LEADERSHIP, VOLUNTEERISM AND GIVING A Longitudinal Study of Grantmakers (1993-2003)

Submitted by Karin E. Tice, PhD Acknowledgements This document presents the results of a 10-year (1993 to 2003), longitudinal The W.K. Kellogg provided over a decade of funding to the Council of study of youth grantmakers from the Michigan Community Foundations’ Youth Michigan Foundations (CMF) to support Project. MCFYP has been implemented by Michigan community foundations the Michigan Community Foundations’ Youth Project (MCFYP) and the evaluation with the support of the Council of Michigan Foundations. The study has been research presented in this document. conducted by Formative Evaluation Research Associates of Ann Arbor,

Special thanks go to study participants, Michigan. CMF contracted with FERA starting in 1991 to evaluate multiple particularly those who took time to be efforts designed to support community foundation growth and involve youth in interviewed. Adult Youth Advisory Committee (YAC) advisors who have kept . FERA is an independent evaluation group working with nonprofits in touch with youth grantmakers have been an invaluable resource to this study. to strengthen their organizations and initiatives for over 30 years.

The study’s key purpose is to: contribute to our understanding of the long-

term effects of engaging youth in grantmaking on their ,

giving and leadership activities. More broadly, the study is designed to

answer the question: How did the Michigan Community Foundations’ Youth

Project make a difference in young people’s lives? Community foundations

started involving youth in grantmaking in 1988. This is the first study to look at

outcomes for former youth grantmakers as they become young adults. It is

intended to be useful to established and emerging youth grantmaking

initiatives worldwide.

Background information about the MCFYP is presented first, followed by an

overview of the study. Next, the heart of the document focuses on the value of

serving on a Youth Advisory Committee and how engaging youth in

philanthropic activities has affected their levels of volunteerism, giving,

leadership activities, and their lives in general. Finally, strategic opportunities

are offered, followed by the conclusion. LEADERSHIP, VOLUNTEERISM AND GIVING

Table of Contents

2 Executive Summary 4 Background 6 Longitudinal Study Overview 8 Value of Youth Grantmaking 10 Volunteering Time and Talents 14 Philanthropic Giving 16 Serving as Leaders 18 Life Choices 20 Strategic Opportunities 22 Conclusions 28 Selected References and Resources

Preface Fourteen years ago in Michigan, an effort to permanently integrate youth into the infrastructure of community foundation grantmaking began when Dr. Russell G. Mawby, then president of the W.K. “When we invest in the development of today’s young people, we are Kellogg Foundation, asked, “How can community foundations involve youth in really investing in the development of the next generation, and the their work?” Today, Michigan community next, and the next. The ripples spread out from our investment— foundations have 86 Youth Advisory Committees actively engaged in local and where they will end we can never know.” grantmaking. Michigan’s youth grantmakers have traveled far and wide to speak at — Dr. Russell G. Mawby conferences, present their experiences to Chairman Emeritus of the W.K. Kellogg Foundation youth and adults thinking about starting an initiative, and hold trainings for new and emerging initiatives.

Thirty states now report having one or more community foundation youth grantmaking efforts. (Go to www.youthgrantmakers.org for a national database of youth philanthropy initiatives.) Regional or statewide community foundation-based initiatives are at different stages of development and maturity in Arkansas, California, the greater National Capital region (Washington, DC), Kansas, Indiana, Michigan, and New York. Initiatives have also developed in Australia, Bosnia, Canada, Great Britain, and Northern Ireland. Involving youth in community problem-solving through grantmaking has become a rapidly spreading movement, with youth taking the lead.

1 Executive Summary

Leadership, Volunteerism Volunteering Time and Talents Philanthropic Giving and Giving: A Longitudinal (page 10) (page 14) Study of Youth Grantmakers Serving on a Youth Advisory Committee As youth grantmakers move into young (1993–2003) is a volunteer activity for youth ages 13 to adulthood and their incomes rise, so 17. Former youth grantmakers continue to do their levels of giving. A total of 96% Michigan Community Foundations volunteer their time and talents throughout (n=118) of former youth grantmakers currently have 86 Youth Funds with their young adult years (ages 20 to 29) gave in 2003 as compared to 52% of combined assets of over 40 million with a total of 94% (n=118) volunteering YAC members in 1993. The median gift in ($40,581,576) overseen by an equal in 2003. Comparing two age cohorts with 2003 was $707. Compared to the 74% of number of permanent Youth Advisory Michigan and national data shows Michigan young adults who gave in 2002, Committees (YACs). Through this W.K. significantly higher levels of volunteering 88% of former youth grantmakers gave in Kellogg Foundation funded initiative (1988 among former youth grantmakers. Only 2003 (both ages 18 to 24). The difference to 2003), youth have become integrated 7% of Michigan’s young adults ages 18 was smaller for young adults ages 25 to into community foundations’ grantmaking to 24 and 15% of those ages 25 to 29 29 (70% for Michigan adults as compared infrastructure. Implemented by Michigan volunteered in 2002.1 Fully 88% (ages 20 to 76% for former youth grantmakers). community foundations with the support to 24) and 72% (ages 25 to 29) of former of the Council of Michigan Foundations youth grantmakers volunteered in 2003. (CMF), about 1,500 youth participate Compared to the national level of annually with a total of 9,000 participants volunteering,2 that of former youth and alumni to date. Youth grantmakers grantmakers ages 20 to 25 (88%) is more assess community needs, develop than double the rate for young adults ages requests for proposals, review proposals, 15 to 25 nationally (42%). evaluate their grantmaking efforts, engage in fund development and stimulate youth involvement in service. Youth grantmaking efforts now exist in thirty states in the U.S. and in five other countries, including Australia, Bosnia, Canada, Great Britain and Northern Ireland (www.youthgrantmakers.org).

Formative Evaluation Research Associates (FERA) surveyed the same youth eight times during a 10-year period to understand the effects of serving as youth grantmakers had on their volunteering, giving and leadership activities as young adults. Case studies of 11 youth grantmakers were also conducted.

1 Wilson, Mark. (2002). Michigan Giving and Volunteering: Key findings from a 2002 survey of Michigan residents. The Non-profit Michigan Project. Michigan State University. Available: http://www.ssc.msu.edu/~nmp/reports.htm.

2 Keeter, Scott and Cliff Zukin, Molly Andolina, and Krisa Jenkins (2002). Civic and Political Health of the Nation: A Generational Portrait. University of Maryland, MD: The Center for Information and Research on Civic Learning and Engagement. 2 LEADERSHIP, VOLUNTEERISM AND GIVING

“ Serving on the Youth Advisory Committee (YAC) was the number one experience that Strategic Opportunities shaped that period of my life. Everything I am doing now has been influenced by that (page 20) experience. I wouldn’t be where I am today if it hadn’t been for my YAC experience.” Strategic opportunities for community — YAC grantmaker, 12 years later foundations, nonprofits and funders were developed by Formative Evaluation Research Associates (FERA) with input Serving as Leaders Life Choices from youth grantmakers, adult advisors (page 16) (page 18) and Council of Michigan Foundations Youth had the opportunity to serve in The case studies shared within this (CMF) staff. They include: leadership roles while serving on Youth report provide rich details illustrating n Strengthening the connections between Advisory Committees. A decade later, they how 11 individuals’ life choices have former youth grantmakers and the are still serving as leaders. Fully 77% of been influenced by their experiences as community foundation field. the 2003 respondents (n=118) had served youth grantmakers. Philanthropy and the n Developing ways to link former youth in a leadership position in their job, nonprofit sector are clearly gaining some grantmakers with nonprofits as board religious organization or community within new leaders with a wealth of experience. members. the past 12 months. Nearly all (95%) are Communities are gaining young adults n Establishing a website to link former still using the skills they learned while who care enough to give back and have youth grantmakers to the next level of serving as youth grantmakers. Fully one- the skills and knowledge to be the next involvement in the nonprofit sector and quarter (31 out of 118) of former youth generation of community leaders. They the field of philanthropy. This website grantmakers have served in leadership appreciate the value that working with a could also be used to connect former roles in the nonprofit and public sectors diverse group of people brings to problem youth grantmakers with each other as community foundation or nonprofit solving. They also have experience worldwide. board members, public servants, working with a wide variety of adults and n Developing materials describing career members of community taskforces or peers. They understand the value of paths and opportunities in the field of resources for youth grantmaking involving youth because they have philanthropy and the nonprofit sector. initiatives. Almost all believe that, by experienced what it means to be “at the This could be a valuable resource for working with groups of individuals, they table” to have their voices heard. These current and former youth grantmakers, can make a difference (66% responded a case studies document the ways in which as well as for young people in general. great difference and 30%, somewhat of a former youth grantmakers are contributing n Establishing a mentoring component difference). These young people have the to their communities: mentoring a child, and internship opportunities to keep experiences, skills and attitudes to serve leading a nonprofit, serving on a local former youth grantmakers—interested in leadership roles, and they are actively board or state-level commission, teaching in pursuing or exploring careers in the doing so. and inspiring the next generation of youth field of philanthropy—strategically grantmakers, or bringing the vision of involved. youth grantmaking to a community foundation that has not yet experienced youth involvement.

3

Background

In the late 1980s, CMF and its community A challenge grant (1991 to 1997) of up to Youth are now part of the permanent foundation members developed a $1 million per community foundation from community foundation philanthropic proposal to the W.K. Kellogg Foundation’s W.K. Kellogg Foundation required $2 of infrastructure in Michigan. This was not Philanthropy and Volunteerism local funds to be raised and placed in a always true. In 1988, Michigan was served programming area for the Michigan permanent unrestricted or field-of-interest by 33 community foundations and one Community Foundations’ Youth Project. fund in a community foundation, to geographic component fund or “affiliate.” The goals were: 1) stimulate community leverage $1 from the W.K. Kellogg While community foundations may have foundation growth and expand the areas Foundation. Kellogg monies were made youth-related grants, young people served by community foundations in permanently endowed in a youth field-of- were not involved in that process. Michigan so that every citizen would have interest fund. Community foundations had Michigan is now served by 65 community access to a local philanthropic vehicle, to establish YACs comprised of at least foundations and 33 geographic component 2) strengthen the capacity of existing 50% youth members (most are now 100% funds.3 A total of 86 youth funds are community foundations, and 3) involve youth) to advise on grants from the youth overseen by an equal number of youth youth in community foundation grantmaking fund, forever. This challenge grant was grantmaking advisory committees. Their through endowed youth funds to be instrumental in integrating youth into the combined assets in 2003 were over $40 permanently overseen by YACs. To fabric of community foundation life. million with nearly $2.5 million in grants support these goals, the W.K. Kellogg given in that year alone. Annually, around Foundation has made a long-term Dissemination efforts occurred through: 1,500 high school age (with 500 investment (1988 to present), which 1) presentations made by Michigan being new YAC members) are involved in includes funding for challenge grants, youth and adults at national conferences, YACs with a total of 9,000 youths to date. technical assistance, leadership training, 2) visiting community foundations and As of 2003, about one-third of Michigan’s scholarships, minigrants, technology other groups interested in starting similar community foundations (19 out of 56) had support, team-up grants, statewide efforts, 3) hosting a national youth young people serving as voting members conferences, evaluation and dissemination philanthropy conference, and 4) providing on their boards. A statewide Michigan activities (see www.growingcf.org for networking and learning opportunities to Community Foundations’ Youth Project information and lessons learned about individuals and groups interested in Committee oversees all of the training community foundation development). This starting a youth grantmaking initiative. opportunities and new initiatives, and entire initiative was known as the Michigan Ongoing evaluation provided an furnishes facilitators and trainers. Community Foundations’ Youth Project. opportunity to learn about and widely share effective practices, outcomes, challenges and lessons learned.

3 A total of 53 community foundations participated in the W.K. Kellogg Foundation Challenge. 4 LEADERSHIP, VOLUNTEERISM AND GIVING

“Through the YAC, youth are active, contributing members of their communities. Youth are supported to be at the table and their abilities to develop solutions and give feedback on problems are recognized.” — Former youth grantmaker

Young people become involved in grantmaking through YACs permanent community foundation committees. Michigan YACs are comprised of youth, ages 13 to 17. Although YACs may vary in size depending on their organizations, the average size for a YAC is about 20 youth members. These committees have one or two primary adult advisors and involve other adults as resources when needed (see Tice 2003 and Garza and Stevens 2002 for more information on effective practices).

Michigan Youth Advisory Committees: n Conduct periodic youth needs and/or asset assessments in their communities. Once high priority needs have been identified, YACs often invite n Stimulate youth volunteerism. experts on the topics to help youth YACs are expected to stimulate youth grantmakers better understand the involvement in service to their related issues. communities. They do so in many ways, n Engage in grantmaking. YACs develop including: engaging in direct service, requests for proposals, review grant funding infrastructure or programs proposals and make recommendations designed to support youth volunteerism for funding, usually generated from the or service events, and asking that grant income of a permanently endowed proposals include service components. youth fund in keeping with community n Serve as community resources foundations’ spending policies. YACs and leaders. YACs often serve as evaluate their efforts as part of the resources and leaders in their grantmaking process. communities. They do so through their n Assist with fund development proactive grantmaking activities and by activities. Youth grantmakers may having YAC representatives formally accompany board members as they talk serve on community taskforces and with potential donors or corporations; nonprofit boards. They are also asked participate in foundation-wide to speak at local, state, national and events; leverage their own grantmaking international-level conferences and other dollars by offering grantees challenge events, and are invited to offer their input grants or collaborating with other funders. in a wide variety of situations.

5 Longitudinal Study Overview

This study has surveyed youth grantmakers while they were in YACs and after they TABLE 1 left, over a decade (1993 to 2003). It Youth Grantmakers Responding to Survey combines quantitative and qualitative data 1993 1994 1995 1996 1997 1998 2002 2003 to document how youths’ experiences with Youth Advisory 97 379 372 109 38 112 0 0 grantmaking have influenced their lives. Committee members Early study findings were used to document Former youth grantmakers 4 53 68 152 151 94 118 outcomes for youth while they were still serving as grantmakers. This study draws from and contributes to three bodies of Studies focused on youth philanthropy The longitudinal study was primarily literature: youth development, volunteerism 1) provide a national overview (Youth designed to answer the following and giving, and youth philanthropy. Leadership Institute 2001, and Ho 2003), questions: The study was designed as a way of 2) document outcomes for youth n How and to what extent are former systematically explaining youth grantmakers in community foundations youth grantmakers remaining engaged grantmakers’ involvement in volunteering, (Tice, 2003 and Orosz, Tice and Van Eck, in volunteer activities? giving and leadership activities as they 2002), and 3) identify effective practices n How and to what extent are former became young adults, but it is not a (Garza and Stevens, 2002 and Tice, 2003). youth grantmakers involved in giving? scientific study. While national and state This study is the first effort to follow youth n How and to what extent are former level data provide opportunities to make involved in grantmaking over an extended youth grantmakers staying engaged in some comparisons, this study does not period of time. leadership activities? have a control group. n How does engaging youth in In the youth development field, practice- philanthropy make a difference in In an article attempting to map out the based and research-based knowledge former youth grantmakers’ lives? scientific foundations of youth rarely crossed (Keeter and Zukin, 2002). development, Benson and Saito (2000, This study bridges the research and To assess the effects of participation as p. 139) identify the need to document practice gap by involving stakeholders, youth grantmakers on youths’ lives, study the connections between developmental including youth grantmakers, adult YAC participants were surveyed eight times strengths gained during the second advisors and CMF staff. Stakeholders over a 10-year period (see Table 1 above). decade of life and adult outcomes. have guided the design of this study, have The initial survey was designed and piloted Developmental psychology focused on the interpreted the study findings and have with a group of Youth Advisory Committee lifespan suggests that assets gained developed practical recommendations members in 1992. during adolescence are predictive of positive based on the findings. Their input has outcomes in adulthood. While this study occurred through structured design and SURVEY SAMPLE was not designed to predict behavior, it data interpretation workshops developed In 1993, we asked adult youth advisors to does show the link between what youth and facilitated by FERA. Data mail the survey to all high school seniors gained during their years serving on a interpretation workshops were held twice serving on their YACs. New participants Youth Advisory Committee, and their over the course of this study. FERA were added in 1994 because the types volunteering, giving and leadership brought both quantitative and qualitative of youth being recruited into YACs had activities while in their 20s. Studies data to the workshop in a user-friendly changed and we wanted a larger group of focused on individuals’ volunteering and format. Workshop participants focused on study participants. Although YACs sought giving document national and regional key questions and reviewed relevant data. youth with leadership potential from the levels for different age groups. Study They identified key findings, the start, it took time to successfully find and findings vary, and comparisons among the implications of those findings and recruit these young people. Known leaders studies are difficult because of differences recommendations for strengthening the were much easier to find. In 1994, we in how studies were conducted (Keeter initiative, or strategic opportunities based asked all the youth attending the summer and Zukin, 2002). Independent Sector on the data. Throughout the study, FERA Conference to complete reported on teen volunteering and giving researchers and practitioners have a survey and mailed surveys to 1993 for the first time in 1990. interacted and influenced each others’ respondents. A wide range of youth attend work. Study findings have been used by the conference each year, representing CMF staff and have informed the practice urban, rural and suburban YACs statewide. of YACs throughout the initiative. We mailed surveys to all previous respondents in 1995, 1996, 1997 and

6

LEADERSHIP, VOLUNTEERISM AND GIVING

1998 when the initial study funding ended. observation. We do know that 1) survey CASE STUDIES Our response rate varied from 52% to 23% respondents represent a wide range of Case studies were added in 2003 to in any given year. urban, suburban and rural YACs; 2) many provide a deeper understanding of how more young women participate in YACs serving as youth grantmakers influences In 2000, a mini-survey designed by FERA than do young men—approximately two- people’s lives. FERA interviewed 11 youth was conducted by CMF to stay in contact thirds of respondents were female and grantmakers six to 13 years after they had with study participants. With additional one-third were male; 3) YACs vary in how stopped serving as YAC members. Stories study funding, FERA surveyed study ethnically and racially diverse they are— from a broad range of youth were participants again in 2002 and 2003. respondents from communities of color collected. Interviewees were identified There is a core group of about 150 range between 10% to 20% in any given through conversations with former and respondents who have responded multiple year. Some communities are more diverse current YAC adult advisors, community times over the 10-year period. These than others. In this respect, our sample foundation CEOs and CMF’s staff. Criteria study participants responded between roughly mirrors the youth involved for inclusion were youth from diverse two to seven times. Individuals did not statewide. geographic locations, socio-economic respond consistently every year. backgrounds and ethnic/racial groups. In 1993, respondents were ages 11 to 16 Some youths were chosen because we Survey distribution methods changed years old. In 2003, the 118 respondents already knew they had interesting stories several times over the course of the study were 20 to 29 years old. Only 12% had to tell. Others were identified as young in order to build a group of individuals as one or more children. In 2003, a total of people who had grown in confidence and representative as possible. Other 16% had completed high school/GED, leadership abilities during their service on challenges included: young people an associate’s degree or a year in some a YAC, but whose current activities were moving multiple times during the study, college; 61% had completed a bachelor’s unknown. surveys being returned as “undeliverable” degree; 13% had completed a master’s and individuals responding some years degree, and 9% had JD, PhD or MD degrees. Eleven stories are presented throughout and not others. this report; eight feature young women In 2003, almost all of the survey and three feature young men. Four of the DEMOGRAPHICS respondents were either working 59% or youth are from communities of color The Michigan Community Foundations’ in school 38%. Of those in school, 22% (three African American and one Asian Youth Project, in spite of its name, is not were working and studying. Only a few American). These young people come from considered a “program.” Youth programs 4% were not working outside the home or rural, urban and suburban communities often ask participants to complete intake studying. These individuals were either throughout Michigan. Three attended forms with demographic and other stay-at-home mothers or in the Marine alternative high schools. About half of the information. This type of information is not Corps. Students were working on their interviewees come from households where collected from adult community foundation associate’s degrees, bachelor’s, masters, volunteering was valued and encouraged. grantmakers and was purposefully not JD, MD, or PhD degrees. Four people The rest learned these values through asked of youth grantmakers. The were working toward teaching certificates, their YAC experiences. Interviewees are implication for this study was that no and one person toward a radiological representative of the different types of central database existed, and no technology certificate. Fields of study youth who participate in YACs statewide, statewide or local demographics are included medicine and science, but they represent only those YAC available. While there are no broader , social sciences, business, law, members who were positively influenced. demographic data to help us determine and philanthropy/nonprofit management. how representative our survey respondents are, we can draw upon 12 years of About half of 2003 survey respondents ethnographic evaluation research to came from families/extended families/ contextualize the youth included in households where volunteerism is this study. considered very (25%) or quite (27%) important. In the rest of the families/ Ethnographic methods included: extended families/households, volunteering is interviews with adult YAC advisors and only somewhat (27%), not too (17%) or CMF staff, case studies of five YACs, not-at-all important (2%). Over half (67%) observation of numerous training events, attend religious services at some point interviews and more informal during the year (36% weekly, 10% once or conversations with youth grantmakers twice a month, 20% a few times a year from all parts of the state, and participant and 1% less than once a year).

7

Value of Youth Grantmaking

“ The Michigan Community Foundation Youth Project gives young people the opportunity n Gain experience addressing to learn generosity in the only practical way: by being generous. It will teach them to meet community problems through community challenges by raising funds for good works. It will teach them to be good grantmaking. Community foundation stewards by giving them opportunities to make the hard decisions on wise giving. It will grantmakers of any age use their limited give them the opportunity to ask, to serve, and through serving, to lead. Tomorrow’s resources to address community issues. governors, mayors, chief executive officers, and executive directors will be trained Youth grantmakers not only talk about through the Michigan Community Foundation Youth Project. Even more importantly, so grantmaking, they leverage their own will tomorrow’s Little League coaches, Big Sisters, Cub Scout leaders, Sunday school grantmaking dollars and sometimes teachers, and community foundation trustees.” other foundations’ and individuals’ — Dr. Russell G. Mawby, 1991 resources to effect change. They evaluate their efforts. “It is not an Why involve young people in the experience of serving as a youth abstract, but rather, a hands-on and grantmaking process? We asked former grantmaker is valuable because youth: often heartfelt experience.” “I gained experience working with adults and youth grantmakers why it was important n Feel that their voices are heard and to involve young people in this way multiple their opinions valued. Similar to the other young people to solve community times (1994, 1995, 1998 and 2002) over adult committees reviewing proposals problems—something that I would not the course of the study, collecting both submitted to the community have experienced without the YAC.” quantitative and qualitative data. Overall, foundations, YACs review proposals, n Can make a difference in their youth were very positive about their develop recommendations and present communities by serving in leadership experiences. On every occasion, 73% to them to the community foundation roles. In addition to making grants, 88% of respondents, both current and board for final approval. YACs are often YACs may also initiate other activities, former youth grantmakers, said the asked for their input and sometimes co- such as a youth summit, a day-long experience was very valuable or quite funding on proposals submitted to the conference on teen sexuality or date valuable (see Figure 1). Only a small community foundation at-large. YAC rape, or starting a teen center. Most percent of youth rated their experiences members are often asked to speak at YACs also do service projects together as not valuable (between two to four conferences or other community events. as team-building activities. “It is percent). In general, such responses came Their input is often sought after by local valuable to give youth a sense of from participants whose YAC was less youth serving organizations and ownership in decision making in their successful in accomplishing its goals. community-wide taskforces. “I was communities.” always impressed by how valued our n Learn about foundations and the In 2002, former youth grantmakers were opinion was.” “When we [YAC nonprofit sector. YAC members learn asked to reflect back on the value of their members] proposed an idea, the about philanthropy, community experience serving on a YAC. Analysis of funders seemed to listen— probably foundations and how funders and their verbatim comments (N=94) revealed because we had a viewpoint they nonprofits interact. They learn about several important themes. Examples of couldn’t compare to.” and experience the entire grantmaking their comments illustrate that the process, from defining needs and issues to focus on, to evaluating their grantmaking efforts. YACs often invite FIGURE 1 experts in to teach them about issues, How Valuable Would You Rate Your Experience such as substance abuse or domestic Serving on the YAC violence and to learn what nonprofits in 100% their communities are already doing to 90% address those issues. YACs interview 80% 75% potential grantees—which could be 70% Very n youth, agency directors or a combination 60% Quite 51% n 50% Somewhat of the two, and then conduct site visits 44% 43% n 38% 39% 40% 38% 37% n Not Too to grantees. “[Serving on a YAC] gets 30% 30% 25% n Not at All you involved in community and learning 20% 20% 19% 13% 13% how you can actually make a difference. 10% 3% 2% 4% 4% You impact decisions about how money 0% 1994 Current 1994 Alumni 1995 Current 1995 Alumni 1998 Current is spent in a community and learn about (N-379) (N-4) (N-372) (N-53) (N-112) how the grant process works.”

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LEADERSHIP, VOLUNTEERISM AND GIVING

CASE STUDY: The Sky Was the Limit n Gain leadership skills. YAC members n Have the opportunity to work with Andrea was a high school sophomore (age learn a wide range of skills, from other people from different socio- 15/16) when she read about the YAC in the specifics such as how to create an economic, ethnic and racial, and local paper. It sounded interesting and she agenda or how to lead a meeting, to religious backgrounds. YACs work decided to join. Andrea describes herself at more abstract skills such as making hard to recruit a diversity of youth to that point in her life as having energy and group decisions when everyone does serve. Regional and statewide trainings to organize. She was already a good not agree, or how to leverage dollars to provide additional opportunities for student and a student council member, but fund a project when what is available to youth grantmakers to learn about other the YAC presented an opportunity to use work with is insufficient. “I developed communities and get to know youth her energy in a way not possible in school. leadership skills, and I learned that even who are different from themselves in a Andrea served as a youth co-chair of her a small group of students can make a variety of ways. Youth grantmakers also YAC. With the “the sky was difference.” have opportunities to interact with the limit... we were never told we couldn’t n Expand their horizons and learn more community foundation staff and board do something,” she says. about their own communities outside members, as well as their adult advisor. of the neighborhood in which they The youth spotlighted in the case Andrea’s mother was born in Puerto Rico live. As discussed in the case studies studies on pages 20 and 27 both talk and grew up in Spanish Harlem. Her father on pages 13 and 27, youth grantmakers about how they valued working with a is African American and grew up in public learn about issues throughout their diverse group of people. Another former housing in New Orleans. Both parents are communities and/or regions. Some youth grantmaker commented, “It gave university professors. Andrea was raised in community foundations serve a county- me experience working with kids from a university town and is well aware of the wide or multi-county area. Youth in other schools, making grant decisions, contrast between her life as a child and inner-city areas learn about the issues and putting together ideas for the group that of her parents and relatives. facing suburban youth and vise versa. so they would see different points or They begin to understand both strengths/weaknesses of a grant.” Serving on the YAC, says Andrea, was the commonalities and differences. “Serving “best experience I have ever had; it built my on YAC made me more aware of the Other verbatim quotes from former youth self-confidence. I found it very empowering needs of my entire county, not just my grantmakers provide an additional feel for to be respected enough to be trusted with school district. It helped me broaden why they thought serving on the YAC was decisions. The YAC gave me the opportunity my horizons.” “The Youth Advisory valuable. YAC members said: to meet people from other schools, from Committee exposed me to the different socio-economic backgrounds and tremendous need that existed in my “ Through my work with the Youth Advisory from various cliques within my own school.” local community. Had I not been a Committee, I not only learned the member, it is doubtful that I would have fundamentals of group decision making, After high school, Andrea went to college. been aware that the need was so great. but I learned the importance of being a Then she spent a year doing direct service I was equally surprised, however, that positive influence within the community, and policy work through the Micky Leeland there were numerous organizations creating a better atmosphere for all Hunger Fellowship. After that she was a already in existence trying to help. people to live, work and play.” substitute teacher in Puerto Rico, subsequently Being part of the process was both receiving the Ralph Bunch Human Rights “ Being able to go through the process and educational and rewarding.” Fellowship from Amnesty International. All of determining which projects are worthwhile these experiences led her to law school, from and being able to actually act on the which she graduated last year. “Law school recommendations gave me a feeling of decimates your self-esteem,” she says. . It was invaluable.” “Luckily I had built up a store of self-confidence from serving on the YAC that I could dip into.” “ My experience was invaluable. I learned about the true meaning of giving of self. Thinking about her future career path, I also learned how communities can come Andrea, now age 28, has been reflecting on together to make life better. It [serving her YAC experience. What she liked best was on the YAC] gave high school students amazing responsibility and experience, facilitating meetings and making a difference which is invaluable.” in her community on a larger scale rather than the scope that direct service offers. Thinking back has helped guide her to consider a career path in immigration law and policy.

9

Volunteering Time and Talents

Youth Advisory Committees are expected Many respondents, who to stimulate youth volunteerism within were not volunteering, wrote FIGURE 2 their communities. Youth may engage in comments apologizing and YAC Former Members Volunteering direct service, fund infrastructure or indicating that they planned Over the Past 12 Months programs designed to support youth to return to their volunteer volunteerism or service events, and ask activities as soon as they 100% 94% 88% 87% 81% that grant proposals include service could. For example, one 80% 76% 73% components. Most importantly, youth person explained, “Much of serve on the YAC, a permanent, standing my lack of volunteering now 60% community foundation committee. As YAC is due to the fact that I work 40% members, they learn the types of skills full time and go to college.” that nonprofit organizations value in their Others explained that they 20% board members (see the “Serving as were mothers of very young 0% Leaders” section for more information). children or were busy 1995 1996 1997 1998 2002 2003 establishing their careers (N-53) (N-68) (N-152) (N-151) (N-94) (N-118) In serving as youth grantmakers, YAC and, therefore, had limited members are volunteering. They participate time available for in regular meetings, serve on sub- volunteering. FIGURE 36 committees, attend community foundation A Comparison of Michigan Young Adults and board meetings and other events, and Comparing levels of Former YAC Member Volunteerings participate in YAC-sponsored service volunteering of Michigan n 2002 n 2003 activities. Some are asked to serve on young adults and that of other community taskforces and boards former youth grantmakers at Michigan Adults 25-29 Yrs. 15% through their YAC involvement. This is in the same age provides a Former YAC Members 25-29 Yrs. 72% addition to any other volunteer activities striking contrast (see Figure they may be involved in through school 3). About three-fourths of Michigan Adults 18-24 Yrs. 7% or independent of the YAC. Levels of former youth grantmakers Former YAC Members 18-24 Yrs. 88% volunteering, by definition, are 100% volunteered in 2003, while while young people are serving on the this was true for less than 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% YAC. Over three-fourths of YAC members one-fourth of Michigan’s continue to volunteer in their communities young adults in 2002.5 Both as they move into their adult lives (see groups were reporting on FIGURE 4 Figure 2).4 The case study on page 25 their volunteering over the A Comparison of National and YAC Former illustrates the importance of volunteering past 12 months. More Members Reporting Volunteer Activities in the and being part of a community. One former youth grantmakers Last 12 Months former youth grantmaker said, “Serving ages 20 to 24 are volunteering 100% on a YAC at a young age showed me than are those ages 25 to 88% the impact volunteerism had on society, 29. The opposite is true for 80% 72% regardless of the age of the volunteer.” Michigan young adults. 60% Another commented, “Volunteering is a YAC members are both 40.2% priceless experience that has taught me internalizing and acting 40% 32.8% so much about myself and others. Youth upon the value and 20% philanthropy is so important; if you start importance of giving back 0% volunteering at a young age, it will make to their communities. Their 15-25 Years 26-37 Years an impact on your future volunteering levels of volunteering n National Data 2002 experiences.” remain consistently high n YAC Former Member Data 2003 even when the rest of the Source: Civic and Political Health of the Nation: population’s volunteering A Generational Portrait. fluctuates.

4 This figure presents the data for all former youth grantmakers responding in each year. Study participants did not respond every year, making it difficult to follow specific individuals’ levels of volunteering over time.

5 Volunteering among Michigan’s young adults and all Michigan citizens was much higher in 2001, 40% among 18 to 24-year-olds, and 42% for 25 to 29-year-olds (Wilson 2002). Michigan levels of volunteering in 2002 are similar to 2000 levels.

6 Source for Michigan data is Wilson 2002. 10

LEADERSHIP, VOLUNTEERISM AND GIVING

Former youth grantmaker levels are more Seven of the 76 young people who had than double the rates for young adults in TABLE 2 moved from their home communities had the same age categories7 at the national Former YAC Members Hours contacted the community foundation in level (see Figure 4). National volunteer Volunteered in the Past Month their new communities. While this is a rates stay relatively the same at 31.6% for small number, we know from the case Min Max Median adults ages 38 to 56 and then drop to studies that at least three individuals not 1994 4 64 23 22.9% for adults over 57 years old (Keeter only made a contact, but also worked to 1995 2 162 18 and Zukin 2002). start youth philanthropy initiatives at those 1996 1 170 5 community foundations. (Adam and Kasee 1997 1 200 10 An Independent Sector report titled are still involved in the community 1998 1 315 15 Engaging Youth In Lifelong Service found foundations where they served.) A 2002 1 185 10 that individuals who volunteered when strategic opportunity exists to reconnect 2003 1 200 12 they were young were much more likely to former youth grantmakers to the next level volunteer and give as adults. “The level of of community foundation involvement as is a powerful predictor volunteers. Former youth grantmakers volunteer their of several adult behaviors: the propensity time for a wide range of organizations. to volunteer, the propensity to give, and Variables such as length of time serving The 2003 data reflect where individuals the amount one gives” (Toppe and on a YAC and number of years after have volunteered their time during Golombeck, 2002 p. 10). Results from this leaving a YAC could very well affect study previous years. In the past month they study of youth grantmakers definitely participants’ levels of volunteering and (n=71) volunteered for neighbors (n=55), support this finding. YAC members are all giving. Chi-square tests were run to religious organizations (n=36), youth youth volunteers, and they continue to determine if there were differences. There development programs (n=32), social volunteer and become increasingly were no significant differences in organizations that have volunteering as generous as young adults in their 20s. individuals’ volunteering and giving part of their activities (n=32), schools behavior among those who had served 1 (n=31) and health and human services How much time are former youth to 3 years or 4 to 8 years. It also did not (n=30). Fewer people volunteered for arts grantmakers spending on their volunteer matter how long it had been since they organizations (n=18), private and activities? Asking interviewees to recall had served. Neither were there differences community foundations (n=15), state and the hours spent in the last month provides among young people from different racial local government (n=15), neighborhood or a more accurate picture of levels of and ethnic backgrounds. This suggests block groups or organizations (n=10), volunteer efforts than asking them to that YAC members are internalizing the political campaigns (n=6), international remember a longer timeframe, such as value and importance of giving back over development organizations (n=6) and a year. The numbers of individuals time. YAC members grasp the importance Youth Advisory Committees (n=4). Ten volunteering in the past month are, not of philanthropy—giving their time, talent individuals are participating in Michigan surprisingly, somewhat lower than the and treasure—within the first year. This Campus Compact, America’s Promise, numbers who said they had volunteered does not mean that the YAC experience Peace Corp, VISTA, AmeriCorps, or over the past 12 months. They range from can be shortened to a year. It takes a full COOLWORKS. See the “Serving as Leaders” 51% to 81% in any given year. In 2003, year for young people to learn about section of this report for information about those who had volunteered spent a grantmaking and to really understand the service on nonprofit boards and other median of 12 hours per month. Table 2 work of a YAC. Subsequent years are community leadership positions. shows the range and median hours spent gaining and practicing leadership volunteered in a month by YAC members and grantmaking skills and being active. between 1994 and 2003. Respondents consistently completed the survey between February and April, reporting on their volunteering activity for January, February or March.

7 YAC alumni are ages 20 to 25 in the first category and ages 26 to 29 in the second category. 11

CASE STUDY: It Gave Me My Life Direction

Jenny served on a Youth Advisory at a community foundation on the east coast. Committee for four years starting at age 14 At the hospital she experienced a different when she was a high school freshman. She side of philanthropy, writing grants and also served on the statewide Michigan providing direct service to youth programs Community Foundations’ Youth Project focused on heroin addiction and teen Committee starting her senior year. Jenny suicide. At the community foundation she was a good student and already involved in continued to talk about youth involvement in lots of extracurricular activities like sports grantmaking. Recently, that community and band. She readily became an active foundation hosted a statewide youth YAC member. philanthropy conference and is thinking about ways to involve youth. Jenny grew up in a very poor bedroom community near two very wealthy tourist Serving on the statewide Michigan towns. Her single mother was a school Community Foundations’ Youth Project teacher. The message she grew up with was, Committee and going to Northern Ireland “We don’t have a lot but we can share it with to participate in an international youth those who have less.” Youth from her town grantmakers conference were key were often looked down upon by youth from experiences for Jenny. “Serving at the state the wealthier communities. Participating in level was the thing that pushed me into the YAC helped to break down these philanthropy,” says Jenny. “I knew I wanted barriers. Jenny felt like she belonged. In to go to college but wasn’t sure what I years since her experience, Jenny still keeps wanted to do. Then my mother pointed out in touch with many YAC members and some that I was never as happy as when I was of the community foundation board doing that [YAC] work.” It became clear to members. Jenny that she wanted to continue in the field of philanthropy. As she said, “It gave Serving on the YAC, says Jenny, was “a way me my life direction.” to care about all the things I cared about at the same time. It helped me to see the Jenny’s trip to Northern Ireland was “eye community from such a different perspective. opening.” She learned about conflict and I realized that I could be involved and not be changed the way she looks at grantmaking. in charge. I come from a small school and Youth from Northern Ireland and Eastern was one of the students asked to do European countries had less money, much everything [student council member, class bigger problems and used their grantmaking president, yearbook editor]. I am more of a to initiate systemic change. team player leading by example… it’s who I am.” Jenny is now 23 years old and is studying at the Center on Philanthropy at Indiana When Jenny went to college, she visited the University; she is pursuing a master of arts in nearest community foundation and tried to philanthropic studies and a master of public interest it in starting a YAC. The foundation administration in nonprofit management. She was not interested at that point. Since that is considering doctoral programs that would door did not open, Jenny, in her job as allow her to pursue her interests further and resident assistant, stressed the importance prepare her for work in a foundation and/or of giving back to her fellow students. She academia—teaching about philanthropy. engaged them in penny wars—donating the money to , blood drives and other causes. During the summers she served as an intern at the Council of Michigan Foundations, a rural nonprofit hospital and

12

LEADERSHIP, VOLUNTEERISM AND GIVING

CASE STUDY: The Experience Opened My Mind

Danielle was 14 years old when a graduating After graduating from high school, Danielle Currently 20 years old, and a third-year student senior invited her to a Youth Advisory was asked to serve on the statewide Michigan at the University of Michigan, Danielle is Committee meeting. She didn’t know what Community Foundations’ Youth Project majoring in sociology with a focus on participants were talking about at first, but that Committee. “I met people in Michigan from marketing and strategy in the business sector. rapidly changed. “I was always outgoing... more places I didn’t even know existed and became She sees a direct link between the group, on the leader side,” says Danielle. During the more aware of issues in their communities as analytical and strategic planning skills she four years she served on the YAC, she was on well as my own,” she says. Then, Danielle learned and enjoyed using in the YAC, and her the grants committee and was co-chair of the went to Northern Ireland to participate in an decision to pursue a marketing focus, which volunteer committee for two years. international youth grantmakers’ conference. requires a similar skill set. She has worked Youth grantmakers abroad had very different multiple jobs over the past three years to pay While volunteering and community involvement concerns and guidelines for their grants. “We for college and hasn’t had time to volunteer were a good fit for Danielle, they were new explained how we do things and gave them outside of course-related opportunities, experiences. She grew up in Kentwood, a insights into analyzing budgets. We went on including a housing project and serving as a suburb bordering the city of Grand Rapids. Her site visits together and jointly made grant mentor for a young person. She misses working mother created closed captions for television decisions,” Danielle says. “Because so many with nonprofits, but she is not sure she wants a and her dad worked in sales and marketing. of their potential grantees focused on issues job with a nonprofit. “I still want to be involved Danielle has a brother who followed in her related to the tensions between Catholics and because it’s a big part of my life, and I notice footsteps and who is currently the YAC co-chair. Protestants, we had to really think about and its absence,” says Danielle. differentiate between funding a religious point Danielle’s involvement with the YAC linked her of view and funding a program that had links to other leadership opportunities. With another to a religious institution. It was not as easy or YAC member, she co-chaired a Youth Violence clear in that context.” Prevention Committee through her city’s health department. They went to the National Recently, Danielle has had an opportunity to Conference on Youth Violence Prevention and look at her YAC experience in a whole new were amazed to discover that the conference light. “When I came to college, I didn’t realize participants were nearly all adults. There were how valuable it really was. It really is a very only five youth present. All were from Michigan unique experience,” she says. As she talks to YACs. “It was the first time I had done anything people about her experience, Danielle realizes like that,” she says. “It was a memorable that most youth do not have the opportunity to experience.” During high school, Danielle also do this type and level of community work. served on a Black Educational Excellence Danielle says, “It is fun to go back and find out Program Committee to promote higher education that the programs we gave money to are still among African American students, and she continuing. It is really a rewarding feeling to served on a sorority youth advisory group. know that you had been a part of making it happen.” Danielle recalled one grant that stood “My experience on the YAC opened my mind out for her. A group of seventh grade boys, and made me receptive to issues outside of the ages 12 to 13, were concerned that kids didn’t things that directly affected me,” Danielle says. have anything to do after school and were “It gave me a chance to step outside my getting into trouble. They developed a proposal neighborhood and look at the city as a whole. and budget for an after-school program It also opened a lot of new doors and made themselves. It was written out longhand. The me aware of programs and their reliance on YAC funded their proposal and they came to the volunteers.” Danielle learned how to work on a YAC’s year-end banquet to receive their grant committee and how to be strategic, analytical check. “It was so exciting for everyone... us and and to plan ahead. them. Empowering other youth to make a difference was incredible.”

13

Philanthropic Giving

Youth grantmakers learn about the importance, value and satisfaction FIGURE 5 connected with philanthropic giving while YAC Member & Former Member Giving Over the Past 12 Months serving on Youth Advisory Committees.

They learn about the costs of developing 100% 96% 93% and implementing programs and how 80% 76% much nonprofits in their communities 71% 64% 60% 61% depend upon charitable gifts to support 60% 58% 60% 52% their work. Many YAC members have the 51% 48% opportunity to speak with community 40% foundation donors and some, to ask 20% potential donors for gifts. About half of youth grantmakers donate money to the 0% 1993 1994 1995 1996 1997 1998 2002 2003 community foundation, to other nonprofits, to charitable causes or to individuals in n Current YAC Members n Former YAC Members need, while serving on the YAC (see Figure 5). YAC members from one community foundation went to a board FIGURE 6 meeting, emptied their pockets on the Comparison of Michigan Young Adults and Former YAC Members Giving table and challenged the adults to do the 2002/2003 same with their checkbooks. Age 25-29 The number of youth grantmakers who are Former YAC Members 76% donors increases over time. As they move All Michigan Adults 70% into the workforce and have higher levels Age 18-24 of income, more people give. Survey Former YAC Members 88% respondents who worked in 2003 (n=93) All Michigan Adults 74% are making under $20,000 (39%), 0% 20% 40% 60% 80% 100% $20,000+ to $40,000 (36%), $40,000+ to 60,000 (11%), and $60,000+ to $75,000 (7%). Fully 96% of 2003 respondents had given to a charitable cause over the past Compared with giving among young 12 months (see Figure 5). The amounts TABLE 3 adults in Michigan, a slightly higher they gave ranged from under $100 to Former YAC Members Levels percent of former youth grantmakers give $12,000 (see Table 3). Taking out the one of Giving in 2003 (see Figure 6). The gap between Michigan highest gift of $12,000, the mean gift in Ages 20–29 (N=117) young adults and former YACers 2003 was $707. In 2002, we asked former decreases with an increase in age. youth grantmakers how serving on the 18% $0 YAC had influenced their giving. Examples 17% Under $100 Most former youth grantmakers in 2003 of their responses: 40% $100 to $500 (n=118) gave to the following types of organizations or causes: religious (n=62), 7% Over $500 to $1,000 health and human service (n=57), youth “ I learned some of the essential ways to 8% Over $1,000 to $2,500 development (n=32) and informally (e.g., raise money and how to get people to give 9% Over $2,500 to $5,000 and what areas to give to, and why! I have to a neighbor) (n=27). Fewer gave to arts, 1% $12,000 used these philanthropy skills in so many culture and humanities (n=23), to areas of my life it would be just too much community foundations (n=20) or to the to write here.” environment (n=15). Very few gave to political organizations (n=12) or gave “ It gives kids a sense of worth. They learn internationally (n=8). what it’s like to give to other.”

14

LEADERSHIP, VOLUNTEERISM AND GIVING

YAC members learn to be proactive grantmakers. They analyze and prioritize TABLE 4 community needs and think strategically Approaches to Giving in 2003 (N=118) about how to effectively leverage their Always Usually Sometimes Not Too Often Never Mean resources. These lessons appear to be (5) (4) (3) (2) (1) carried over into their giving strategies. I think carefully about 50% 35% 9% 4% 3% 4.3 Former youth grantmakers use a what I give to combination of reactive and proactive I respond to requests from 8% 32% 32% 23% 6% 3.1 giving strategies. Most respondents think organizations/causes I want to support carefully about what causes/organizations I give larger amounts to fewer 6% 26% 20% 27% 20% 2.7 they want to give to (see Table 4). They key organizations/causes both respond to and seek out organizations I give cash on the street when <1% 17% 41% 27% 14% 2.6 and causes they want to support. asked by an organization or Similarly, larger gifts are given to a few fundraising effort I seek out organizations/causes 3% 16% 34% 30% 17% 2.6 key organizations and smaller gifts to lots I want to support of different organizations. YAC members I give small amounts to lots of 3% 14% 35% 35% 14% 2.6 are more likely to give to an organizational different organizations/causes fund-raising effort when asked on the I give cash to people on the 0 7% 17% 35% 41% 1.9 street than to an individual. They think street if asked (e.g., homeless people, panhandlers) carefully about where their dollars can I give to organizations/causes 0 4% 9% 22% 66% 1.5 make a difference. I want to support via the Internet

Community foundations have a strategic opportunity to stay connected with former youth grantmakers who are potential future donors. They understand the value TABLE 5 of contributing to their communities and Individuals Wanting Stronger Connections with do so. They also know about planned Community Foundations (N=114) giving, endowments and community Yes Maybe No foundations. Over one third (33%) of 2003 Individuals desiring a stronger connection with the 33% 37% 26% survey respondents still live in their home community foundation where they served as a YAC member communities. The majority (71 out of 118) of survey respondents said they had no ongoing contact with the community foundations where they served as YAC About one-third of former youth members. Of those who remained in grantmakers are sure they want stronger contact, only 31 received an annual report connections to community foundations. or other materials, and even fewer (13 Another third said “maybe.” Less than a individuals) received a year-end request third did not want a stronger connection to give. Twenty-one individuals indicated (see Table 5). One person commented, “I they kept in touch informally. We know made connections that will affect me the from other evaluation activities that the rest of my life. I also realized how much YAC advisor is usually the person that community foundations affect/benefit their young people stay in touch with. This is communities, and I know it’s important to true even years after YAC advisors leave give back to them.” the community foundation.

15

Serving as Leaders

Youth grantmakers learn and practice a wide range of leadership skills while FIGURE 7 serving on a Youth Advisory Committee. 2003 Use of Leadership Skills Learned in the YAC (N=118)

Over half of the YAC members responding in 2003 said they learned to: A Great Deal 33% n Be effective team members (86%) Quite a Bit 25% n Listen to others with different viewpoints (83%) Somewhat 37% Make group decisions (82%) n Not Too Much 5% n Work with a diverse group of people (81%) n Communicate their points of view (73%) Not at All 0% n Develop youth/adult partnerships (66%) 0% 10% 20% 30% 40% 50% n Run a meeting (64%) n Network with community leaders (54%)

TABLE 6 Other skills learned by YAC members included: Former Youth Grantmakers Serving on Boards and in n Planning a meeting Other Leadership Positions (N=118) n Making their own decisions Asking for money (within the context n Previously Currently of fund development) Served Serving n Accessing information about 26% 20% community needs/issues 5 2 On a community foundation board (voting member) 2 2 On a community foundation board (non-voting member) n Accessing information about 11 9 On a nonprofit board (voting member) community resources 8 6 On a nonprofit board (non-voting member) Giving a presentation or speech n 8 6 On a community taskforce Planning an event (not a fundraiser) n 7 5 As a resource for a youth philanthropy initiative n Planning a fundraiser 3 2 On a school board 1 4 As a public servant (e.g., city council member, mayor, senator) Not only had they learned leadership skills during their YAC experiences, over half of the respondents indicated that they continue to use these skills (see Figure 7). TABLE 7 Most former youth grantmakers Individuals Believing They Can Make a Difference (N=117) responding to the 2003 survey indicated Great Some A Little None that they definitely (56%) or somewhat As individuals 15% 53% 30% 3% (38%) consider themselves leaders now. Working as a group 66% 30% 4% 0% Only eight (7%) of the respondents did not consider themselves to be leaders.

Fully 77% of 2003 survey respondents coordinating an event such as a had served in a leadership position over conference, fundraiser or blood drive the past 24 months. They have leadership (n=47), developing and leading a team to responsibilities in their jobs (n=52), accomplish a specific goal (n=43), schools (n=32), religious organizations holding an office in student government, a (n=20), communities (n=19), political/ club or sorority/fraternity (n=20), or being advocacy groups (n=3) and other venues captain or coach of a sports team (n=15). (n=8). The types of roles they have They also served as Sunday school include: serving as a program manager/ teachers, mentors and union coordinator or supervisor (n=59), representatives.

16

LEADERSHIP, VOLUNTEERISM AND GIVING

CASE STUDY: Influenced 110% by Her YAC Experience

Engaging young people in grantmaking Kasee was in seventh grade when she joined couple of hundred homeless people and through community foundations has her Youth Advisory Committee. A teacher had families in our county—I thought there were provided them hands-on experience using noticed her leadership potential and another only one or two.” With this information, the YAC a wide range of leadership skills. They YAC member accompanied her to several decided to create a homeless awareness camp. also have opportunities to interact with meetings. Kasee lived in a rural area called YAC members are “evicted” by the police from adults who are serving in community Pittsford, about fifteen minutes from a small their homes and participate in a mock trial at leadership roles. Former youth town. Pittsford has a post office, a bar and a the courthouse. Then groups of youth are given grantmakers continue to use these skills school serving grades K-12. Most of Pittsford’s places to stay and minimal money for food. and to serve in leadership roles in their residents are farmers or had worked in local Finally, they all set up boxes on the county jobs, religious organizations and factories. Most of the factories moved out of courthouse lawn to increase awareness about communities. Fully one-quarter (31 out of the area, leaving many households struggling homeless people. 118) of former youth grantmakers have to make ends meet. Kasee’s mother is a served the nonprofit and public sectors as bookkeeper at the local school, and her father In Kasee’s senior year in high school, the community foundation or nonprofit board works in a small shop building engines. longtime adult YAC advisor retired. The board members, public servants, or as members was unsure whether it could afford to replace of community taskforces or resources for Kasee says, “I was confused for the first year her, so Kasee offered to be the YAC advisor. youth grantmaking initiatives (see Table and a half in the YAC; and then I got a grasp on Two years later, at age 19, Kasee is a freshman 6). Former youth grantmakers the work.” Among other things, she learned at Central Michigan University and balances commented: about foundations, endowments, grantmaking, her studies with her responsibilities as an adult and grantwriting. The YAC wrote a grant YAC advisor. Kasee, like about half of the young “ We learned about foundations and proposal, which they submitted to Blue people in her region, is a first generation nonprofits and gained skills needed to be Cross/Blue Shield for a smoking prevention college student. The YAC has become a place effective board members.” project. The YAC’s proposal to develop anti- where people share information about college. smoking commercials for cable TV did not get Most people don’t even know where to start. “ YAC was my first experience in a real funded. Convinced that the idea was good, the YAC alumni come back and help graduating ‘board’ situation where we had agendas, YAC funded the project itself. Students seniors through this process. etc. It helped me to see my leadership representing every school in the surrounding potential and to realize that I had skills in three counties participated in the commercials. Kasee has a dual major in psychology and that area that were very useful.” YAC members organized and oversaw the family studies with a minor in . project. The commercials were viewed on cable She said her career path was influenced “ We learned how a nonprofit/community TV and at all the local schools. They received “110%” by her YAC experience. She explains, meeting runs and works.” lots of positive feedback. Seeing older students “Our YAC reaches out to students with from their own schools speaking out against leadership potential. Many are struggling in Former youth grantmakers believe they smoking made an impression, especially on the school and in their lives. I saw the former YAC can make a greater difference working younger children. It was such a successful advisor encouraging YAC members who were with others in their communities than by experience all around that the YAC plans to do struggling. I wanted to do this, too. Youth, themselves (see Table 7). These young it again this year. This time they received a family, community—all these aspects are very people have the experiences, skills and grant from an outside source and will create important to me.” attitudes to serve in leadership roles, and three commercials. they are actively doing so. Two former youth grantmakers comment on their Learning about issues facing young people in leadership involvement: her community was, and continues to be, one of the key benefits of participating in the YAC “ I’ve learned a great deal on working in for Kasee. The YAC decided to address the communities and as a small part of a issue of homelessness. The young people whole; how to do these things and still invited an expert on the topic to talk with them. have time to do other things; how to deal Kasee says, “I was floored—there were a with people opposed to an idea you presented.”

“ It taught me leadership and exposed me to a diversity of people. It has shown me things that need to, and can, be done.”

17

Life Choices

While the primary focus of this study is on former youth grantmakers’ volunteering, TABLE 8 philanthropic giving and leadership Former Youth Grantmakers Are Still Connected in 2003 (N=118) activities, the study has also documented 25% YAC members from your YAC many other important ways that these 27% An adult YAC advisor young people have been influenced by 12% Community foundation staff their experiences serving on Youth 10% Community foundation board members Advisory Committees. This section draws 8% YAC members from other YACs on an analysis of the case studies and 4% CMF staff survey data both quantitative and 10% Others you met through your experience on the YAC (Adventure Tour Staff, guest speakers to our YAC—one became one of my most influential mentors qualitative. All of the quotes in this in college, Karen Young—Youth on Board from conference camp, MCFYP section are verbatim quotes from former Committee members, and people in other states who are involved in youth grantmakers. youth philanthropy)

Serving as youth grantmakers gives young people a window into the nonprofit Here are a few survey respondents’ verbatim comments about how the YAC influenced sector. Through their work, they learn their career paths. about the roles foundations and nonprofits play in their communities and “ My YAC experience made me want to remain involved with my community and made me meet some of the people employed in want to continue to work with people.” those organizations. For some youth, this has opened up new career possibilities. “ Priceless! Opened many doors to me. Introduced me to philanthropy and the world of non- In 2003, one-quarter of former youth profits, and I have not had such an in-depth experience with non-profits, since. I doubt grantmakers working were employed in most people ever get that experience.” the nonprofit sector, less than one-half were in business (43%), and a smaller “ I am a politics major largely because YAC inspired my interest in the ways that percentage worked within government communities can affect social change.” (7%). Of the 26% that work in “other jobs,” 10 are working in education, and “ My experience with YAC taught me the value of diversity, something I have tried to eight are in healthcare. integrate in all organizations I have since been a part of.”

“ I have decided to pursue a career in education and politics. I want to stay involved in the Case studies provide rich details community with young leaders.” illustrating how some individuals’ career choices have been influenced by their “ Being in YAC has given me the people skills and experience that will continue to benefit experiences as youth grantmakers. me forever. I am currently going to Eastern Michigan University and I use my philanthropy Philanthropy as a field is clearly gaining skills as much as possible there. My major is special education, and I am going to be the some new leaders with a wealth of orientation group leader this fall.” experience as grantmakers well before starting their first job. The case study Former youth grantmakers are leveraging the connections with adults they met as found on page 23 shows how one youth grantmakers. About one-third of survey respondents said that the adults they met person’s experience translated into while in the YAC have written letters of recommendation (34%) or served as mentors making youth an integral part of the (28%). As young adults, they are staying in contact with people they met during their she now heads. years of service (see Table 8).

18

LEADERSHIP, VOLUNTEERISM AND GIVING

Former Youth Grantmakers believe that they have a responsibility to give back to their communities. We know from the case studies and from qualitative survey data that former youth grantmakers are finding ways to contribute to their communities—mentoring a child, leading a nonprofit, serving on a local board or state-level commission, teaching and inspiring the next generation of youth grantmakers, bringing the vision of youth grantmaking to a community foundation that has not yet experienced youth involvement, and giving their resources, time and talents to a variety of nonprofits and community groups. As described earlier in this document, former youth grantmakers are contributing to their communities through their volunteering, giving and leadership efforts.

“ My experience serving on a YAC taught me not only skills but values that I can carry throughout my life. I am a better person having served on a YAC, and I continue to contribute to my community, utilizing the skills and values that I obtained or were strengthened during my term.”

“ I certainly understand how important it is to give and participate with groups in the community. While in the YAC, I gained a new understanding of how a little can go a long way.”

“ My YAC experience taught me important lessons about my community, community foundations, volunteerism and myself. These lessons have been invaluable, and I look forward to repaying the investment made by MCFYP, CMF, the Kellogg Foundation and my community foundation.”

Former youth grantmakers think they can make a difference; they feel empowered. Almost all former youth grantmakers believe that, in working with a group of people, they can make a difference (see Table 7 on page 16). Case studies found on pages 9 and 21 illustrate how important this can be.

“ Profound experience that taught me as a teenager that small groups can change a community.”

“ It gave me the self-confidence I needed to voice my decisions and to feel that I counted and that my ‘voice’ made a difference.”

Former youth grantmakers value working with individuals with diverse backgrounds. Youth Advisory Committees may include adults/youth from different socio-economic, ethnic and racial, and religious backgrounds with a wide range of opinions on social issues. They have carried this value forth into their current interactions (See case study found on page 27).

“ My past experience on the YAC was invaluable in terms of learning leadership skills, valuing diversity, working with people from all different backgrounds, learning what it means to be philanthropic.”

“ It benefits the community, makes well-rounded individuals, allows you to interact with people of different backgrounds/cultures.”

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Strategic Opportunities

This section presents strategic former youth grantmakers could serve their skills and knowledge. Foundations opportunities for community foundations, as resources for developing a new or would benefit from involving young nonprofits and funders. They were supporting an existing youth philanthropy people with considerable knowledge developed by FERA with input from youth initiative. about local grantmaking. grantmakers, adult advisors and CMF staff. n Nonprofits have an opportunity to seek n Currently the nonprofit sector is not well n Community foundations have an out former youth grantmakers who have organized with regard to connecting opportunity to stay connected with the skills that would make them valuable former youth grantmakers to the next young people who served on their contributors to their boards. level of involvement. Developing a YACs. They could actively seek out n Ways to strategically link former youth mentoring component for former youth former youth grantmakers to support grantmakers to opportunities could be grantmakers interested in pursuing or the YAC, serve as board members, act developed. A website designed exploring careers in the field of as community foundation ambassadors, specifically for former youth philanthropy could facilitate keeping and serve as donors. grantmakers worldwide could be the these young people strategically n Community foundations could serve as infrastructure linking youth with involved. a link to other community foundations meaningful volunteer opportunities that n Describing career paths and for youth who move out of their home would use the leadership skills they opportunities in the field of philanthropy communities for school and/or work have developed. and the nonprofit sector would be a opportunities. For example, each n Creating new and publicizing existing valuable resource for YAC members person could have a letter of foundation internship opportunities to and alumni as well as for young people introduction describing his/her work as former youth grantmakers could be in general. a youth grantmaker. This would serve beneficial to youth and to foundations. two purposes. First, it might lead to an It would provide opportunities for youth ongoing connection and involvement grantmakers to stay involved in the field with community foundations. Second, of philanthropy and to further develop

CASE STUDY: You Have the Power to Make a Change

When Lamont was in ninth grade, his school remembered doing volunteer work as a child explain that most young people don’t have principal read students a memo describing with his dad, fixing things for people around community experiences, like the YAC, that the Youth Advisory Committee and asking the neighborhood. are similar to real life and teach you about for students to apply. The school principal politics and the importance of community told Lamont to go for an interview, so he Lamont valued his experience serving on involvement. did. Lamont was surprised that he felt the YAC. He explains, “You feel like you have comfortable in the interview and that the the power to make a change. When I was When Lamont went to college, he focused questions they asked and the information just a kid, I had an opportunity through the on a degree in social work. When asked if his shared were interesting. He was asked to YAC to make a difference. I learned team experience on the YAC influenced his focus, serve on the YAC. building skills and met people from different he explained that while he had not consciously backgrounds that I never would have met. made that connection, it was part of his At the time, Lamont was becoming more It showed me the commonalities among subconscious thinking. It definitely made a involved in school. He had recently transferred people regardless of what school they difference to have the YAC experience to put to an alternative school for students not attend, or what side of town they live on.” onto his college application. When he began thriving in other school settings. Before this, “We did a lot of community service... taking his coursework, the professors talked about Lamont could not see the relevance of care of our town... giving back to people,” nonprofits and grant writing. Lamont studying. As he described it, “I did not feel says Lamont. I discovered that I have the remembered thinking, “this is familiar, I know a lot of need for school.” In middle school, ability to help someone else. Now I am more how to do this.” Currently, Lamont is 24 basketball was his only outside school open and more aware that I can step up to years old and is about to graduate from the activity until he started participating in the the plate and make a change. Before I University of Michigan with a masters in YAC. Lamont’s mother worked as a medical started in the YAC, I didn’t see a reason to social work. He plans to serve as a social assistant and his father, as a carpenter. He be part of anything like that.” He goes on to worker in a middle school.

20

LEADERSHIP, VOLUNTEERISM AND GIVING

CASE STUDY: The One Thing that Made a Difference

Melissa was 16 and a junior when her high Family troubles plunged Melissa from an school counselor approached her to see if honors student to a high school dropout. she would be willing to represent her school Her family moved, and after only one year on the Youth Advisory Committee. Melissa serving on the YAC, she had to stop. agreed and soon found herself in the midst Although she did not have a choice, Melissa of developing the YAC. It was the YAC’s first deeply regrets not being able to participate year. There were no guidelines and no one longer. She re-enrolled in an alternative high was sure how to do things. They didn’t even school where she completed her studies. have grantmaking dollars yet. They learned a Melissa went to college for one semester, lot about philanthropy and spent a lot of time met her husband, and left school once more. getting organized. “Spending time with people who cared about the common good Staying at home for eight years to mother was a unique and positive experience,” says two small children, Melissa has postponed Melissa. Even though I didn’t get a chance to and revised, but not let go of her original make grants, I knew what I was doing was goal. She recently enrolled, and is currently going to be important.” studying nursing at a community college, while her mother helps care for her children. Melissa’s hometown is middle class, small and very rural. She comes from a close-knit “It is a great program! There are very good family. Her mother worked as a waitress, at role models. Even though I was only part of the local post office, and is now on disability. the YAC for a year, it made a very positive Her stepdad returned to school in his 40s impact for me,” says Melissa. I think about it and recently received a master’s degree in a lot and am very proud to think I have been social work. A good student, Melissa had part of it. It is the one thing I saw happening lofty goals for herself, of going to college that made a difference.” Melissa, now 29 and becoming a doctor. She also had some years old, recently contacted the current self-confidence issues. YAC advisor and offered to come speak to YAC members, share her experience and That summer, Melissa went to the summer encourage them to be active and take Youth Leadership Conference. This advantage of what they have. As she says, experience has remained vivid in her mind. “When you are 16, it is hard to have She says, “I think back to what I did and perspective.” She hopes to share some of learned all the time.” For example, she thinks hers. “Getting the perspective from youth about doing the high ropes course and how who think nobody is listening is important! I she had to trust other people. She remembers want my daughter to have that experience.” how afraid she felt initially and how strong and confident she was when she overcame those fears. Melissa has often thought about this during difficult times in her life. Camp and YAC counselors provided excellent role models, especially one person who was going to medical school.

21

Conclusions

“It is good to let youth be a part of, and have an active role in, a community foundation. It facilitates youth ownership in the community.”

Michigan community foundations have One-quarter of 2003 survey respondents integrated youth into community were employed in the nonprofit sector. foundations’ grantmaking infrastructure As shown in the case studies, some are through Youth Advisory Committees, seeking careers in the foundation world which oversee permanently endowed and the nonprofit sector. Former youth youth funds. Serving as grantmakers, grantmakers are still using the leadership youth gain experience addressing skills they learned in the YAC as they community problems through grantmaking serve in leadership roles in their jobs, and make a difference in their religious organizations and communities. communities by serving in leadership One-quarter of the youth responding to roles. They work with a diverse group of the 2003 survey had served as board people and expand their horizons by members, community taskforce members, learning about the broader communities public servants, or as resources for a and regions in which they live. Youth youth grantmaking initiative. Most believe grantmakers learn about foundations, that, by working with others in their especially community foundations, and communities, they can make a difference. nonprofits and the work they do. Communities are gaining young adults These experiences have influenced young who care enough to give back and have peoples’ lives in many ways. As they the skills and knowledge to be the next become young adults, they are continuing generation of community leaders. They to give back to their communities as they bring with them an appreciation of the did in their teen years by serving on Youth value that working with a diverse group of Advisory Committees. They are people brings to problem solving. They volunteering at much higher levels as also have experience working with a wide compared to young adults in their 20s at range of adults and peers, many of whom the state and national levels. Compared to have opinions different from their own. young adults in their 20s at the state level, They understand the value of involving they are also giving at slightly higher youth because they have experienced levels. Former youth grantmakers become what it means to be “at the table” and to increasingly generous as they move into have their voices heard. their late 20s and as their incomes rise. As one former youth grantmaker said, “I like “Life’s lessons are by no means confined to think that YAC helped to shape the to a chalkboard or textbook. If you want person that I am today. Not only was the young people to have a role in their actual experience in the YAC extremely community, you must immerse them in valuable, but it gave me exposure to many the decision-making process.” other human service and cultural organizations that I was previously unaware of. YAC helped to change me from the very quiet, shy person I was to the still shy but much more empowered person that I feel I am today. I think that YACs are wonderful programs to involve youth in their communities and make them feel as though they are valued members of society.”

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LEADERSHIP, VOLUNTEERISM AND GIVING

CASE STUDY: A Turning Point

Jeanie was a ninth-grader when her parents Through the YAC, Jeanie was linked to She has conducted community trainings on told her about the Youth Advisory several other key opportunities. She was the youth-adult partnerships, focusing on how to Committee. She was a good student but did first youth member of an area-wide human make sure that youth are at the table and not not consider herself a leader. The YAC service provider collaborative. Jeanie met at a token “youth seat.” Jennie has hopes to changed that perception. “It was a turning Karen Young, who started Youth on Board, get youth involved at the local community point,” she says. a leading national nonprofit in the area of foundation, too. youth governance, and was also invited to Jeanie’s parents are both active community speak at a youth philanthropy Independent Jeanie received a bachelor’s degree in leaders. Her mother served as town mayor Sector conference. This led to a summer organizational studies and plans to get either and Jeanie had the chance to join internship with Youth on Board while Jeanie an MBA or an MA in nonprofit management committees and work with her mom. was in college. When she started college to prepare her to work with an international at the University of Michigan, Jeanie foundation. She is interested in international Leadership skills were part of what Jeanie facilitated a workshop at the local YAC’s development and philanthropy. “There have learned while serving on the YAC. For youth summit and interned at the Council been several threads in my life: youth example, she learned how to lead projects of Michigan Foundations. empowerment, valuing diversity and by being in charge of the youth needs philanthropy,” she says. “Serving on the assessment in her community. She also After graduating from college, Jeanie moved Youth Advisory Committee was the number gained experience talking to adults and to Colorado where, because of her involvement one experience that shaped that period of presenting to large audiences. Jeanie received with the YAC, she received a mailing about my life. Everything I am doing now has been a Rotary award, and she had to speak to the an international conference. The conference influenced by that experience. I wouldn’t be group. She learned to value different points was held in Colorado, through the Institute where I am today if it hadn’t been for my of view and what others brought to the table. of Cultural Affairs. She attended, met people YAC experience.” Jeanie’s YAC included youth from different from all over the world and went on a site schools, backgrounds (including a teen visit, meeting people involved in the mother) and ages. “Asking the question— organization she currently heads. who is at the table—is relevant to what I do today,” she says. “I met people whose Today, Jeanie is the CEO of a nonprofit families were struggling to make ends meet. organization focused on youth development I learned about the spirit of philanthropy and and substance abuse prevention. She is giving back... both money and time and the involved in fund and program development, importance of involving youth.” modeling her YAC experience, and makes sure that youth are involved in every aspect Jeanie remembers several key experiences. of the organization. Her organization has an Her YAC hosted a Teen Forum, which intern that works to increase youth focused, among other issues, on teen involvement. Two youths serve on the board. pregnancy. “It was an opportunity to learn and really opened my eyes,” she says. She also remembers the Youth Summer Leadership Camp and still talks about the exercise in which participants were divided into three groups and given different resources to get across the lake. On the other side, the groups were treated differently with varying access to food. They debriefed the entire experience and talked about how it relates to real life. Jeanie reflects, “I learned how important it is not to pretend you know how to solve other people’s issues.” Jeanie’s high school YAC experience made her realize that she wanted to work in the nonprofit sector.

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CASE STUDY: A Rare Experience

Adam was a sophomore in high school when they would and would not fund. One of the Since graduating from high school, Adam he was selected by another YAC member to most important things that Adam gained has remained an active volunteer at his home serve (graduating seniors recruit from serving on the Youth Advisory community foundation and elsewhere. He replacements in this YAC). He was a pretty Committee was his new awareness of people updates the community foundation’s website good student and very active in sports. Adam with differing backgrounds, and how to work annually, and he helps to teach current YAC had never volunteered before, but he knew a together and understand one another’s members about philanthropy and grantmaking. little bit about the community foundation differing viewpoints. “I will take that with me In high school, Adam served as class because his mother worked there as the for the rest of my life,” he says. president his senior year. In past years, the administrative assistant. His father worked senior class had given gifts, such as a sign as a graphic arts salesman. Learning about the community was also or a scoreboard, to the school. Adam important. “It was an eye-opening experience encouraged his class to establish an Being a grantmaker made quite an for me to see how much money there was in endowed scholarship through the community impression on Adam. He says, “My first year my community and how generous people foundation. He says, “It is a gift that keeps we had $100,000 to give in grants. It was were,” he says. “I had no idea how many on giving... I look at the community foundation more than I had ever seen in my life. It is organizations existed to help young people.” report every year to see how the endowment really a rare experience to be given that kind In Adam’s junior year, he traveled to has grown. I never would have thought to of power and respect by adults in the California to speak on a panel at the National establish an endowment if I hadn’t been community.” He goes on to say, “Youth have Conference for Family Foundations. Inner- involved as a youth grantmaker.” In college, different perceptions than adults do, and it city kids from one of Los Angeles’ poorest Adam volunteered at a hospital and at a was invaluable to have input from youth into neighborhoods were also on the panel. They resource center for people with disabilities. where the money was going. We could tell were starting a youth grantmaking initiative Adam describes the satisfaction he received that some grants had no input from youth, in their own community. Adam comments, “It throughout his college years from reading to and they generally did not get funded.” was a neat exchange. Surprisingly, a lot of a fellow student with low vision. “It was one the issues in our communities, such as drugs of the most rewarding experiences I have Adam grew up in a suburb of a small and gangs, were the same. The difference ever had,” said Adam. ethnically and religiously homogeneous was in the magnitude of the problem.” He town. He was amazed by the diversity of also had the opportunity to participate in the Adam is currently finishing his master’s the religious, socio-economic, and family White House Millennium Initiative designed degree in chemistry at Michigan State backgrounds he encountered on the YAC. to involve young people in philanthropy. University and plans to obtain an MD/PhD He had not been aware that this diversity Adam, along with three other youths and in medical science training at Chapel Hill. existed in his community. As grantmakers, prominent individuals from AOL, Dell and Serving on a YAC, he says, has “opened my YAC members had to learn to understand other key businesses, worked to draft a eyes to the joys and rewards of helping one another’s points of view, work through proposal to involve young people in people.” conflicts, and come to agreement on what philanthropy via the Internet.

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LEADERSHIP, VOLUNTEERISM AND GIVING

CASE STUDY: One Person Can Make a Difference

John was 14 when his mom, who ran a public John studied chemistry in college. He education foundation, suggested that he join volunteered as an elementary school tutor the YAC. John’s father is a chemist and and as a judge for elementary science fairs works for a pharmaceutical company. They throughout college. After graduation, John lived in Kalamazoo, a city surrounded by began a PhD program in chemistry. He left rural farm country. Even before he joined the the program after one semester to re- YAC, John learned from his parents that one evaluate his future, and thought a lot about person can make a difference. He was his experience in the YAC. John explains, encouraged to volunteer in middle school. “I like the idea of living in one place your “My mom told me to do it,” he says. When entire life, getting involved with the John became a YAC member, he wanted to community, creating bridges and ties with attend YAC meetings and to participate in the people from all walks of life.” It is hard, he volunteer activities organized through the YAC. noticed, to serve on boards and become deeply involved in the life of a community John explained how the YAC was different when your job requires you to move. John than other high school experiences. With wanted to have the same experience that youth in charge of planning and organizing, if adults he knows have had—watching young they didn’t show up, they only let themselves people in a community grow up and being down. This is very unusual. Most after-school part of their lives. activities have adults pressuring students to attend. Young people went to YAC meetings John moved to Los Angeles and volunteered because they wanted to go. in a children’s dental health center. Many of the children had never seen a dentist. After John explains, “In the YAC, our ideas were serious reflection, he decided to go to dental taken seriously and would go someplace. school. In the meantime, John is working at The YAC let you make a difference! We gave a Michigan pharmaceutical company that away $40,000 to $50,000 per year. Potential supports worker involvement in volunteer grantees came in and had to justify why activities. He volunteers and participates in they needed the grant. It was an open forum all the company fund drives. and we helped them think it through. We presented grantees with checks, visited “I want to be involved with the community them and invited them to a year-end and to continue that level of service for the celebration.” John learned several important rest of my life,” John says. He stays in touch things through this process. First, he started with a lot of other YAC members. “Everyone I to see what a difference young people can talk to is still involved [in the community] and make in their communities. Next, he realized talks about things [their YAC experience] as how much it costs to run programs. Finally, if it happened last week,” he says. John is he made the connection why it was critical now 24 years old. for community members to support local nonprofits.

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CASE STUDY: A Passion for Public Service

Volunteering and giving back have always Following graduation, she started working been a part of Anita’s life. She was raised in for Save the Children. In December 2001, she a household where giving was highly valued. was sent on assignment to Pakistan, and she Her father is a recently retired high school has been working overseas with Save the English teacher. Over the years, Anita’s Children ever since, conducting development mother has taught elementary school assistance and humanitarian relief. Anita children, served as a daycare provider and worked on education and child protection worked as an office receptionist. projects with Afghan refugees in Pakistan for four months, and then went to Afghanistan Anita wasn’t really involved in leadership for a year. In June of this year she activities before she became involved with a transferred to Iraq, spent June and July in Youth Advisory Committee (YAC). The YAC Baghdad, and is now in Basrah, where she is was her first, big extracurricular activity. managing an education and child protection After starting with the YAC, she describes program. She is now 26 years old. herself as “one of those high school and college students who did everything.” Anita When asked how her experience serving on served on the YAC her junior and senior a Youth Advisory Committee had influenced years in high school. She says, “It opened my her life, Anita said, “It influenced me hugely. eyes to the whole world of philanthropy and The YAC helped me discover a passion for volunteerism, and it was the starting point public service and introduced me to the for my figuring out that I wanted a career in many possibilities for being involved in some kind of public service capacity. The assistance work. It also gave me a great YAC also taught me the practical skills of faith in not-for-profit organizations; my entire committee work, leadership, representation, professional career to date has been in the etc. Without a doubt, YAC was the most not-for-profit sector. I’m deeply committed to enjoyable and most formative part of my working in international relief and high school years—the experience and development, and I feel that the YAC was the learning that has influenced me the most in start of that in many ways.” my life.” In addition to helping establish values that After high school, Anita went on to study continue to guide her career decisions, the economics and political science at the YAC also provided Anita with some very University of Toledo, where she further tangible benefits. She received full defined her career aspirations to focus on scholarships for both college and graduate international development. When she was school. She is confident that her experience working on her college degree, she contacted with the YAC helped her receive the college the Toledo Community Foundation and told scholarship, and, she says, “My college people there about her experience with experiences with leadership, public service, youth grantmaking. She recommended the and volunteerism—habits learned from my program to them as an excellent community time in YAC– helped me to get a fellowship program for youth, and then she had the for graduate study.” opportunity to work with the Foundation and a local youth leadership organization as they Anita plans to continue working in the field initiated a similar program in Toledo. of international relief and development for non-governmental organizations (rather than From Toledo, Anita went on to Washington, government, UN or private contractors). She DC, where she studied for a master’s degree says, “I can’t say enough in praise of the in international development at George YAC—it really was a fabulous experience, Washington University. While working on which has made a lasting impact on my life. I her master’s, she worked at InterAction, really just wish that more teenagers in the a coalition organization of U.S.-based world could have similar experiences.” non-governmental organizations working in international relief and development.

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LEADERSHIP, VOLUNTEERISM AND GIVING

CASE STUDY: Serving Opened My Eyes

Kari was 13 years old and a freshman in high The second turning point was when the YAC their college years. A few of her volunteer school when her father suggested she apply adopted a family. YAC members shopped for activities included: serving as chair for a to be on the Youth Advisory Committee. Her food and presents and baked cookies. committee on philanthropy, planning a golf father, a businessman and community “When we went to deliver the gifts, we saw outing to raise funds for the National Kidney foundation trustee, thought it would be a how little this family had,” say Kari. After Foundation, serving in multiple positions good experience. Kari did not. Finally, very leaving, we all pulled out whatever money we (mentor, vice president for external affairs, reluctantly, she submitted an application and had and went out and bought the family president) for the Panhellenic Council and spent her first year trying to figure out what more things they needed, and went back. It organizing four philanthropy days. Kari the YAC was about. meant so much to see the look in their eyes... comments, “Without the skills and to see someone’s life touched. The next year confidence I gained in the YAC, I don’t think Kari had volunteered with her family before an anonymous donor gave money so that we I would have done any of that.” I certainly becoming a YAC member. She was talkative, could adopt two families. I saw how doing would not have received the leadership very involved in sports and dance, but not something small can grow.” scholarship if not for the YAC.” really involved in the community or in any leadership activities. She grew up in a small, Kari’s work didn’t stay local for very long. Now Kari is working on her masters of public homogeneous, well-to-do town that has She became a member of the statewide administration at Grand Valley State streets lined with large, well-kept Victorian Michigan Community Foundations’ Youth University with a focus on nonprofit homes. “Serving on the YAC opened my eyes Project Committee and a youth commissioner administration, and is a program associate at to what is going on out in the community,” for the Michigan Community Service the Council of Michigan Foundations. In that she says. “I saw I could help and make a Commission. She has interned at two role she is responsible, among other things, difference. The problems in my community foundations and at the Council of Michigan for organizing and conducting all of the were hidden very well. I hadn’t seen them Foundations. She is currently serving as a regional and statewide YAC trainings. before.” youth commissioner on America’s Service Someday, she hopes to be president of a Commission, a national organization of major foundation or a regional association There were two turning points for Kari state-level commissions. Each of these of grantmakers. She says, “If it wasn’t for while serving on the YAC; one was working opportunities came to Kari through her the YAC experience, I wouldn’t be doing with fourth graders developing minigrant YAC networks. this. Giving back to the community is now proposals. Kari went to the school, and a normal part of my life. Donating money talked to them about philanthropy and Kari’s experiences with youth grantmaking or time to an organization is not a big deal. diversity. She read them Dr. Seuss’ book changed her life path. “I had planned to take It’s a part of me!” about Sneetches, and took them through an over our family business and pursued a exercise where they were divided into two business major my first year in college, but groups and were treated differently. Then, it just didn’t feel right,” she says. “I decided the fourth graders brainstormed ideas for I wanted to be in the philanthropic and their $100 minigrant. They wanted to buy a nonprofit sector and changed my major.” TV for a nursing home so the residents would She stayed active as a leader in college— have something to do in the winter. Since organizing volunteer days and chairing a $100 was not enough, they decided to raise committee on philanthropy. Kari received a the rest of the money themselves. Kari says Leadership Advancement Scholarship, a that was when “I could see how the kids program that focuses on developing took the little we gave and used it to make a students’ leadership skills and requires bigger impact.” students to be active volunteers throughout

27

Selected References and Resources

1. Benson, Peter and Rebecca N. Saito. (2000) The Scientific Foundations of Youth Development. In Public/Private Ventures (Ed.), Youth Development: Issues, Challenges, and Directions, What We Know—and Don’t (pp.125-148). Philadelphia: Search Institute.

2. Garza, Pam and Pam Stevens. (2002) Best Practices in Youth Philanthropy. Kansas City, KS: Coalition of Community Foundations for Youth.

3. Ho, Josephine. 2003 Youth and Community: Engaging Young People in Philanthropy and Service. Battle Creek, MI: W.K. Kellogg Foundation.

4. Keeter, Scott and Cliff Zukin, Molly Andolina, and Krisa Jenkins. (2002) Civic and Political Health of the Nation: A Generational Portrait. University of Maryland, MD: The Center for Information and Research on Civic Learning and Engagement.

5. Mawby, Russell G. (1991) Why Community Foundations? Why Youth? Grand Haven: The Council of Michigan Foundations. Available www.youthgrantmakers.org.

6. Orosz, J. Joel, Karin E. Tice and Sarah Van Eck. (2002) Crossing the Generational Divide: Community Foundations’ Engaging Youth in Grantmaking, Volunteerism and Leadership. In Promoting Positive Child, Adolescent, and Family Development: A Handbook of Program and Policy Innovations, Thousand Oaks, CA: Sage Publications.

7. Tice, Karin. (2003) Youth Grantmakers: More Than a Decade of Outcomes and Lessons Learned from the Michigan Community Foundations’ Youth Project. Grand Haven, MI: Council of Michigan Foundations.

8. Toppe, Christopher and Silvia Golombek et all. (2002) Engaging Youth in Lifelong Service. Washington DC: Independent Sector and America.

9. Wilson, Mark. (2002) Michigan Giving and Volunteering: Key Findings from a 2002 Survey of Michigan Residents. The Non-profit Michigan Project. Michigan State University. Available: http://www.ssc.msu.edu/~nmp/reports.htm.

10.Youth Leadership Institute. (2001) Changing the Face of Giving: An Assessment of Youth Philanthropy. San Francisco, CA: The James Irvine Foundation.

11. www.youthgrantmakers.org

12. www.growingcf.org

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This publication is made possible by a grant from the W.K. Kellogg Foundation.

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