 

. 1.... .w.
3.. .z
.r . .:

....:5: I xmmmm
gummg. .. _
$93M

. .
(Lumuum.
hﬂﬂ.

D ‘ nu.-
3'55...
I’M-93w. u.

THEciS

206i"

Date

lllllllllllllllllllllllllllllllllllllllllllllllllN I.“

31293 02048 586

LIBRARY

Michigan State
University

                 

 

 

 

 

This is to certify that the

dissertation entitled

FACTORS THAT INFLUENCE RE-ENROLLMENT OF YOUTH
AGES NINE THROUGH TWELVE
IN MUSKEGON COUNTY 4-H CLUB PROGRAMS

presented by

Betty A. Shelby

has been accepted towards fulﬁllment
of the requirements for

Ph.D. degreein Agriculture and Natural
Resources Education and
Communication Systems

{J EM

Major professor

 

August 16, 2000

 

MSU i: an Afﬁrmative Action/Equal Opportunity Institution 0-12771

 

 

.__ ____—__~_ 7

PLACE iN RETURN BOX to remove this checkout from your record.
TO AVOID FINE return on or before date due.
MAY BE RECALLED with earlier due date if requested.

 

DATE DUE

DATE DUE

DATE DUE

 

MAR 0 5 2002

K

[1 i) '3' 4 [19‘
UL: r' v3!

 

.SEP 2 3 liftsQ q

 

 

 

 

 

 

 

 

 

 

 

 

11/00 mm.“

 

FACTORS THAT INFLUENCE RE-ENROLLMENT OF YOUTH
AGES NINE THROUGH TWELVE
IN MUSKEGON COUNTY 4-H CLUB PROGRAMS
By

Betty A. Shelby

A DISSERTATION

Submitted to
Michigan State University
in partial fulﬁllment of the requirements
for the degree of

DOCTOR OF PHILOSOPHY

Department of Agriculture and Natural Resources Education and
Communication Systems

2000

ABSTRACT
FACTORS THAT INFLUENCE RE-ENROLLMENT OF YOUTH
AGES NINE THROUGH TWELVE
IN MUSKEGON COUNTY 4-H CLUB PROGRAMS
By

Betty A. Shelby

This study was undertaken for the purpose of investigating the major factors that
inﬂuenced youth ages 9 through 12 to re-enroll or not re-enroll in the Muskegon County
4-H club program in the 1998-1999 program year. The drop in 4-H club membership for
youth ages 9 through 12 is a major concern. Studies show (Cantrell, Heinsohn, &
Doebler, 1989; Meszaros, 1993) that youth who participate in 4-H activities are more
likely to develop lifelong skills in leadership, decision making, and personal
development, thus increasing self-esteem and problem-solving skills.

The research design used in this study can be categorized as a descriptive survey
methodology in the form of a directly-administered 4-H Club Assessment questionnaire.
The researcher established validity and reliability of the data collection instrument.
Questions covered such areas as perceptions about 4-H club meetings, 4-H club projects,
and experiences related to the youth’s decision to remain a member. Other areas covered
were characteristics of 4-H leaders, and individuals who inﬂuenced youth to re-enroll in
the 4-H club program. Also, questions were asked that gave the youth an opportunity to

ﬁll-in their responses;

The population for this study consisted of 133 re-enrolled youth and 98 non re-
enrolled youth in the 4-H club program in Muskegon County for the 1998-1999 program
year. 4-H leaders were recruited to collect data at 4-H club meetings. Because the
participants were minors, study consent forms were signed by parents or guardians.
Follow-ups were made with the youth who were unable to attend 4-H club meetings and
youth who had not re—enrolled in the 4-H club program. The response rate for re-enrolled
youth was 77 percent, and non re-enrolled youth, 34 percent.

The data from the 4-H Club Assessment were coded and analyzed using the
SPSS/PC+ computer software program. Statistical techniques such as ﬁequencies,
percentages, means, standard deviations, chi-square, t-test, and discriminate analysis were
used to analyze date. Open-ended questions were analyzed using qualitative analysis
looking for similarities across responses.

In order to determine what inﬂuenced youth to participate in the 4-H club
program, their input was of utmost importance. Major ﬁndings and conclusions from the
youths’ 4-H Club Assessments were parents, 4-H leaders and ﬁ'iends had the most
inﬂuence on youth to re-enroll. Two years of membership seemed to be the critical time
for youth to re-enroll or not re-enroll in the 4-H club program. The 4-H projects were a
major factor in whether youth re-enroll. There were signiﬁcant differences in the re-
enrolhnent and non re-enrolhnent of the 4-H club members by race and residence.

Early adolescents (ages 9 through 12) want to become more independent and
pursue interests to make decisions on their own. This is a time for the youth to explore

and experiment with new and expanded interests.

This dissertation is dedicated in the memory of my parents, Elizabeth and Tom
Cummings, who encouraged me to continue my education.
I hope this work will inspire my children, Bobby, Sandy, Poochie and Eric to

carry this learning torch in their lives.

iv

ACKNOWLEDGEMENTS

Many thanks to all of those persons who assisted me in my journey to advance my
education to the doctoral level. Although everyone cannot be named individually, there
are some that I must mention.

Sincere appreciation goes to Dr. Fred Whims, my advisor and guidance
committee chairperson. I am also thankful for the assistance and advice of my committee
members Dr. Norma Bobbitt, Dr. Frank Brewer, and Dr. Murari Suvedi, and for the
unique contribution each gave to me.

Many thanks to the Muskegon County MSU Extension staff. Special thanks goes
to Julie Vanderboegh, Peggy Hudson, Coleen Boyer, and Kathy Staskiewicz who kept
me on task.

I am grateful and appreciative of all the 4-H leaders, parents, and youth in the
Muskegon County 4-H club program. Without their time and cooperation, this study
could not have been possible. Thank you 4-I-I leaders for the many volunteer hours you
spend with the youth.

Last but not least, I thank my children, Bobby, Sandy, Poochie, and Eric, for their
love and support while this work was taking place. Mom was able to achieve a personal

and professional goal!

TABLE OF CONTENTS

PAGE
LIST OF TABLES ........................................................................................................... viii
CHAPTER
I. INTRODUCTION ................................................................................................ 1
Proﬁle of Muskegon County 4-H Youth Programs ........................................... 3
Statement of the Problem ................................................................................... 4
Research Questions ............................................................................................ 5
Need for the Study ................................................................................................ 6
Assumptions .......................................................................................................... 8
Operational Deﬁnitions ......................................................................................... 9
Overview ............................................................................................................. 10
II. LITERATURE REVIEW ................................................................................... 13
Youth Programs .................................................................................................. 13
History of the 4-H Club Program ........................................................................ 15
Early Adolescent Development .......................................................................... 17
Adolescent Theory .............................................................................................. 19
Research Regarding Youth Involvement in 4-H Club Programs ........................ 21
Summary ............................................................................................................. 24
III. METHODOLOGY ............................................................................................. 26
The Design .......................................................................................................... 27
Population ........................................................................................................... 28
Instrumentation ................................................................................................... 28
Data Collection ................................................................................................... 30
Data Analysis ...................................................................................................... 33
Limitations of the Study ...................................................................................... 35
IV FINDINGS .......................................................................................................... 36
4-H Club Youth Re-enrollment and
Non Re-enrollment Status 1998-1999 .......................................................... 37
Inﬂuence of 4-H Club Meetings on Re-enrollrnent
And Non Re-enrollment of 4-H Club Youth ................................................ 42
Inﬂuence of 4-H Club Projects on Re-enrollrnent and
Non Re-enrollment of 4-H Club Youth ........................................................ 44

vi

Inﬂuence of Youth Experiences on Re-enrollment and

Non Re-enrollment of 4-H Club Youth ........................................................ 46
Inﬂuence of 4-H Club Meetings, 4-H Club Projects, and

4-H Experiences on Re-enrollment and Non

Re-enrollment of 4-H Club Youth ................................................................ 48
Inﬂuence of 4-H Leaders on Re-enrollment and Non Re-enrollment
of 4-H Club Youth ........................................................................................ 49
Other Reasons Youth Re-enroll or Not Re-enroll ............................................... 52
People who Inﬂuenced Youth to Re-enroll ........................................................ 54
Differences in the Re—enrollment and Non Re-enrollment
by Race, Age, Residence, and Gender of Youth ........................................... 55
Comments on 4-H Program or 4-H Club Assessment ........................................ 58
Summary ............................................................................................................. 59
V. SUMMARY, CONCLUSIONS, RECOMMENDATIONS ............................... 63
Overview ............................................................................................................. 63
Research Question I ............................................................................................ 65
Research Question 11 ........................................................................................... 70
Research Question HI ......................................................................................... 71
Research Question IV ......................................................................................... 72
Research Question V ........................................................................................... 74
Research Question VI ......................................................................................... 75
Research Question VII ........................................................................................ 77
Research Question VIII ....................................................................................... 78
Additional Question ............................................................................................ 80
Recommendations for Future Research .............................................................. 81
Reﬂections .......................................................................................................... 82
Summary ............................................................................................................. 85
APPENDICES
A. 4-H Club Assessment .................................................................................... 88
B. Support Letter and Approval Letter for Research ......................................... 95
C. 4-H Newsletter .............................................................................................. 98
D. Parent Consent Form ................................................................................... 100
REFERENCES ............................................................................................................... 102

vii

LIST OF TABLES

Table Page
1. Response Rate of Survey Population .......................................................................... 38
2. Enrollment Status of Boy and Girl Respondents in Muskegon County 4-H

Club Programs Ages 9 through 12 in 1998-1999 Program Year ................................. 38
3. Enrollment Status of Respondents by Race in Muskegon County 4-H Club

Program Ages 9 through 12 in 1998-1999 Program Year ........................................... 39
4. Enrollment Status of Respondents in Muskegon County 4-H Club Program

Ages 9 through 12 in 1998-1999 Program Year .......................................................... 40
5. Enrollment Status of Respondents by Number of Years in Muskegon County

4-H Club Program Ages 9 through 12 in 1989-1999 Program Year ........................... 41
6. Enrollment Status of Respondents by Residence in Muskegon County 4-H

Club Ages 9 through 12 in 1998-1999 Program Year ............................................... 42
7. The Inﬂuence of 4-H Club Meetings on the Re-enrolhnent and

Non Re-enrollment Action of 4-H Youth .................................................................... 43
8. The Inﬂuence of 4-H Club Projects on the Re-enrollment and

Non Re—enrollment Action of 4—H Youth .................................................................... 45
9. The Inﬂuence of Youth 4-H Club Experiences on the Re-enrollment

and Non Re-enrollment Action of 4-H Youth ............................................................. 47
10. The Inﬂuence of 4-H Club Meetings, 4-H Club Projects, and 4-H Experiences

on the Re-enrollment and Non Re-enrollment of 4-H Youth ...................................... 49
11. Inﬂuence of 4-H Leaders on Re-enrollment and Non Re-enrollment of Youth

in the 4-H Club Program .............................................................................................. 51
12. Other Reasons for Youth to Re-enroll in the 4-H Club Program ................................ 52
13. Other Reasons for Youth to Not Re-enroll in the 4-H Club Program. ....................... 53
14. Reasons Given as to What Would Inﬂuence Non-enrolled Youth to Re-enroll

in 4-H Club .................................................................................................................. 54
15. People Who Inﬂuenced Youth to Re-enroll in the 4-H Club Program ........................ 55

viii

16. Determine If There are Differences in Re—enrollment and Non Re-enrollrnent

of 4-H Club Members by Race .................................................................................... 56
17. Determine If There are differences in Re-enrollment and Non Re-enrollment

of 4-H Club Members by Age ..................................................................................... 56
18. Determine If There are Differences in Re-enrollrnent and Non Re-enrollment

by Residence ................................................................................................................ 57
19. Determine If There are Differences in Re-enrollment and Non Re-enrollment

of 4-H Club Members by Gender ................................................................................ 58
20. Other Comments on 4-H Club Program or 4-H Club Assessment .............................. 59

ix

CHAPTER I

INTRODUCTION

The United States is facing the challenge of saving its youth. Early adolescence
(ages 9 through 12) is a time of dramatic changes and these changes are individualized to
the youth and his/her environment. Early adolescence is a time of cognitive, social,
emotional, moral, and physical growth to develop the self-identity to become healthy
adults. Many of the youths’ paths to becoming healthy adults are ﬂocked by crime and
violence, poor health and nutrition, child neglect and abuse, teenage pregnancy, school
failure, substance abuse, depression and suicide among youth (Carnegie Council on
Adolescent Development, 1992; Dryfoos, 1990; Lerner, 1995; National Commission on
Children, 1991; Schorr, 1988).

Many of the depictions of early adolescents leave the impression that the majority
is at serious risk of school failure, juvenile delinquency, adolescent pregnancy, and other
woes. This is not the case. Developmentally, about 80 percent do not experience a
turbulent early adolescence (Scales, 1991). Undeniably, all the trends point to a growing
number and proportion of early adolescents who are in fact at high risk of being under
prepared and unsuccessful in the modern social and economic world.

The Carnegie Council on Adolescent Development (1992) acknowledged that
harnessing free time in a constructive manner is one means of providing or enhancing the
positive development of youth. Unsupervised youth are twice as likely to engage in

risky behaviors. In addition, programs are classiﬁed as school-based, faith-based, or

community-based, i.e. Girls Scouts of America, 4-H, and YMCA. However, regardless
of the location, Pittman (1991) and Lerner (1993) believe that youth programs have a
tremendous potential to promote positive, adolescent development.

According to Wessel and Wessel (1982), 4-H was created in the early 1900’s with
boys’ and girls’ clubs that taught practical farming and homemaking skills to rural youth.
The United States Department of Agriculture (USDA) adopted the four-leaf clover, a
symbol of good luck, as the ofﬁcial 4-H club symbol in 1911 (Seevers, Graham, Gamon,
& Conklin, 1997). The clover is green, symbolizing the color of growth. The H’s on
each clover are white, symbolizing the purity of youth. The 4-H program was ofﬁcially
started with the passage of the Smith-Lever Act of 1914 creating the Cooperative
Extension Service. The 4-H program has evolved into a fun, leam-by-doing, research-
based, educational program for youth led by volunteer leaders. The 4-H staff provides
training and guidance for the 4-H leaders.

The Michigan 4-H Volunteer and Club Programming Committee (1999) stated
that the primary purpose of a 4-H club is to support the development of each youth to
his/her full potential. The club structure helps 4-H leaders build signiﬁcant relationships
with members over a long period of time. Projects become a means of achieving the
primary purpose of positive youth development. The common needs and interests of the
youth and adults involved determine the content of a 4-H club program. Members,
volunteers, 4-H leaders and parents work together to set the 4-H club program and to
establish expectations for everyone involved.

The 4-H clubs are sanctioned and permitted to use the 4-H emblem at the

Michigan State University County Extension ofﬁces. The 4-H clubs are open to all

without regard to race, color, national origin, gender, religion, age, disability, political
beliefs, sexual orientation, marital status or family status (USDA Civil Rights Directives,
1999)

Muskegon County statistics paint a troubling portrait of adolescents. Muskegon
County health ofﬁcials (Chang & Kraus, 1997) set out in the 1996 — 1997 school year to
measure local youths’ involvement in sex, drugs and violence. The 5455 students in the
8th, 10‘“, and 12th grades who responded attended public, non-public and private schools
in the county. “We did not expect to ﬁnd these results,” Kraus and Chang said, “but
something must be done. The youth are involved in sex, drugs and violence in
disturbingly frequent rates” (Treutler, 1999). About 2,000 said they had sexual
intercourse. One-third of the girls answering “yes” said they had sexual intercourse for
the ﬁrst time at age 12 or younger. Sixty-two percent of 8th graders said they had tried
alcohol, compared with the state rate of 58.3 percent. Of the 2,098 eighth-graders
surveyed, 7.1 percent said they had used crack or cocaine. The state rate is 5.2 percent.

Nearly 11 percent of girls and 7 percent of boys said they are gang members.

Proﬁle of Muskegon County 4-H Youth Programs
According to the ES-237 Enrollment Report, Muskegon County 4-H in 1998-
1999 involved 4568 youth in youth development activities throughout the county.
Various programs may involve youth who may not be considered “members” of the 4-H
club program. Early adolescents (ages 9 through 12) made up 32 percent of the 4-H
youth population; 5 to 8 year olds, 41 percent; and older youth, 27 percent. About 9

percent of 4-H youth live on farms, 18 percent live in communities with populations less

than 10,000 and rural; 66 percent are from towns and cities of 10,000 to 50,000; and 7
percent from suburbs.

In the 1998-1999-program year, there were 1153 active youth considered as
members in the 4-H club program. Past history shows that the number of youth who re-
enroll in the 4-H club program starts to decline at age 12 and continues to decline
throughout high school (1998-1999 ES-237 Enrollment Report). It appears that youth
are leaving 4-H when they need it the most. As reported by the 4-H Future Focus
(1986), this is at a time when experiential learning is so crucial to youth development.
There appears little attraction for individual, project-focused learning within a highly
structured, adult dominated 4-H program. Youth feel a need for greater social interaction

and independence.

Statement of the Problem

The drOp in 4-H membership for youth ages 9 through 12 and older is a concern
for many adults. Studies show (Meszaros, 1993) that youth who participate in 4-H
activities are more likely to develop lifelong skills in leadership, decision-making,
personal and career development, and global understanding. As a result, youth increase
self-esteem and problem-solving skills.

In the beginning years of the 4-H program, its goal was to improve farming and
farm life. It did not attempt to reach beyond people on farms and in rural areas. During
that time the rural population was nearly one-half the total population. In recent years, the
rural population is one-fourth the total population (Rasmussen, 1989). With the decline

in the farm and rural populations, the 4-H program has moved into urban areas.

Because the roots of the 4-H program are in agriculture and in rural America,
many 4-H clubs and programs reﬂect these traditions. However, agricultural activities
may or may not mesh with the experiences of urban youth. For example, the top two 4-H
club projects in the Muskegon program are plants and animals, and healthy lifestyle
education.

The problem addressed in this study was to identify factors that inﬂuence youth,
ages 9 through 12, to continue to be active 4-H club members into and through their
teenage years. Factors thought to be important are age, residence (rural/urban), gender,
race, 4-H project experience, people who inﬂuence re-enrollment, 4-H club experiences,

attitude towards 4-H experiences and inﬂuence of 4-H leaders.

Research Questions
This study was undertaken for the purpose of investigating the major elements
that inﬂuenced youth ages 9 through 12 to re-enroll in Muskegon County 4-H club
programs. The following were the research questions that guided the study:
1. What was the Muskegon County 4-H club youth re-enrollment and non re-
enrolhnent status in the 1998 - 1999 program year?
2. What was the inﬂuence of 4-H club meetings on the re-enrollment and non
re-enrollment action of 4-H youth?
3. What was the inﬂuence of 4-H club projects on the re-enrollment and non re-
enrollrnent action of 4-H youth?
4. What was the inﬂuence of youth experiences on the re-enrollment and non re-

enrollrnent action of 4-H youth?

5. What was the inﬂuence of 4-H leaders on the re-enrollment and non re-

enrollrnent action of 4-H youth?

6. What were other reasons for youth to re-enroll or not re—enroll in the 4-H club

program?

7. Who were the people that inﬂuenced youth to re-enroll in the 4-H club

program?

8. Were there differences in the re-enrollment and non re-enrollment of 4-H club

members by race, age, residence, and gender?

Questioning the youth, ages 9 through 12, about their ideas on 4-H activities,
project experience, and people who inﬂuence them to re-enroll, may help them develop
greater ownership and create more positive expectations of the 4-H club program.
Furthermore, by asking for youth input, relationships can be built which are beneﬁcial to

the implementation of new 4-H programs.

Need for the Study

Acquiring life competencies and skills continues to be basic to youth’s
involvement in 4-H. But today’s youth face a challenge of growing up in a world that is
constantly changing. Many youth are not prepared to meet the ﬁrture challenges.
Changes in family types, demographics, technology, values, and education greatly impact
the daily lives of our youth. The 4-H program is known for being ready to meet the
needs of today’s youth. However, since 1976, according to the 4-H Future Focus (1986)
enrollment in 4-H has declined, with a steady drop in youth participation between ages 11

and 12 and continuing into the teenage years. This is a time when experiential learning is

so crucial to youth development. These changes make continued research necessary for
the 4-H club program to continue to be a relevant, effective youth program.

The Lisbeth Schorr’s (1988) study of community-based prevention programs,
Within Our Reach: Breaﬂrg the Cycle of Disadvantage, underscored the premise that the
years of early adolescence represents the last genuine chance for primary prevention of
the youth problems that concern us. Youth development strategies focus on giving youth
the chance to build skills, exercise leadership, form relationships with caring adults, and
help their communities.

It is important to ﬁnd out the reasons why some 4-H club members do not re-
enroll, while others re-enroll in the 4-H club program. The 4-H staff should know what
factors inﬂuence 4-H club members to continue 4-H club work. The 4-H staff can be
more effective in meeting the 4-H club member’s developmental needs and emerging
interests (Heinsohn & Lewis, 1995). Results of the study will have implications for 4-H
in the areas of youth development, increasing enrollments and maintenance of the 4-H
club program. The 4-H staff will be able to identify changes needed in the 4-H club
program.

Minimal research has been done nationally on this topic and no research could be
found in Michigan. Identifying the factors in Muskegon County will help other 4-H

county staff with similar populations plan and conduct more effective programs.

Assumptions

This is an important area to study. Effective strategies for enabling local
organizations to attract youth are not well understood and are the exceptions rather than
the rule (Heath & McLaughlin, 1991).

According to research, some programs attract many youth, and others attract very
few youth. Practitioners from diverse youth serving organizations say that a major
problem they confront is attracting and sustaining the involvement of youth (Heath &
McLaughlin, 1991).

According to research, inﬂuences on youth’s dropout/participation in programs
are staff characteristics, program goals, program activities, community, peers and home
and parents. The researchers (Dryfoos, 1990; Schorr, 1988; Carnegie Council on
Adolescent Development, 1992; Hughes & Ong, 1995; Search Institute, 1994) have
identiﬁed the common descriptors of staff characteristics, parents, program activities, and
home and community for successful programs.

In order to determine what inﬂuences youth to participate in programs, their input
is of utmost importance. It is logical to ask youth for their input to determine what
inﬂuences them to participate in programs.

This research will study the youth, ages 9 through 12, who are re-enrolled or have
not re-enrolled in the 4-H club program in Muskegon County for the 1998-l999-program
year. They will offer their perspectives on successful youth programs. This explains the
kind of research, the type of youth in the study, where the research will take place, and

youth perspectives on successful programs.

Operational Deﬁnitions

Early Adolescent: Nine through 12-year-old youth.

4-H Youth: Re-enrolled members and youth who did not re-enroll ages 9 to 12 in the
l998-l999-program year.

4-H Member: A currently enrolled youth in a 4-H club.

4-H Dropout or Non Re-enrolled: A youth who was once a 4-H member, but did not

re-enroll in the l998-1999-program year.

4-H Leader: The adult who works with the members, teen leaders, and parents in a 4-H

club and has the over-all leadership for the 4-H club.

4-H Youth Agent: Professional staff person for Michigan State University Extension

who works with the 4-H program.

Change: Any signiﬁcant alteration in the status quo, which is intended to beneﬁt the

youth involved.

4—H Club Member Enrollment: All of 4-H club members must ofﬁcially register each
program year.

Re-enrollment: A 4-H club member that ﬁlls out membership forms for the next year.
Successful Program: 4-H youth participate in positive development activities in
Structured environment.

Inﬂuences on Youth Participation: Program activities, 4-H leader characteristics,
Parents and program goals are the concepts that are thought to inﬂuence youth

Participation. Each concept has attributes that describe and inﬂuence positively or

negatively the participation of youth.

A Model 4-H Club Includes the Following (Michigan 4-H Volunteer and Club

Programming committee, 1999):

At least ﬁve youth members from two or more families.

One or more caring adult volunteers working with members, teen leaders, and
parents.

A structure that gives members the primary responsibility for making
decisions and operating the club.

An organized, fun and educational program planned by members, volunteers
and parents.

Six or more club meetings during the year.

Involvement in the community such as through community service.

Personal evaluation and recognition of progress on individual and group

goals.

Overview

The purpose of this study was to quantitatively examine the internal (4-H club

leaders, club activities, re-enrolled/non re-enrolled youth characteristics, age, gender) and

contextual process (4—H club structure, rural/urban, environment) of the 4-H club

program in Muskegon County for youth ages 9 to 12 from the youths’ perspectives. In

addition, the program assets and limitations were identiﬁed by the youth who re-enroll or

did not re-enroll in the program. Jacobs (1988) and Schorr (1988) said there is the

signiﬁcance of the process of designing and delivering a program and of the environment

within which a program was implemented. According to Kretzmann and McKnight

10

(1993), communities are the contexts in which most youth programs are implemented,
and communities are multifaceted, complex and unique from one another.

A 4-H club program that is effective in one community may not necessarily be
effective in another community. Therefore, a 4-H club program interacts within the
context in which it is placed. Addressing the multifaceted nature, complexity, and
uniqueness of a program’s context is important to understanding the functioning and
effectiveness of a particular program.

In addition to 4-H club program context, if an understanding of a program’s
effectiveness and functioning is to be accomplished, the relationship among program
components must be described (Schorr, 1988). Process evaluation is the description of
the relationship among program components over time. Program components are
characteristics of program staff and participants, activities, and goals. The systematic
relationship among these components across time is a process (Lerner, 1986). By
assessing processes and context, movement towards program goals and/or impacts by the
identiﬁed users of the program can be understood (Jacobs, 1988).

Chapter I contained an introduction to the study and a proﬁle of Muskegon
County 4-H youth programs. A statement of the problem, research questions, need for
the study, assumptions, and operational deﬁnitions followed this. An overview of the
chapter was presented.

Chapter II was a review of literature relevant to the study. Topics that were
discussed included essential components of effective youth programs, early adolescent

development and theory, and the history of the 4-H club program. Literatures on the

11

research regarding youth involvement in 4-H club programs were reviewed. The
summary ended the chapter.

Chapter IH explained the methods and procedures used to identify factors thought
to be critical to inﬂuence youth ages 9 through 12 to continue to be an active 4-H club
member. This chapter included a description of the design, population, and
instrumentation of the study. Also, an explanation of the principles and procedures used
for collecting and analyzing the data collected was given.

The results of the data analyses were presented in Chapter IV as ﬁndings.
Chapter V included an overview of the study, ﬁndings, conclusions, and
recommendations. Recommendations for future research, reﬂections, and summary also

were given.

12

CHAPTER II

LITERATURE REVIEW

During the last decade, researchers and program developers have begun to outline
effective prevention efforts for youth, families and communities. The 4-H club program
in Muskegon County of youth ages 9 through 12 was selected as the study group to
determine the factors why youth re-enroll or do not re-enroll in the program. This review
provides an overview of the essential components of effective youth programs: the
historical review of the 4-H club program, early adolescent development and theory, and

research regarding youth involvement in 4-H club programs.

Youth Programs

Hughes and Ong (1995) in Effective Prevention Programs for Children provide
an overview for effective prevention efforts for youth. The important characteristics of
effective youth programs are identiﬁed as the following:

1. Build the youth program on theoretical model and research evidence.

2. Be sensitive to environmental and cultural contexts.

3. Address the risk factors and assets and provide protection ﬁ'om harm.

4. Be concerned with changing institutions and environments.

5. Create programs of sufﬁcient intensity and duration.

13

Successful programs (those that appear to have potential for changing behavior
outcomes) share a number of common elements. Researchers such as Dryfoos ( 1990)
and Schorr (1988), as well as the Carnegie Council on Adolescent Development (1992),
believe that “successful” youth programs have common components. Of these, the
importance of providing individual attention to youth and the necessity for developing
broad community wide multi-agency collaborative approaches appear to have the widest
application. Staff and volunteers can play these roles in paying attention to the youth’s
speciﬁc needs. It is perceived that to change the behavior of youth, a number of different
kinds of programs and services must be in place.

Staff and volunteers need to have the time, training and skills necessary to build
relationships of trust and respect with youth and families. They should provide
interesting activities that allow for opportunities for youth to socialize, learn, make new
friends and have new experiences. This should all take place in an organizational climate
that is ﬂexible and supportive of the program’s functioning (Dryfoos, 1990; Schorr,
1988)

The program’s setting should be in a safe environment where youth can be
themselves (Dryfoos, 1990; Schorr, 1988). The program should have clear rules and high
expectations for behavior. The youth should have input and involvement in making
decisions for the goals and outcomes. Opportunities where youth can think about and
plan for the ﬁiture should be incorporated into the program.

Programs that pay attention to cultural and life-style diversity as well as

individual diversity are most likely to succeed (Dryfoos, 1990; Schorr, 1988). Parent

l4

involvement is of utmost importance. It appears that the more deﬁned the roles are for

the parents, the more apt they are to be involved.

History of the 4-H Club Program

At the turn of the nineteenth century, 4-H began as agricultural and domestic
science clubs. Youth attended club meetings hosted by demonstration agents and learned
skills in hands-on experiences. At competitions, the youth would exhibit products of
these meetings, such as ﬁeld corn and canned tomatoes (Wessel & Wessel, 1982).

As Americans faced racial discrimination questions among its people, 4-H faced
the same desegregation decisions as well. The last segregated 4-H camp for Blacks was
held in 1961. The 4-H program became open to all youth ages 9 through 19 regardless of
race (Wessel & Wessel, 1982).

As the populations of people moved to the cities, so did the urban membership of
the 4-H program. Following a Ford Foundation study of 4-H in ﬁfteen metropolitan
areas, the Extension Committee on Organization and Policy gave its endorsement of
urban programs in 1965 (Wessel & Wessel, 1982). The shiﬁ to an urban population has
presented a challenge to the 4-H program. Because the 4-H roots are in rural America
and in agriculture, many 4-H clubs reﬂect these traditions. Agricultural activities have
found it difﬁcult at best to mesh with the experiences of urban youth.

Since the beginning of the 4-H club program, 4-H has depended on volunteer
leaders. A signiﬁcant challenge has been the decline in the volunteer base both in time

and numbers. Because of this, 4-H has had to deal with demographic changes in

15

American society, i.e. diverse society, dual earner households, and changing family
structures (Rasmussen, 1989).

For the youth who participate in 4-H clubs in Muskegon County, the 4-H club
structure becomes a part of the contextual environment for positive youth development.
The 4-H club youth range in age from ﬁve through nineteen years old, and meet in
schools, community centers, homes, barns or churches once a month. When the
Muskegon County Youth Fair approaches, they meet weekly.

The 4-H clubs provide their members with an opportunity to feel socialized to the
group. The 4-H pledge is recited by the youth together with appropriate gestures to start
4-H club meetings. Youth learn social skills, parliamentary procedures, and leadership
skills. The 4-H club meetings have a business meeting as well as an educational program
and fun time. The teen ofﬁcers in the 4-H club lead the business meetings although some
4-H leaders play this role. The educational programs consist of presentations or
demonstrations by 4-H club members or the 4-H leaders. The educational program
centers on the 4-H project, which is self-directed in a content-based area. The 4-H club
members “learn by doing.” Content skills are subject matter skills that rely on the
research-based, and age appropriate resources of Michigan State University Extension
4-H youth programs.

The average 4-H club had between ten and ﬁfteen members with one or two
adults serving as volunteer 4-H leaders. Most parents of ages 9 through 12 attend the
meetings and help the 4-H leaders with the different tasks during the meetings. The 4-H

clubs meet in the evenings, after school, or on weekends.

l6

The youth who join 4-H clubs agree to work on projects with adult supervision, to
set goals and keep records, and to explain and show to others what they have learned.
The youth demonstrate their accomplishments at the Muskegon County Youth Fair and

the Mall Show downtown where they receive trophies and ribbons.

Early Adolescent Development

Early adolescence is a time of cognitive, social, physical, emotional and moral
growth when youth develop the self-identify and the ability they will need to become
healthy contributors to society as adults (Cobb, 1998; Dryfoos, 1990). Even though
every early adolescent experiences these changes, they are at different rates and are
speciﬁc to the individual because these changes are not in isolation from the context or
the environment of the youth (Cobb, 1998; Lerner, 1986). Even when youth belong to
the same age group, very speciﬁc characteristics distinguish one youth from another.
Each has his/her own intellects, abilities, physical capacities, and levels of emotional
maturity.
Physical Growth

Early adolescence is a unique period in human development. It is characterized
by the dramatic transformation that occurs in youth as a result of puberty. Puberty brings
about unprecedented physical and biological changes in youth. These changes strongly
affect early adolescent behavior, as well as emotional, social and intellectual
development. On the average, puberty may be starting for the early-maturing girls at age

9, while boys’ hormonal changes begin about two years later for them (Caissy, 1994).

17

Physical involvement by the early adolescent should be encouraged. These youth
like the movement of active sports like ball games and swimming. Speakers and
demonstrators will get more attention if they display things that can be seen and handled
(Kams & Myers-Walls, 1996).

Thinking Growth

Youth in early adolescence are beginning to think logically and symbolically.
They still think in terms of concrete objects. If ideas are related to something youth can
do or experience with their senses, they can handle ideas better. They are moving toward
understanding abstract ideas as youth begin to deal with ideas, and think of things as
black and white (Kams & Myers-Walls, 1996).

Social Growth

Early adolescents like to be in an organized group with others similar to
themselves. They are beginning to identify with peers, but they still look to an adult for
guidance. The freedom and responsibility granted to early adolescents by parents and
society also contribute to social changes. They are allowed to do more things and go
more places. Decision—making skills are developed as parents move away from dictating
directions to giving reassurance and support.

Emotional Growth

With all of these changes in early adolescents’ lives, sometimes they feel unsure
of themselves and need support from adults. One day they may act as a child, and the
next day as an adult. They experience tremendous ﬂuctuations in their emotions (Caissy,

1994)

18

Early adolescents have a strong need to feel accepted and worthwhile. Trying to
cope with constant change and struggling with identity formation, they are insecure and
vulnerable (Caissy, 1994). Comparing success of others is difﬁcult at this age. It can
cause problems in dealing with peers at a time when they are trying to understand and
build friendships (Kams & Myers-Walls, 1996).

Usually, youth join organizations as children and participate throughout their
elementary school years. As they move towards early adolescence, their participation in
youth programs often declines dramatically (Heinsohn & Lewis, 1995). If these
programs do not meet their needs, early adolescence tells us youth leaving these
programs is a part of the developmental process.

Making friends, being with peers, and being part of an organized group are
important for children and early adolescents to meet their needs and to pursue their
interests. Children and early adolescents make few decisions as parents determine the
experiences and activities their children will do (Cobb, 1998).

Adolescents, on the other hand, want to become more independent and pursue
interests to make decisions on their own. It is a time for exploring and experimenting
with new or expanded interests. They participate voluntarily. Youth organizations that
are ﬂexible and want to make changes to reﬂect changing early adolescent interests will

continue to attract and retain them (Heinsohn & Lewis, 1995).

Adolescent Theory

Piaget and other developmental theorists (Lerner, 1993; Piaget 1977) widely

acknowledged the cognitive achievements of adolescence, treating them as central marks

19

of the period. Researchers and interventionists in adolescent education focus so little on
the cognitive aspects, and so much on the social and physiological aspects of adolescence
— the “storm and stress” (Lerner, 1993).

Piaget’s theory of intelligence illustrates the central assumptions of the
organismic model, and the constructive perspective. A transition that occurs during early
adolescence is the shift in cognitive development from concrete to formal-logical thought
(Piaget, 1977). This enables a youth to construct various logical possibilities or
formulate cause and effect about possible relationships. Formal-logical thought is
important not only in the development of problem solving and negotiation skills, but also
for development of a sense of competency, connectedness, and identity (CSR, Inc.,
1997). Piaget (1977) assumed that the early adolescent actively constructs what he/she
knows of the world. He believed in the distinct stages in the development of thought.
The stages of thought for early adolescents are 7 through 11 years; concrete operation,
and 11 years to adulthood; formal operational.

Social learning theory provides a perspective of how behavior is acquired,
maintained, and modiﬁed by early adolescents in society. Bandura (Cobb, 1998), a social
learning theorist, proposed that behavior is shaped through modeling, or observing
behaviors, along with positive reinforcement to behaviors. Acquiring and improving
skills occur when the early adolescent is exposed to opportunities, or is provided with
self-instruction experiences.

Erikson (Cobb, 1998) is known for developing the psychosocial stages of
development. Each of the ﬁrst four stages equips early adolescents to meet the central

challenge of achieving an ego identity. Trust establishes the conﬁdence in early

20

adolescents and in others that is needed to begin the task. Rather than follow goals set by
others, autonomy gives self-direction and purpose to establish the ability to set goals for
themselves. Initiative allows early adolescents to explore the options that open up with
adolescence. Industry allows the early adolescents to realistically evaluate these options
and select the ones they will commit themselves (Erikson, 1968). The establishment of
identity involves the individual in a succession of commitments to life goals that serve to

deﬁne the self (Cobbs, 1998).

Research Regarding Youth Involvement in 4-H Club Programs

One study in particular has bearing for this research. In 1982, Hartley designed a
study in West Virginia of 776 club members to examine the factors and characteristics
related to the re-enrollment and dropout rates of younger ﬁrst year 4-H club members
ages 8 through 11. Hartley felt that the dropouts of the ﬁrst year 4-H club members
reduce the length of participation by youth in the 4-H program. Program goals and
objectives cannot be met if 4-H members drop out after their ﬁrst year. The sources of
information to determine factors associated with re-enrollment were responses from 4-H
enrollees, dropouts and nonmembers. Also, perceptions were from 4-H club leaders and
Extension agents with the examination of the Extension ofﬁce and school records.

The research of Hartley (1982) was extensive, covering a variety of factors
thought to affect 4-H re-enrollment or dropout. One fact not speciﬁcally addressed by
Hartley was the volunteer 4-H leader. The major ﬁndings and conclusions of the Hartley
study were that ﬁrst year 4-H members who rejoined, attended more club meetings and

took part in 4-H events, more often than did ﬁrst year dropouts. The parents of 4-H

21

enrollees were more supportive than parents of dropouts according to ratings by 4-H
members and 4-H club leaders. The youth did want to belong to organized youth groups.
The enrollees were more apt to ﬁnish their project than dropouts. The older 4-H club
members were when they enrolled the ﬁrst time, the less likely they were to continue. No
signiﬁcant differences were indicated among re-enrollees, dropouts, and nonmembers as
to their school achievement scores, reading scores and family economic levels. The
gender of 4-H club member, 4-H leader tenure, desired types of recognition, and
preferences about activities were not associated with re-enrollment in this study.

Caplinger (1984) in her thesis titled Factors Related to Reenrollment in 4-H Eight
throrgh Twelve Year Old Members for the Ohio State University purposed was to
identify speciﬁc factors, which are important to re-enrollment. She compared re-enrolled
members in the 4-H program with non re-enrolled. A mailed questionnaire to a sample
size of 400 taken ﬁom the population, which consisted of all the traditional 4-H club
members in Ohio in 1982, ages 8 through12, was the method for collecting data.

Caplinger (1984) found a substantial relationship between years of club
membership and the re-enrollment of 4-H club members. Factors that had moderate
associations with re-enrollment were the following: sibling enrollments; parents’
attendance at 4-H club meetings; county fair participation; and attendance at 4-H club
meetings. The remaining factors investigated had a low or negligible association with re-
enrollrnent in 4-H.

Astroth (1985) in The Challenge of Retaining 4-H Members in southeast Kansas
recognized they had retention, not enrollment problems. New families were surveyed to

ﬁnd out what was causing the high turnover rates. Most indicated that one or more of the

22

following were major factors in leaving the 4—H club program: 1. Families moved 2.
Members lacked an understanding of the 4-H programs (its goals, activities, events, and
time commitment) 3. Members never felt welcome or a part of the group. 4. Project
groups did not meet often and/or frequently enough to satisfy youth. 5. Members had
conﬂicting time commitments.

The purpose of Popken’s (1986) thesis titled Factors Affecting the Reenrollment
and Dropout Rates in Wyoming4-H Clubs_as Perceived by Younger First Year 4-H
Members and Their Parents for the University of Wyoming was to determine factors
affecting the re-enrollment and dropout rates of younger ﬁrst year 4-H members in
Wyoming 4-H Clubs. She focused upon the work of Hartley (1982), who studied
variables that may affect re-enrollment and dropout among younger ﬁrst year members.
Two surveys, one for the 4-H members and one for the parents, were developed and
mailed to a random sample of 270 youth who enrolled in a Wyoming 4-H club in 1984-
1985 at age eight and either re-enrolled or dropped out the following year. Their parents
were sent a similar survey. The survey questions focused on the role of the 4-H leader,
the club experience, the project experience, and other 4-H experiences. Demographic
questions were included on the parent’s form.

After reviewing Popken’s (1986) study, each area may be seen as interconnected
and contributing to the whole of the 4-H experience. Efforts to provide a well-rounded
and coordinated learning experience should be goals for 4-H programming.

Studies show that youth who participate in 4-H club activities are more likely to
develop life skills in leadership, personal development, and citizenship. Hartley (1982)

suggested as a means to keeping 4-H club members interested, designing activities to

23

address the needs and expectations of members. Others (Acosta & Holt, 1991; Butler &
Bowman, 1998) have promoted improving 4-H programs by assessing the needs of youth.

Butler and Bowman (1998) saw the value of including youth in deﬁning,
developing, and implementing 4-H programs. The survey questionnaire was adapted
from the “4-H Senior Needs Assessment” questionnaire developed by Acosta and Holt
(1991). One hundred fourteen students from four junior high schools in Ouachita Parish
in Louisiana were surveyed. The results from this study have been useful in improving
the 4-H curriculum; in helping the advisory committee set priorities; and in program
development. Youth are more likely to actively participate in programs that meet their
needs. In order to ﬁnd out their needs, they must be asked for their insights.

For the past ﬁve years, the Muskegon County ES-237 Annual 4-H Enrollment
Report (1994-1999) shows that 4-H programs do not reach the majority of early
adolescent youth. Youth ﬁnd time for the programs that interest them. Individual project
focused leaming within a highly structured, adult-dominated program has little appeal to
early adolescents who want greater social interaction and have the need to become more

independent.

Summary
Van Horn, Flanagan, and Thomson (1999) stated that if the 4-H club program
continues to meet the challenges of changing times, it would remain a vital youth
development organization in the future. If 4-H wants to be a positive force in the future,

it needs to be progressive and adaptive to new trends and ideas. The challenge is to meet

24

the changing needs of today’s youth while still maintaining a commitment to the
historical strengths and philosophy of the 4-H club program.

The literature review is an overview of the essential components of effective
youth programs, early adolescent development and theory and the historical review of the
4-H club program to provide a better understanding of this study. There has been very
little research done in recent years on factors affecting re-enrollment of 4-H club
members.

The Muskegon County 4-H club program has a turnover rate of 38 percent for
club membership during the early adolescent years, and an even higher rate for the
adolescent years (ES-237 Enrollment Report, 1998-1999). It is critical to do research in
this area to enhance the 4-H club program to better meet the needs of current and future

members to retain them.

25

CHAPTER III

METHODOLOGY

The purpose of this chapter was to describe the methods and procedures used to

identify factors thought to be critical to inﬂuence youth ages 9 through 12 to continue to

be an active 4-H club member. This chapter includes a description of the design,

population, and instrumentation of the study. Also, an explanation of the principles and

procedures used for collecting and analyzing the data collected was given.

The purpose of the study was to investigate the factors as perceived by youth ages

9 through 12 that inﬂuence re-enrollment in Muskegon county 4-H club programs. The

questions that guided the research are the following:

1.

What was the Muskegon County 4-H club youth re-enrollment and non re-
enrollrnent status in the 1998 -1999 program year?

What was the inﬂuence of 4-H club meetings on the re-enrollment and non re-
enrollment action of 4-H youth?

What was the inﬂuence of 4-H club projects on the re-enrollrnent and non re-
enrollment action of 4-H youth?

What was the inﬂuence of youth experiences on the re—enrollment and non re-
enrolhnent action of 4-H youth?

What was the inﬂuence of 4-H leaders on the re—enrollment and non re-

enrollment action of 4-H youth?

26

6. What were other reasons for youth to re-enroll or not re-enroll in the 4-H club
program?

7. Who were the people that inﬂuenced youth to re-enroll in the 4-H club
program?

8. Were there differences in the re-enrollrnent and non re-enrollrnent of 4-H club

members by race, age, resident, and gender?

The Design

The research design used in this study can be categorized as a descriptive survey
methodology in the form of a directly-administered 4-H Club Assessment questionnaire
(Appendix A). Survey research is one of the most common forms of research engaged in
by educational and social science researchers (F raenkel & Wallen, 1996). Descriptive
research studies are designed to obtain information conceming the current status with
respect to variables or conditions in a situation. The data collected from the completed
4-H Club Assessments were used to describe how the members of the study population
distributed themselves for different variables.

According to Fraenkel and Wallen (1996), the difﬁculties involved in survey
research are: (1) making sure the questions asked are clear and not misleading; (2) getting
people to answer questions thoughtfully and honestly; and (3) getting enough
questionnaires completed and returned so a meaningful analyses can be made.

The advantage of survey research was that it had the potential to provide
information from quite a large sample of individuals. The researcher wanted to describe

the characteristics of youth ages 9 through 12 who had been or were currently re-enrolled

27

in the 4-H club program. The directly-administered 4-H Club Assessment questionnaire
was an inexpensive way to gather information in a short period of time with a high return

rate.

Population

Population refers to the entire group of individuals for which the ﬁndings of a
study apply. A survey that covers the entire population of interest is referred to as a
census (Ary, Jacobs, & Razavieh, 1996). The population for this study consisted of 278
youth ages 9 through 12 who were active members or had dropped out of the Muskegon
County 4-H club program in 1998-1999 as reported in the ES-237 Enrollment Report.
The accessible population, the population to which the researcher had access, was 231
youth. The difference between the 278 youth and the 231 youth was accounted for in:
duplicates of names; youth moving from the area; youth that did not meet the criteria;
and, non re-enrolled youth without telephones. The survey population consisted of 133
re—enrolled youth and 98 non re-enrolled youth. Because the numbers were low, and the
difﬁculty of getting surveys from the youth that did not re-enroll, it was decided to do a

census study where all of the youth would be surveyed.

Instrumentation
The study utilized a survey in the form of a directly—administered 4-H Club
Assessment questionnaire for data collection. The questions in the 4-H Club Assessment
followed the research questions. Questions covered such areas as perceptions about 4-H

club meetings, 4-H club projects, and experiences related to the youth’s decision to

28

remain a member. Other areas covered were characteristics of 4-H leaders, reasons for
youth dropping out or staying in the 4-H club program because of people who had
inﬂuenced youth to re-enroll. The last part of the questionnaire asked for demographic
information.

The 4-H Club Assessment questionnaire was developed after a thorough review
of literature, advice from people working in the youth development area, and the
researcher’s experiences as a 4-H youth agent. Because of the youths’ short attention
span, the questionnaire was designed to be completed in 20 minutes.

The researcher established validity and reliability of the data collection
instrument. According to Ary, Jacobs and Razavieh (1996), validity is the extent to
which a survey instrument measures what it intends to measure. Three types of validity
were established in this study: content, construct, and face validity. The panel of experts
provided assistance in addressing all three types of validity. The 4-H Club Assessment
questionnaire was reviewed by a panel of experts consisting of: an elementary school
teacher at Angel] School in Muskegon; a 4-H youth agent in adjoining county; a 4-H
leader in adjoining county; a 4-H youth development associate at Michigan State
University; and the children, youth, and family evaluation specialist at Michigan State
University. Panel members were asked to comment on the 4-H Club Assessment in
regards to the following:

1. Completeness, clarity and relevance of the items to the purpose of the study.

2. Reading level for youth ages 9 through 12.

3. Format, layout and general appearance of the instrument.

4. General suggestions and comments.

29

Reliability refers to the degree of consistency which an instrument measures
whatever it is measuring (Ary, Jacobs & Razavieh, 1996). The question raised was
whether the 4-H Club Assessment instrument developed for this study consistently
yielded the same results under the same conditions with the same group of youth.

The reliability of the 4-H Club Assessment was determined by conducting a pilot
test using 20 youth in the 4-H club program in Newaygo County with a population
similar to that found in Muskegon County. A reliability coefﬁcient test was run with the
Statistical Package for the Social Sciences (SPSS/PC+) using Cronbach alpha. Cronbach
alpha is used when measures have multiple-scored items, such as a Likert-type scale
(Ary, Jacobs & Razavieh, 1996). The Cronbach alpha for scales related to questions 1
(4-H club meetings); question 2 (4—H club projects); and question 3 (youth experiences)
were .74, .82, and .77 respectively. Fraenkel and Wallen (1996) stated that for research
purposes, a useful rule is that reliability should be at least .70, and preferably higher.
The reliability coefﬁcient for questions 1, 2, and 3 was found to be acceptable for the

purpose of this study.

Data Collection
A letter of support for the research study was written by the Interim Assistant
Vice Provost and Associate Director for Michigan State University Extension (Appendix
B). She stated that this research will be valuable to Michigan 4-H youth program
development as staff are addressing the issues of re-enrollrnent, length of time youth stay

in the program, and how to retain youth in the 4-H youth experience.

30

The University Committee on Research Involving Human Subjects (UCRIHS)
reviewed the project and advised that the rights and welfare of the human subjects
appeared to be adequately protected. The methods to obtain informed consent were
appropriate. The UCRIHS approved this project (Appendix B).

Information about the study appeared in the 4-H newsletter (Appendix C) which
goes out to all 4-H club member families. It was emphasized that families who had 4-H
club members between and including the ages of 9 through 12 in the 1998-1999 program
year would be contacted by the 4-H leader and the researcher. The newsletter stated the
signiﬁcance of the study and the importance of the parents/guardians giving permission
for their youth to participate in the study.

Youth possess a potential wealth of information. A skillfully crafted instrument
allows for the accessing of knowledge that better enables the researcher to understand the
world of the early adolescent. The 4-H Club Assessments were directly—administered for
self-reporting in a non-threatening 4-H club meeting or in the re-enrollee’s or non re-
enrollee’s home. The directly—administered instrument was used as it was administered
to a group of people assembled at a certain place for a speciﬁc purpose (Fraenkel &
Wallen, 1996).

According to Ary, Jacobs, and Razavieh (1996), the main advantage of the
directly—administered questionnaire is the high response rate. Other advantages are the
low costs, and the fact that the researcher is present to provide assistance or answer
questions. The disadvantage is that the researcher is usually restricted in terms of where
and when the questionnaires can be administered. Also, because the sample is usually

quite speciﬁc, the ﬁndings are generalizable only to the survey population.

31

Since the participants were minors, the 4-H leaders collected study consent forms
(Appendix D) signed by parents or guardians. Arrangements were made with the 4-H
leaders for the researcher to collect data at 4-H club meetings. The input of the youth
will remain conﬁdential. The youth will remain anonymous in any report of research
ﬁndings. The 4-H Club Assessment had an identiﬁcation number that enabled the
researcher to check the youth’s name off the list when it was completed. The list of
names will be discarded. The youth’s names will not be placed on the 4-H Club
Assessment.

If the 4-H Club Assessment questionnaire was returned, the youth’s name was
entered into a drawing for an AM/F M Stereo Cassette/CD Player Boom Box held at a
4-H Council meeting. This was an incentive for the youth to complete and return the 4-H
Club Assessment. The researcher met with 21 4-H clubs. Follow-up was made with the
youth who were unable to attend their club meeting.

The researcher was informed by 4-H leaders about youth who had not re-enrolled
in their 4-H club. The 4-H leader and researcher contacted them when possible.
Arrangements were made to have the 4-H Club Assessments ﬁlled out by the youth who
had not re-enrolled in the 4-H club. The 21 4-H club visits and 33 follow-up visits with
youth who had not re-enrolled in the program took place in February and March of 2000.
This was a good time to make the 4-H club visits, because youth were just beginning to
get busy with fair.

For re-enrolled youth, there were 102 useable 4-H Club Assessments collected out
of a possible 133. For the youth who had not re-enrolled, there were 33 usable 4-H Club

Assessments collected out of a possible 98. The response rate for re-enrolled youth was

32

77 percent and for the non re-enrolled youth, 34 percent. The researcher tried to contact
the total list of non re-enrolled youth. Many of them could not be reached, and others no

longer had an interest in the 4-H club program.

Data Analysis

The data from the 4-H Club Assessment were coded and analyzed using the
SPSS/PC+ computer software program. In order to detect coding or data entry errors, the
data were ﬁrst submitted to frequency counts. Errors were checked and necessary
corrections were made in the data ﬁle.

The ﬁrst part of the analysis consisted of describing the enrollment status of the
youth and how many were surveyed. The second part determined the demographic
characteristics of the survey population. Considering demographic variables,
frequencies, percentages, and measures of central tendency were generated as
appropriate. Cross-tabulations were used when comparing the enrollment status of the
youth and demographic characteristics where appropriate. A chi-square test
(Cramer’s V) was used to determine association with years of membership and continued
re-enrollrnent.

The questions in the 4-H Club Assessment whether perceptions about question 1
(4-H club meetings); question 2 (4-H club projects); and question 3 (youth experiences)
related to their decision to remain a member were each analyzed by sub-questions using
t-tests. T-tests were performed to see if there was a difference for youth who re-enrolled
or did not re-enroll in the 4-H club program. Mean and scale-mean scores were

determined using 1.Strongly disagree; 2. Disagree; 3.Neither agree or disagree; 4. Agree;

33

and 5. Strongly agree scale for the sub-questions. Three new variables (scale mean
questions 1, 2, and 3) were established for questions 1 (4-H club meetings), 2 (4-H club
projects), and 3 (youth experiences).

A discriminate analysis was run with the 3 scale means (question 1 (4-H club
meetings), question 2 (4-H club projects) and question 3 (youth experiences» and
whether the youth had re-enrolled or not re-enrolled. Discriminant analysis is a statistical
procedure related to regression. It uses a number of predictor variables to classify
subjects into two or more distinct groups, such as re-enrolled and non re-enrolled youth
(Ary, Jacobs, & Razavieh, 1996). Re-enrolled and non re-enrolled were the dependent
variables. The factors were independent variables.

To determine whether characteristics of the 4-H leaders inﬂuenced youth
participation, cross-tabulations were completed for question 5 (4-H leader in your club),
and re-enrolled and non re-enrolled youth. Frequencies for only re-enrolled youth and
the people who encouraged them to re-enroll were computed.

Chi-square tests were run to determine if there were differences in the re-
enrollrnent and non re-enrollment of 4-H club members by race, age, residence, and
gender. Chi-square is a test for differences in categorical data (Fraenkel & Wallen,
1996)

The open-ended questions revealed what the youth liked about 4-H; why they
dropped out; what would inﬂuence them to return; and other comments. These questions

were analyzed using qualitative analysis looking for similarities across responses.

34

Limitations of the Study

This study was limited to:

1.

Male and female youth in the County of Muskegon, State of Michigan, who
were ages 9 through 12 in the 1998-1999 ES-237 Annual 4-H Youth
Enrollment Report.

Muskegon County only, and the results are not intended to be generalized to
any other population.

The capacity to locate youth who have not re-enrolled in the 4-H club
program.

The perceptions of youth and their understanding of the questions asked on
the survey.

The possibility that the researcher’s experiences as a former 4-H youth agent,
and, currently a county extension director with youth responsibilities may be a

source of bias.

35

CHAPTER IV

FINDINGS

The data collected from the 4-H Club Assessments in the study were analyzed
according to the procedures described in Chapter III. The ﬁndings are presented in this
chapter. The discussion of ﬁndings was in the order of the research questions, which
guided this study. The ﬁndings in this chapter are organized under the following
headings:

l. 4-H club youth re-enrollment and non re-enrollment status 1998-1999.

2. Inﬂuence of 4-H club meetings on re-enrollment and non re-enrollment of 4-H

club youth.

3. Inﬂuence of 4-H club projects on re-enrollment and non re-enrollment of 4-H

club youth.

4. Inﬂuence of youth experiences on re-enrollment and non re-enrollment of 4-H

club youth.

5. Inﬂuence of 4-H club meetings, 4-H club projects, and 4-H experiences on re-

enrollment and non re-enrollment of 4-H club youth.

6. Inﬂuence of 4-H leaders on re-enrolhnent and non re-enrollment of 4-H club

youth.

7. Other reasons youth re-enroll or not re-enroll.

8. PeOple who inﬂuenced youth to re-enroll.

36

9. Differences in re-enrollment and non re-enrollrnent by race, age, residence ,
and gender of youth.

10. Comments on 4-H program or 4-H Club Assessment.

Follow-up with Re-enrolled and Non Re-enrolled Youth

Follow-ups were made, by the researcher and 4-H leaders, with youth who were
unable to attend the 4-H club meeting. When possible the researcher, working with the
4-H leader, contacted the parents of the youth who were non re-enrollees in the 4-H club
program. A total of 98 non re-enrolled youth were in the survey population. Thirty-three
completed the 4-H Club Assessment. Thirty-seven could not be reached by telephone.
Parents (15) communicated that the youth had had a bad experience with 4-H and they
did not want their youth to be in the survey. Thirteen said they were too busy with other

things to have their youth complete the 4-H Club Assessment.

4-H Club Youth Re-enrollment and Non Re-enrollment Status 1998-1999

Response Rate

The ﬁrst research question of this study sought to discover, “What was the
Muskegon County 4-H club youth re-enrollment and non re-enrollment status in the
1998-1999 program year?” The survey population was 231 youth of which 133 were re-
enrolled youth and 98 were non re-enrolled youth in the 4-H club program. Table 1
shows that there were 102 (77 percent) 4-H Club Assessments completed from re-
enrolled youth and 33 (34 percent) 4-H Club Assessments completed from non re-

enrolled youth. The number of youth not responding was 31 for the re~enrolled and 65

37

for the non re-enrolled. More than twice the number of non re-enrolled youth did not
respond, compared to the re-enrolled youth.

Table 1: Response Rate of Survey Population

 

 

YOUTH N Survey N N

Population % Responding % Non Responding %
Re-enrolled 133 58 102 76 31 32
Non Re-enrolled 98 42 33 24 65 68
Total N=231 100 N=135 100 =96 100

 

Characteristics of the Respondents

The demographic variables appropriate for this study were gender, race, age,
years enrolled, and residence.
Gender

As shown in Table 2, the non re-enrolled youth are almost equally represented in
the gender category with 17 boys and 16 girls. The re-enrolled youth are represented
with twice as many girls (68) as boys (34).

Table 2: Enrollment Status of Boy and Girl Respondents in Muskegon County
4-H Club Programs Ages 9 through 12 in 1998-1999 Program Year.

 

 

Gender Re-enrolled Non Re-enrolled
N % N %
Boy 34 33.3 17 51.5
Girl 68 66.7 16 48.5
Total 102 100 33 100

 

38

Race
African American/Black and Hispanic youth represented 50 percent of the non re-
enrolled category (Table 3). Re-enrolled youth represented 17.7 percent. There are no

native American or Asian/Paciﬁc Islanders represented in the study.

Table 3: Enrollment Status of Respondents by Race in Muskegon County 4-H
Club Program Ages 9 through 12 in 1998-1999 Program Year

 

 

(N=135)

Race Re-enrolled Non Re-enrolled
N % N %

African American/Black 7 6.9 11 34.4
Caucasian/White 80 78.4 16 50.0
Hispanic 11 10.8 5 15.6
Mixed Heritage 4 3.9
Total 102 100 32 100

 

39

Age

Age of the youth in the study ranged from 9 through 12 years with a mean of
10.15 years and standard deviation of 1.14 years. Age nine had the largest numbers of
respondents who re—enrolled (40) and non re-enrolled (17). Age nine represents 51.5
percent of the respondents for the non re-enrolled youth (Table 4).

Table 4: Enrollment Status of Respondents in Muskegon County 4-H
Club Program Ages 9 through 12 in 1998-1999 Program Year

 

 

Age Re-enrolled Non Re-enrolled
N % N %
9 40 39.2 17 51.5
10 18 17.6 4 12.1
11 26 25.6 9 27.3
12 18 17.6 3 9.1
Total 102 100 33 100

 

Mean =10.15(SD=1.14)

Years Enrolled

As shown in Table 5, 15 youth which was 45.5 percent of the non re-enrolled
category, dropped in their ﬁrst year. Thirteen, non re-enrolled youth (39.4 percent), left
the 4-H program in their second year. The second, third, fourth, and ﬁfth years of
enrollment for the re-enrolled youth comprised 91.7 percent of them.

A chi-square test (Cramer’s V) was used to determine association with years of
membership and continued re-enrollment. Findings in Table 5 showed Cramer’s V test

of .65 indicated a high association.

4O

Table 5: Enrollment Status of Respondents by Number of Years in Muskegon
County 4-H Club Program Ages 9 through 12 in 1998-1999 Program
Year (N = 135)

 

 

Years in 4-H Club Re-enrolled Non Re-enrolled
N % N %

1 15 45.5
2 42 43.8 13 39.4
3 19 19.8 3 9.0
4 17 17.7 2 6.1
5 10 10.4
6 5 5.2
7 3 3.1

Total 96 100 33 100

 

Cramer’s V = 0.65

Residence

Muskegon County has 4-H club members who live in the city (Muskegon), on
farms, rural but not on a farm, and in small towns. As Table 6 shows, 18 of the non re-
enrolled youth, which represent 54.5 percent lived in Muskegon. The re-enrolled youth
were evenly divided between the 4 categories: Muskegon (26); on a farm (26); rural but

not on a farm (26); and, small town (24).

41

Table 6: Enrollment Status of Respondents by Residence in Muskegon County
4-H Clubs Ages 9 through 12 in 1998-1999 Program Year

 

 

Residence Re-enrolled Non Re-enrolled

N "/0 N %
City of Muskegon 26 25.5 18 54.5
On a Farm 26 25.5 3 9.1
Rural but Not on Farm 26 25 .5 6 18.2
Small Town 24 23.5 6 18.2
Total 102 100 33 100

 

Influence of 4-H Club Meetings on Re—enrollment and Non Re-enrollment
of 4-H Club Youth

The second research question was, “What was the inﬂuence of 4-H club meetings
on the re-enrollrnent and non re-enrollment action of 4-H youth?” Question 1, on the
4-H Club Assessment, asked the youth what their perceptions were regarding 4-H club
meetings. Question 1 was analyzed by sub-questions utilizing t-tests to discover
differences that the inﬂuence 4-H club meetings might have on the re-enrollment and non
re-enrollment action of 4-H youth. As displayed in Table 7, there are signiﬁcant
differences for: 4-H is fun (t= 2.98, p < .05); belong in 4-H club (t= 5.21, p < .05);
attend most meetings (t= 3.41, p<.05); can count on others (t= 2.52, p< .05); and the 4-H
leader helps me plan meetings (t= 1.95, p < .05). There are no signiﬁcant differences for:
boys and girls have equal chance of doing projects; members plan 4-H meetings; and 4-H

leader too many rules.

42

nova

KM n cozoEoém :02 .5.“ =32 ”23m
Nﬁ .v n “OB—obeyed no.“ :32 ”Beam

 

 

hNN mm uozoaoém :02 8:: >58
mm. 8; SN «2 3.283 as 332 5.
3m mm 385$ 82 Haste m4
:. Ge 3». NS 8:253 an E2802
and mm “OB—8:93“ :02 $5668 52m 68
8. m3 mi. Ma 3653 an: 532 :1.
3m 2 33603 52 case
S. New 2.... N2 eozoamtm so s58 so
mwd mm wozoaoém =02 quuooﬁ
8. 3m 91. NS 335$ use cases.
Gm mm 8:853 82
8. 8H 9.... 2: 3383s £20 E. E weeom
mmé mm vozoaoém :02 38 “ca wEoc mo banana
8. Se was. :: 8.359% =33 32 new a ...\6m
m2. mm Essie 82
8. £2 E... z: 365% ea 2 m4
cantm 2:53 :82 Z 53> EoEBSm

 

AMMMHZV £u=¢> at? MO ﬂOmuU< uﬂQE—ﬁY-EOION— ﬂcz nan-a aﬂQE—ﬁY-EOION— 0n: :6 awn—3002 Dﬂ—U at? MO OOﬂoﬂ—hﬂ— OER. ”F 01.6%

43

Mean scores rank the sub-questions. The re-enrolled youth have higher mean
scores (ranging from 4.08 to 4.73) than the non re-enrolled youth (ranging from 3.61 to

4.33) on a 1-5 scale for sub-questions with signiﬁcant differences.

Inﬂuence of 4-H Club Projects on Re-enrollment and Non Re-enrollment of
4-H Club Youth

The third research question was, “What was the inﬂuence of 4-H club projects on
the re-enrollment and non re-enrollment action of 4-H youth?” Question 2, on the 4-H
Club Assessment, asked the youth if they like doing projects in 4-H. Question 2 was
analyzed by sub-questions with t-tests for differences in the inﬂuence of 4-H club
projects on the re-enrollment and non re-enrolhnent action of 4-H youth. The ﬁndings
are reported in Table 8. There are signiﬁcant differences for: feel good doing projects (t=
2.99, p < .05); take the projects I want (t= 3.36, p < .05); and, try new and different things
(t= 1.97, p < .05). There are no signiﬁcant differences for: ﬁnd my own interests;
rewards me for being successful; work at my own speed; do things on my own; and work
in a group.

Mean scores rank the sub-questions. The re-enrolled youth have higher mean
scores (ranging from 4.31 to 4.54) than the non re-enrolled youth (ranging from 4.03 to

4.09) on a 1-5 scale for sub-questions with signiﬁcant differences.

44

mon

no.8 u wozoaoém :02 :8 502 ”28m
36 u 3:85-3— com 502 ”28m

 

 

:2 mm 8:883 82
S. S: 2 a N2 8:883 88» a E :83
2... mm 8:883 82 85 :8
S. Q. 8.: No: 8:883 8 88:: on
8.4 mm 8:083 82 . 88::
mo. 3.: :3. N2 8:883 8838 :8 38 be
8:. mm 8:853 82 8...8 ES
8. :3 :3 z: 8:883 :8 8 :83
2% mm cozoEobM :02 3388:: memos
mm. 8.: $2. 8: 8:883 H8 8: 8833
m5. mm 8:883 82 s83 _
8. Gem 2.: 8: 8:883 88.88 8: 85
m _ .v 3 8:08:93: :02 338::
8. :2 31. 5: 8:883 86 :8 8::
mod mm vo=oEo$m :02 $8 .85
8. SN 3.4 S: 8:383 8:8 80m 83
023-.“ 033-: :82 Z :36.» EoEBSm

 

62.1.7:

53> :4. be .5394 EuE__e.Eoto¢ .32 can «58:25.0m 2: .5 33.3.5 :20 :6 me 3:25:— 05. "a 93:.

45

Inﬂuence of Youth Experiences on Re-enrollment and Non Re-enrollment

of 4-H Club Youth

The fourth research question was, “What was the inﬂuence of youth experiences
on the re-enrollment and non re-enrollment action of 4-H youth?” Question 3, on the 4-H
Club Assessment, asked the youth what they had learned in 4-H. Question 3 was
analyzed by sub-questions with t-tests for differences in the inﬂuence of 4-H club
experiences on the re-enrollment and non re-enrollrnent action of 4—H youth. The ﬁndings
are shown in Table 9. There are signiﬁcant differences for: completed projects (t= 3.28,
p < .05); felt better about myself (t= 2.14, p < .05); learned a lot (t= 2.20, p < .05);
learned about my interests (t= 3.14, p < .05); helps set goals for future (t= 2.49, p < .05);
and, solved my problems (t= 2.47, p < .05). There are no signiﬁcant differences for
projects too easy and projects too hard to complete.

Mean scores rank the sub-questions. The re-enrolled youth have higher mean
scores (ranging ﬁ'om 4.16 to 4.48) than the non re-enrolled youth (ranging from 3.70 to

3.94) on a 1-5 scale for sub-questions with signiﬁcant differences.

46

3v:

36 n co=oaoém :02 :8 :82 ”280m
owd n vozoaoém :8 532 6:QO

 

mm.~ mm 3:85-...9— :oZ 329:8 a:

8. 8. «3 S: 8:883 88 8: 888.:

8.: mm 8:883 82 8 3

8. 8.: SN 8: 8:883 :8 8: 888:
2.: mm 8:883 82

5. SN 8 .v No: 888-3 8288 8 28m

a: .8 8:883 82 88:: 8:

S. 93 8:. S: 8:883 28m :8 88::

36 mm wo=o::o-om :82 38:25

8. 3 .m 8.3. 2: 888.3 8 88 883
Sm mm 8:883 82

8. :3 Re 8: 888-3 8: a 888.:

88 :m 8:883 82 88s

8. E .N 8:. 8: 8:883 88 88: :8:
88 mm 8:883 82

8. 8m 8:. S: 8:083 888: 88880

02:38 0297: :32 Z 550% EoEBSm

 

2882: 88> a-.. 8 88<
Boa—3.50.3— :e Z ES «55.325.3— 2: E: moonutoaxm :20 54. 53> me 3:25:— 22. "a 03:.

47

Inﬂuence of 4-H Club Meetings, 4-H Club Projects, and 4-H Experiences on

Re-enrollment and Non-Re-enrollment of 4-H Club Youth

Three new variables (scale mean questions 1, 2, and 3) were established for
question 1 (4-H club meetings); question 2 (4-H club projects); and, questions 3 (4-H
experiences). In Table 10, discriminant analysis was performed using a number of
predictor variables (scale mean questions 1, 2, and 3) to place youth in re-enrolled or non
re-enrolled categories. The researcher was trying to determine or predict whether the
perceptions about 4-H club meetings, 4-H club projects, and the youth’s experiences
related to their decision to remain a 4-H member.

The results of the chi-square tests for the three questions shows there are
differences between re-enrolled youth and non re-enrolled youth in their decisions to re-
enroll. The p values associated with all three scales are .00.

The Wilks’ Lambdas for question 1 (4-H club meetings), question 2 (4-H club
projects) and question 3 (4-H experiences) was .91, .94 and .94 respectively. Values
close to 1.0 indicates no group differences. The canonical correlation measures the
association between the discriminant scores and the groups. The canonical correlations
of 0.30, 0.24, and 0.24 are low associations. The eigenvalue of 0.11, 0.06 and 0.06
indicates that the discriminant functions can explain 0.11, 0.06 and 0.06 times as much as
is not being explained.

The discriminant analysis successfully predicted group membership in 56.3
percent of cases for the non re-enrolled youth and 76 percent of cases for the re-enrolled

youth. Overall, the discriminant function correctly predicted 71.1 percent of the cases.

48

Table 10: The Influence of 4-H Club Meetings, 4-H Club Projects, and 4-H
Experiences on the Re-enrollment and Non Re-enrollment of 4-H

Youth (N=135)

 

 

 

 

 

Discriminating N Wilks’ Eigenvalue Canonical Chi- Sig
Variables Lambda Correlation Square
Question 1 128 .91 .11 .30 12.56 .00
(4-H club meetings)
Question 2 128 .94 .06 .24 7.50 .00
(4-H club projects)
Question 3 128 .94 .06 .24 7.62 .00
(4-H experiences)
p<.05 with 1 degree of freedom
Predicted Group
Membership
Enrolled No % Yes %

Original Count No 18 56.3 14 43.8

Yes 23 24.0 73 76.0

 

Note. 71.1 percent of original group cases correctly classiﬁed.

Influence of 4-H Leaders on Re-enrollment and Non Re-enrollment of

4-H Club Youth

The ﬁfth research question was, “What was the inﬂuence of 4-H leaders on the re-
enrollment and non re-enrollment action of 4-H youth?” The ﬁndings in Table 11 have

20 missing cases. Cross-tabulations were completed on the 4-H leaders’ characteristics

and re-enrolled and non re-enrolled youth.

Table 11 shows 30 (96.8 percent) of the non re-enrolled and 101 of the re-enrolled

youth (100 percent) believed their 4-H leader cared about them. Twenty-two non re-

enrolled (75.9 percent) believed their 4-H leader included them in decisions. For the

49

re-enrolled youth, 97 (95.1 percent) believed their 4-H leader included them in decisions.
The 29 non re-enrolled youth and the 99 re-enrolled youth had percentages of 96.7 and
97.1 respectively for their 4-H leaders listened to them. Thirty non re-enrolled youth for
100 percent believed their 4-H leader wanted them to do their best. Ninety-nine re-
enrolled youth (97 .1 percent) said that they perceived the 4-H leader wanted them to do
their best. The questions whether their 4-H leader played favorites had the most missing
cases with 6. Twenty-one of the non re-enrolled youth for 72.4 percent and 67 of the re-
enrolled youth for 67 percent said their 4-H leader did not play favorites. All of the youth
answered the questions the 4-H leader is my parent. Three of the non re-enrolled youth
(9.1 percent) and 24 of the re-enrolled youth (23.5 percent) said their 4-H leader was their

parent.

50

4552:: some 2 83:03: 8:09:88: =8 82 .80 Z

 

 

 

8: R :8 8 3 m 3: w: on: 8 :88: :8 8

mm 3. E: :N 5: w 9% S 3... mm 8:88: m8::

m :2 o o 8: cm 8.: m E: 8 88 :8 on

4 mm: 3. : S: :N 8.: m E: 8 08 8 82...:

8288::

N: 8: :8 8 8.? mm 3. m :8 8 8 8: 88.8:

: :2 mm : M8: on 8: s: 8: :88 88o
.2 8.» .x. 02 .x. 8> .x. 2 .x. 85

mmuz 8:2 8838:

£88. 3:85-38 so Z doze—Bod 530.: EA»

Gauzv

HEMP..— 320 :4. 2: E 53> we Eoﬁ:¢::?o~— .87: can aaoﬁ=esonom .5 9:06qu :8 me 3:25:— u: 03:.

51

Other Reasons Youth Re-enroll or Not Re-enroll

The sixth research question asked, “What were other reasons for youth to re-
enroll or not re-enroll in the 4-H club program?” This is an analysis of open-ended
questions on:

6.B. If a member of a 4-H club, what do you like about 4-H?

6.C. If not a member of a 4-H club, why did you drop out?

The top ﬁve comments in Table 12 for what re-enrolled youth like about 4-H and
why they stay involved are: 4-H is fun; raising and showing animals; doing 4-H projects;

every one is included; and, riding and showing horses.

Table 12: Other Reasons for Youth to Re-enroll in the 4-H Club Program

 

 

Comments Frequency of Mention
4-H is ﬁm! 19
Raising and showing animals 18
Doing 4-H projects 18
Everyone is included 1 3
Riding and showing horses 12
Learns a lot about projects 11
Making crafts 8
Challenging 8
Meeting friends 7
The fair 6
Field trips 4
Other comments not included in the above 7

 

Note. Ninety-eight youth gave responses out of N=102.

52

Table 13 shows “too busy with other things” was the number one reason for not
re-enrolling in 4-H, followed by “did not like the projects” and “projects were too easy.”

Table 13: Other Reasons for Youth Not to Re-enroll in the 4-H Club Program

 

Comments Frequency of Mention

Too busy with other things 10
Did not like the 4-H projects
4-H Projects were too easy
4-H is boring

Started playing sports
Unorganized meetings

No friends

Oldest in 4-H club

hNNNbeJ-hON

Other comments not included in the above
Note. Thirty-two youth gave responses out of N=33.

The youth who were not re-enrolled in the 4-H club program were asked what
programs, projects or activities would inﬂuence them to return. Table 14 shows the
ﬁndings. Many of the reasons to return are the reasons why they left. For example, if
sports were added to the 4-H projects, they would return to 4-H. Not having sports as a
possible 4-H project was why they left 4-H. Baking, cooking and horses are already

offered as 4-H project areas. It was just that their 4-H club did not offer them.

53

Table 14: Reasons Given as to What Would Inﬂuence Non Re-enrolled Youth to
Re-enroll in 4-H Club.

 

Comments Frequency of Mention
Sports as a 4-H project

Baking and cooking offered in their 4-H club
If I had a horse

Fun things to do — 4-H is boring

More challenging projects

Animal projects offered in their 4-H club
Just not interested in 4-H

Math and science projects offered

OONDJUJUJWMMN

Other comments not included in the above
Note. Thirty youth gave responses out of N=33.

People Who Inﬂuenced Youth to Re-enroll
The seventh research question was, “Who were the people that inﬂuenced youth
to re-enroll in the 4-H club program?” Youth could select as many answers that applied.
Table 15 shows the people who inﬂuenced youth to re-enroll in rank order. Parents, 4-H
leaders and friends have above 50 percent responding “yes” and are considered important
people who inﬂuenced youth to re-enroll. Brother and/or sister, and teachers are not

considered important for re-enrollment.

54

Table 15: People Who Influenced Youth to Re-enroll in the 4-H Club Program

 

 

(N=102)
People Who Inﬂuenced Yes %
Parents 86 84.3
4-H leaders 74 73.3
Friends 53 52.5
Brother and/or Sister 34 33.3
Teachers 27 26.5

 

Note. Above 50 percent responding “yes” is considered important.
Respondents may respond to more than one item.

Difference in the Re-enrollment and Non Re-enrollment by Race, Age, Residence,
and Gender of Youth
The ﬁnal research question asked, “Were there differences in the re-enrollment
and non re-enrollment of 4-H club members by race, age, residence, and, gender?” A
chi-square test to determine if there were differences in re-enrollment and non re-
enrollment of 4-H club members by race was run. Findings are in the Table 16. The

value of 16.57 is over the table X2 at DF of 2. There was a signiﬁcant difference at .00.

55

Table 16: Determine If There Are Differences in Re—enrollment and
Non Re-enrollment of 4-H Club Members by Race (N=135)

 

 

Race Re-enrolled Non Re-enrolled Chi Sig.
N N Square

African American/Black 7 l 1 16.5 7 .00

Caucasian/White 80 1 6

Hispanic 11 5

Total 98 32

 

Note. Category, “Mixed Heritage,” had too few responses to include in the calculation.
p < .05 with 2 degrees of freedom

A chi-square test was run to determine if there were differences in re-enrolhnent
and non re-enrollment of 4-H club members by age. As reported in Table 17, the
signiﬁcance was .46 and the value was 2.56 with a DP of 3. With these ﬁndings there are

no differences of any signiﬁcance by age.

Table 17: Determine If There Are Differences in Re-enrollment and
Non Re-enrollment of 4-H Club Members by Age. (N=135)

 

 

Age Re-enrolled Non Re-enrolled Chi Sig.
N N Square
9 4O 1 7 2.56 .46
10 18 4
11 26 9
12 18 3
Total 102 33

 

p < .05 with 3 degrees of freedom.

56

A chi-square test was run to determine if there were differences in re-enrollment
and non re-enrolhnent of 4-H club members by residence. The ﬁndings are in Table 18.

The value of 10.46 is over the table X2 at DF of 3. There are differences and .01 was

signiﬁcant.

Table 18: Determine If There Are Differences in Re-enrollment and
Non Re-enrollment by Residence (N=135)

 

 

Residence Re-enrolled Non Re-enrolled Chi Sig.
N N Square

City of

Muskegon 26 18 10.46 .01
On a Farm 26 3

Rural but Not on a Farm 26 6

Small Town 24 6

Total 102 33

 

p < .05 with 3 degrees of freedom.

Table 19 shows the results of a chi-square test to determine if there were

differences in re-enrollment and non re-enrollment of 4-H club members by gender. The

value of 3.51 does not show differences and .06 is not signiﬁcant.

57

 

 

Table 19: Determine If There Are Differences in Re-enrollment and
Non Re-enrollment of 4-H Club Members by Gender. (N=135)
Gender Re-enrolled Non Re-enrolled Chi Sig.
N N Square
Boy 34 17 3.51 .06
Girl 68 16
Total 102 33

 

p < .05 with 3 degrees of freedom.

Comments on 4-H Club Program or 4-H Club Assessment

Question 7.F. at the end of the 4-H Club Assessment asked the youth to make

comments on the 4-H club program or about the 4-H Club Assessment. Table 20 lists the

most frequently mentioned comments. “4-H is fun” was the most frequently mentioned

comment. The next two frequently mentioned comments were I love animals and the

survey was a good idea.

58

 

LL.”

Table 20: Other Comments on 4-H Club Program or 4-H Club Assessment

 

 

Comments Frequency of Mention
4-H is really cool and fun! 20
I love animals. 10
Survey was good idea. 10
Great 4-H club. 5
I learned a lot in the 4-H projects. 4
Liked the challenges. 4
Liked winning and awards. 4
I have friends. 4
Interest in horses. 3
I can not wait for fair. 3
Other comments not in the above 5

 

Note. Sixty-four youth gave responses out of N=1 35

Summary
The data collected from the 4-H Club Assessments in the study were analyzed
according to the procedures described in Chapter III. The discussion of ﬁndings in this
chapter was in the order of the research questions, which guided this study.
The survey population was 231 youth of which 133 were re-enrolled youth and 98
were non re-enrolled youth in the 4-H club program in the 1998-1999-program year.
There were 102 (77 percent) 4-H Club Assessments completed from re-enrolled youth

and 33 (34 percent) 4-H Club Assessments completed from non re-enrolled youth.

59

The demographic variables appropriate for this study were gender, race, age,
years enrolled, and residence. The non re-enrolled youth are ahnost equally represented
in the gender category with 17 boys and 16 girls. The re-enrolled youth are represented
with twice as many girls (68) as boys (34). There are no native Americans or
Asian/Paciﬁc Islanders represented in the study. Aﬁ'ican American/Black and Hispanic
youth represented 50 percent of the non re-enrolled category while re-enrolled youth
represented 17.7 percent. Age of the youth in the study ranged from 9 through 12 years
with a mean of 10.15 years and standard deviation of 1.14 years. Twenty-eight (84.9
percent) of the non re-enrolled category left the 4-H program in the ﬁrst two years.
Eighty-eight (91.7 percent) of the re-enrolled youth continued from the second to ﬁfth
years of enrollment. Eighteen (54.5 percent) of the non re-enrolled youth lived in the city
of Muskegon. The re-enrolled youth were evenly divided between the 4 categories: City
of Muskegon (26); on a farm (26); rural but not on a farm (26); and small town (24).

Question 1 on the 4-H Club Assessment asked the youth what their perceptions
were regarding 4-H club meetings. Question 1 was analyzed by sub-questions utilizing t-
tests to discover differences that the inﬂuence 4-H club meetings might have on the re-
enrollment and non re-enrollment action of 4-H youth. There are signiﬁcant differences
for: 4-H is fun; belong in 4-H club; attend most meetings; can count on others; and, the
4-H leader helps me plan meetings. There are no signiﬁcant differences for: boys and
girls have equal chance of doing projects; members plan 4-H meetings; and, 4-H leader
has too many rules.

Question 2, on the 4-H Club Assessment, asked the youth if they liked doing

projects in 4-H. Question 2 was analyzed by sub-questions with t-tests for differences in

60

the inﬂuence of the 4-H club projects on the re-enrolhnent and non re-enrolhnent action
of 4-H youth. There are signiﬁcant differences for: feel good doing projects; take the
project I want; and, try new and different things. There are no signiﬁcant differences for:
ﬁnd my own interests; rewards me for being successful; work at my own speed; do things
on my own; and, work in a group

Question 3, on the 4-H Club Assessment, asked the youth what they had learned
in 4-H. Question 3 was analyzed by sub-questions with t-tests for differences in the
inﬂuence of 4-H club experiences on the re-enrolhnent and non re-enrollment action of
4-H youth. There are signiﬁcant differences for: completed projects; feel better about
myself; learned a lot; learned about my interests; helps set goals for future; and, solved
my problems. There are no signiﬁcant differences for projects too easy to do and projects
too hard to complete.

Cross tabulations were completed on the 4-H leaders’ characteristics and re-
enrolled and non re-enrolled youth. The re-enrolled youth and non re-enrolled youth had
a 95 percent or better “yes” response rate for 4-H leader: cared about them, listened to
them, and wanted them to do their best. The re-enrolled youth also had a 95 percent or
better “yes” response rate for 4-H leader included them in decisions.

The top ﬁve comments for what re-enrolled youth like about 4-H and why they
stay involved are: 4-H is fun; raising and showing animals; doing 4-H projects; every one
is included; and riding and showing horses. “Too busy with other things” was the
number one reason for not re-enrolling in 4-H, followed by did not like the projects, and
projects were too easy. Many of the reasons given by non re-enrollees that would

inﬂuence them to return, related to 4-H projects that were not offered in their 4-H club.

61

 

Chi-square tests were used to determine if there were differences in re-enrollment
and non re-enrollment of 4-H club members by race, age, residence, and gender. There
were signiﬁcant differences found by race and residence, but not by age and gender.

Above 50 percent responding “yes” to the people who had inﬂuence on youth to
re-enroll is considered important. Parents, 4-H leaders and ﬁiends in that order are
considered having the most inﬂuence on youth to re-enroll in the 4-H club program.

Brother and/or sister and teachers are not considered important.

62

CHAPTER V

SUMMARY, CONCLUSIONS, RECOMMENDATIONS

An overview of the study, procedures and methodology is presented in the ﬁrst
section of this chapter. The research questions are listed in the second section with key
ﬁndings. The recommendations were formulated based upon the ﬁndings and
conclusions. The third section gives the recommendations for future research.
Reﬂections by the researcher make-up the fourth section, and is followed by a summary

for the ﬁnal section.

Overview

This study was undertaken for the purpose of investigating the major factors that
inﬂuenced youth ages 9 through 12 to re-enroll or to not re-enroll in the Muskegon
County 4-H club program in the 1998-1999 program year. Limited research has been
done on factors affecting re-enrollment of 4-H club members.

The drop in 4-H club membership for youth ages 9 through 12 and older is a
concern for many adults. Studies show (Cantrell, Heinsohn, & Doebler, 1989; Meszaros,
1993) that youth who participate in 4-H activities are more likely to develop lifelong
skills in leadership, decision making, personal development, career and global

understanding, problem-solving skills and enhanced self-esteem.

63

The population for this study consisted of 133 re-enrolled youth and 98 non re-
enrolled youth in the 4-H club program in Muskegon County for the 1998-1999 program
year. Because the numbers were low, and the difﬁculty of getting surveys from the youth
that did not re-enroll, it was decided to do a census study where all of the youth would be
surveyed.

The research design used in this study can be categorized as a descriptive survey
methodology in the form of a directly-administered 4-H Club Assessment questionnaire.
Questions explored perceptions about 4-H club meetings, 4-H club projects, and
experiences inﬂuencing a youth’s decision to remain a member. Characteristics of 4-H
leaders and individuals that inﬂuenced youth to re-enroll in the 4-H club program were
investigated. The last part of the questionnaire identiﬁed demographic information.

Validity and reliability of the data collection instrument were established. A
panel of experts provided assistance in addressing content, construct, and face validity.
The reliability of the 4-H Club Assessment was determined by conducting a pilot test of
20 youth enrolled in a 4-H club program in Newaygo county. A Cronbach Alpha
reliability coefﬁcient test was run using Statistical Package for the Social Sciences
(SPSS/PC+). The reliability coefﬁcient was found to be acceptable for the purpose of this
study.

4—H leaders were recruited to collect data at 4-H club meetings. Because the
participants were minors, study consent forms were signed by parents or guardians.
Follow-up was made with the youth who were unable to attend 4-H club meetings and
youth who had not re-enrolled in the 4-H club program. The response rate for re-enrolled

youth was 77 percent and non re-enrolled youth, 34 percent.

64

The data from the 4-H Club Assessment were coded and analyzed using
SPSS/PC+. Frequencies, percentages, means, standard deviations, chi-square, t-test, and
discriminant analysis were used to analyze data. Open-ended questions were analyzed

using qualitative analysis looking for similarities across responses.

Research Question I

What was the Muskegon County 4-H club youth re-enrollment and non re-
enrollment status in the 1998-1999 program year?

The demographic variables appropriate for this study were gender, race, age,
years enrolled, and residence. Researchers (Ary, Jacobs, & Razavieh, 1996; Fraenkel &
Wallen, 1996) conducting descriptive inquiries often sought to ﬁnd out the demographic
characteristics of their population. This was a way of better understanding the nature of

the population.

Gender
Ending

0 There were twice as many girls (68) as boys (34) who re-enrolled.

0 Non re-enrolled youth were equally represented with 17 boys and 16 girls.
Conclusions

There were 18 male (24 percent) and 58 female (76) percent) registered 4-H
leaders in the 4-H club program during the 1998-1999 program year. The female 4-H
leaders are more apt to do 4-H project areas attracting girls rather than boys to the 4-H

club program, i.e. horse clubs. Sometimes, membership in 4-H clubs self-select along

65

gender lines. From the ﬁndings girls tend to re-enroll in 4-H clubs in larger numbers than
boys.
Recommendations

Efforts must be made to recruit boys and male 4-H leaders into the 4-H club
program. Also, 4-H projects should be evaluated as to what gender they are attracting.

There should be a balance of 4-H projects for both boys and girls.

Race
finding
0 No native Americans or Asian/Paciﬁc Islanders were represented.
0 African American/Black and Hispanic youth represented 50 percent of the non
re-enrolled and 17.7 percent of the re-enrolled.

Conclusions

 

The racial make-up of Muskegon County is African American/Black 13.6
percent; Caucasian/white 84.2 percent; Hispanic 2.3 percent; native American 0.8
percent; Asian/Paciﬁc Islanders 0.3 percent; and other 1.0 percent (Michigan State
University Extension, 1994). This study’s ﬁndings indicate no native Americans or
Asian/Paciﬁc Islander youth were involved in the 4-H club program creating a program
that is not racially diverse. There is a recruitment and retention problem with youth of
color.

There were three Aﬁican American/Black 4-H Leaders and one Hispanic 4-H
leader out of 76 leaders (5 percent) registered for the 1998 - 1999 program year. There

are no native American or Asian/Paciﬁc Islander 4-H leaders. The composition of 4-H

66

leaders is not racially diverse. Bankston (1992) in her research found the need for 4-H
volunteers of color to recruit and maintain the youth of color in the 4-H program.

There was one Hispanic male 4-H staff person and one African American/Black
female 4-H staff person. This may inﬂuence the involvement of Hispanic and African
American/Black youth in the 4-H club program.

Recommendations

In—service training for 4-H staff and 4-H leaders on how to attract and maintain a
diverse audience must be provided. Training should include sensitivity to environmental
and cultural contexts.

4-H staff and 4-H leaders should utilize educational materials that are research-
based that relate to diverse audiences. The multiple interests necessitate a wider range of
4-H projects.

People of color should be targeted as recruits for 4-H leader positions. 4-H
should make efforts to become more visible and build trusting relationships where there

are large concentrations of people of color.

Age
fin—dings
0 Ages of the youth ranged from 9 through 12 with a mean of 10.15 years and
standard deviation of 1.14 years.
0 Nine year olds (42 percent) comprised the largest number of ages 9 through

12 youth.

67

Conclusions

Being with peers and being a part of an organized group are important for
children and early adolescents to meet their needs and to pursue their interests (Cobb,
1998). The high number of nine year olds (42 percent), appears that 4-H projects tend to
be more suited to this age group. 4—H leaders should be aware of and develop programs
that ﬁt different ages and stages of growth.
Recommendations

4-H leaders should be given training to become aware of the ages and stages of
early adolescent development. Also, the 4-H project resources should be evaluated for

age appropriateness.

Years Enrolled
mm

0 Non re-enrolled youth (84.9 percent) left the program in their ﬁrst two years.

0 Re-enrolled youth (91.7 percent) were included in the second, third, fourth

and ﬁfth years in a 4-H club.

0 High association with years of membership and continued re-enrollment.
Conclusions

Caplinger (1984) concluded a substantial relationship between years of 4-H club
membership and the re-enrolhnent of 4-H club members. This study also concludes a
high association with years of membership and continued re-enrollment. This study
found that two years was a critical decision point for re-enrolling or not re-enrolling.

After the second year of re-enrollment, the youth tended to remain additional years.

68

Recommendations
4-H staff and 4-H leaders should conduct “exit” interviews to assess why youth

do not re-enroll.

Residence
m

- Re—enrolled youth live equally in the City of Muskegon (26), on a farm (26),

rural but not on a farm (26), and small town (24).

o Eighteen (54.5 percent) of the non re-enrolled youth live in Muskegon.
Conclusions

Seventy-one percent of Muskegon County’s population was considered urban in
1990, and 29 percent considered rural (Michigan State University Extension, 1994). The
Extension Committee on Organization and Policy gave its endorsement of urban
programs in 1965 (Wessel & Wessel, 1982). The shift to an urban population has
presented a challenge to the 4-H program. The ﬁndings in this study indicate youth who
re-enroll in 4-H clubs are primarily from rural areas: “Living on a farm”, “rural but not
on a farm”, and “small town” are all considered rural in Muskegon County. The 4-H club
programming is more attractive to rural populations.
Recommendations

4—H staff, with non-agricultural backgrounds, should be recruited who are willing
to work in and relate to urban audiences. A stronger research and knowledge base in

areas outside agriculture and home economics are needed. These new educational

resources will complement the current 4-H projects.

69

Research Question II
What was the inﬂuence of 4-H club meetings on the re-enrollment and non re-
enrollment action of 4-H youth?
Em
0 Signiﬁcant differences of inﬂuence of 4-H club meetings on re-enrolhnent and
non re-enrollment of 4-H youth were the sub-questions: 4-H is fun (4.73 and
4.33); belong in 4-H club (4.49 and 3.61); attend most meetings (4.49 and
3.85); can count on others (4.35 and 3.93); and, 4-H leader helps me plan
meetings (4.08 and 3.70).
o Re-enrolled youth have the higher mean scores (noted above) for these sub-
questions on a scale of 1-5.
Conclusions
This study indicates that the re-enrolled youth agree more with the sub-questions:
4-H is fun; belong in 4-H club; attend most meetings; can count on others; and 4-H
leaders help me plan meetings. The National Clearing House on Families and Youth
(1996) recognized that early adolescents beneﬁt from experiential learning; need to
belong to a group while maintaining their individuality; and want adult support. The
social aspects of the 4-H club appear to be important to this age group.
Hartley (1982) determined that social aspects were important inﬂuences on 4-H
member retention in West Virginia, and Popken (1986) conﬁrmed these are important for
4-H member retention in Wyoming. Early adolescents have a strong need to feel

accepted and worthwhile (Caissy, 1994).

70

From the ﬁndings the 4-H leader should keep in mind the varying ages and
interests of the 4-H members when assisting 4-H members in the planning of the 4-H
club’s yearly goals. These goals should include all members in the 4-H club, so they feel
connected to the 4-H club experience.

Recommendations

In-service training for 4-H leaders should be provided on how to make the 4-H
club experiences more conducive to all the 4-H members in this age group. The 4-H
leader should encourage participation by all the members in the 4-H club activities to
enhance the 4-H club experience. The 4-H members must be made to feel they are

integral to the operation of the 4-H club.

Research Question III
What was the inﬂuence of 4-H club projects on the re-enrollment and non re-
enrolhnent action of 4-H youth?
Finding
0 Signiﬁcant differences of inﬂuence of 4-H club projects on re-enrolhnent and
non re-enrollment of 4-H youth were the sub-questions: feel good doing
projects (4.54 and 4.09); take the projects I want (4.35 and 3.75); and, try new
and different things (4.31 and 4.03).
o Re-enrolled youth have the higher mean scores (noted above) on these sub-

questions on a scale of 1-5.

71

Conclusions

The ﬁndings from this study indicate the re-enrolled youth agree more with the
sub-questions with signiﬁcant differences than the non re-enrolled. Youth, ages through
12, seek to become more independent in making decisions. Youth need opportunities to
express opinions and develop and test new skills. If the 4-H leader teaches the same 4-H
projects over and over, the development of youth is not enhanced. It is a time for
exploring and experimenting with new and expanded interests. Youth organizations that
are ﬂexible and adopt programs to reﬂect early adolescent interests will continue to
attract and retain them (Heinsohn & Lewis, 1995). The 4-H club programs that are
designed for youth development realize the need for both ongoing personal support and
challenging growth opportunities for the youth.
Recommendations

In-service training of 4-H leaders should focus on compatibility of 4-H project
materials and with age and development. Project materials should provide the 4-H leader
with direction to provide a meaningful learning experience for the youth.

4-H staff should examine the project materials used by 4-H leaders to determine if

they are appropriate to the age and developmental stage of the youth.

Research Question IV

What was the inﬂuence of youth experiences on the re-enrollment and non re-

enrollment action of 4-H youth?

72

IiiILdings.
0 Signiﬁcant differences of inﬂuence of youth experiences on re-enrolhnent and
non re-enrollment of 4-H youth were the sub-questions: completed projects
(4.48 and 3.94); felt better about myself (4.29 and 3.90); learned a lot
(4.27and 3.91); learned about my interests (4.26 and 3.76); helped set goals
for the future (4.19 and 3.72); and, solved my problems (4.16 and 3.70).
o The re-enrolled youth have the higher mean scores (noted above) on these
sub-questions on a scale of 1-5.
Conclusions

The ﬁndings from this study indicate the re-enrolled youth agree more with the
sub-questions with signiﬁcant differences than the non re-enrolled. The 4-H clubs are
designed to encourage relationships and offer learning experiences over a period of time.
Through their involvement with caring 4-H leaders, youth gain meaningful experiences
that contribute to their personal growth and development, thus increasing self-esteem,
problem-solving skills, and plans for the future.

Participation in 4-H activities is an important part of 4-H programming. The
freedom and responsibility granted to youth by parents and society contribute to social
changes. Decision-making skills are developed as parents move away from dictating
directions to giving reassurance and support (Caissy, 1994).

Recommendations

4-H leaders should focus on how to work with youth ages 9 through 12 on life

skills, including goal setting and decision-making. 4-H club members should be

encouraged by 4-H leaders to acquire these skills, leading to positive experiences.

73

Research Question V
What was the inﬂuence of 4—H leaders on the re-enrollment and non re-enrollment
action of 4-H youth?
Mg
0 The re-enrolled youth had a 95 percent or better “yes” response rate for the
following statements:
4-H leader cared about them.
4-H leader included them in decisions.
4-H leader listens to them.
4-H leader wanted them to do their best.
0 The non re-enrolled youth had a 95 percent or better “yes” response rate for
the following statements:
4-H leader cared about them.
4-H leader listens to them.
4-H leader wanted them to do their best.
Conclusions
From the ﬁndings, the inﬂuence of 4-H leaders on the re-enrolhnent and non re-
enrolhnent of 4-H members is motivated by opportunity for youth to make decisions.
Decision-making skills are developed during early adolescence (Caissy 1994). Hartley
(1982) also supported the conclusion that the perceptions of the 4-H leader (a youth’s
capability to make decisions) inﬂuenced youth to re-enroll or not re-enroll in the 4-H club

program.

74

Recommendations

In-service trainings and educational materials for 4-H leaders should stress
strategies and techniques for involving youth in decision-making activities. Other areas
that should be presented are leadership styles, group dynamics, and individual leadership
skills.

Emphasis should be placed on the importance of the role of the 4-H leader and the
relationship between the 4-H member and 4-H leader. Effective 4-H leaders are critical

to a successful 4-H club program.

Research Question VI
What were other reasons for youth to re-enroll or not re-enroll in the 4-H club
program?
Findings
0 The top ﬁve comments for what re-enrolled youth liked about 4-H and why
they stay involved are: 4-H is fun; raising and showing animals; doing 4-H
projects; every one is included; and riding and showing horses.
0 Being too busy with other things was the number one reason for not re-
enrolling in 4-H.
0 The next two comments for not re-enrolling were they did not like the projects
and projects were too easy.
0 Six out of eight comments were related to 4-H projects for the reasons given

as to what would inﬂuence non re-enrolled youth to re-enroll.

75

o The majority of comments were related to 4-H projects for the re-enrolled and
non re-enrolled.
Conclusions

From the ﬁndings in this research, 4-H projects are a major factor in whether
youth re-enroll or not re-enroll in the 4-H club program. The comments “4-H is fun”, and
“everyone is included” are consistent with early adolescent feelings of excitement and
belonging to a group. Early adolescents have a strong need to feel accepted and
worthwhile (Caissy, 1994). The statement, “4-H is fun”, seems to surface in a number of
responses throughout the survey.

Raising and showing animals and riding and showing horses indicate the areas
that are attractive to rural populations. It is a part of the youth’s lifestyle, and the history
of the 4-H club. (Wessel & Wessel, 1982).

Recommendations

An examination of current 4-H projects and new 4-H project areas is critical. 4-H
projects should be appropriate for youth ages 9 through 12.

4-H staff and 4-H leaders should review 4-H project materials to determine
compatibility with various age levels. Also, strategies for identifying interests of new
audiences should be implemented. This is especially true if new 4-H project areas are

added.

76

Research Question VII

Who were the people that inﬂuenced youth to re-enroll in the 4-H club program?
mum

0 Parents, 4-H leaders and friends in that order have the most inﬂuence on youth

to re-enroll in the 4-H club program.

0 Brothers and/or sisters and teachers were not considered as important for re-

enrollment.
Conclusions

From the ﬁndings in this research, parents have the most inﬂuence on youth to re-
enroll in the 4—H club program. Early adolescents make few decisions, as parents tend to
determine the experiences and activities for their children (Cobb, 1998). Harley (1982)
concluded that parents of re-enrollees tended to be more supportive of their youth’s
efforts than the parents of non re-enrolled youth.

The ﬁndings indicate that 4-H leaders and friends also inﬂuence re-enrollment of
youth. Making ﬁiends, being with peers, and being part of an organized group are
important for early adolescents to meet developmental needs and to pursue personal
interests. The 4-H club also provides youth with ongoing adult relationships through
which they experience support, care and guidance. Caring and connectedness within and
beyond the family are factors in protecting youth from negative behaviors and in
encouraging good social skills, responsible values, and positive identity (Search Institute,

1997)

77

Recommendations

Parents should be encouraged to participate in the 4-H club program. Parental
involvement is of utmost importance. 4-H leaders need to deﬁne the roles for parental
contributions. Parents of re-enrolled youth tend to be more supportive of their youth’s

efforts, than the parents of non re-enrolled.

Research Question VIII
Were there differences in the re-enrollment and non re-enrollment of 4-H club
members by race, age, residence, and gender?
Findings
0 Signiﬁcant differences in the re-enrollment and non re-enrolhnent of 4-H club
members by race and residence.
0 No signiﬁcant differences in the re-enrollment and non re-enrollment of 4-H
club members by age and gender of youth.
Conclusions
Since the Extension Committee on Organization Policy gave its endorsement of
urban programs in 1965 (Wessel & Wessel, 1982), the shift to an urban population has
presented a challenge to the 4-H program. Because the 4—H roots are in rural America
and primarily in agriculture, many 4-H clubs reﬂect these traditions. The 4—H club
program is part of the rural family’s life style, and heritage (Wessell & Wessel, 1982).
For example, they raise animals and have a garden — the largest 4-H project areas in the
1998-1999-program year. 4-H club programming continues to be more attractive to the

rural populations.

78

From the ﬁndings, youth that re-enroll in 4—H club programs are mostly from rural
areas and are predominantly Caucasian/white. Nearly all of the youth of color, however,
live in the city of Muskegon, which is considered urban. Therefore, 4-H programs that
give attention to cultural and life-style diversity, as well as individual diversity, are most
likely to succeed (Dryfoos, 1990; Schorr, 1988).

Recommendations

The 4-H staff and 4-H leaders need to be educated in the areas of diversity,
cultural differences, and audiences of color. Signiﬁcant efforts must be given to
recruiting and retaining diverse youth in 4-H club programs.

Since 4-H club programs attract and retain rural populations and Caucasian/white
audiences, efforts should be made to ensure the 4-H program appeals, are useful, and
culturally attractive to urban, youth. Educational materials that are research-based should
be acquired to be used with diverse audiences.

The 4-H staff should become known in the urban communities. They should build
trusting relationships with community leaders, striving for results similar to those
achieved in rural communities. Time will be needed to build trusting relationships and to
personally know the people in leadership roles.

The 4-H image is still very rural and farm related in Muskegon County. A major
image change for 4-H would help the 4-H club program to attract diverse audiences. A
marketing plan for 4-H promotion should be targeted to the speciﬁc needs of youth, 4-H
leaders, 4-H staff, decision makers and educators.

As new 4-H staff are hired, they should have non-traditional backgrounds. They

should be indigenous to and reﬂective of populations in urban areas.

79

Additional Question
What was the inﬂuence of 4-H club meetings, 4-H club projects, and 4-H
experiences in re-enrollment and non re-enrolhnent of 4-H club youth?
was
0 Can predict whether the perceptions about 4-H club meetings, 4-H club
projects, and the youth’s experiences are related to their decision to remain a
4-H member.
0 There are differences between re-enrolled and non re-enrolled youth in their
decision to re-enroll.
0 There was a high prediction of group membership for the re-enrolled and non
re-enrolled.
Conclusions
The ﬁndings offer some tendency that prediction of re-enrollments and non re-
enrolhnents can be made. There was an inﬂuence of 4-H club meetings, 4-H club
projects, and 4-H experiences on re-enrollment and non re-enrollment of 4-H club youth.
Recommendations
At the six months period in the youth’s 4-H club membership, ask them if “4-H is
fun?” If not, “What would make 4-H fun?” If 4-H is fun, “Why?” Answers to these
questions give direction as to what steps should be taken encouraging continued
membership. The youth could be surveyed after their ﬁrst year of 4-H club membership

to determine if they will be re-enrolled or non re-enrolled youth for the next year.

80

Recommendations for Future Research

Very little research has been done on factors affecting re-enrollment of 4-H club

members. Because the youth are minors, it complicates research. Changes in family

types, demographics, technology, values, and education greatly impact the daily lives of

youth. These changes make continued research necessary for the 4—H club program to

continue to be a relevant, effective youth program.

As a result from the ﬁndings and conclusions of this study, the following

recommendations for future research are made:

1.

In addition to directly-administered surveys, structured interviews of youth or
case studies would provide more in-depth information about factors
inﬂuencing re-enrollment and non re-enrolhnent of 4-H club members.
Longitudinal studies over time of 4-H club members ages 9 through 12 may
be more reliable for determining the factors that inﬂuence youth to re-enroll or
not re-enroll.

A similar study could be done comparing the re-enrollment trends between
urban and rural audiences. As the 4-H club program has followed the
populations to urban areas, such studies would help 4-H staff relate to broader
audiences.

A similar study could be done comparing the factors that inﬂuence re-
enrollrnent or non re-enrollment among the different racial groups. As the
populations become more diverse, this knowledge becomes increasingly more

important.

81

. Further research should be done on 4-H club project areas that attract youth;
depth of learning from 4-H projects; and evaluation of 4-H projects by the 4—H
club members. The 4-H club project is the vehicle for youth development.

. Further research should be done on the 4-H leader’s role, and the orientation
and training of the 4—H leader. The 4-H staff need to know the most effective
methods of training the 4-H club leaders and how to keep them updated to the
youth today.

. Since parents have the greatest inﬂuence on youth to re-enroll, a study should
be done on parental involvement. The research question could be, “What
factors of parental involvement, or degree of involvement affect re-
enrolhnent?”

. An area outside the realm of this study could be to research competition and
rewards for the 4-H club member. Further research could relate to how
competition and rewards inﬂuence youth to re-enroll or not re-enroll in the

4-H club program.

Reﬂections

The input from the youth was extremely important although some might question

youth ages 9 through 12 as being too young to contribute. The researcher sensed the

youth understood the questions. The youth were excited about the survey and the

attention given by the researcher.

The 4-H leaders and youth welcomed the researcher to their club meetings. It was

expressed over and over that there should be more contact with the central administration

82

ofﬁce staff. The 4-H leaders wanted staff to attend 4-H club meetings. The 4-H clubs
need to be visited on an on-going basis to strengthen the 4-H clubs’ relationship with the
central administration ofﬁce. The researcher believes that if more staff were involved in
4-H club activities, more youth would re-enroll. The youth were pleased the researcher
spent time with them.

Twenty-one 4-H clubs were visited. The 4-H clubs that followed most closely the
desired 4-H club format had the fewest non re—enrolled youth ages 9 through 12. The
range was from zero to ten percent dropout rate in these clubs. The patterns that were
key to the 4-H clubs with low non re-enrollment rates were organized 4-H club meetings
with the youth taking the leadership roles; reciting the pledge together; parental support;
and, an educational component. Clubs that did not follow the recommended 4-H club
format had a dropout rate as high as 86 percent.

The ﬁfth research question was, “What was the inﬂuence of 4-H leaders on the re-
enrollrnent and non re-enrollment action of 4-H youth?” The researcher observed that
many of the youth were hesitant in answering the questions about the 4-H leaders in the
4-H Club Assessment. These questions had the most missing cases (20). The youth were
more comfortable answering the technical / numerical types of questions rather than the
behavior of their 4-H leader.

“4-H is ﬁrn!” was at the top of the list for the inﬂuence of 4-H club meetings on
the re-enrollment and non re-enrollment action of 4-H youth. There was a difference
shown by the t—test, and it was signiﬁcant. As shown by the mean scores, re-enrolled
youth had more ﬁrn. Also, “4-H is fun!” was at the top of the list for the open-ended

comments on the 4-H program. “4-H is fun!” is a signiﬁcant factor inﬂuencing re-

83

enrollment in the 4-H club program. The key is to ﬁnd out what “fun” means to youth
ages 9 through 12.

The quality of 4-H staff is a critical component making 4-H club programs work.
Recruitment and training efforts must actively pursue 4-H staff indigenous to and
reﬂective of the populations of the communities in urban areas. Understanding the urban
communities, including its people, cultures, values and habits, provides the 4-H staff the
foundation for an effective 4-H club program.

The 4-H staff should provide the leadership and vision or sense of mission for the
4-H club program. Leadership and vision are key elements of implementing a 4-H club
program that is creative, exciting, and inclusive to all audiences. Leadership is the ability
to draw upon the 4-H leaders and youth talents, assets, and energy in guiding the 4-H
club program to create a new vision.

Achieving a successful, inclusive, multicultural 4-H club program requires
embracing and accepting diversity as a way to success. Building an inclusive 4-H club
program is a developmental process requiring new styles of leadership communication,
thinking, and strategic planning.

Applying old strategies in new circumstances may not work, even if they worked
in the past. Developing new strategies requires helping 4-H staff and leaders think in
new ways. Youth should be involved as equal partners, and recognized as resources in
developing and implementing 4-H programs. The 4-H staff, 4-H leaders and youth must
come together and become ﬂexible in thinking about new 4-H club programs and
applying existing educational resources in new ways. It is a matter of getting rid of self-

imposed boundaries that limit creativity.

84

The 4-H delivery system for 4-H clubs should be expanded to include new
electronic and communications technologies, such as, using the computer for 4-H project
areas. 4-H youth would not always have to meet face to face. Also, this may include
some who do not re—enroll because their 4-H club does not offer the project. The delivery
system (methods, events and programs) should be evaluated and improved delivery

systems put in place.

Summary

This study was undertaken for the purpose of investigating the major factors that
inﬂuenced youth ages 9 through 12 to re-enroll or to not re—enroll in the Muskegon
County 4-H club program in the 1998 -1999 program year. The results of this study have
implications for hiring 4-H staff and recruiting 4-H leaders to work in the 4-H club
program with a charge to reach new audiences, especially those in urban areas of
minority status. Youth development components and factors that inﬂuence re-enrollment
of youth in 4-H club programs will be of particular interest to those who are working
directly with youth ages 9 through 12 in 4-H club settings.

The research questions were listed with major research ﬁndings. The
recommendations were formulated based upon the ﬁndings and conclusions. In order for
the 4-H club program to be a relevant, effective youth program, continued research is
necessary. As a result of the ﬁndings and conclusions of this study, recommendations for
future research were made. Personal reﬂections were also provided.

Inﬂuencing youth to participate in the 4-H club program, were parents, 4-H

leaders, and ﬁiends. Two years of membership emerged as the critical decision point to

85

re-enroll or not re-enroll in the 4-H club program. The 4-H projects were a major factor
in whether youth re-enrolled. There were signiﬁcant differences in the re-enrollment and
non re-enrollment of the 4-H club members by race and residence.

Early adolescents (ages 9 through 12) want to become more independent and
pursue interests to make decisions on their own. Decision-making was a key factor that
may inﬂuence youth to re-enroll or not re-enroll in the 4-H club program. This is a time

for the youth to explore and experiment with new and expanded interests.

86

APPENDIX A

4-H CLUB ASSESSMENT

87

4-H Club Assessment

We would like to identify and understand things that may be important to youth
nine to twelve years old who are involved in Muskegon County 4-H club
programs. Because you were involved in the 4-H club program and were in this
age group last year we would like for you to participate in the 4-H Club
Assessment. Even if you are no longer involved in 4-H, we value what you think.

The 4-H Club Assessment will take you about 20 minutes to complete. Please
read all questions carefully before giving an answer. This is not a test! There are
no right or wrong answers.

Completing the 4-H Club Assessment is completely voluntary. This means it is
up to you to decide whether you want to participate in the study by ﬁlling out the
form. You do not have to ﬁll out any part or question that makes you feel
uncomfortable, or that you or your parents think, you should not answer. If you
do not understand a question, ask your 4-H leader or researcher for help.

The 4-H Club Assessment is completely confidential. This means that we do not
want you to write your name on it. Your name will not be used in any report of
research ﬁndings. The information will be used to review and improve the 4+1
club program for current and future members.

Thanks for your help!

Survey conducted by

Betty Shelby
Ph.D. Candidate
Department of Agriculture, Natural Resources and Communication Systems
and
County Extension Director
MSU Extension
635 Ottawa Street
Muskegon, MI 49442

88

1. How do you feel about your 4-H club meetings?
Please read each sentence and circle the face that
best shows what you think.

Neither Agree nor Disagree
ree

Strongly Disgree
Strongly Agree

Disagree

A. My 4-H leader helps me plan ® ® Q Q
the 4-H club meetings.
B. I feel I belong in 4-H club meetings. 69 Q © © ﬁ
C. Boys and girls have equal chance ® ® (9 ©
of doing projects in 4-H.
D. I can count on others in my 4-H club. ® Q © (D $

E. Members help plan 4-H club meetings. ® Q © Q g
F. 4-H is fun! ® ® ('9 © £4?
G. My 4-H leader has too many rules. ® ® © © g?

H. Iattended most meetings. ® ® Q Q ﬁ

89

2. Do you like the projects we do in 4-H? Read each
sentence and circle the face that best shows what

you feel.

A. In 4-H I often try new and different things.

B. 4-H teaches me to do things on my own.

C. I was able to take the projects I wanted.

D. In 4-H I can ﬁnd my own interests.

E. 4-H allows me to work at my own speed.

F. In 4-H we always work in a group.

G. I feel good doing 4-H club projects.

H. 4-H rewards me for being successful.

90

0
Q
I-
50
ﬂ
.2
G
in
a
w 8
a 3 l-
... in M
a 3,; <
>z 0 >3
— Q h —I
on I- 0 0 an
O a H p... G
h- ,“ ‘3 w i-
«o-v "' a
m a Z < m

eeee
®®®©ﬁ
®®®©ﬁ
eeeog
®®©©ﬁ
®®®©ﬁ
®®®©ﬁ
®®©©ﬁ

3.

What have you learned in

4-H? Read each

sentence and circle the face that best shows what

you think.

I learned a lot from my projects.
Some of my 4-H projects are too easy to do
My 4-H projects are too hard to complete.

In 4-H I learned about my interests.

either Agree nor Disagree

isagree

Strongly Disagree
gree

Strongly Agree

®®©©ﬁ
-®®©©ﬁ
®®©©ﬁ
®®©©ﬁ

4-H has helped me feel better about myself. ® Q © Q i?

I completed my projects.

4-H teaches me I am able to solve
my problems.

4-H helps me set goals for the ﬁiture.

91

eeeom
eeeeg
eeeeﬁ

4. Who encouraged you to re-enroll in 4-l-l? Circle the
face that best shows what you think.

No Yes

A. Parents ® g?
B. Brother and/or sister ® ﬂ

C. Teachers ® {:3}
D. 4-H Leader ® £3

E. Friends ® ﬂ

5. Think about your 4-H leader in your club. Read
each sentence and circle the face that best shows
what you think.

Yes

2
o

A. My 4-H leader cares about me.

B. My 4-H leader includes me in decisions.

C. My 4-H leader listens to me.

D. My 4-H leader wants me to do my best.

B. My 4-H leader plays favorites.

F. My 4-H leader is my parent.

®®®®®®
ﬂﬁﬁﬁﬁﬁ

92

6. We would like you to answer the following
quesﬂons:

A. Were you enrolled last year in a 4-H Club? _NO __YES

B. If a member of a 4-H club, what do you like about 4-H?

 

 

C. If not a member of a 4-H Club, why did you drop out?

 

D. If not a member of a 4-H club, what programs, projects or activities would
inﬂuence you to return?

 

 

E. Would you tell a friend about 4-H? _NO __ YES

7. Finally, tell us about you. Fill in the blanks.

A. How old are you? YEARS OLD.

B. How many years have you been in a 4—H Club? YEARS

C. Are you a BOY GIRL?

D. What best describes your ethnic background?
AFRICAN AMERICAN/BLACK ASIAN/PACIFIC ISLANDER
CAUCASIAN/WHITE NATIVE AMERICAN HISPANIC

__ MIXED HERITAGE (BI-RACIAL OR MULTI-RACIAL)
E. Where do you live?
__ MUSKEGON __ ON A FARM
_ RURAL BUT NOT ON A FARM __ SMALL TOWN

F. Do you have comments you would like to make about the 4-H club program or
about this survey?

 

 

Thank you for answering these questions! Please give the completed questionnaire
to your 4-H Leader.

93

APPENDIX B

SUPPORT LETTER AND APPROVAL LETTER FOR RESEARCH

94

MSU EXTENSION
Office at the Director

Michigan State University
108 Agriculture Hall

East Lansing, Michigan
48824-th

51 miss-2308

FAX St ”355-6473

e-mail: Watchmen:
web: nanlnsuemsuedu

Maw Sue UNI-arm (1mm
Diagrams and Newt: are men to
all "their! regard to ram. color.
WW errant new. religion. 30!.
mum. portal beliefs. mi
arm. MIDI 39M.

or hardy sure

Michigan Sm: Irv-varsity.
U S Department a! Apia/flute and
me: cooperating

MSU is an "mm «am
cowl-WM mutton

MICHIGAN STATE
u N l v E R SIT Y

EXTENSION

 

 

January 4, 2000
MEMORANDUM

TO: University Committee on Research Involving Human Subjects

~ .0
Cheri Booth (Who wet/.1

FROM:
Interim Assistant Vice Provost and
Associate Director for MSU Extension

RE: Support for Betty Shelby’s research proposal

It has come to my attention that Betty Shelby, the County Extension Director in
Muskegon County, is seeking approval to do research in Muskegon County on 4-H
Youth within the Muskegon County 4-H Youth Program.

I have had the opportunity to review Betty’s pr0posal and approve of this approach
to study the high dr0pout rate of youth from the program. Her study will review
such factors as age, gender, residence, adolescent development, 4-H project
experience, attitude toward the 4-H experience, skills and knowledge gained through
the program experience and the people who inﬂuence the sustainability of the
enrollment in the program.

Betty has assured me that all of the reports of the research findings will be kept
confidential and the anonymity of the youth will be protected.

This research will be valuable to the 4—H Youth program across the state of
Michigan. Staff are wrestling with the issues of enrollment, length of time youth
stay in the program and how to maintain youth in the 4+1 Youth experience.

If you have any questions, please feel free to contact me at SI 7-355-0265.

95

 

OFFICE OF
RESEARCH
AND
GRADUATE
STUDIES

University Committee on
Research Involving
Human Subjects

Michigan State University

246 Administration Building
East Lansing. Michigan
48824-1046

517/355.2180

FAX: 517/353-2976

Veb: mmuedu/user/ucrihs
E-Mail: wihsmedu

The Midtipan State Unnersr'n'
(064 t: institutional Orr-army.
fallen in Action.

MSU is an :ﬂrmwn'e-adion.
WW! helium

MICHIGAN STATE

 

New

UNIVERSITY

January 28, 2000

TO: Frederick WHIMS
410 Agriculture Hall

RE: IRB# 00-016 CATEGORY:1-C
APPROVAL DATE: January 26, 2000

TITLE: FACTORS AFFECTING THE REENROLLMENT IN MUSKEGON COUNTY
4-H AS PERCEIVED BY NINE THROUGH TWELVE YEAR OLD MEMBERS
AND DROPOUTS

The University Committee on Research involving Human Subjects' (UCRIHS) review of this
project is complete and I am pleased to advise that the rights and welfare of the human
subjects appear to be adequately protected and methods to obtain informed consent are
appropriate. Therefore. the UCRIHS approved this project.

RENEWALS: UCRIHS approval is valid for one calendar year, beginning with the approval
date shown above. Projects continuing beyond one year must be renewed with the green
renewal form. A maximum of four such expedited renewals possible. Investigators wishing to
continue a project beyond that time need to submit it again for a complete review.

REVISIONS: UCRIHS must review any changes in procedures involving human subjects. prior
to initiation of the change. If this is done at the time of renewal, please use the green renewal
form. To revise an approved protocol at any other time during the year, send your written
request to the UCRIHS Chair, requesting revised approval and referencing the project's IRB#
and title. Include in your request a description of the change and any revised instruments,
consent forms or advertisements that are applicable.

PROBLEMS/CHANGES: Should either of the following arise during the course of the work.
notify UCRIHS promptly: 1) problems (unexpected side effects, complaints, etc.) involving
human subjects or 2) changes in the research environment or new inforrnatlon indicating
greater risk to the human subjects than existed when the protocol was previously reviewed and
approved. '

If we can be of further assistance, please contact us at 517 355-2180 or via email:
UCRIHS@pilot.msu.edu. Please note that all UCRIHS forms are located on the web:
htth/wwwmsu.edu/unit/vprgs/UCRIHS/

Sincerely,

  

David E. Wright. Ph.D.
DEW: br

cc: Betty Shelby ,
PO. Box 1454
Muskegon. MI 49443

96

APPENDIX C

4-H NEWSLETTER

97

 

 

 

Muskegon County
4-H Family Newsletter

MSU-Extension

 

 

Muskegon County (oi-i

March 2000

 

 

 

Dear 4-H Families:

I hope all is well with you! The snow is gone (as of 2/28/(D) and hopefully
it will not return. Spring is just around the corner and clubs are becoming
a little more active with the warmer weather. As you read through this
newsletter you'll find many opportunities available to you through
Michigan 4-H Youth Programs.

Being a part of 4-H provides you with many opportunities to learn new
skills that will enhance yourself and your 4-H club. Muskegon County 4-H
Leaders Council is committed to helping volunteers. teen leaders and
clubs reach their fullest potential. There are scholarships available to help
you attend these sessions. The opportunities are endless, take advantage

of them!

Sincerely,

%

Ray A. Ostos
4-H Youth Agent

 

Muskegon County 4+4 Leaders
Couna'l‘ s new computer rs great!

 

4-H Parents & Leaders....Your Help is Needed!

 

 

i am conducting a study on
the Factors Affecting the Re
enrollment in Muskegon
County 4-H as perceived by
Nine through Twelve Year old
Members and Dropous. If
you have a child that was
between the ages of nine to
twelve during the I998-
I999 4-H year, we would
like for you to sign a
permission slip for your
child (children) so yOur
child can fill out the
quesrionnaire. We will be
working with your 4-H
leader and attending 4-H
club meetings.

It is very important that you
sign the permission slip so
your child will be included
in the Study. Your child‘s
answers will be kept confr-
dential. We hope you
encourage your child to ﬁll
out the queseionnaire as
soon as possible. Once the
4—H Club Assessment is
returned, your child's name
will be entered in a drawing
for an AMIFM Stereo
Cassette/CD Player Boom
Box. to be held at a 4-H
Council Meeting. Your
child's participation is
extremely important to the

results of this study. The
input we receive will help
identify the factors affecting
the reenrollment of 4-H
club members. We will be
able to improve the 4-H
program for current and
future 4-H members. If you
have any quesrions please
call me at 724-636l

Thank you for your time
and cooperation—Betty
Shelby. Muskegon County
Extension Direcror

Inside this issue:

 

4-H Opportunities—
Local

4-H Opportunities .
State

Muskegon County
Youth Fair

West Michigan
Whitecaps Came

4—H Leaders Council

4.H Exploration Days

4-H Great Lakes 8:

Nat. Resources Camp

4-H Calendars

2-3

9-ll

 

 

For your information:

0 Please continue to turn

in

your Meijer's receipts so
that 4-H Council can turn
them in for gift CCITIIICZtes.

- Leaders Council is
conducting their Annual

Sub-sale fundraiser. Please

lend your support.l

Leader: Council sponsored

to volunteers that attended

the 4-H West Central
Leadermete!

The Fair dates for the 4-H

pamCipants arejuly l0‘l6.

 

98

 

APPENDIX D

PARENT CONSENT FORM

99

STUDY CONSENT FORM
PARENTS OF PARTICIPANTS WIIO ARE MINORS

I, voluntarily agree to allow my child (children),
Parent or Guardian

to participate in the study of youth who are

 

Names of Children

enrolled 4-H club members or have dropped out of the Muskegon County 4-H
youth program ages 9 to 12 years of age in the 1998-1999 program year. All
results from this study will be treated with strict confidence. My child (children)
will remain anonymous in any report of research ﬁndings. The information will be
used to improve and enhance the 4-H club program for currently enrolled youth

and those that will be enrolled in the future.

 

Signature of Parent Date

100

REFERENCES

101

REFERENCES

Acosta, D.T., & Holt, B.A. (1991). Give teens the programs they want and need. Journal
of Extension, 29 (1), 1-4.

 

Ahlburg, D.A. & DeVita, C]. (1992). New realities of the American family.Population
Bulletin 47(2), 1-43.

 

Ary, D., Jacobs, L.C., & Razavieh, A. (1996). Introduction to research in education.Fort
Worth, TX: Harcourt Brace College.

Astroth, K.A. (1985). The challenge of retaining 4-H members. Joml of Exteﬁnsiong
all, 14-15.

Bankston, J. (1992). Lactors related to recruitmerﬂnd retention of ethnic minority youth
in the Ohio 4-H Progrﬂ Dissertation. The Ohio State University.

Belle, D. (1999). The after-school lives of children. Mahwah, NJ: Lawrence Erlbaum
Associates, Publishers.

Benson PL. (1990). The troubled journey: A gortrait of 6th. — 12th. grade youth.
Minneapolis, MN: Search Institute.

Boyle, P.G. (1981). l_’l_anningbetter progra_m_s. New York: McGraw Hill.

Bronfenbrenner, U. (1979). The ecology of human development: Experiments by ngture
and design. New York: Cambridge University Press.

Butler, C.L., & Bowman, J.B. (1998). Assessing the needs of 4-H’ers. Journal of
Extension, 36 (2), 1-6.

Caissy, GA. (1994). Early gdolescence: Understanding the 10 to 15 year old. New York:
Insight Books.

Cantrell, J., Heinsohn, A. & Doebler, M. (1989). Is it worth the costs? Journal of
Extension, 27, 16-18.

102

Caplinger, CL. (1984). Factors related to reenrollment in 4-H of eight through twelve-
ye_ar-old members. Thesis. The Ohio State University.

Carnegie Council on Adolescent Development. (1992). A matter of time: Risk and
opportunity in the non-school hours. New York: Carnegie Corporation.

Chang, J. & Kraus, K. (1997). Teen survey. Conducted by Muskegon County Health
Department and Coordinated with Muskegon Community Health Project.
Muskegon, MI.

Cobb, NJ. (1998). Adolescence: Continuity. change apd diversity. (3rd ed.). Mountain
View, CA: Mayﬁeld Publishing Company.

CSR, Incorporated. (1997). Understanding youth development: Promoting positive
pathways of growth. US. Department of Health and Human Services:
Administration for Children and Families; Administration on Children, Youth and
Families; Family and Youth Services Bureau.

 

Dillman, D.A. (1978). Mail and telephone surveys: The totaﬂesign method. New York:
John Wiley and Sons.

Dryfoos, J. (1990). Adolescent at risk: Prevalence and prevention. New York: Oxford
University Press.

Edleman, M.W. ( 1992). The measure of our success: A letter to my children and yours.
Boston: Beacon Press.

Feldman, S.S. & Elliott, G.R. (Eds). (1995). At the threshold: The developing
adolescent. Cambridge, MA: Harvard University Press.

Fraenkel, J .R. & Wallen, NE. (1996). How to design and evrﬂue research in education.
USA: McGraw-Hill, Inc.

Freel, MA. (1994). Evaluation of program process: A case-study of an after school
program. Thesis. Michigan State University.

 

Hartley, RS. (1982). ﬁctors and chaﬂcteristics assogted with reenrollment and
dropout of younger ﬁrst year 4-H members in selected West Virginia Counties.
Dissertation. West Virginia University.

103

Hartley, RS. (1983). Keeping 4-H members. Jouml of Extension, July/August, 19-24.

Havelock, R. (1970). A guide to innovation in education. Ann Arbor, MI: The
University of Michigan.

Heath, S. & McLaughlin, M. (1991). Community organizations as family endeavors that
engage and support adolescents. Phi Delta Kappan, 623-627.

Heinsohn, A.L. & Lewis, RB. (1995). Why do teens drop out? A developmental view.
Journal of Extension, 33 (1), Commentary 1.

Hofer, M. (1997) Grass roots connections: 4-H renews its mission by cultivating
Diversity. TeachingTolerance, 6 (1), 41-45.

Hughes, R. & Ong. B. (1995). Effective prevention programs for children. Human
Development Family Life bulletin: A Review of Research and Practice. Ohio
State University Extension and College of Human Ecology. Summer, 1-3.

Ingram, PD. (1999). Attitudes of Extension professionals toward diversity education in
4-H programs. Journal of Extension, 37(1), 1-12.

Jacobs, F.H. (1988). The ﬁve-tiered approach to evaluation: Context and
implementation. In H. Weiss & F.H. Jacobs (Eds.), Evaluating Family Proggams.
Hawthrone, NY: Aldine de Gruyter.

Kames, J. & Myers-Walls, J. (1996). Ages and stages of child and youth development a
guide for 4-H leaders. West Lafayette, IN: Purdue University Cooperative
Extension Service.

Katz, S. (1988). No keeping 4—H down on the farm. Insight, June, 60-61.

Kosecoff, J ., & Fink, A. (1982). Evaluation basic: A practitioner’s manual. Newbury,
Park, CA: Sage Publications.

 

Kretzmann, J .P., & McKnight, J .L. (1993). Building communities from the inside out: A

p_ath toward ﬁnding and mobilizing a community’s assets. Evanston, IL: Center
For Urban Affairs and Policy Research.

 

104

Lerner, R.M. (1995). America’s youth in crisis: Challemges and options for programs
and policies. Thousand Oaks, CA: Sage Publications.

Lerner, R.M. (1986). Concepts and theories of human development. New York:
Random House.

Lerner, R.M. (1993). Early adolescence perspectives on research, policy, and
intervention. Hillsdale, NJ: Lawrence Erlbaum Associates.

 

Lipsitz, 1.8. (1986). After school: Young_adolescents on their own. Carrboro, NC:
Center for Early Adolescence, University of North Carolina at Chapel Hill.

Meszaros, P. S. (1993). The 21St century imperative: a collaborative ecological
investment in youth. Journal of Home Economics, 85 (3), 11 — 20.

Michigan 4-H Volunteer and Club Programming Committee. (1999). Recommendations
for starting and supporting 4-H clubs in Michigan 4-H youth development.
Michigan 4-H Youth Development Children, Youth and Family Programs. East
Lansing, MI: Michigan State University Extension.

Michigan State University Extension. (1994). Focus on Michigan’s future. . . A proﬁle
of Muskegon County. East Lansing, MI: Michigan State University.

National Clearing House on Families and Youth. (1996). Reconnecting youth aad
community: A youth development approach. US. Department of Health and
Human Services: Administration for Children and F arnilies; Administration on
Children, Youth and Families; Family and Youth Services Bureau.

National Commission on Children. (1991). Beyond rhetoric: A new American agenda
for children and families. A Final Report of the National Commission on
Children. Washington, DC.

National 4-H Council. (1988). The 4-H you know and the 4-H you don’t know. Chevy
Chase, MD.

Norusis, M.J. (1993). The statistical package for the social sciences. Chicago, IL: SPSS,
Inc.

Ohio Cooperative Extension Service. (1986). 4-H future focus 1986-1996. Columbus,
OH: The Ohio State University.

105

Ostos, RA. (1995, 1996, 1997, 1998, 1999). Muskegon County E8237 Extension youth
enrolhnent report. East Lansing, MI: Michigan State University Extension.

Piaget, J. (1977). The essential Piaget. New York: Basic Books.

Piaget, J. (1952). The mgins of intelligence in children (M. Cook, Trans). New York:
International Universities Press.

Pittman, K.J. (1991). Bridging the gap: A rationale for enhancing the role of community
organizations in mmoting youth development. Washington, DC: Academy for
Educational Development Center for Youth Development and Policy Research.

Pittman, K.J. & Cahill, M. (1991). A new vision: Promoting youth development.
Washington, DC: Academy for Educational Development Center for Youth
Development and Policy Research.

Popken, K.E. (1986). Factors affecting the reenrollment and dropout rates in Wyoming
4-H clubﬂs perceived by younger ﬁrst year 4-H members and their parents.
Thesis. The University of Wyoming.

Pulaski, MA. (1971). Understanding Piaget. New York: Harper & Row, Publishers.

Rasmussen, W.D. (1989). T_aking the university to the people. Ames, IA: The Iowa
State University Press.

Ravid, R. (1994). Practical statistics for educators. Lanham, MD: University Press of
America, Inc.

Rowntree, D. (1981). Statistics without tears: A primer for non-mathemagicians. New
York: Charles Scribner’s Sons.

Scales, RC. (1995). . A portrJait of young adolescents in the 1990’s: Implicationis for
promoting healthy growth and development. Minneapolis, MN: Search Institute.

Schorr, LB. (1988). Within our reach: Breaking the cycle of disadvantage. New York:
Anchor Press.

106

Search Institute. (1997). Five resources all American youth need: How are we doing as a
nation? Alexandria, VA: America’s Promise the Alliance for Youth.

Seevers, B., Graham, D., Garmon, J., & Conklin, N. (1997). Education through
Cooperative Exten_sion. New York: Delmar Publishers.

Silvennan, D. (1993). Integpreting qualitative data: Methods for analyzing tﬂkg text, 2m
interaction. Thousand Oaks, CA: Sage Publications.

Singer, D.G. & Revenson, TA. (1997). A Piaget primer: How a child thinks. Madison,
CT: International Universities Press, Inc.

Strauss, A. & Corbin, J. (1998). Basics of qualiiltive research: Techniques apd
procedures for developing_grounded theory. Thousand Oaks, CA: Sage
Publications.

Treutler, S. K. Teen survey stuns ofﬁcials. [online] Available email;
http://mchp.org/teen.html, October 11, 1999.

United States Department of Agriculture. (1999). Civil Rights Directives. Washington,
DC.

Van Horn, B.E., Flanagan, C.A., & Thomson, J.S. (1999). Changes and challenges in
4-H. Journal of Extension, 37 (1), 1-8.

Wadsworth, B.J. (1971). P_iaget’s theory of cognitive development: An introduction for
students of psychology_and education. New York: David McKay
Company, Inc.

Weber, L.R., Miracle, A., & Skehan, T. (1994). Interviewing early adolescents: Some
methodological considerations. Human Organization, 53, 42-47.

Wessel, T., & Wessel, M. (1982). 4-H: An Ameripan idea 1900-1980. Chevy Chase,
MD: National 4-H Council.

Zehnder-Merrell, J. & Michele, C. (1999). Kids count in Michigan 1999 dat_a boo;

County proﬁles of child well-being Lansing, MI: Michigan League for Human
Services.

107

Zeldin, S. (1995). Opportunities aid supports fogouth development: Lessons from
resem and implications for community leaders and scholars. Washington, D.C:
Academy for Educational Development Center for Youth Development and
Policy Research.

 

108

       

IE5

"‘llllltllll'lllllllll