YOUTH EMPOWERMENT: A SOCIAL JUSTICE
YOUTH DEVELOPMENT MODEL
______
A Project
Presented
to the Faculty of
California State University, Chico
______
In Partial Fulfillment
of the Requirements for the Degree
Master
of
Social Work
______
by
Emily A. Martin
Spring 2014
YOUTH EMPOWERMENT: A SOCIAL JUSTICE
YOUTH DEVELOPMENT MODEL
A Project
by
Emily A. Martin
Spring 2014
APPROVED BY THE DEAN OF GRADUATE STUDIES AND VICE PROVOST FOR RESEARCH:
______Eun K. Park, Ph.D.
APPROVED BY THE GRADUATE ADVISORY COMMITTEE:
______Jean Schuldberg, Ed.D. Patty Hunter, LCSW, Chair Graduate Coordinator
______Seema Sehrawat, Ph.D
______Donna Jensen, Ph.D.
DEDICATION
For Wawa, it’s been real, and it’s been fun, but it hasn’t been real fun.
For Jose, thank you for seeing me.
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ACKNOWLEDGMENTS
I would like to begin with acknowledging my committee chair, Patty Hunter.
Patty, thank you for the endless conversations about youth development. Your insight and expertise guided my pursuit of this project which could not have been completed without your assistance, encouragement, and support. Thank you for your patience, humor, compassion, flexibility, and time.
Donna Jensen and Seema Sehrawat, thank you so much for your time and contributions to this project. Your feedback and encouragement along the way have proved insightful and invaluable. I would also like to acknowledge Sue Steiner and
Vincent Ornelas. Your check ins and words of encouragement were much appreciated.
To Jackie Burris, I am so grateful to have been on this journey with you.
Thank you for being an inspirational colleague, friend, and my family.
Thank you to my friends and family for the countless words of encouragement, distractions, venting sessions, and support. I am truly blessed.
To my cohort colleagues, thank you for your kind words, warm hugs, and conversations. Mary Clare, I will be your co-anything, anytime, anywhere. Ronna, may you one day see yourself through my eyes.
I am grateful to Oroville High School for welcoming me onto your campus.
Debi Upton, I could not have been successful without your support and guidance.
Finally to the youth participants, I am honored to have been able to spend time getting to know you all. Thank you for your feedback, time, and laughter. iv
TABLE OF CONTENTS
PAGE
Dedication ...... iii
Acknowledgements ...... iv
Table of Contents ...... v
List of Figures ...... vii
Abstract ...... viii
CHAPTER
I. Introduction ……………………………………………………………. 1
Scope of the Project ………………….…………………………. 2 Significance of the Project ……………………………………… 5 Limitations …………………………………………………….... 6 Definition of Terms ...... 6
II. Literature Review ………………………………………………………. 9
Prevalent Youth Issues ...... 9 Protective Factors ...... 13 Summary ...... 20
III. Methodology .………………………………………………………….. 23
Participant Recruitment ...... 23 Data Collection ...... 24 Ethical Considerations ...... 26
IV. Results ………………………………………………………………….. 27
Data Analysis ...... 27 Program Guide ………………………………………………….…. 34 Discussion ...... 35
v CHAPTER PAGE
V. Summary and Recommendations ………………………………………. 37
Project Summary ...... 37 Recommendations ...... 38
References ...... 41
Appendices
A. Program Guide ...... 49 B. Letter of Permission from Oroville High School …………………………... 70 C. IRB Approval Letter ...... 72 D. Consent for Participation ...... 74 E. Pre- and Post-Test ...... 76 F. Generalized Self-Efficacy Scale ...... 79 G. IRB Post Data Collection Form ...... 81 H. IMB SPSS Statistics Paired Sample T-Test Table ...... 83
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LIST OF FIGURES
FIGURE PAGE
1. Oroville High School Student Racial/Ethnic Demographics ...... 3
2. Participant Racial/Ethnic Demographics ...... 28
3. Participant Grade Level Demographics ...... 28
4. Participant Gender Demographics ...... 29
5. Self-efficacy Subscale Pre- and Post-Test Mean Scores ...... 30
6. Advocacy Subscale Pre- and Post-Test Mean Scores ...... 31
7. Likelihood to Intervene Subscale Pre- and Post-Test Mean Scores ...... 32
8. Empowerment Subscale Pre- and Post-Test Mean Scores ...... 33
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ABSTRACT
YOUTH EMPOWERMENT MODEL:
A SOCIAL JUSTICE YOUTH DEVELOPMENT PROGRAM
by
Emily A. Martin
Master of Social Work
California State University, Chico
Spring 2014
Social justice youth development seeks to provide youth with access and means to sociopolitical control, primarily focusing on one’s perception of self-efficacy, motivation, competence, and control relating specifically to social and political issues.
Increasing youths’ perceived empowerment and ability to create change is indicated in increased positive developmental outcomes. Access to sociopolitical control in particular, has been found to mediate for a lack of other protective factors.
This researcher recruited a diverse group of voluntary student participants on one high school campus. A compilation of existing social justice youth development and organizing models were used to guide twelve weekly meetings. This researcher created and utilized pre- and post-tests to measure self-efficacy, advocacy, likelihood to
viii intervene, and empowerment. The empowerment subscale showed the largest increase in mean score. The student group was able to identify issues on campus and worked to improve the healthy quality of food. While changing the food was not achieved in the twelve weeks, the students were able to establish allies, create awareness, and identify objectives and solutions. Research indicates that interventions that facilitate youth making their own choices are more impactful and should promote critical thinking and analysis. Youth service providers should be aware of the benefits of empowerment and work to create and support opportunities for sociopolitical control. Additional research on implementation and best practices for social justice youth development in diverse populations and communities is needed.
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CHAPTER I
INTRODUCTION
Research indicates positive youth development is more than a protective factor; it is a vital part of healthy development (Ginwright & James, 2002). With this in mind, I sought to create a student-led group that would foster adult-youth partnerships and identify campus and community problems and creative solutions. Specifically, I sought to practice social justice youth development. Positive youth development is the focus on preventing or interrupting risk behaviors with youth (Catalano, Berglund, Ryan,
Lonczak, & Hawkins, 2004). When services for families and children were initially developed, they focused on crisis intervention (Catalano et al., 2004). Eventually, youth advocates began to suggest a shift from crisis to prevention efforts. Prevention has also evolved overtime, from initially focusing on individual deficits to emphasizing building multilevel support and assets (Catalano et al., 2004; Scott, Deschenes, Hopkins,
Newman, McLaughlin, 2006). Social justice youth development builds on traditional youth development models but operates under the framework that a primary problem facing youth is a lack of democratic participation (Ginwright & James, 2002). This framework suggests an intervention of access to structured activism, or sociopolitical control. Sociopolitical control is perceived power to create social or political change
(Christens & Peterson, 2011). Empowerment has been concluded as an important part of successful youth development models, a protective factor, and a predictor of positive 1 2
outcomes for several years (Mitra, 2008; Rappaport, 1987; Speer, 2000; Zimmerman,
1995). Social justice youth development incorporates traditional empowerment building with community organizing concepts. A sense of belonging and connectedness to community has recently become a visible and proven protective factor (Ginwright &
James, 2011; Speer, 2000). The combination of individual empowerment and sociopolitical control has been suggested to provide even richer outcomes and function as mediators for both risk factors and a lack of other protective factors (Christens &
Peterson, 2011; Ginwright & James, 2011; Speer, 2000).
I believe in activism as a vital role in healthy development. As a youth I had many risk factors and limited protective factors. I grew up in a conservative area of
Northern California and had limited opportunities, and even less support for activism.
When I entered college, I encountered various means of exploring and accessing sociopolitical control. This access provided an outlet and opportunity for personal development while also creating social and political change on my campus and community. I was fortunate to have received an intervention in high school that allowed me to enter college at age sixteen. My exposure to activism, and specifically sociopolitical control, in a structured format proved a turning point in my life and directly contributed to my ability and desire to enter into a Master’s program and complete this project.
Scope of the Project
Christens and Peterson (2011) suggest that regardless of actual power, perception of empowerment and sociopolitical control can reduce risk behaviors even
3
when ecological supports are limited or absent, therefore being both a protective and mediating factor. This researcher utilized existing positive and social justice youth development models to structure a student led organizing group on a high school campus to increase access to sociopolitical control. This project was implemented at Oroville
High School in Oroville, California. Oroville is considered a low-income area; currently
70.7% of students are living at or below the poverty line (Oroville High School [OHS],
2014). At the beginning of the 2012-2013 academic year, 1,124 students were enrolled at
Oroville High School (OHS, 2014). Student demographics on race/ethnicity (see Figure
1) demonstrate that white students make up 43.6% of the population, followed by Asian at 26.2%, Hispanic or Latino 16.3%, two or more races 8.5%, American Indian or Alaska
Native 3.1%, and Black or African American 2% (OHS, 2014). The report also shows
21.1% of students are English language learners and 11% identify as having a disability
(OHS, 2014). The school identifies lack of parental involvement as a primary concern
(OHS, 2014).
Figure 1. Oroville high school student racial/ethnic demographics.
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To promote sustainability of the student group, this researcher created a program guide (see Appendix A) to be used by both adult and youth leaders in the group.
Speer (2011) indicated that expanding youth development to incorporate an actual understanding and ability to create social change would produce even stronger outcomes compared to only building personal empowerment. The guide included history and information on youth organizing as well as prompts for guided discussions. These discussions increased awareness and understanding of important social and political issues such as inequities, prejudice, discrimination, and power dynamics. Discussions were designed to help facilitate an examination of current problems on campus and explore creative solutions. Other topics in the guide included identifying allies, building community partners, strategic presentations, suggested meeting structures, and research tips. The guide included resources on positive youth development, organizing, and icebreakers, an important tool in building group cohesiveness. This researcher also obtained written approval from the principal at Oroville High School and the Director of
Education with Oroville Union High School District to implement this project and collect data (see Appendix B).
Another important component in social justice youth development is the inclusion of marginalized groups within the target population (Ginwright & James,
2002). The target population for this project was the high school community, primarily the student group participants. During the recruitment process, this researcher spoke with the school’s Gay Straight Alliance and to nonwhite students in an effort to build a diverse group that would include traditionally silenced students. This researcher introduced a
5
framework of empowerment, leadership, and organizing, and then transitioned into the facilitator role to support student-identified initiatives to create change. The group structure incorporated curriculum to inspire advocacy, increase participants’ understanding of systemic oppression, and identify current discriminatory policies
(Advocates for Youth, 2008; Contra Costa County Health Services, 2006; Peace Child
International, 2009). This researcher incorporated leadership skills and collective action strategies while keeping the issues and solutions youth identified. Fundamental for change on a school site is the formation of adult and youth partnerships (Mitra, 2008).
The facilitator encouraged students to have conversations with faculty and to identify allies while providing interview and positive communication skills. This researcher sought to create a starting point for a social justice youth development model on campus.
In doing so, this researcher expected the participants to experience individual benefits in skills and self-perception. Four areas were explored with this research: self-efficacy, advocacy, likelihood to intervene, and empowerment. Through the implementation of the guide, this researcher hoped to facilitate social and/or political change. The participants of this group chose to focus on improving the health quality of school food. They sought to increase awareness of the problem and to obtain more healthy options on campus.
Significance of the Project
This researcher sought to add to the growing body of research surrounding social justice youth development. The project was intended to create an initial movement toward increasing student voice and fostering adult-youth partnerships on campus. The project can be replicated on other campuses, though this researcher would urge each
6
campus to make necessary adjustments for differences in student demographics, school size, group size, and community resources. The project objectives were to increase participants’ perceived empowerment and understanding, ability, and motivation for activism. The project also sought to build and improve community resources and partners for the campus, educate the campus community about youth development research and models, and establish a guide for future use and expansion.
Limitations
This project was implemented on one high school campus and is thus limited in its ability to predict outcomes on other campuses or in other communities. The sample size, while small, included a diverse student group and was representative of the larger student body population. The twelve week intervention model included a pre- and post- test. The survey posed some limitations in wording and style. Participants needed clarification on several words and phrases which may have limited their accuracy of self- reporting. Twelve weeks was sufficient time to introduce organizing strategies and concepts, but not to create and see the results of change.
Definition of Terms
Advocacy
This is the understanding of and ability to identify a problem or need, find or create a proposed solution, and to communicate change needed (Ozer & Schotland, 2011;
Peace Child International, 2009).
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Alternative High School
This refers to smaller schools for students with poor academic or attendance achievement within public high school districts. Typically students must be referred into placement from a mainstream high school.
Empowerment
For the purposes of this study, empowerment is the way an individual understands and relates to his or her environment (Speer, 2000); and how individuals, groups, and/or communities create and exert control (Christens & Peterson, 2011).
Mainstream High School
This refers to public high schools attended by the majority of youth based on location of residence, often limited in specialized services or programs.
Positive Youth Development
Positive youth development is an intentional, pro-social approach that engages
youth within their communities, schools, organizations, peer groups, and families in
a manner that is productive and constructive; recognizes, utilizes, and enhances
youths' strengths; and promotes positive outcomes for young people by providing
opportunities, fostering positive relationships, and furnishing the support needed to
build on their leadership strengths. (Interagency Working Group on Youth
Programs, n.d., Positive Youth Development, para. 2)
Youth
For the purposes of this study, youth refers to adolescents, ages10-24, unless otherwise specified.
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Sociopolitical Control
This is defined as “a construct that includes one’s perception of self-efficacy, motivation, competence, and control relating specifically to social and political issues”
(Christens & Peterson, 2011, p. 624).
Protective Factor
This term refers to “conditions or attributes in individuals, families, communities, or the larger society that, when present, mitigate or eliminate risk in families and communities that, when present, increase the health and well-being of children and families” (Administration for Children and Families, n.d., “Protective
Factors”, para. 1).
Risk Factors
Risk factors are “any attribute, characteristic or exposure of an individual that increases the likelihood of developing a disease or injury” (World Health Organization,
2014, “Risk Factors”, para. 1).
Risk Behavior
This behavior is identified as putting one at risk of negative consequences or outcomes.
Student Voice
This is defined by Mitra (2008) as sociopolitical control in a school setting.
CHAPTER II
LITERATURE REVIEW
This literature review will explore the framework for creating and implementing positive youth development. This review briefly examines prevalent issues currently facing youth in the United States including substance abuse, driving under the influence, violence, bullying, and suicide. This review discusses empowerment theory and organizing as key concepts necessary to design an effective model of positive youth development. Best practices and strategies are presented from multiple sources. Positive youth development and organizing are explored as protective and mediating factors for risk behaviors.
Prevalent Youth Issues
Some of the most serious and prevalent issues affecting adolescents in the
United States include dating violence and sexual assault, suicide, substance abuse, driving under the influence of alcohol, and homicide (CDC 2014a, 2014b, 2014c; Davis,
2008; Nansel et al., 2001; National Institute on Drug Abuse, 2012; Schneider, O'Donnell,
Stueve, & Coulter, 2012; Tokunaga, 2010; Vandebosch & Van Cleemput, 2008). The
Centers for Disease Control and Prevention (CDC) (2014a) national statistics indicated that for youth ages 10-24, the leading causes of death include unintentional injury (such as car accidents), suicide, and homicide.
9 10
Dating Violence
One in three youth experience some form of interpersonal or dating violence, a rate that is higher than any other form of violence experienced by adolescents (Davis,
2008). According to the U.S. Department of Justice (2008), women ages 16-24 experience the highest rates of rape, sexual assault, and stalking. Dating violence not only presents as an immediate health and safety risk for the victim, but has long lasting effects.
Youth who have experienced dating violence are more likely to engage in unsafe activities including unsafe sex, suicide ideation, substance abuse, and are more likely to experience other forms of violence (Davis, 2008).
Suicide
The taking of one’s own life is considered a serious public health problem that affects young people in the United States (CDC, 2014b). The CDC (2014b) reported that the top three youth suicide methods are firearms (45%), suffocation (40%), and poisoning
(8%). Current reports indicated that for youth ages 10-24, about 4,600 suicides are completed each year and about 157,000 are treated in hospitals for self-inflicted injuries
(CDC, 2014b). With many adolescents reporting suicide attempts and contemplation, death is only a part of this serious problem. In a comprehensive study, Gould, Greenberg,
Velting, & Shaffer (2003) identified the most common predictors of suicidal ideation in youth as having a mental health disorder, a family history of suicide, stressful life events or exposure to trauma, and access to fire arms.
Substance Abuse
The National Institute on Drug Abuse (NIDA) reported that, while alcohol use
11 among adolescents is continuing to drop, use of illicit drugs is rising (2012). Drugs that show the most increase in use for youth are marijuana and non-medical use of over the counter and prescription drugs (NIDA, 2012). The increase in marijuana use is in both the number of youth using and in the quantity used (NIDA, 2012). The most common prescriptions being abused by adolescents are Adderall and Vicodin (NIDA, 2012).
According to the NIDA (2012), the abuse of stimulants, such as Addrerall, have health risks such as increased blood pressure and heart rate, sleep disturbance, increase of body temperature, irregular heartbeat, hostility, paranoia, psychosis, seizures, and cardiovascular failure. The abuse of opioids, such as Vicodin, are linked with health concerns including respiratory failure, drowsiness, mental confusion, nausea, constipation, and death (NIDA, 2012).
Driving Under the Influence of Alcohol
While the CDC (2014c) reported that adolescent drinking and driving has declined by 54% since 1991, it is still a prevalent and pervasive health problem. In 2011, one in ten teens in high school reported having driven while under the influence of alcohol (CDC, 2014c). While this problem is trending in the right direction, in 2010 one in five teen drivers involved in fatal car crashes had been drinking and of these, 85% had blood alcohol levels over .08%, which is the limit for those legally permitted to drink in the state of California (CDC, 2014c).
Homicide
Adolescent homicide has also declined considerably since 1990 yet still remains among the top causes of death for youth ages 10-24 in the United States (CDC,
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2014a). The most recent report for causes of death from the CDC in 2007 for youth ages
10-24, indicated firearms as by far the leading method of homicide at 84% (CDC, 2014a).
Bullying
Bullying is defined as being repeatedly hit, threatened, harassed, or excluded by another student(s) (Nansel et al., 2001; Schneider, O'Donnell, Stueve, & Coulter,
2012). Reports on how many students are bullied in school continue to be varied. Two large studies (N>15,000) have been completed in the United States and have revealed bullying rates to be above 25%, that is more than one out of every four students participating in the study reported that they had been bullied (Nansel et al., 2001;
Schneider, O'Donnell, Stueve, & Coulter, 2012). Bullying has been linked to negative outcomes including school dropout, depression, anxiety, eating disorders, suicide attempts, and death. (Nansel et al., 2001; Schneider, O'Donnell, Stueve, & Coulter,
2012). Deaths come as a result of both suicide and the harassment, either intentionally or unintentionally (Nansel et al., 2001; Schneider, O'Donnell, Stueve, & Coulter, 2012).
Bullying, or fear of bullying or retaliation, can also become a barrier for accessing services or reporting anything from cheating on a test to sexual assault.
With advances in technology, such as smart phones, a new form of bullying has received media and research attention. Cyberbullying is the repeated use of technology, such as social media, text, or emails, with the intention to harass, embarrass, or threaten another student (Tokunaga, 2010; Vandebosch & Van Cleemput, 2008). This new trend allows for greater perpetrator anonymity and few schools have policies regarding online bullying or social media savvy personnel to monitor this activity.
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Protective Factors
Empowerment Theory
Zimmerman (1995) explored empowerment on the individual level and defined it as including three parts; the “belief that goals can be achieved, awareness about resources and factors that hinder or enhance one's efforts to achieve those goals, and efforts to fulfill the goals” (p. 2). Zimmerman (1995) discussed empowerment as a framework that operates on mutually reliant levels; personal, organizational, and community. Personal or psychological empowerment was presented as the vital component necessary in providing a framework for analyzing organizational and community empowerment (Zimmerman, 1995). Empowerment theory has been explored as a construct, thus changing over time and presenting as varied skills and attributes
(Rappaport, 1987; Zimmerman, 1995). Empowerment theory is also multileveled and used to explore personal, organizational, and community attributes (Rappaport, 1987;
Zimmerman, 1995). Empowerment theory allows for development of self-determination while also exploring community assets as protective factors, therefore also capable of contributing to personal and community development concurrently (Rappaport, 1987).
Community assets include schools, churches, and organizations that provide the opportunity for sociopolitical involvement (Rappaport, 1987). Empowerment theory provides a strengths-based lens in which solutions are created collaboratively and through asset finding and building.
Speer (2000) explored empowerment as a protective factor but with a focus on connection to community, specifically to compare intrapersonal empowerment with
14 interactional empowerment. Speer (2000) described intrapersonal empowerment as the way individual’s think about him or herself, including self-efficacy and perceived control. Interactional empowerment is the way an individual understands and relates to their environment and understanding of power and social change (Speer, 2000). The environmental aspect includes knowledge and access of resources needed to create change. Speer (2000) questioned whether perceived empowerment could actually produce social change and further explored the relationship between community and empowerment, questioning if they worked together or against one another. Speer measured community action behaviors, preventive activities, organizational participation, sense of community, and intrapersonal and interactional physiological empowerment.
The results indicated that people who measured high on physiological empowerment factors participated more in community activities and preventive actions (Speer, 2000).
Research indicated that high perceived empowerment is a predictive factor of community involvement (Speer, 2000).
Individuals with high interactional empowerment, thus understanding power and how to create change, were more likely to be involved in organizational participation and have a stronger sense of community (Speer, 2000). The author further suggested that these findings indicate that a sense of community may be a critical part of psychological empowerment (Speer, 2000). The study suggested a positive correlation of empowerment and sense of community. Speer’s (2000) major finding was that interactional and interpersonal empowerment differ and do not depend on one another. Thus Speer (2000) concluded that by combining the development of both interactional and interpersonal
15 empowerment, the protective factor value increases. Christens and Peterson (2011) found that while empowerment as a theoretical framework has continued to gain appeal over the years, little research had been done exploring the connection of sociopolitical control and empowerment as a protective factor. In particular, the authors sought to examine if and how sociopolitical control and empowerment might mediate ecological supports and risk factors for youth. The authors referred to empowerment as the instrument that people, groups, and communities use to establish and exert control and beneficial for democratic society and individual wellness (Christens & Peterson, 2011). The authors explained sociopolitical control as a construct that includes one’s perception of self-efficacy, motivation, competence, and control relating specifically to social and political issues
(Christens & Peterson, 2011).
Sociopolitical control has often been used to explore physiological empowerment in youth. Specifically Christens and Peterson (2011) explored if sociopolitical control and empowerment could be mediators between ecological supports and developmental outcomes. The developmental outcomes measured were psychological symptoms, risk behaviors, self-esteem, and perceived school importance, which refers to the value youth place on attending school (Christens & Peterson, 2011).
The ecological supports measured were social or peer support and family cohesion
(Christens & Peterson, 2011). The results indicated that high ecological support was a predictor of sociopolitical control and self-esteem (Christens & Peterson, 2011). Stronger ecological support predicted lower psychological symptoms and risk behaviors while family cohesion, in particular, correlated with high school importance (Christens &
16
Peterson, 2011). Christens and Peterson (2011) utilized path analysis, or path models, which are used to examine the direct dependency of variables. Using path models, the authors found that both family cohesion and sociopolitical control predicted high self- esteem (Christens & Peterson, 2011). The authors concluded that ecological supports predict positive self-esteem and school importance both of which predict positive developmental outcomes and reduced risk behaviors (Christens & Peterson, 2011).
Sociopolitical control also predicted positive psychological symptoms and reduced risk factors that seem to suggest sociopolitical control does in fact function as a mediator for ecological support. Christens and Peterson (2011) concluded that youth empowerment, and specifically self-efficacy in sociopolitical control, are core elements of human development and thus function as protective factors. The study indicated, regardless of actual power, perception of empowerment and sociopolitical control for youth can create positive development and reduce risk behaviors even when ecological supports are limited or absent (Christens & Peterson, 2011).
Youth Development
Scott, Deschenes, Hopkins, Newman, McLaughlin (2006) discussed the vital role that organizations promoting and implementing youth organizing models have played in changing the political discussion around youth. The authors suggested that prior to the 1980’s most policy focused on youth as problems and in need of intervention while the current strategies are strengths-based. This strength-based approach calls for a focus on supporting and developing youth assets in a manner that encourages youth to call upon their strengths in order to address challenges and create their own solutions. The authors
17 demonstrated how the continued growth of independent youth programs have exposed the systematic failures of institutions previously viewed as stable such as schools, juvenile detention facilities, social services, and health care services (Scott, Deschenes,
Hopkins, Newman, McLaughlin, 2006). This has resulted in countless policy changes, system reforms, and increased accountability.
While sociopolitical control was previously discussed as an important protective factor for youth, many find access to opportunities to participate in community sociopolitical events is limited for various reasons; lack of actual movements, poorly organized groups, adult hesitation, and limited transportation are a few barriers for youth
(Christens & Petersons, 2011). Mitra (2008) focused on youths’ access to sociopolitical control at their school, referred to as student voice. Specifically, Mitra looked at the way students and adults can forge partnerships to create change. Mitra (2008) suggested that when joined together each group can accomplish more change than either would be able to individually. For example, if adults decide to create school policy change that will impact youth, it would be important to consider the voice of the student community to insure successful implementation of the policy change.
Conversely, if students want to create a school policy change it would be important to consult administration in order to prevent repeating past mistakes as well as to increase access to community and administrative support. Working together also nullifies the ability to place blame on each other for failure (Mitra, 2008). Groups are better served by working together to identify problems, create solutions, and enact change. In this study, Mitra (2008) focused on the internal power imbalances that occurs
18 in youth and adult partnerships and sought to identify strategies to mediate this. From the vast data collected, Mitra identified some key strategies in developing a successful partnership: “building meaningful roles based upon mutual responsibility and respect among all members, developing shared language and norms, and developing joint enterprises aimed at fostering voices that have previously been silenced from decision making and knowledge-building processes” (2008, p. 221). Power dynamics must be explored to prevent further alienation of youth voices. Mitra (2008) suggested when seeking youth voices, diversity must be considered as vital. Mitra also points out the benefit of working on issues that students, faculty, and administration all identify as problems.
Ginwright and James (2002) combined the ideas of youth development and organizing and sought to delve deeper. Ginwright and James (2002) proposed an alternative perspective, that is, to view the lack of democratic participation as a primary problem facing youth. To combat this pervasive problem, the authors proposed a framework referred to as social justice youth development (Ginwright & James, 2002).
The authors identified several core principles which are present in successful models: analyzing power in social relationships, making identity central, promoting systemic social change, encouraging collective activism, and embracing youth culture (Ginwright
& James, 2002). A key concept is to allow youth to identify their own problems and solutions. Ginwright and James (2002) argued that adult developers must seek inclusion of minority groups within the target youth population. A model that seeks equity and justice must also be able to acknowledge and discuss the power and oppression within its
19 own system and demographics. The authors discussed the differences between social justice youth development (SJYD) and other traditional youth development models. They conclude that SJYD operates from a belief that understanding and participation in sociopolitical environments and activism is an essential part of healthy and full development, not just a protective factor (Ginwright & James, 2002).
Conner, Zaino, and Scarola (2012) sought not only to explore the policy impact of one youth organizing group, but also to explore local leaders’ perception of the program. Conner, et al. (2012) examined Philadelphia Student Union’s (PSU) impact on education policy over a fifteen-year period. PSU was selected because it was one of the oldest and most established youth organizing agencies and was originally formed by a small group of students and remains youth led. The authors found civic leaders did attribute significant education policy change on both a school and district level to PSU
(Conner et al., 2012). The authors identified four key strategies the group used to enact change: insisting on accountability, elevating the role of student voice, shaping the agenda, and asserting themselves as powerful political actors (Conner et al., 2012). The students were able to establish adult partnerships and overcome the challenges of power dynamics. The organization, while run by a board and paid adult staff, still turns to youth to identify problems and find solutions (Conner et al., 2012).
The School District of Philadelphia (SDP) faced struggles similar to other urban districts. Within the district, 70% of students fall below the poverty line, two-thirds of those being African American (Conner et al., 2012). The school district faced issues such as funding, discriminatory policies, frequent changes in leadership, poor test
20 performance, and threats of federal takeover of the campus (Conner et al., 2012).
Tangible accomplishments of PSU include creating and implementing teacher workshops, designing and running youth-led trainings for school police, improving racial relationships, and a new school facility (Conner et al., 2012).
School specific changes have also been achieved including ending corporal punishment, having bathrooms cleaned and stocked regularly, repairing heating systems, and getting new books (Conner et al., 2012). PSU is even attributed with several state level victories including prevention of privatizing schools, increasing state funding through a new budget, and creation of School Success Centers to increase college access
(Conner et al., 2012). These accomplishments lead one to conclude this youth and adult partnership was highly successful in impacting actual sociopolitical change. Conner et al.
(2012) argued that the success comes from the organizations focus on building youth’s collective efficacy and empowering them to create change. PSU focuses on both individual leadership and collective initiative separating it from many other models that chose one or the other (Conner et al., 2012). They further suggested that this particular model, which concurrently teaches leadership and organizing skills while being youth led, has proven to create change, bring social justice, improve outcomes, and stand the test of time (Conner et al., 2012).
Summary
This literature review discussed the prevalence of risk factors and behaviors that youth encounter (Davis, 2008, CDC 2014a, 2014b, 2014c; Nansel et al., 2001;
National Institute on Drug Abuse, 2012; Schneider, O'Donnell, Stueve, & Coulter, 2012;
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Tokunaga, 2010; Vandebosch & Van Cleemput, 2008). Common factors that contribute to the probability of youth engaging in risk behaviors include exposure to violence, community disorganization, low level of parental involvement, low self esteem, hopelessness, identifying as lesbian, gay, bisexual, transgender, queer, or questioning
(LGBTQ+), availability of drugs or firearms, poverty, and exposure to racial, gendered, or sexual orientation prejudice or discrimination (Almeida, Johnson, Corliss, Molnar, &
Azrael, 2009; Hawkins et al., 2000; Youngblade, et al., 2007). While engaging in or exposure to one or more risk behaviors is a predictor for additional risk behaviors, multiple research suggests as the number of risk factors or behaviors increases, so does the likelihood and severity of negative developmental outcomes (Arthur, Hawkins,
Pollard, Catalano, & Baglioni, 2002; CDC, 2011; Hawkins et al., 2000).
Negative developmental outcomes for youth include chronic illness or disease, poor academic attendance or achievement, low income earning, incarceration, mental health issues, addiction, risk of sexually transmitted diseases, teenage pregnancy, physical injury, and death (Arthur et al., 2002; Elliot et al., 1996; Youngblade, et al.,
2007). Both risk and protective factors are found in individual, family, and community levels. Common protective factors present in the individual and family levels are family acceptance, positive family and peer relationships, high self-esteem, and participation in organized religious or social activities (Almeida et al., 2009; Hawkins et al., 2000;
Youngblade, et al., 2007).
This review also explored protective factors present on the community level.
Because the levels are interdependent, increasing protective factors at one level will
22 increase and mediate for a lack of factors on other levels (Christens & Peterson, 2011;
Ginwright & James, 2002; Speer, 2000). School and community protective factors are vital in both mediating for a lack of protective factors and exposure to risk factors resulting in increased positive developmental outcomes. This review suggested positive youth development and school organizations can function as protective factors (Christens
& Peterson, 2011; Conner et al., 2012; Ginwright & James, 2002; Mitra, 2008; Scott et al., 2006; Speer, 2000). Combining sociopolitical control and social justice into positive youth development is indicated to mediate for a potential lack of other protective factors and exposure to risk factors (Mitra, 2008; Scott et al., 2006). Also explored were the positive outcomes from programs incorporating the above-mentioned strategies on both interpersonal and community levels. Individuals gain increased psychological empowerment, which is a predictor for positive developmental outcomes, while collaboration increases relationships and creates change (Speer, 2000; Rappaport, 1987;
Zimmerman, 1995).
CHAPTER III
METHODOLOGY
Participant Recruitment
Before identifying participants, this researcher initiated the institutional review board (IRB) process in order to ensure the protection and rights of the youth. This researcher submitted the IRB application complete with copies of the informed consent and purposed survey, to the Office of Graduate Studies at California State University,
Chico. Because the targeted participants were under the legal age of consent, the IRB required an in-person meeting. During this meeting the IRB deemed that there was no threat of emotional, mental, or physical harm to the participants and approved the application and study (see Appendix C).
Participation in this project was voluntary and consisted of fifteen participants. Eleven participants self-referred to the project during a tabling event on campus and seven students’ names were provided to this researcher by other students or faculty. Students who were referred by others met individually with this researcher to review the purpose of this project. Four of these seven students agreed to participate in this project. Of the remaining, three students one did not wish to participate, two did not want to miss class, and one was engaged in multiple campus activities and groups.
Identifying information of participants was sorted by grade and gender. All participants are current students at Oroville High School and reside in Oroville, California. 23 24 The initial meeting with this researcher and the participants comprised of an overview of the project and introductions, including this researcher’s background and desire for completing the project. In addition, questions were answered and the limits of confidentiality and informed consent (see Appendix C) were explained. The informed consent forms were passed out, read aloud, reviewed, and required consent from the participant and a guardian, if under eighteen years old. The participants returned the signed forms the following week.
Data Collection
Participants completed an anonymous forty question online survey (see
Appendix D). The pre-test was administered during week two of the project in the library computer lab at Oroville High School. This researcher was available to answer any questions. One participant was absent and completed the survey during a free period the following week. Of the twelve participants who completed the pre-test, six were female and six were male. The grade level distribution was the following: two freshmen, six sophomores, two juniors, and two seniors. The post-test was administered on week thirteen, again in the computer lab. Two absent students took the post test the following week. At the time of the post-test, eight students were participating in the group and all completed both the pre- and post-test.
Participants were not required to provide their name when completing the pre- and post-tests. Four-digit codes were provided to each participant in order to provide confidentiality while allowing this researcher to link the pre- and post-test data. This researcher used an online random number generator to select the four-digit codes. The
25 information was not used to identify or link individuals to their respective surveys. The code used to link pre- and post-test data was kept in this researcher’s locked office on a password protected computer that only she had access to. The survey was administered using survey-monkey, an online survey generator. Gender and grade level were the only identifying information asked on the survey. The survey included ten questions using a four-point Likert scale and twenty-seven questions using a seven-point scale Likert scale.
This researcher used measures of self-efficacy, advocacy, likelihood to intervene, and empowerment. This researcher sought to create a measure that would require a maximum of thirty minutes to complete which did result in using fewer items in each subscale. To capture self-efficacy, this researcher used the generalized self-efficacy scale (see Appendix F) (Schwarzer, 1995). The questions and scale were left unchanged to retain validity. The questions used to measure likelihood to intervene were adapted from large surveys used to measure school climate (Institute of Behavioral Science, 2010;
National School Climate Center, 2002; West Ed, 2004). The four items were selected as they directly addressed student intervention. The questions capturing empowerment and advocacy were taken from a larger tool, Psychological Empowerment (Ozer & Schotland,
2011). The Psychological Empowerment tool was developed and used to measure perceived empowerment in youth and has smaller subcategories (Ozer & Schotland,
2011). The subcategories used for the empowerment questions are perceived control and sense of community (Ozer & Schotland, 2011). The sense of community category was chosen due to the correlation of increased sense of belonging with increased feelings of empowerment (Ginwright & James, 2011; Speer, 2000). The items within perceived
26 control were selected for the language used and reference to communication and critical thinking skills. The questions measuring advocacy were selected from the subcategories motivation to influence and participatory behavior (Ozer & Schotland, 2011). Motivation and participation are important concepts in advocacy that this researcher sought to address.
Ethical Considerations
Careful consideration was given to the possibilities of potential harm that the participants might experience. The participants ranged in age from fourteen to eighteen, requiring additional permission from the participants’ parents or guardian to participate in the study. A human subject application was completed and a full board review was convened by the Institutional Review Board (IRB), a common practice when research participants are under the age of eighteen. During the first group meeting this researcher discussed with participants the possibility of uncomfortable subject matter and the availability to receive individual consultations at any time. The participants were also reminded of their voluntary status and ability to leave the program at any time. Every effort was made to protect participant confidentiality by ensuring that any computers used for collecting data were password protected and remain in locked offices. All documents will be shredded after completion of this project.
CHAPTER IV
RESULTS
Data Analysis Quantitative data from the pre- and post-tests was entered into IBM SPSS
Statics, a computer based software program used for statistical analysis. Positive coding was done to attach number values to Likert scores. For the four-point scale the coding was as follows: exactly true as 4, moderately true as 3, hardly true as 2, and not at all true as 1. The seven-point scale was coded as strongly agree as 7, agree as 6, somewhat agree as 5, neither agree or disagree as 4, somewhat disagree as 3, disagree as 2, strongly disagree as 1. The survey questions became four variables: self-efficacy, advocacy, likelihood to intervene, and empowerment.
This researcher ran frequency tests on all data in order to identify any possible outliers or mistakes in data entry. A filter was created to eliminate the four pre-test surveys which did not have corresponding post-test data. Frequency tests were run again, identifying a response rate of 66.7%. This researcher ran paired sample T-Tests to explore any significant changes in the pre- and post-test for each variable (see Appendix
G). While no statistical significance was found, several items warrant further exploration.
Participant Demographics
Eight participants completed both the pre- and post-test. Race was identified through computer based school records that this researcher had access to (see Figure 2).
27 28 At least one student from each grade level was represented in the group (see Figure 3).
The group consisted of three males and five females as illustrated below in figure 4.
Figure 2. Participant racial/ethnic demographics.
Figure 3. Participant grade level demographics.
29
Figure 4. Participant gender demographics.
Self-efficacy
The self-efficacy scale was the closest to achieving statistical significance,
Pre- (M = 3.075; SD = .50071), Post- (M = 3.21; SD = .48), t(7) = 1.59, p = .156. While the subscale increased in overall mean score, some individual items decreased in mean score as demonstrated in figure 5. The first item that decreased in mean score was
“Thanks to my resourcefulness, I know how to handle unforeseen situations”.
Participants struggled with understanding this question which may have contributed to the decrease. One additional item also decreased, “I can usually handle whatever comes my way.” This question seemed particularly challenging for the youth to understand and relate to. The individualistic nature of the statement versus the collaborative approach the youth learned, may have contributed to a decrease in mean.
The item with the largest mean score increase of this subscale was, “If someone opposes me, I can find the means and ways to get what I want.” The youth struggled with the word “opposes” but still identified an increase on this item. This statement is almost identical in meaning to the previous item which had a decrease, but
30 uses different language. While the self-efficacy subscale was closest to statistical significance, it also had the lowest overall mean for both the pre- and post-test, 3.08 and
3.21 respectively.
Figure 5. Self-efficacy subscale pre- and post-test mean scores.
Advocacy
The subscale of advocacy had the smallest mean increase and least statistical significance, Pre (M = 5.56; SD = 1.39), Post (M = 5.63; SD = .599), t(7) = .2, p = .851.
31 This subscale dealt with the ability to actually create change. At the time the post-test was administered, the group had not yet been successful in creating any actual change or in enlisting support. Five items decreased in score as reported in Figure 6.
Figure 6. Advocacy subscale pre- and post-test mean scores.
32 This researcher noted a correlation of the items and the group dynamics at the time of the post-test, in particular, “There are plenty of ways for students like me to have a say in what my school does,” and “I can work well with a group of other students to plan a program or event at my school.” While the group moral may have been low, the desire to create change increased as demonstrated with the item, “I want to have as much say as possible in making decisions at my school.” Two items asked about the practical skills of ability to research and present issues, both of which had the largest item increases of this subscale.
Likelihood to Intervene
While not statistically significant, likelihood to intervene had the highest overall mean score for both the pre- and post-test, Pre (M = 5.63; SD = 1.43), Post (M =
5.81; SD = 1.16), t(7) = .4, p = .704. The youth scored higher on questions relating to themselves intervening versus asking a staff/faculty to intervene.
Figure 7. Likelihood to intervene pre- and post-test mean scores.
33 Empowerment
The empowerment subscale had the overall highest increase in mean score from pre- to post-test at .32, Pre (M = 5.38; SD = 1.19), Post (M = 5.7; SD = .63), t(7) =
.86, p = .419. Even with this overall increase, two items did decrease in score. A decrease of .25 (see Figure 8) in the item, “I feel that I can contribute to my campus community,” may be a reflection of the group moral at the time of the post-test.
Figure 8. Empowerment subscale pre- and post-test mean scores.
34 As discussed previously, the group had not created any actual change and participants were feeling discouraged. Another item also decreased, “I am able to question things in order to draw my own conclusions.” Critical thinking was integrated into every lesson plan and skill building exercise, this was an unexpected outcome. This could be reflective of the group discussion approach versus the individualistic language.
The item with the largest mean increase of the entire survey was in this subscale, “I feel that I have control to change my life.” Also noted was the increase in this item, “I am able to critically analyze information provided to me.” This item has the same meaning as the item mentioned above which decreased, but uses different language.
Program Guide
In effort to promote sustainability of the student group, this researcher created a program guide for future student leaders and adult partners. The guide included an orientation to youth and community organizing, discussion prompts, and tips for task meetings. The youth participants led the task meetings in effort to identify areas of concern, brainstorm solutions, and create change on campus. This guide also provided organizing strategies, questions to guide problem and solution development, links to activity resources (used to learn names, icebreakers, group check ins, etc.), tips for meetings, and an example agenda. The participants of this group selected school food as their campus issue. Specifically, the youth wanted to improve the nutrition quality and flavor of the cafeteria food. The youth identified several strategies for achieving this: implementation of a salad bar program, utilizing prep cooking classes to prepare one menu item a day, more whole foods and less processed, frozen, and prepared foods. The
35 school administration agreed with that this is a concerning issue and understands the link of healthy nutrition with brain development and behavior. The school administration has brought the issue to the district level where changes and solutions are being considered and discussed.
Discussion
In reviewing the responses under each scale, several observations were made.
Questions relating to tangible skills increased in score while questions which were more abstract were more likely to stay the same or decrease. One explanation for this is the youth’s struggle with abstract thinking or wording of the questions. Several youth requested assistance while completing the surveys and this researcher rephrased several questions. As demonstrated above, some questions worded differently but asserting the same meaning showed different scores.
The post-test was administered during the thirteenth meeting. The participants had just returned from winter break three weeks prior to this date and four students had left the group. Participants were voicing frustrations over barriers in creating change and no tangible results were apparent. This may have impacted participants’ evaluation of the variables. Two weeks after the post-test was administered the group had several changes.
The school’s vice principal became an ally, accepting research from the group and voicing his own concern for the quality and health value of the food on campus. In addition, he committed to working with the group, enlisted the help of others, and brought the issue to a school site council meeting. The group was also invited to work on another project creating and co-facilitating workshops at an upcoming youth leadership
36 conference. The participants are currently drafting proposals to present workshops on stress and healthy communication. This researcher observed a difference in group moral and motivation at this point. The timing of the test, before the actual completion of the school year, may have had some effect on the results. This researcher notes that while actual change may not have been accomplished, the feelings of empowerment and control over one’s life, which contribute to positive developmental outcomes, are evident.
CHAPTER V
SUMMARY AND RECOMMENDATIONS
Project Summary
The purpose and intention of this project was to introduce a group of high school-aged students to the concepts of social justice and empowerment by increasing their access and knowledge of activism, and thereby encourage positive developmental outcomes for students and improve the campus community. After reviewing various youth development curriculums, lesson plans, and models, this researcher created and implemented a youth empowerment student group at Oroville High School. Key concepts of social justice youth development were integrated in the design, recruitment and facilitation of the project.
This researcher was strategic in recruitment and sought to include underrepresented groups within the school campus, a key concept of social justice development (Ginwright & James, 2002). These groups included non-white students,
LGBTQ+ students, and students with disabilities in addition to students who had not previously been in a leadership role. This was successful especially considering the small group size. Within the eight students, five were female, one was openly gay, one was diagnosed with autism, one was diagnosed with anxiety, and two were Hmong. At least one student from each grade level was also represented. This diversity within the group is crucial to the development of critical thinking, vision mapping, and problem solving. Few
37 38 of the students knew each other before participation in the group. Each student shared information, perspectives, and experiences with their own peer network.
Youth leadership and an experienced facilitator are important components for implementing social justice development models (Ginwright & James, 2002; Mitra,
2008). Group dynamics are often complex, and a diverse group of youth is no exception.
The facilitator needs to have conflict resolution skills, ability to build rapport and establish trust, and willingness to discuss power differentials (Ginwright & James, 2002;
Mitra, 2008). Youth also need to be able to create a vision of their school without an underlying agenda.
A pre- and post-test survey was created to measure any changes in participants’ self-reporting of self-efficacy, advocacy, likelihood to intervene, and empowerment. While no statistical significance was found from the pre- and post-test, each measurement mean increased. Research indicated that as these areas increase, so do positive developmental outcomes (Mitra, 2008; Scott et al., 2006). The student group identified school food as the area that needed changed and worked toward this goal. In addition, a coalition of allies is actively working toward improving the quality and health value of food on campus.
Recommendations
This student group wanted to change the food offered at school to be healthier and contain more fresh items. While this was not achieved at the time this research study was completed, a movement is under way. For Oroville High School, this researcher has recommended the creation of a coalition targeting this change to unite all parties. A
39 variety of allies were identified through this project including other student organizations, academic counselors, administrators, the superintendent, and community organizations. A resource list of information and creative ways to advocate for and implement change has begun. The group will continue to meet for another six weeks. The focus of the group will be to create workshop proposals and presentations for an upcoming youth leadership conference. If selected, the students will co-facilitate the workshops on stress and healthy communication with this researcher.
The students in this group have learned valuable skills including targeted presentations, public speaking, critical research, vision mapping, leading task meetings, communication, conflict resolution, group collaboration, and identifying allies. These skills will continue to contribute to development of advocacy and feelings of empowerment. This researcher encourages participation of multiple staff in the progression of this group. This will increase the capacity of student participation, consistency of meetings, sustainability, and diversity in leadership.
Youth are asked to act like adults while having limited control over their own lives and communities. It is important for social workers to consider empowerment and strengths-based approaches when working with youth. As explored previously, research indicated that youth are confronted with serious issues every day including violence, substance abuse, and bullying (CDC 2014a, 2014b, 2014c; Davis, 2008; Nansel et al.,
2001; National Institute on Drug Abuse, 2012; Schneider, O'Donnell, Stueve, & Coulter,
2012; Tokunaga, 2010; Vandebosch & Van Cleemput, 2008). Interventions that facilitate youth making their own choices are more impactful, and facilitate critical thinking and
40 analysis. Having the ability to problem solve is an important and necessary asset.
Consequently interventions that facilitate critical thinking and analysis of different perspectives with the goal of youth identifying their own solutions produce the greatest positive outcomes. Feeling silenced at home, at school, and in their communities is yet another obstacle many youth face. This makes the act of listening, another important intervention to use with youth.
As demonstrated in the literature review, youth are capable of creating change
(Conner et al., 2012) and participating in creating change mediates for a lack of other protective factors (Mitra, 2008; Scott et al., 2006). Previous research explored in addition to this study, indicate a need for an increase in youth empowerment based programs.
Schools and service provider collaboration is vital in this development in order to create more access and opportunities for youth programs. More research on the impact of sociopolitical control and youth outcomes is needed. Further research would continue to inform and guide social work practice and policy change.
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APPENDICES
APPENDIX A
PROGRAM GUIDE
Social Justice Youth Development
Program Guide and Recommendations
50 51 Table of Contents
About 3
Meeting 1: Youth Organizing 4
Meeting 2: Understanding Adult and Youth Partnerships 5
Meeting 3: Vision Mapping 6
Meeting 4: Group Dynamics 7
Meeting 5: Power, Empowerment, and Privilege 8
Meeting 6: Exploring Problems and Issues 9
Meeting 7: Identify Issues 10
Meeting 8: Strategies 11
Remaining Meetings 11
Additional Resources
Tips for Successful Meetings 12 Sample Agenda 13 Tips for Icebreakers and Activities 14 Strategic Presentations: PowerPoint Slides 15
52 About Social Justice Youth Development Program Guide and Recommendations
This guide was created for use at Oroville High School in partial fulfillment of the Master of Social Work Graduate Program at California State University, Chico. The information presented here should be utilized by adults and staff trained in working with youth and group facilitation.
This guide is a recommendation of practice model and should be adjusted and expanded upon as needed for each group. I encourage exploring and reading various activities and icebreakers available from the sources below and online and choose activities that will work best for your group size, dynamics, and lesson. Utilize youth in selecting and facilitating activities whenever possible. A few websites with icebreaker activities are listed on page 14. The resources listed below also have detailed activities within lesson plans.
Emily Martin April 2014 California State University, Chico
This guide was created with material adapted from the following sources:
Advocates for Youth (2008). Lesson plans. Retrieved from:
http://www.advocatesforyouth.org/lesson-plans-publications
The BAACHUS Network (2012). Certified Peer Educator Student Workbook. The BAACHUS
Network.
Christens, B.D. & Peterson, N. A. (2011). The role of empowerment in youth development: A study of sociopolitical control as mediator of ecological systems’ influence on developmental outcomes. Journal of Youth and Adolescence, 41, 623-635.
Contra Costa County Health Services. (2006). Youth power curriculum. Retrieved from:
http://cchealth.org/tobacco/pdf/youth_power_complete.pdf
Peace Child International. (2009). Advocacy toolkit. Retrieved from:
http://issuu.com/peacechildint/docs/advocacy_toolkit_book
3
53
Meeting 1: Youth Organizing
Introductions
Each adult and youth introduce self, reason for participation in this program, and background in organizing or activism (if any)
Youth Organizing: What is it? http://www.youtube.com/watch?v=mp9ItK_JvtE
The Humboldt Health team from Zane Middle School in California, surveyed their peers and found that students dislike the fountains because “the water is dirty and tastes bad.” They made a presentation to the Health Department which approved their solution for hydration stations which is an insert in the wall that dispenses water into refillable bottles using infrared sensors. Demand for water (not bottled water) is up!
A high school junior in Olympia, Washington was on a car trip with her sister and thought: “If you’re 16 and you’re driving, you are taking on the risk of a car crash. So why can’t you be an organ donor?” She found out that organ donors must be at least 18 years old and proposed amending the law to allow anyone over 15 to have an organ donor designation on their driver’s license, provided they have the consent of their parent or guardian. The Governor heard about her idea, held a press conference with this young activist, and as a result, the law was amended to increase the number of people who can be potential organ donors.
In 2011 Melina Zancanella, a 16-year-old junior at Oroville High School, started a local chapter of the Gay-Straight Alliance after reading about the abnormally high rates of suicide among gay and lesbian teens. However, during her research into forming a GSA group she found the organization’s website had been blocked on her public school’s computers. The student ended up turning to the American Civil Liberties Union for help after getting no response to a complaint letter she sent on March 25 to the Butte County Office of Education. In response to the ACLU letter sent on May 18, the Oroville Union High School District (OUHSD) swiftly removed the block restricting access to websites for groups that include the Gay-Straight Alliance Network, Campus Pride, Day of Silence and the National Gay and Lesbian Task Force.
Discussion: What have you heard about in the news that students have done to change a school policy?
http://www.youtube.com/watch?v=CbRxUwx7pH8
http://www.youtube.com/watch?v=fAdzyG8Ee9Y
Activity: Name game
4
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Meeting 2: Understanding Youth and Adult Partnerships
Activity: Name game
Together, adults and youth can achieve better outcomes. Youth have a unique perspective and understanding of the issues affecting them and their peers. Adults have access to resources and experience in organizing to help with guidance and direction.
An adult ally is someone who stands up for or reaches out to youth. An adult ally can also be someone who joins with others to support their strategy for change. As an ally, the adult leader helps the group access resources for activities, deal with bureaucracies and overcome obstacles. The adult leader also plays a key role in assisting youth to develop leadership skills so they can participate fully in the groups’ efforts. Adult allies are important role models as well.
In this program, adult allies support teens in voicing their own ideas and making their own decisions. This means that adults have to be willing to share power with youth and relinquish control over how things get done. For this program to be successful, the adult allies will foster youth leadership and participation. This may take time and practice and feedback from youth and adult allies.
Roles of the Adult Leader or Allies… Roles of the Youth…
Secure a safe space, funds, and supplies as needed Contribute their time, energy, and intelligence
toward creative solutions Shares real decision-making with the youth
Maintain commitment to the group and adhere Encourages youth leadership and student voice to group agreements Networks with community resources Encouraging and supportive to all peers Brings parents and other allies into the process Build respect and trust Encouraging and supportive to all youth Take responsibility and ownership of the group Aware of and works patiently against long-standing Aware of and works patiently against long- prejudices, biases, and discrimination standing prejudices, biases, and discrimination
Discussion:
What would we like to add or change on these lists?
Questions, comments, concerns?
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Meeting 3: Vision Mapping
Activity: Name Game
Group Agreements
Write out on board or easel pad. Every person must contribute and agree.
Ask two volunteers to write out agreements on easel pad that will be brought to each meeting or posted on wall.
Discuss confidentiality and mandated reporting (will vary depending on adults allies)
Discussion: Vision
What would your perfect school look like? What would we see as we walked around campus? How would people act? What would class be like?
Note: Do not write any negatives (i.e. no bullying or trash). Focus on what would be present. Challenge students to reword negatives into positives.
Make a separate list for school and community. Write out on board or easel pad. Have a student take notes of everything written.
Before we think about what we want to change, we need to think about what our vision of a perfect school or community is.
Activity: Teamwork
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Meeting 4: Group Dynamics
Recap Group Agreements
Anything to add or change? We can always add or change as needed.
Activity: Individual Strengths
Group Roles Discussion: Share responsibilities and roles based on personal strengths
FACILITATOR: Runs the meeting by directing people through the agenda
SCRIBE: Takes detailed notes during meeting. Writes up the major accomplishments and goals for next meeting.
TIME KEEPER: Makes sure that everyone sticks to the time schedule
PEACE KEEPER: Reminds people of agreements. Keeps your eyes open for any conflicts or arguments. Gets the people involved to discuss the issue calmly.
GREETER: Welcomes people to the meetings and helps fill-in latecomers without disturbing the rest of the group.
RECORDER: Uses chalkboard/whiteboard/easel paper to help people keep on track of topics, suggestions, and decisions discussed at the meeting.
OTHER ROLES?
Recap Top Findings from Vision Mapping
Discussion: Identifying Problems
How do we know if something is a problem?
Personal vs. campus vs. community problem. Together identify examples of each.
Questions to consider:
Does the problem significantly impact the campus community? Do the youth in the group care about the problem? Is it likely that other youth on campus will help with the problem? Is it likely that adults in the community will help with the problem? Can young people make a positive difference on this problem within one year?
Challenge: Ask 10+ people what they think biggest problem on campus or community is. At least three of these people need to be strangers/acquaintances. Share out in two weeks. 7
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Meeting 5: Power, Empowerment, and Privilege
Discussion: Power/Empowerment
What is the difference between power and empowerment?
How do we know when we have power, how about when we are empowered?
What are some communities that have less power? Why?
How does this relate to what we are doing?
Describe a situation in which you felt power or powerful. What was it in the situation that made you feel powerful? Describe a situation in which you felt empowered. How did that differ from the situation where you felt powerful? From this, develop a definition of empowerment and power. Describe how they are similar or different.
Privilege Comics
http://www.buzzfeed.com/aaronc13/this-comic-perfectly-explains-what-white- privilege-is Note: explicit language in text
http://www.robot-hugs.com/?attachment_id=894
Income disparity in the United States: http://www.youtube.com/watch?v=QPKKQnijnsM How does this impact power and privilege?
Recognizing and understanding both our power and oppression, and the fact that they can co- exist, is an important step. Another step is to see that some groups have privilege at the expense of other groups because of the systems we live under, not because they are guilty or wrong. Organizing is a tool to fight the systems of injustice. It offers opportunities for those of us who have some of the privileges, and those who do not, to successfully work for justice.
Activity: Privilege
Share Out
Each person share what they found. Create categories to put each problem into. List all problems brought to group on board
Discussion: Problem Top Five
Identify top five (or 3-6) problems that are mentioned the most and affect the most people.
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Meeting 6: Exploring the Problem
Activity: Icebreaker
Vote on Problem
Questions to consider:
Which categories seem to be the largest/most mentioned? Look into these areas more closely. Who is affected by this problem? What is the cause of the problem? Why is it a problem?
Celebrate!
Discussion: Focus on Problem
What else do we need to know about the problem? What is the actual cause of problem?
Possible community/campus partners? Where else has this problem been addressed? Any laws or school policy about this? What are success and failures to address problem by others?
Task Out research topics.
Strategic Presentations PowerPoint
Research What else do we need to know about each problem? Who is most affected by each problem? Do we have any connections to these or other groups of people to talk with?
Identify questions to ask about each problem to gain more understanding.
Food for Thought
Watch school house rock how a bill becomes law: http://vimeo.com/24334724 For discussion and guest speaker next meeting.
Challenge: Assign small groups to each top problem. Speak to groups of people affected by problem and others include faculty, parents, and community members. Ask list of questions and record answers. Bring back information to share.
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Meeting 7: Identify Issues
Activity: Icebreaker
Guest Speaker
Bring in someone from community who does organizing to talk about strategy, developing partnerships, important steps, their own challenges and success.
Discuss problem with them.
Share Out
Each person/group share information gathered from research.
Identify issues of problem
What Issues Does the Problem Present? Each problem has smaller issues. The issue may be part of the solution. Example: Problem: Tobacco Use Issue: Access to tobacco Issue: Need help quitting tobacco Pick 3-5 Issues
Define and Discuss: Issue: The specific solution to a problem.
Target: The person with the power to give you what you want.
Constituents: People and/or organizations that agree with your issue and want to win the issue for the very same reasons you do. Their self-interest is the same as yours. Often, they represent the same group of people you are working with (e.g. youth).
Allies: People and/or organizations that agree with your issue but for reasons that are different. Their self interest is different from yours, but they want the same thing as you.
Break into smaller groups for each issue and identify the targets, allies, constituents, and opponents.
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Meeting 8: Strategies
Awareness through Marketing:
How can we start getting the word out and gaining support? Uniform language and problem statement.
Video e-advocacy (using social networking to promote campaign) Youth Organizing Hub: http://www.youtube.com/watch?v=dyzVFaykg_Y
Goals and Objectives:
Goals are the end result and objectives are the steps to get there. Go through an example issue and identify goals and objectives (ladder method).
Have each Issue Group strategize goals and objectives.
Share out, discuss, and rework.
Objectives will become base for future meetings and challenges.
Activity: Energizing
Remaining Meetings:
Report out and Updates on Objectives
Activity: Energizing
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Tips for Successful Meetings
Preparation:
Consider the purpose or type of meeting o Planning, Update, Vote Create an Agenda Team Building o Make sure each meeting contains an icebreaker or name game activity Find a Location o Room reservation, enough space Think about Supplies o Whiteboard, technology, pens, snacks
Running a Meeting:
Be Welcoming to Each Person! Have Agenda Posted or Printed so Everyone Can See It Pay attention to Timing! o Start the meeting on time o Stay on track and watch the clock o Make sure there is time for wrap up and task out before the meeting ends Always Ask For Other Business Not Listed on the Agenda Be Energetic and Excited! Keep the Discussion Focused and on Topic! Make sure Everyone Has Input! o Engage everyone in icebreakers, discussions, and feedback. o You may need to remind people to share the ‘air space’ or call on people who haven’t spoken
Adapted from Youth Power Curriculum and Advocacy Toolkit
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Sample Agenda
Group Name DATE
4:00 – 4:05 WELCOME/SIGN IN
Review Agenda
Review Group Agreements
4:05 – 4:15 ICE BREAKER (FACILITATOR)
4:15 – 4:30 UPDATES
Task Group Check Ins and Report Out
4:30 – 4:50 SPRING PROJECT IDEAS (FACILITATOR)
1. Large group Brainstorm
2. Vote for top 2 priorities (sticker voting)
3. Pros and Cons
4:45 – 5:15 ANNOUNCEMENTS
School Board meeting: Who can make it? Who can carpool?
5:25- 5:30 Clean Up (All)
NEXT MEETING: DATE, TIME, LOCATION
Adapted from Youth Power Curriculum and Advocacy Toolkit
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Tips for Icebreakers and Activities
PREPARE and THINK about the activity in ADVANCE!
o What do you want to accomplish? . Learn names, Build rapport, Energize o Make sure the activity is appropriate and inclusive . Will everyone be comfortable? Is there physical touch involved? Can everyone participate? o Will you need to break up the group? . Be prepared for a quick and easy way to do this like counting off numbers or birthday months. o Be sure to bring the activity directions and read it beforehand! . Do you need to change wording or shorten the activity? o Time and Location! . How long will it take? Will it work in the meeting area? o Prepare any supplies! During the Activity: BE ENGAGED and WATCH the CLOCK!
o Allow people to pass if they don’t feel comfortable o Have youth lead and adults participate as much as possible o Get there early and set up o Give clear directions o Be EXCTIED! o Watch body language . Are people bored, frustrated, confused WRAP IT UP
o Discuss how the activity went and any goals or objectives. o Make sure everyone has a chance to speak! o Possible discussion questions: . What was the purpose? . How did you like it? . What did you learn? . How could it have been better?
Adapted from Youth Power Curriculum and Advocacy Toolkit
Allow for time to research and explore icebreakers and activities. Think about your specific group and what you hope to accomplish from the activity. www.advocatesforyouth.org www.ultimatecampresource.com www.residentassistance.com www.girlscouts.org 14
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Slide 1
STRATEGIC PRESENTATIONS
Slide 2
KNOW YOURSELF
Know your style: how you speak, use words you know and are comfortable with.
Know your strengths and weaknesses: think about the things you do well and the things you might need some help with. Who can you ask for help?
Reflect: Think about the best and worst presentation you can remember…
Why best/worst? What made it memorable, important, interesting? Did it change your mind or behavior?
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KNOW YOUR MATERIAL
Identify your topic. How will you research this topic?
What are some reliable sources you can use for data or statistics for your topic?
What are some campus and community resources that will be helpful for others look for more information about your topic?
Slide 4
RESEARCH TIPS
Websites ending in .gov .edu .org .com
Change up the words or word order to get different results Keep a list of what you tried to avoid duplicating Alternate spellings, related topics (pets, canines, dogs)
Fact or Opinion? Look for citations and references that back up the information.
Always use multiple sources for information.
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Slide 5
KNOW YOUR PURPOSE
What information will you provide? Make an outline to be sure you cover each area.
How will the information change people’s attitude about the issue?
What do you want people to DO? Always have an action request that is simple and accessible.
Slide 6
KNOW YOUR AUDIENCE
Who are you talking to?
What is their biggest concern? What is most important to them?
Will they be more persuaded with data or personal stories? Always incorporate both areas without drowning people in numbers.
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Slide 7
HOW PEOPLE LEARN
People remember • 10% of what they READ • 20% of what they HEAR • 30% of what they SEE • 50% of what they HEAR and SEE • 70% of what they SAY • 90% of what they SAY as they DO something
Slide 8
BEGINNING
Introduce yourself and issue Why is this important to you? How does this affect you?
Why important to them
Present BRIEF statistics and data
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Slide 9
MIDDLE
Interactive
Build your case Who supports this? Who is affected by this? Why is this change important? What do you want?
Be engaging, speak clearly and slowly. Keep a consistent pace.
Slide 10
END
Provide resources for further information Fact sheet – one paper with facts, important data/stats, resources, others who support
Summarize main points clearly and succinctly
What do you want them to DO? I urge you to …
Thank you for your time and consideration.
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Slide 11
IN SUMMARY
Know…
Speak clearly and loudly
Stick to the time limit
Practice!
Summarize main points
Adapted from Baachus Certified Peer Educator Student Workbook
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APPENDIX B
LETTER OF PERMISSION FROM OROVILLE HIGH SCHOOL
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APPENDIX C
IRB APPROVAL LETTER
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APPENDIX D
CONSENT FOR PARTICIPATION
CONSENT FORM TO PARTICIPATE IN YOUTH EMPOWERMENT MODEL
Dear Youth Empowerment Model Participants:
Students are being asked to participate in this project that aims to empower students to create change within their school or community culture. Please read this form and ask any questions before agreeing to be a part of this project.
Participants must be a current student at Oroville High School and be able to attend weekly meetings to participate in this project. Meetings will occur during class time on a rotating basis and teacher permission will be obtained by the facilitator.
Participation in this project requires a commitment to attending weekly meetings for the duration of the academic year. Participants will complete three separate surveys during this process. You will be asked to actively participate and provide feedback in each meeting, group discussion, and training.
There is no risk of physical injury. There is the risk that participants may find some material to be sensitive either during a meeting, group discussion, or training. Individual meetings with the project facilitator will be provided in a confidential manner and on an as needed basis. Participation in the group is voluntary and may be terminated at any time. The data collected in the surveys will not be used to identify students in any way. The data collect will be used to evaluate various outcomes and impact of the youth empowerment model. Participation in this model will end in May 2014.
If you have any questions please contact the facilitator Emily Martin at [email protected]
Statement of Consent: I have read the above information, and have received answers to any questions I asked. I agree to participate in the meetings, group discussions, trainings, and complete all surveys.
Participant Signature Date
Participant Name (printed)
Legal Guardian (if under 18 years old)
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APPENDIX E
PRE/POST TEST
1. Enter the code provided to you. 2. What grade level are you in? 3. What is your gender identity?
4Pt. Likert Scale 1=Not at all true 2=Hardly true 3 = Moderately true 4 = Exactly True
4. I can always manage to solve difficult problems if I try hard enough. 5. If someone opposes me, I can find the means and ways to get what I want. 6. It is easy for me to stick to my aims and accomplish my goals. 7. I am confident that I could deal efficiently with unexpected events. 8. Thanks to my resourcefulness, I know how to handle unforeseen situations. 9. I can solve most problems if I invest the necessary effort. 10. I can remain calm when facing difficulties because I can rely on my coping abilities. 11. When I am confronted with a problem, I can usually find several solutions. 12. If I am in trouble, I can usually think of a solution. 13. I can usually handle whatever comes my way.
7 Pt Likert Scale 1=Strongly disagree 2=Disagree 3=Somewhat disagree 4=Neither agree of disagree 5= Somewhat agree 6=Agree 7=Strongly agree 14. There are plenty of ways for students like me to have a say in what my school does. 15. I want to have as much say as possible in making decisions in my school. 16. I should work to improve my school even if I can’t always make the changes I want. 17. I can work well with a group of other students to make a difference at my school. 18. I can work well with a group of other students to organize a program or event at my school. 19. I can make a real difference in improving my school. 20. I feel comfortable respectfully discussing pros and cons of an issue I care about with my peers. 21. I feel comfortable researching an issue that I am interested in. 22. I feel comfortable interviewing an adult to learn their perspectives about an issue. 23. I feel comfortable speaking with other students about issues that I want to improve at the school. 24. I feel comfortable speaking to adults in my school about issues that I want to improve at the school. 25. I feel comfortable making a presentation to a group of people I don’t know. 26. I feel comfortable making a presentation to the school board or board of supervisors on an issue that I care about.
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27. If a student is making fun of and teasing another student, I would feel comfortable asking the student to stop. 28. If a student or group of students is pushing, shoving, or trying to pick a fight with a weaker student, I would feel comfortable telling them to stop. 29. If a student or group of students is pushing, shoving, or trying to pick a fight with a weaker student, I would feel comfortable getting a faculty/staff to intervene. 30. If issues come up that affect students at my school, I believe I can do something about it. 31. I feel that I am able to make my own decisions about my daily life (such as drinking, after school activities, dating, etc) in spite of pressure from friends. 32. I feel that I am able to make decisions about my future. 33. I am comfortable taking responsibility for my actions. 34. I am able to critically analyze information provided to me. 35. I feel comfortable asking for what I need. 36. I am able to express my anger in a way that does not cause harm to myself or others. 37. I am able to question things that I learn in order to draw my own conclusions. 38. I feel that I am a part of my campus community. 39. I feel that I contribute to my campus community 40. I feel that I have control to change my life.
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APPENDIX F
GENERALIZED SELF-EFFICACY SCALE
1. I can always manage to solve difficult problems if I try hard enough. 2. If someone opposes me, I can find the means and ways to get what I want. 3. It is easy for me to stick to my aims and accomplish my goals. 4. I am confident that I could deal efficiently with unexpected events. 5. Thanks to my resourcefulness, I know how to handle unforeseen situations. 6. I can solve most problems if I invest the necessary effort. 7. I can remain calm when facing difficulties because I can rely on my coping abilities. 8. When I am confronted with a problem, I can usually find several solutions. 9. If I am in trouble, I can usually think of a solution. 10. I can usually handle whatever comes my way.
Response Format 1 = Not at all true 2 = Hardly true 3 = Moderately true 4 = Exactly true
Purpose: The scale was created to assess a general sense of perceived self-efficacy with the aim in mind to predict coping with daily hassles as well as adaptation after experiencing all kinds of stressful life events.
Population: The scale is designed for the general adult population, including adolescents. Persons below the age of 12 should not be tested.
Ralf Schwarzer & Matthias Jerusalem, 1995
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APPENDIX G
IRB POST DATA COLLECTION FORM
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APPENDIX H
IBM SPSS STATISTICS PAIRED T-TEST TABLE
Paired Differences
95% Confidence Interval of the Difference Std. Std. Error Sig. (2- Mean Deviation Mean Lower Upper t df tailed)
Pair Self Efficacy - 1 Pretest - Self .1375 .24458 .08647 -.34198 .06698 -1.590 7 .156 Efficacy Posttest 0
Pair Advocacy Pretest - - 2 Advocacy Posttest .0673 .97512 .34476 -.88253 .74792 -.195 7 .851 1
Pair Likely to Intervene - 3 Pretest - Likely to .1875 1.34131 .47422 -1.30886 .93386 -.395 7 .704 Intervene Posttest 0
Pair Empowerment - 4 Pretest - .3250 1.07005 .37832 -1.21958 .56958 -.859 7 .419 Empowerment 0 Posttest
Pair Perceived 5 Empowerment - PreTest - .1961 1.00408 .35499 -1.03558 .64328 -.553 7 .598 Perceived 5 Empowerment PostTest
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