to identiQ the participants. Two files will east that will link the real names and the pseudonyrns of the participants. One file, as well as original data, will rernain in the hands of the researcher until the study is complete but will be accessible to the researcher's adviser. The researcher's thesis adviser will retain a second file indicating the real names and the pseudonyms of the participants. This file will remain in a secure place for future research. The pseudonyrns will be chosen by the participants and will be used throughout the study and in the final report. Because of the age of young women, parental consent will be sought, but it is hoped that the parent involvement will foster support for the daughter's participation. This study has a potential difficulty with assuring confidentiality of responses between the daughters and parentiguardians. It will be difficult to control the participants from discussing the study. However, 1 will ask the participants to treat the interviews as confidential and ask them not to discuss the interviews with one another or other participants. Al1 interviews wiii take place outside of the home, to help preserve confidentiality. If difficulties arise in ensuring confidentiality, my adviser and cornmittee members have agreed that the young women would be the pnonty for the thesis investisaiion. Participants will be made aware that each interview will be audio taped in its entirety for transcribing purposes and their pseudonym will be used on dl tapes. The tape or tapes will remain in the hands ofihe researcher but will be accessible to the researcher's adviser. Once the study is complete, al1 tapes and transcnpts will be destroyed. Once the research project is discussed in detail with the young woman, she will be asked whether or not she meets the criteria of the study. If she does meet the critena she will then be asked whether or not she is willing to participate. This telephone conversation will be the first attempt to obtain consent. if verbal consent to participate in this study is obtained, then 1 wiü explain that I am also interested in seeking participation by her parent/guardian. At this time, 1 would ask to talk to a parent/guardian who have been mon involved in the young woman's participation in the GGC and explain to hedhim about the audy and why herniis participation will enhance this study (see Appendix O for telephone script). Once verbal consent is obtained fiom both the young woman and her parent/guardian then the pariicipants will be informed that a letter indicating the study's purpose, significance and rights (set Appendix J and K) will be delivered to their residence at a convenient tirne. A consent fom (see Appendix L and M) will also be included. This letter and consent form will once again explain the study in detail and ask each individual to sign the letter of consent indicating her/his willingness to participate. This consent form will also seek permission from her parentlguardian to allow her to participate in this study if she is under the age of 18. I wiii contact the participants one week afier dropping off the consent form. At this time, I will set up a time and location for two separate interviews, one time to meet with the young wornan and another tirne to 145 meet with her parent/guardian. Both participants will be asked to bring the consent fonn to the inte~ew.Additional consent forms will be at the inte~ewlocation if someone should forget to bnng the form. Once interview times have been established, I will prepare for the fist inte~ewwith each participant. This process will be repeated until 1 have obtained at least 4 to 6 young women and 4 to 6 parentdguardians who meet the study's criteria. Once an inte~ewguide has proved to be appropriate in answering the research questions, the inteMew guide (see Appendix P and Q) will be used on the participants. Each intewiew will be tape-recorded in its entirety, necessary notes will also be taken. Al1 tapes and notes will be identified with the participant's pseudonym. Once the inteMew is complete I will ask the participant for permission to contact her/him again by telephone if' any further clarifications exist after the inte~ewhas been transcribed. Once these steps have taken place. the first interview with each participant will be complete. Once the inteniew has been transcribed, a second follow-up inte~ewto dow the participant to review the transcript may take place. This follow-up interview is optional for each participant. At this inte~ew,a copy of their transcript and a highlighter marker will be provided to the participant in order to allow herhim the opportunity to respond to what was said in the interview. At this tirne, the participant will be allowed to read over the transcript and make any changes, whether it be adding or deleting any information that shehe feels should be or should not be included in the transcript. The participant wili also be given the chance to highlight the answers that best represented herhs experiences 6om what shehe had told the researcher in the interview. If the participant does not want to attend the foîîow-up interview then the participant wiU not have the opportunity to review the transcript and therefore the transcript fiom her/his fira interview dlremain intact and be used for dysis. They will be told of this pnor to participation in the study. Once the participant has had the oppominity to make changes and highiight herhs core narratives, shelhe wiil be asked to discuss the changes and what shehe has highlighted. This discussion will be audio taped, however, it will not be transcribed. The purpose of taping this discussion is to ailow the researcher to reflect back and ensure that al1 changes are incorporated into a new transcript. Pseudonyms wili be useû on audio tapes and tmscripts. Once tbe foîlow-up interview has ended, 1 wiii incorporate any necessary changes and rnake a copy of the participants highlighted narratives. After this has been completed, the transcripts wiîl be fileci accordingly and put aside for Future analysis. Permission to carry out this midy has bem obtained from the Nova Scotia Council of Girl Guides oFCanada-Guides du Canada (see Appendix F). Note: AU appropriate appendices have been included in the appliration for Ethics Review. Appendk H Permission fiom Dalhousie University DALHOUSIE University Tanya Eybel 3238A Albert Street Halifax, Nova Scotia B3K 3M9 Dear Ms. Eybel: Room 3rd. Arts a Administration Building 6199 South Street The Human Eaiics Review Cornmittee of the Faculty of Graduate Halifax NS B3H 4H6 Studies has examined the ethical aspects of your research proposal Canada entitied 'The Effect of Participation in the Girl Guides of Canada- Guides du Canada on young women", and have agreed that your proposal is acceptable frorn an ethical point of view. 1wish you every success with your pmject. Yours shicerely, F Associate Oean Faculty-. - -- = ALL~-- of Gradu&tuhies . . CI - cc: Dr. Nila Ipson, Health and Human Performance Appendix 1 Telephone Script for Senior Branch leaders Once 1 received a lia of recornrnended names and telephone numbers of current Senior Branch leaders, 1 contacted them by telephone. The following is a script that 1 followed durinç initial telephone contact with Senior Branch leaders: Hrllo. my r~mris Tanva Evbd I am c7rcner11lyenrolled hi the Master of Arts program nlithiti the .khoo/ of th and ffumari Pet$orma~icra! Dalhorcsie Uniwrsip. I rtxeiwd jatîr rtnm adtelephorie trrimberfrom (riame of pers011 iri charge of the Se~iiorBrurich Lli rqisiarr). I am cloiirg rny thesis or? the Girl Guides ofCanada-(nridesth Cana&. III my shr(r,: I warit sofiid 01rz aboitt the effect of pticiptiori io the Girl Giides of Cur~adu-Gt~idesd11 (vor~~daori yotitg women. 1 am mosti'j concemd wiih understa~idingRar~ger 's par!icipariou iri the GGC. !am plaming on ltterviewij~g4 to 6 ymmg womm 1 will be nskirrg &se ymng wometi pestions about why they joined the GGC,reasoris for co~rtitwi~igto stq bl the GGC, a~tdthe effecis of participariort in the GGC. I am phor~itigyorr to sue ifyoirc have any Rangers ihat ym think cortld provide valziuibe ir,formutio~iro my sirrùy? 1. however, am ON& interested in ymng wornen who have participated iii the GGC sirice Brownies rad have cor~tirn~oi~slymaintaiwd participatio~t iit the GGC. Do ym how ofuny yoiing wornen who ym think wmdd be imres~edin participatirig hi this stc~dy?Cari 1please hetheir rimes and telepho~iemmbers. END OF CONVERSATION Appendix J Research Information Letter for Youne Woman (MontMDatdY ear) To marne of Young Woman): My narne is Tanya Eybel. 1 am a Master's student at Dalhousie University and am currently enrolled in the Master of Arts prograrn within the School of Health and Human Performance. 1 am conducting a research study that is focused on the Girl Guides of Canada-Guides du Canada (GGC)and its participants. Since you have direct experiences with the GGC and have been involved with the GGC for a long time, 1 believe that you will be able to provide a valuable contribution to my research project. Research Pro-iect: The Effect of Participation in the Girl Guides of Canada-Guides du Canada on Young Women. Studv purpose: The purpose of this study will be to determine the effect of participation in the GGC on young women. In order to understand and examine this effect, the following questions will be explored: (1) what were the motivations to join?; (2) what are the deteminants of extended active participation?; and (3) what are the effects of participation? Participation involvement: Of significant importance to the success of this research project is the opponunity to talk to young women about their expenences with the GGC. Therefore. for the purpose of this research project, 1 am interested in interviewhg you and one of your parentdguardians to share your expenences with me. 1 want to interview individuais who have progressed through al1 stages of the GGC beginning with Brownies, and are presently in Rangers. Panicipation in this study will involve one interview that is expected to last approximately 1 1/2 to 2 hours. InteMew questions will pertain to: 1 ) Your first involvement in the GGC. 3) Your experiences in each level of the program. 3) Your reasons for staying in the GGC. 4) The efFects of participation in the GGC on you. Participating in this study dlalso require you to allow the researcher to contact you on the telephone ifthere are questions that need answering or if furthet information is needed. You will also have the option to meet with me a second tirne for 1 112 to 2 houn to provide you with the opportunity to read the transcript of our fint meeting. During this meeting you will be allowed to read over the transcript and make any changes, whether it I JO be adding or deleting any information that you think should or should not be included in the transcript. At this time you will also be asked to highlight, with a rnarker, the answers that best represented your experiences from what you told me during our first meeting. If you choose not to participate in this follow-up inte~ewthen the transcript fiom our first meeting will remain as it is and will be used for analysis. If you are under the age of 18,I require permission fiom a parent/guardian to allow you to participate in this study. I am also planning on interviewhg one parenthgardian of each younç woman. The reason for inte~ewinga parent/guardian is because shehe should be able to further elaborate on your participation in the program. 1 will not be inte~ewing you wit h your parentjguardian but at separate times and each interview will remain private Your parent/guardian will not have access to the information, transcripts or audio tapes frorn Our meetings nor will she/he have access to your information, transcripts or audio tapes. Once the study is completed, if you are interesteci I will present to you and your parenvguardian the findings of my research. 1 am looking to understand your experiences and their impact on you as a person as a result of being a member in the GGC. The intent of this study is to let you express your views and tell your story of your participation. Please understand that your involvement in this study is voluntary and that you have the option to quit at any the. If you do choose to quit, no consequences will occur to your membership in the GGC. Records of interviews: The interviews will be conducted outside of your home, in order to keep the meetings private, and each will be tape recordeci so that 1 am able to do a comprehensivejob of analyzing information that you share with me. Taped intewiews and transcnpts will be accessible to my research supervisor, however, in order to ensure that no one knows your identity you will be asked to choose a fake name that will be used on audio tapes, transcnpts and throughout the study. Once the study has been completed dl transcript s and audio tapes will be destroyed. In order to do effective research it is also expected that you treat the inte~ewconfidential as well and not discuss the inte~ewwith other young women, who may also be participants of this study or your parent/guardian. Since 1 am intewiewing your parentlguardian as well, it is extremely important that during this audy the answers that 1 obtain fiom both you and your parent/guardian are independent. I know this rnay be extremely difficult to do but please try not to discuss this study with them until fier this study is completed. It is not my intent to make you uncornfortable during the intewiew process, therefore, you have the choice to refuse to comment on any interview question and may discontinue participation in this study at any time. The role of the participant: If you chwse to participate in this project you will not only be helping me complete my thesis but you wiii also be providing the GGC with important information on its participants and its prograrns. There is relativety little research on the GGC except what has been written by the organization itself This study is acting as an 150 important step in ensuring that the GGC is recognued for what it provides to its members. Your insight will contribute greatly, not only to research on the GGC but also to understand young women's participation in stmctured leisure. If you have any further questions regarding this study feel fiee to contact myseK Tanya Eybel at 45 5-23 1 7 or Dr. Nda Ipson (thesis adviser) at the School of Heaith and Human Performance, Dalhousie U~versityat 494-3391. 1 will be contacting you by telephone, within a week, to ask if you are wihg to participate in this study. Thank you for your time and your consideration in partkipating. Yours Sincerely, Tanya Eybel Appendix K Research Monnation Letter for ParendGuardian Hello. my name is Tanya Eybel and I am a Master's audent at Dalhousie University currently enrolled in the Master of Arts program within the School of Health and Human Performance. 1 am conducting a research snidy that is focused on the Girl Guides of Canada-Guides du Canada (GGC) and their participants. Since you have direct experiences with the GGC and your daughter has been involved with the GGC for an extended penod of time, I believe that you will be able to provide a valuable contribution to my research project. Research Pro-iect: The Effect of Participation in the Girl Guides of Canada-Guides du Canada on Young Women. Studv purpose: The purpose of this nidy will be Participation involvement: Ofsignificmt importance to the success of this research project is that I am able to hdout about the experiences ofyour daugbter's involvement in the GGC. In order to do so, I am interested in interviewhg approximately 4 to 6 young women who would Iike to share their experiences with me as well as 4 to 6 parentsiguardians. Participation in this study will involve one interview with the young woman and one with ber parent/guardian. Each is expected to last approximately 1 1/2 to 1 hours. Interview questions will pertain to your recollections of 1 ) Your daughter's first invoivement in the GGC and the motivations for this participation. 2) Your daughter's reasons for remaining an active member in the GGC. 3) Receiving information about the impacts of participation in the GGC on your daughter. Participating in this study will also require you to allow the researcher to contact you on the telephone if there are any other questions that need answering or further clarification is needed. It is my intent to dow you to assist me in the research process, therefore, you will have the option to meet with me a second time for approximately 1 112 to 2 hours to provide you with the opportunity to read the transcript of our iïrst meeting. Dunng this meeting you will be allowed to read over the tmscript and make any changes, whether it 152 be adding or deleting any information that you think should or should not be included in the transcript. At this time you will be asked to highlight, with a marker, the answen that best represented your experiences from what you told me during our fint meeting. If you choose not to participate in this follow-up interview then the transcript fiom our first meeting will remain intact and will be used for analysis. 1 will not be interviewhg you with your daughter but ai sepcirate times and each interview will remain confidential. You will not have access to your daughter's information, transcripts or audio tapes fiom our meetings, nor will she have access to your information, transcnpts or audio tapes. Once the study is completed, if you are interested I will present to you and your daughter the findings of my research. I am looking to undentand your daughter's experiences and see whether or not her continued participation in the GGC has effected who your daughter is today. The intent of this study is to let you express your views and tell your story of your daughter's participation in the GGC. Please understand that your involvement in this study is purely voluntary and that you have the option to withdraw at any the. ifyou do choose to withdraw fiom the audy, no repercussions will occur to your daughter's membership in the GGC. Records of interviews: The interviews will be conducted outside of your home, in order to keep the meetings pnvate, and each will be tape recorded so that I am able to do a comprehensive job of gathering information that you share with me. AU audio tapes and transcripts will be accessible to rny research supervisor, howew, in order to ensure that no one knows your identity you will be asked to choose a fake narne. This fake narne will be used on dl audio tapes, transcripts and will be used thughout the research audy . All audio tapes and transcripts will be destroyed once the study has been completed. In order to do effective research it is also expected that you treat the inte~ewto be confidential as well and refiain fiom discussing the UiteMew with your daughter and with other young women or partdguardians who may also be participants of this study. Since Iam interviehg your daughter as weU, it is extremely important that during this study the answers that I obtain fiom both you and your daughter are independent. I know that this may be extremely dGcult but please try not to disaiss this study with each other until der the study is completed. It is not my intent to make you uncornfortable dunng the inte~ewprocess, therefore, yw have the choice to refuse to comment on any interview question and may discontinue participation in this study at any tirne. The role of the participant: If you choose to participate in this project you wili noi only be helping me complete my thesis but you wiU also be providing the GGC with constructive information on their participants and their programs. There is relatively little research on the GGC except what has been written by the GGC. This study is acting as an important step in ensuring that the organization is recognized for what it provides to its memben. 153 Your insight on this issue will contribute greatly, not only to resûuch on the GGC but aiso in understanding young women's participation in structured leisure. If you have any hirther questions regarding this study feel free to contact myseif, Tanya Eybel at 455-23 17 or Dr. Nila lpson (thesis adviser) at the School of Health and Human Performance, Dalhousie University a! 494-339 1. I will be contacting you by telephone, within a week, to ask if you and your daughter are wiîiing to participate in this study. Thank you for your time and consideration in participating. Yours Sincerely, Tanya Eybel Appendix L Consent Forrn for Young Woman 1, as a young woman in the Girl Guides of Canada- Guides du Canada (WC),have been invited to participate in this audy conducted by Tanya Eybel. a graduate student in the School of Health and Human Pdonnance at Dalhousie University. The purpose of this study will be ta determine the effect of participation in the GGC on young women. In order to understand and examine this effect. the following questions dlbe exploreci: (1) what were the motivations to join?; (2) what are the detenninants of extended active participation?; and (3) what are the effects of participation? I have read the information given to me by the researcher of this study and undentand what is involved as a participant. 1 understand that participation in this study is voluntary. I understand that participating in this study involves being interviewed for about 1 112 to 2 hours. 1 also undentand that I will have the option to participate in a second meeting for approximately 1 112 to 2 hours to discuss our fim meeting and review the transcript. I also know that 1 may be contacted by telephone by the researcher to dari& any misinterpretations. 1 understand that the interview will be recorded and at the end of the study, al1 tapes and notes will be dearoyed. I understand that aU information provided will remain private. 1 understand that the researcher's adviser wiil have access to dl uifomtion, audio tapes and transcripts. 1 also understand that the results of this study will be put in the researcher's thesis and other reports and that my name will not be mentioned in the study or in the final report. 1 am aware that there is no risk involved in taking pan in this study. 1 understand that 1 do not have to continue my participation in this study and that I can refuse to answer any interview question. 1 am also aware that if 1 choose to quit this study at any time during the research process 1 will not expaience any consepuences regarding my membership in the GGC. 1 give consent to participate in this remch project. Name (please print): Signature: Date: 1 give consent for the above to participate in this research project. ParentJGuardian Name (please print): Signature: Date: Signatufe of Researcher: Date: Appendix M Consent Form for ParenUGuardian 1, as a parent of who is a young woman in the Girl Guides of Canada-ûuides du Canada (GGC), have been hvited to participate in this study conducted by Tanya Eybel, a graduate student in the School of Health and Human Performance at Dalhousie University. The purpose of this study will be to determine the effect of participation in the GGC on young women. In order to understand and examine this eEect, the following questions wili be exploreci: (1) what were the motivations to join?; (2) what are the determinam of extended active participation?; and (3) what are the effects of participation? 1 have read the information provided to me by the researcher of this study and understand what is involved as a participant. 1 understand that participation in this study is purely voluntary. I understand that participating in this study involves king interviewed for about 1 1/2 to 2 hours. 1 also understand that 1 will have the option to participate in a second meeting for approxirnately 1 112 to 2 houn to discuss our first meeting and review the transcnpt. 1 ais0 know that I may be contacted by telephone by the researcher to clanfy the any misinterpretations. I understand that the inte~ewwiU be recorded and at the end of the study, al1 tapes and notes will be destroyed. 1 understand that aii information provided will remain confidentid. 1 understand that the researcher' s adviser wiil have access to al1 information, audio tapes and transcripts. 1 also understand that the results of this siudy will be reproduced in the researcher's thesis and other repons and that my name will remain anonymous throughout the study and in the final report. 1 am aware that there is no nsk involved in taking part in this snidy. 1 understand thI am not obligated to maintain participation in this study and that 1 cm refuse to answer any interview question. I am also aware that if 1 choose to withdraw fiom this mdy at any time during the research process my daughter will not experience any repercussions regarding her rnembership in the GGC . 1 give consent to participate in this research project. Name (please print): Signature: Date: Signature of Researcher. Date: Appendix N Teie~honeScript for Young Wornan The Nova Scotia Senior Branch leader and I agreed that she would make initial contact with the potentid research participants. Following this contact, 1 telephoned the potential research participants to funher explain the purpose of study and ask for their verbal consent to participate. The following is a script ihat 1 followed during this initiai telephone contact: Hello. my riurne is Tanya Evbei. 1 am arment& enroiled in the Master of Arts program witht?the School of Health and Human Perfonmce at Dalhousie University. f uridersta~drhar (name of Seriior Branch leader) contucted you recently to ask ifymr wocrid be willing to heur what my stu4 was aboîrt. is this correct? am IIOW cullitg you to tell yorr more about the study hat I am planning to corrdua. hi this stcrdy, I want tojhiart about the ef/ect ojpwticipation itl th4 Girl CMdes of Catzuh-Gtîidrsdtr Canada on ymg women. I am mostly coticerned with rrrrderstardiog yow participarroti in the CGC. f m planning on interviewMg 4 to 6 yotilzg women. I will be asbng these ymng women qwsrions about why they joined the GGC. reasorrs for contiming io s~ayin the GGC. mid the eflects of pmticip~ionit~ ~he GGC. Bo ym hmatty pestions su jar? The stridj would itivolve my meeting with yorr twice for upproximateiy 1 1 2 to 2 hoirrs. Thr secorid meeting will be optionai. Eoch meeting will bu audio tqpd, however, OI~Vthe first meeting will be transctibed Once the sttrdy is cornpiete c As a participant of this stdy yorr would ulso be mked to allow me to contact you or1 the telephotie if1 have uny other questions thneed mswering orflrrther infonation is r~eeded.Lasth, as a participant it is my intent to alfowytm to help assist me irt the resemch process, therefore. once i haw transcribed the interviw ym will hrrw the opportrinity to make any changes thor yorr think shotrld or should not be inciuded in the rranscript. mis opprt~mitywmdd imolve you meeting with me for I 1.'1 to 2 houts and os I previously rnentiuned, this meetirig is optid. hri~gthis meeting ym will have the chance to highiight whar yorc think best represented your e~emesfromwht ym told me hrinlg the first interview. Once ym hehd the opportunity to dechanges mzd highlight yozîr mers. we will have O discusiori. KhThis disassion will be 40 tuped, however. it will not be transcrïbed I will tape rhis discussion so thut I cmlmer refect back cmd ensure thI mrde ail of tkchanges on a new trmcript thwill be put aside alid irsed for future untzlysis. ifpchoose not to participate in this second meetitg ihen the rrmtscriprtfrom the first interview will remmri us ii is ard this tramcripr HMbe crsed for anu&sisS Do you haw uny questiom before I go on? 157 Piease itridcrstard participntio~~irt this study is volimtary. If yo~decide trot to participare yoicr mernbership 111 the GCC will ~otbe affected a~deven fhoicghyou may Jrst decide to participafe in the study. y014 may withdraw fron tkstudy nt cny lime. Ij: I~oufever.yoir Jrcide 10 participae 111 the stw& during the interview prmesyorr car1 refuse to amwer any quesrion that l mk. I thirrk that if is also important to tell you that yow participation il] this study will be confidentiai. This means thNO OIW vlse will be able to idetrtlfy yoir by what you haw =id, parlicipanrs will k arkod to choose fuke tmmes to hide th& reai idetiiity. However. I shouid tell ym that the jindings of ihis stirdy may possh) he writtett in ptm or infull to others, rrsing yow fake trames, adthat there is no way of knowing the extent of the stcrdy 's readership. This sttrdy is beitig condiccted ir~order to wtderstmtdyour ex;lwrietices 111 the GGC. 'fierefore, there will be no righi or wrong ~mvers10 the questiom thI ask. Yorr will he atweri,ig thrargh your experie~iceund shari~tgwith me your thotîghts ad jrelit~gsabout yuter invoiveme~ttin the GGC. A lthotrgh. trhs injormatior~will not bu of my immediate bwiefir to you, Fur stories rnay help the CGC in better ic~~îierstandit~g lheir participnts which in hmmay improve fkprogronming offerrd Bo yotr haw any questions at a11 about the purpose #the stdy. what the sttdy will irtvolw or what I have just said? From wht I hmjirst toldyou are you interested iri parlicipting in thh stuày? Are yorr willing to ahme to deiiver fms that will describe this sttrày fiîrther? These fornis will include a research information letter th will describe to yoir whot I have jusi toid yoic and a consertijonn thwill indicutle that y011agree to participate ii~this sttrdy. Ifymr are rider the age of 18.1 require pnnismon fnwn a pmvn~guardim~to allow you to participaie in this shdy. 1 um ahplanning on inîerviclving orle purent/@ardian of each yourtg woman. Ek remnfw interviewing a petit@mrdiart IS because sheihe should be able tu firrther elaborate on ymr pmrici'ion in the program. !will not be interviewing you with ymr parenr/gtratdian btrt ut sepate times and each iiitervirw will remcrin private. Your pnre~gtr~tdimiwill taot haw access fo the b,forniation, transcripts or audio tqwsfrom our meetings. Itl dition. dwit~gthe interview process you will be &d not to dimmthe contefits of the inferview with yw pre11~gumdiioriuntii the sttdy hrrs been contpleted Are yoo still interested iti pmricipatittg? Of ymr parents/guairdiat~swhom do yotc fwl has ken most invohed in your GGC pmtîciption? Before I sptrak 10 ihat pt'rsot1, have you unrlerstd ail of what l jrrst said? Wouldyou like me to repeat anythirrg again? Do you have cary questions at ail brfore I qeak to yo ntru>kyoic. (rtme of Ranger participtr) I am lwkingforwwd to rnertirlg with yoir in the rieur ficture. Cm I now speak wifh ymr parenUgrrarJian? END OF CONVERSATION Appendix O Teleohone Script for Parent/Guardian Once 1 contacted the young woma explaineci the purpose of study and asked for her verbal consent to participate, 1 used the following script for her parent/guardian. Heiio, ev name is Tatya Eybel. 1 am currently enrolled in the Mwer of Arts program withiji the School of Health und Hrtcnimmt Performance at Dalhtn~sieUniversity. I ritiderstmd rhat fitame of Girl Gliide representative) corltactedyou andyozrr Cunighter recetit!v to usk puifym wottld be willing to heur whar my study was about. Is ihis correct? I am jtow calling ym tu tell ym more about the studj. that I am piannittg to cotidircf. hi this srrdy, I want tofi,d oiit about the efjes of pari ci patio or^ in the Girl Grrides of Cat~acta-Guidesdu Camukz on ymgwometi. I am mostl'y co~tcer~tedwwith rorderstatidirg ymr ckrughter 's participation in the GGC. I m planning on inteniming 4 to 6 pimg wometi. I will be askmg them questions about why they joined the CGC, rearomfor contim~ingto stay ii, the GGC, and the emsof pmriciptiott in the GGC. Bo orr have any questions so fur? I am ahplortning on interviewring 4 to 6 paretla ,pardians of tkse Rangers in order to see if they cmfurther elabora~eon their datrghter 3- patticipariot~.Do ym have qvquestions so far ? n>e sttdy would iwolve me meeting with ym andyour hghter separate& otr mw sepuraie occarionsfor approxtmotely 1 1 2 to ? hours. me second meeting will be opriorrol. ntese meerings will be uzrdio tapdfur transcribing ptirposes, huwever, al/ tapes and nanscripts will be desnoyd once the study is contplete. Meetings will take place bi yotir home. During these fir~meetings, I will ask ym cmd ywhghter y tiesfiotaregardiing your dorcghter 'sfirst inwlvemettt in the GGC, her expwiences in each level of the progmm. and her reasons for remairiing an active member. I will ah lry 20 receive it#brmation abart the eflects of partrpartrcicipionin Guiding on pur drnghter. As a pariicipant of rhis stîiùy, yoii und yoiïr &cicghterwotild also be &d to O//OW me to contact ym on the telephone flI hovo any other pestions that need amwerittg or firrthet clarifcation is needed Last&jv as a participant it 1s my intent to aliow both yozr and ymr darightet to help msist me in the research process, tkrefore, once I have tramcribed the interview you and your dotighter will hrrw the opprtrtcnrntty to make any changes that ym believe shmdd or shotdd not be inciude7treIheir cor fldet~riality.A Also yotrr ctar~ghterwill rtot have access to the ir,/onatiorr, trm~scr;ptsor diotapes frotn otrr meetirigs. tior will you hûw access to hrr irlfomatiorio,l.trarwrips or audio tapesjiotn her meetings. h ditioti. it is extremdy irnportat~trhat y011 do net disctiss the conter~tsof the interviews with yotu ciaighter tottil the sttrdj is completeà. I shotrld also tell yutr that the firdings of trhs study may possibly he disciosai iti part or iti fidl to others. rrsi,~gyotdrfuke mmes. and bat there will be rm way of himirtg the extertt uf the sticdy 's readership. Ïhis study is being condt~ctedin order to ritderstand yorïr daughter 's exprietices in the CGC Khcrefore, there will be rio righr or wrot~gamwers to the pestions that I czsk. Y011 ami yotrr dmrghter will be amweririg through erpcirience adsharing with me prr thoughts und fwlings about yoicr dm~ghter5 involvemerit in iIw GGC. Although. rhis bforrnatiori will not b of atiy immediute ôenefit to either of yoir, bohyotrr stories rnny help the GGC iti better rrrderstmding their pmlicipr~tswhich b tum rnay improve îhr prograrnmirrp @rd Bo yoir have cuiy qïestiom ar di ahïr the pipose of the stuùy, whar the stiïQ will itlvoive or what I haw j~stsaid? From what I haw jicst told yotc are yoiï iriterested irr partici$~titrgiri rhis shrdy? Are y024 willing to dow me to deliverforms thwill daborate on this sttdy jiirther? riese fmswill irrclt~dea resemch informatiott letter thwill describe to yocï what I have jtrst told yotr and a consent form thar will indicate yacr corisent /O participrie fil this st11dy. ij'yuzrr h~ghteris tder th4 age of 18, 1 also require prmission from yutc 10 allow her to participate il, thîs study. Yotrr hîghter will also obtai~iher own seprate forms. Cari I please have ymr aalhss? I will Jrop of/ these foms by the oid of the wek. Orm yutr atrd pur ctatïghter have sigrted the form of conserit I will phone yoti otie ~veklater tu set zrp two sepmate intervkw rimes for you mid yoicr ckncghter ifyotr both t7rr irttrrestrd in parricipatirtg. 160 Wouldyoir like me to repeat anything again? Do you haw any qtcesfiom ut all before I iet you go? Thunkyow, (nnne of patenr/gumdian of hger) I am Ornmùing fonucad to meeting wifhyou andymr daughter in the near future. END OF CONVERSATION Appendix P Interview Guide for Young Woman The following questions were asked to the participants. These questions exiaed in order to help the participants begin their narratives of their participation in the GGC. The interview guide was also established to assist the researcher during the interview process. In order to accoum for any problems of misunderstanding or difficulty in answering the questions, probes were provided for each question. When necessary, these probes were used to elicit more idonnation from the participants during their story telling. It is dso important to understand that questions fkom this guide were not always ponrayed to participants in the same way and varied depending on the participants'. The researcher began the interview process with the participants by repeating the following: If ar anytime during the interview that you do not understand a quemon plme zell me and I will ny to rephrascr ir fur you. Aiso Vyou need me to repPm the question again, jist tell me und l wili be glad to do so 1 am going to begio the interview by askiag you how you Mt hmtiavolved in the GGC? Probes Was it your desire to join or your parent(s) suggestion? If parent@)suggestion, why do you think they wamed you to join? How did you or your parents find out about it? Why did you want to join this pdcular organization? What about the GGC appeaied to you andor your parents? What influence did fiiends have in you joining? In order to help me gain a greater undentinding of your u~crienecin the GGC, I would like you to describe somt of your ex~encathit you have hid that are the most mernorable in eacb levtl of tbt Pmnnm. Let's begin at Brownies (Same proba to be uscd for Guides, Pathfiaden, Rangers) Probes What did you iike about the Program? ie. activities, travei, leaders, people in the unit with you, special fnendships, exciting expenences What did you not like? Why did you specifidy &e/disîike these thgs? Tell me if and how leaders affected your participation? 162 Parental involvement? If so, what did they do?, How did they help?, How often were t hey involved? 1 have friends who have bccn iavolved in the CGC but most nwcr continued past Brownies. You, howevcr, bave contiauously moved to ach Ievd. Can you pluse enplain to me whv vou have continucd to stiv in the GGC, Probes What kind of decisions influenced your thinking about continuing in Brownies, Guides, Pathnnders, Rangers? Why not Junior Leaders or Cadets? What do you think it is about the GGC that has kept you participating? Have you had fiends who have also continued in the Program? Have you had fiends who have dropped out of the Program? #y do you think they did not want to continue? Have you ever considerd in dropping out of the Program? When and Why? Have there been MYbenefits ofthis active participation? Ifyes, please explain furt her. How do you feel about your extended wmitment? Why are you happy that you have gone through each level? Tell me of any regrets to your participation? Why is it important and necessaq to go through aii levels? Wc are about haIfway throt~ghthe interview mw, and I think a lot of redj imprtant thiqp-are coming out of whal you ore Wng. 1 am beginning to understund more ahdr ymr participarion. I am now going to nsk you to tbink about your entim participation in the CGC, Has vour oartici~ationin the CGC bad anv eKut on wbo vou are as r ocilson today? If so cmyou please explain tbis furthcr? Probes What particular Ushave been brought to you through your participation in Guiding that may have not been presented to you if you did not participate? What issues have been brwght to you ? What quatities have you obtained or have not obtallied from this participation? What have you achieved through your participation? Has this participation had any impact on your personaiity' If so how? why?. What have you leamed moa about yourseîf hmyour wntinued participation? What opportunities have been brought to you ? How do you find yourself any daferent 6om a girl your age who did not participate in the GGC? Please tell me of anytime other people noticed these differences and commented upon them. 163 Have you leamed anything that you think that you would not have learned if you did not participate in the GGC? If yes, please explain. What have you leamed fiom your participation that will remain with you and carry over into adulthood? If so, how will these carry over?, How will these benefit you? When will they cany over? What special experiences have been brought to you? Now, 1 would like you to tell me what you do for fun and eniovmtnt durine vour leisure in the aast and what vou ~resentlvdo now Tor fun and eniovmtnt outside of Guidinp? Probes What did you do as a child? In your early teens? What activities do you participate in now? What got you first involved in these specific pursuits? Why do you like these specific activities? How long have you participated in these activities? How often do you participate in these activities? With whom do you mostly participate in these activities with? ie. family, friends I would like you to tell me about other stnicturcd social or leisure activities that you have participated in? f robes What school activities have you been involved in? What sport teams or clubs have you been involved in? Are you still involved in these activities? If yes, why? If no, why not? Why do you or did you like these activities and want to be involved in them? Have you done seMce work outside of the GGC? If so where? why? Any part time jobs? If so where? I would now like you to reflcct back on your esneriemes in other erouos andlor oreanizations and tell me how you think your er~cricncein the GGC hm ben different? Probes Why do you think this is or why is it not any different? Based on what you just said, I would like you to think back and descnbe to me whether you tbink your participation in other activities has ben relatcd or influenced from vour ~artici~ationin the WC? 164 Probes Were you introduced to certain activities in any level that you beaune interested in and now do or did for fun and enjoyment during your fke time? If yes, please explain. Before the inteniew is complete. I would lik to ask yorr ifym haw aay otkthough~s or feelings that you would like to dure wifh me to help rie funher undersrondyorrr participotion in the GGC? The interview is oow finished. (STOP RECORDING) Appendix Q interview Guide for Parent/Guardian The following questions were asked to the mothers of the young women. These questions existed in order to help the participants begin their narratives of their daughters' participation in the GGC. The interview guide was also established to assist the researcher during the inte~ewprocess. In order to account for any problems of misunderstanding or difficulty in answering the questions, probes were provided for each question. When necessary, these probes were used to elicit more information from the participants dunng their story telling. It is also important to understand that questions from this guide were not aiways portrayed to participants in the sarne way and varied depending on the participants'. The researcher began the inte~ewprocess with the participants by repeating the following: lf or atyïime dwiiig the iriterview that ym do not understand o question phetell me aiid I will attempf to rephraw it for you. Also ifym need me to reput the question rigain. just tell me mulI will k glad io do sa 1 am going to begin the interview by finding out how your daughter fint became involved in the GGC? Probes Was it her desire to join or your suggestion? If it was your suggestion, why did you want her to join? How did you or your daughter find out about it? What about the GGC appealed to you ador your daughter? Did she join because of Riends already in the program or because fnends were planning to join the program? I have several friends who bave been invobed in the CGC but most never continutd past Brownies. Your daughter, bowcver, hm continuously moveâ to crch levcl. Can you please enplaia to me whv vou think vour dardntcr has wantcd to movt to each different level and rernain active in the GGC? Probes What kind of decisions influenced her thinking about whether or not to continue to panicipate in each level? What do you think it is about the GGC that has kept your daughter participating? Why do you think she has continued when many do not? Has she had fnends who have continued? Why do you think they have alw continued? 166 Has she had fnends who have dropped out of the GGC? Why do you think they did not want to continue? Have there been any benefits of your daughter's active participation? If yes, please explain further. 7hese pasr few questkws have really helpd mej~rthertderstand your drri~ghter3 prticipatio~rhi the GGC. We are t~earingthe end of the interview and I think cl lt~of rrally importmt infornation has been expressed I would oow like to ask you to reflcct on your daughter's entire participation in the GGC. Please describe to mt the efftcts of ~articinatioain the CGC on vour dauehter. Probes What issues, expenences andlor opportunities have been brought to your daughter through her participation in the GGC that may have not been presented to her if she did not participate? Do you find your daughter to be any different fiom a girl her age who did not participate in the GGC? Why do you think this is? Have other people noticed these differences and commented upon them? What have they said? Has she learned anything that you think that she would not have Ieamed if she did not participate in Guiding? Please explain. What qualities has she obtained or have not obtained fiom this participation? Has this participation had any impact on your daughter's personality? If so how? why? Befoe the itifervirwis compIete, I would like to askyac ifphave any olkr thoughs or feelings rhol you would like to shre with me to heip me further rcmierstad your hghfer 's participatio~~in the m? The interview is now fiaished. (STOP RECORDING) Appendix R Letter Indicating Purwse of Particioant's Second Meeting (Mont h/Date/Year) To (Narne of Participant), The first inteniew has been transcnbed and you are now holding a copy of this transcribed interview. At this time, you wiU be allowed to read over the transcnpt and make any changes, whether it be adding or deleting any idonnation that you believe should be or should not be included in the transcript. You dlalso be given the chance to highiight the answers, with the yellow highîighter marker, that best represented your experiences fiom what you told me during the first interview. You also may highlight any other issues that were discussed in the Ultemiew that are of importance to you.. With the regular marker, you may delete any materid that you feel should not remain in the transcnpt, any material that remains in the transcnpt rnay or may not be used in the results of the study. Ail narnes of people, schools etc., will automatically be eliminated from the transcript, in order to protect the identity of the participants. Once you have had the opportunity to read over the mscript, make any changes that you believe are necessary andor highlight your core narratives, you will then be asked to discuss these changes and what you have highlighted with me. 1 too have a transcript in which 1 have highlighted material fkom your responses that I believed best answered the research questions. At this time, we will compare transcripts to see ifwe have any similarities or differences and briefly discuss thern. A few additional questions may be asked to you regarding participation in the GGC. Your answers will be audio recorded and transcribed. Thank you for taking the the to meet with me for this second meeting. 1 may not contact you again until sometime in August when the study is completed, unless 1 have any fùrther questions. Have a great summer! Sincerely, Tanya Eybel References Allen. L. R. ( 1 982). The relationship between Murray's personality needs and leisure interests. Journal of Leisure Research, 14 ( 1 ). 63-76. .i\mirault. S. F. ( 1998). An assessment of leisure needs of 13- 1 5 vear old mcmbers of the Bovs and Girls Clubs of Nova Scotia. Unpublished master's thesis. Da1 housie University, Halifax, NS . Bammel. G.. B; Burrus-Bammel, L. L. ( 1996). Leisure Br human behaviour (3rd ed.). Madison, WI: Brown & Benchmark. Bamett. L. A.. & Kane, M. J. ( 1985). 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