July 1999
Youth Voice and Participation
A common perception of today's youth is that they are the cause of problems rather
than a source of solutions. This is a relatively recent phenomenon. Historically,
adolescents were viewed as "producers" and prepared for adulthood through real work
experiences alongside adults on the farms and in factories. Today, youth are more
likely to be isolated into youth-only educational, social, and employment groupings
with little real connection to real-life experiences that will help them gradually
grow into adulthood. They are seen as consumers rather than producers.
Research shows that involving youth in activities in which they contribute to and work
in their respective communities is a powerful way to build work and academic skills,
enhance self-esteem and personal responsibility, promote positive values, and reduce
risky behaviors. When youth work in and identify with their communities, they are less
likely to act in destructive ways toward their communities and are more likely to exert
positive pressure on their peers. In fact, some researchers believe that providing
meaningful opportunities for youth to participate in their communities is the single
most important factor in alleviating social problem among youth.
Strategies for Greater Youth Participation
Community service providers must understand the developmental needs of teenage youth.
Youth must be included as partners and given a real voice in developing community
participation programs. Specific strategies include:
- Help youth plan and develop meaningful service opportunities in their communities that will address real issues of concern to them;
- Help youth connect service opportunities to their academic studies;
- Involve youth on advisory boards and commissions, especially boards of agencies and political bodies which serve youth and / or create public policy on youth issues;
- Involve youth in research projects which seek to better understand youth issues;
- Recruit among all youth for all opportunities -- do not limit involvement to those who have been designated "leaders" at school;
- Serve as a coach, rather than as an expert;
- Have high expectations for youth
Sources:
- Duckenfield, M., & Swanson, L. (1992). Service learning: Meeting the needs of youth at risk. Prepared for the National Dropout Prevention Center.
- Kinsley, C. (1990). Creating new structures: Community service learning. Community Education Journal. Fall.
- Kurth-Schai, R. (1988). The roles of youth in society: A reconceptualization. The Educational Forum. 52(2, winter).
- Wirthlin Group. (1995). The Prudential Spirit of Community Youth Survey: A survey of high school students on community involvement. Prudential.
This Ups and Downs was contributed by Shelley Murdock, M.Ed., Youth
Development Advisor, University of California Cooperative Extension
Ups & Downs is edited by Stephen T. Russell, Ph.D.,
Assistant Youth Development Cooperative Extension Specialist,
University of California, Davis
If you have any questions about this newsletter or would like more information you may contact
Dr. Stephen T. Russell, 4-H Youth Development Cooperative Extension Specialist