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This is to certify that the

dissertation entitled

RECRUITING AND RETAINING MINORITY 4-H VOLUNTEERS
IN TAMPA BAY, FLORIDA

presented by

Diana Lanier Smith

has been accepted towards fulfillment
of the requirements for

PhD Agricultural & Extension Ed.

degree in

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MAY BE RECALLED with earlier due date if requested.

 

 

DATE DUE DATE DUE DATE DUE
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11100 W.“

 

RECRUITING AND RETAINING MINORITY 4-H VOLUNTEERS
IN TAMPA BAY AREA, FLORIDA

By

Diana Lanier Smith

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

RECRUITING AND RETAINING MINORITY 4-H VOLUNTEERS
IN TAMPA BAY AREA, FLORIDA

By

Diana Lanier Smith

4-H in the Tampa Bay area of Florida has encountered difficulty in recruiting and
retaining minority adults as volunteers. The researcher’s purpose in this investigation
was to explore ways in which the 4-H organization can recruit and retain minority
volunteers by examining selected characteristics and motives of volunteers, recruitment
practices, and perceived barriers to volunteering. This exploratory descriptive study
mixed aspects of quantitative and qualitative research. Data were collected and analyzed
from 68 mail surveys (55% return rate) and 21 in-depth one-on-one interviews.
Volunteers participating in the one-on-one interviews were a part of the sample of 68.
Three grand tour questions guided this study.

Study findings regarding characteristics—The sample comprised 87%
Blacks/African Americans, 12% Latinos/Hispanics, and 1% Asian/Pacific Islander.
Furthermore, 84% were females and 16% were males. The average age was 45 years.
Volunteers had lived in their communities an average of 24 years. The majority (51%)
were married; furthermore, 57% had children of 4-H age. The most frequently reported
(41%) number of children of 4-H age in the household was two. Nearly 50% of the
sample had completed at least 2 years of college. With regard to employment type, 52%
were employed in professional/education—type careers and 72% were employed full time.

Family incomes of $25,000 to $100,000 and above were reported by 70% of the sample.

Diana Lanier Smith

Seventeen percent of the volunteers reported being 4—H alumni, and 59% of the
volunteers reporting children of 4-H age said their children were 4-H members. Further,
69% of the volunteers reported that their associates were involved in 4-H. The average
years of service was 5; 59% served through community or project clubs. Volunteers used
“help” words to define “volunteer”; 68% reported the two words had the same meaning.
Eighty-four percent reported volunteering in other organizations.

Study findings regarding motives—Forty-one percent of the volunteers’ motives
were identified as achievement, 41% affiliation, 9% power, and 9% a combination of
motives.

Study findings regarding recruitment and retentiQn—Top reasons for not
volunteering in 4-H were: too busy, conflict with school or work hours, not sure of ability
to do job, limited transportation, does not understand 4-H, and no one asked. Volunteers
reported having been recruited mainly by other 4-H volunteers. Volunteers revealed
many ways in which the 4-H organization can recruit and retain minority 4-H volunteers,
including that 4-H must be prepared to address issues of racism and organizational
climate if they intend to retain minority volunteers.

Based on the study findings and conclusions, recommendations include: providing
orientation and ongoing training to assist in understanding 4-H; designing retention
strategies that are related to volunteer motives and community needs; developing
recruitment and retention strategies for Latino, Asian, and Native American volunteers;
addressing racial issues and providing ongoing training to change organizational climate;

and retraining existing staff and hiring more culturally diverse staff.

This dissertation is dedicated to my father and father-in-law,
and posthumously, to my mother and mother-in-law.

They have always provided inspiration and believed in me.

iv

ACKNOWLEDGMENTS

No project of this scope is ever accomplished without the assistance and
cooperation of many people. From the very beginning, my doctoral committee has been
very supportive. My sincere appreciation goes to Dr. Fred R. Whims, Chairman, whose
encouragement and guidance remained constant throughout this extended process. A
special thank you is extended to Dr. Murari Suvedi for his patience during the data
analysis. Sincere thanks also is extended to Dr. James Jay for his probing questions and
editorial assistance and to Dr. Joanne Keith for her valuable input regarding sampling.

Special thanks also is extended to my many colleagues at University of Florida
Extension, Michigan State University Extension, and Ohio State University Extension for
their support, assistance, and encouragement.

Sincere appreciation is extended to my friends Eddie and Ruth Sanders, Robert
and Dr. Robbie Stewart, and Julianne Price for providing the many comforts of home
during my overnight stays. Sincere thanks to my friend and colleague Dr. Theresa Ferrari
for inspiring, encouraging, and believing in the little engine that could. Her ecological
thinking helped me conceptualize study design and theory development.

Sincere thanks to my sisters, Sylvia Bell, Jacqueline Murcier, Valerie Armstrong,
and Cassandra Whitfield, for providing support and encouragement through the years.
Sincere thanks goes to my nieces, Natasha Bell, Carla Hart, and Michelle Murcier, for
their support. A special thank-you to my sorority sisters, Margaret Miller and Gretta
Sancho for reading the early manuscript. Special thanks also is extended to Kirt Dressler

and Sue Miller for their editorial assistance.

Sincere appreciation and thanks also are extended to my husband, Anthony, and
my son, Jamal, for their love, support, encouragement, patience, and understanding
through the many years of my studies.

Finally, grateful acknowledgment is ofl‘ered to God and our Lord and Saviour
Jesus Christ. Without God’s grace, none of this would have been possible. It is only

through prayer and the grace of God that I was able to complete this task.

TABLE OF CONTENTS

LIST OF TABLES ......................................................................................................... xi
LIST OF FIGURES ...................................................................................................... xiii
Chapter I
INTRODUCTION ........................................................................................................... 1
Introduction and Setting of the Problem .............................................................. 1
Statement of the Problem ..................................................................................... 4
Purpose of the Study ............................................................................................ 4
Research Questions .............................................................................................. 5
O(Importance of the Study ....................................................................................... 6
Limitations of the Study ....................................................................................... 6
Definitions ........................................................................................................... 7
Model for this Study ........................................................................................... 8
Chapter 11
REVIEW OF LITERATURE AND RESEARCH .......................................................... 11
Introduction ....................................................................................................... ll
Theories of Motivation ....................................................................................... 12
Altruism ................................................................................................. 12
Maslow’s Hierarchy of Human Needs ..................................................... 13
McClelland and Atkinson’s Theory ......................................................... 14
Recruiting Minority Volunteers .......................................................................... 16
Organizational Need and Commitment .................................................... 16
Trigger-Event Concept ........................................................................... 18
Personal Commitment and A Sense of Community .................................. 19
Ways to Recruit ...................................................................................... 20
Other Factors Influencing Recruitment .................................................... 21
Motivating Volunteers ........................................................................................ 24
Retaining Volunteers .......................................................................................... 25
Summary and Conceptual Framework ................................................................ 29
Chapter III
METHODOLOGY ........................................................................................................ 31
Design of the Study ............................................................................................ 31
Dependent and Independent Variables ................................................................ 32
Population and Sample ....................................................................................... 32

vii

Mail Survey ............................................................................................ 33

One-on-One Interview ............................................................................ 34

Development of the Instruments ......................................................................... 35

Mail Survey Instrument ......................................................................... 35

One-on-One Interview Instrument .......................................................... 37

Pilot Study ......................................................................................................... 38

Validity and Reliability ............................................................................ 39

Data Collection .................................................................................................. 40

Mail Survey ............................................................................................ 40

One—on-One Interview ............................................................................ 42

Data Analysis ..................................................................................................... 43

Nonresponse ...................................................................................................... 45

Summary ............................................................................................................ 46
Chapter IV

FINDINGS .................................................................................................................... 47

Findings from the Mail Survey ....................................................................................... 47

Characteristics of the Sample .............................................................................. 48

Person Variables ..................................................................................... 48

Person-Related Variables ........................................................................ 50

Career-Related Variables ........................................................................ 52

4-H-Related Variables ............................................................................ 54

Volunteer-Related Variables ................................................................... 55

Volunteer Motivations ....................................................................................... 59

Achievement Motives ............................................................................. 60

Afliliation Motives .................................................................................. 60

Power Motives ....................................................................................... 62

Primary Motives of Volunteers ............................................................... 65

Relationship Between Characteristics and Motives ............................................. 65

Correlations ............................................................................................ 66

Motives and Characteristics .................................................................... 69

Reasons for Not Volunteering in the 4-H Organization ....................................... 70

Findings From Interviews With Volunteers .................................................................... 73

Recruitment ....................................................................................................... 74

How They Were Recruited ..................................................................... 73

How Minorities Should Be Recruited ...................................................... 75

Retention ........................................................................................................... 77

How Volunteers Can Be Retained ........................................................... 78

Reasons for Re-Enrolling ........................................................................ 80

Reasons for Not Re-Enrolling ................................................................. 82

Reasons for Not Volunteering in the 4-H Organization ....................................... 85

Other Issues ....................................................................................................... 86

Summary ....................................................................................................................... 87

viii

Chapter V
SUMMARY OF SIGNIFICANT FINDINGS, CONCLUSIONS,

RECOMMENDATIONS, AND REFLECTIONS .......................................................... 88

Study Overview ............................................................................................................. 88

Summary of Significant Findings, Conclusions, and Recommendations ........................... 90

Characteristics of the Minority 4-H Volunteers ................................................... 90

Person Variables ..................................................................................... 91

Person-Related Variables ........................................................................ 92

Career-Related Variables ........................................................................ 93

4-H—Related Variables ............................................................................ 94

Volunteer-Related Variables ................................................................... 95

Volunteer Motivations ....................................................................................... 97

Primary Motives of Volunteers ............................................................... 97

Relationship Between Characteristics and Motives ............................................. 99

Reasons for Not Volunteering in the 4-H Organization ..................................... 100

Reasons Minorities Do Not Volunteer for 4-H? .................................... 100

Recruitment ..................................................................................................... 101

How Volunteers Were Recruited .......................................................... 101

How Minorities Should Be Recruited .................................................... 102

Retention ......................................................................................................... 103

How Volunteers Can Be Retained ......................................................... 103

Reasons for Re-Enrolling ...................................................................... 104

Reasons for Not Re-Enrolling ............................................................... 105

Recommendations for Further Research ....................................................................... 106

Reflections ................................................................................................................... 107

Study Summary ........................................................................................................... 109
Appendix A

Human Subjects Approval Letter ................................................................................. 111
Appendix B

Florida Cooperative Extension Service Approval Letter ............................................... 112
Appendix C

Letter of Introduction to Study/Consent ...................................................................... 113
Appendix D

Mail Questionnaire ....................................................................................................... 115
Appendix E

Participant’s Acknowledgment of Informed Consent for In-Depth Interview ................ 123
Appendix F

Instrument for In-depth Interview ................................................................................ 124

ix

AppendixG

Mail Survey—First Follow-Up Post Card Reminder ...................................................... 126
Appendix H

Mail Survey—Second Follow-Up Letter ........................................................................ 127
Appendix I

Research Questions, Variables, and Survey and Interview Questions ............................ 128
Appendix J

Motive Subscales Item Matrix ...................................................................................... 133
Appendix K

Ages of Volunteers, Years Lived in Community, and

Years of Service .......................................................................................................... 134
Appendix L

Early and Late Mail Survey Respondents ..................................................................... 136
Appendix M

Mean, Standard Deviation, and Rankings of Motives Statements ................................. 137
Appendix N

Correlations for Characteristics of Volunteers and Motives .......................................... 139
Appendix 0

Selected Characteristics of Interviewees as Reported On Mail Survey .......................... 140
REFERENCES ............................................................................................................ 142

LIST OF TABLES

Table 1
Person Variables: Age, Gender, and Race/Ethnicity of Volunteers .................................. 49

Table 2
Person-Related Variables: Years Lived in Community, Marital Status,
and Children of 4-H Age ............................................................................................... 51

Table 3
Career-Related Variables: Level of Education, Current Employment Status,
Employment Type, and Family Income ....................................... . ................................... 53

Table 4
4-H-Related Variables: 4-H Alumni, Children Who Are 4-H Members,
and Associates Involved in 4-H ...................................................................................... 55

Table 5
Volunteer-Related Variables: Years of Service and Mode of Service .............................. 56

Table 6
Volunteer-Related Variables: The Meaning of Volunteer ............................................... 57

Table 7
Volunteer-Related Variables: Volunteer Efi‘orts ............................................................. 58

Table 8
Mean Scores, Standard Deviations, and Rankings of the Achievement-
Motive Statements ......................................................................................................... 61

Table 9
Mean Scores, Standard Deviations, and Rankings of the Afliliation-
Motives Statements ....................................................................................................... 63

Table 10
Mean Scores, Standard Deviations, and Rankings of the Power-
Motive Statements ......................................................................................................... 64

Table 11
Primary Motives of Volunteers ...................................................................................... 65

Table 12
Correlation Matrix for Achievement-Afl'rliation-Power-Motives Subscales ..................... 67

Table 13
Correlations for Characteristics and Motives of Volunteers ............................................ 68

Table 14
Summary of Mean Scores, Standard Deviations and Tests of
Significance for Motives and Selected Career-Related, 4-H-Related

and Volunteer-Related Variables .................................................................................... 70
Table 15

Mean Scores, Standard Deviations and Rankings of Statements

Regarding Reasons for Not Volunteering ....................................................................... 72
Table 16

Ways the Interviewees Were Recruited as 4—H Volunteers ............................................. 74
Table 17

Ways to Retain Volunteers, as Identified by Interviewees ............................................... 79
Table 18

Reasons for Re-Enrolling, as Identified by Interviewees ................................................. 81
Table 19

Reasons for Not Re-Enrolling, as Identified by Interviewees .......................................... 83
Table 20

Reasons for Not Volunteering, as Identified by Interviewees .......................................... 86

xii

LIST OF FIGURES

Figurel

Study Model .................................................................................................................. 10
Figure 2

Conceptual Framework .................................................................................................. 30
Figure 3

Data Collection Procedures ............................................................................................ 41

xiii

CHAPTER I

INTRODUCTION

Introduction and Setting of the Problem

The 4-H youth educational program of the Cooperative Extension Service (CBS)
is conducted jointly by the United States Department of Agriculture (USDA), land-grant
colleges and universities, and county governments. CBS, the educational arm of the
USDA, was established in 1914 by the Smith-Lever Act to provide educational programs
in informal settings. Land-grant colleges and universities were established by acts of
Congress in 1862, 1890, and 1994. In Florida, land-grant universities include the
University of Florida (1862 institution) and Florida A&M University (1890 institution).
The mission of the Florida 4-H program is to help young people become self-directing,
productive, and contributing members of society. The program provides educational
experiences through a “learn by doing” approach. The mode of delivery is through clubs,
special-interest and short-term programs, day camps, overnight camping, school
enrichment, individual study, mentoring, family learning, school-age childcare, and
instructional television/video programs (Florida 4-H Youth Programs, 1999). The quality
of the 4-H experience depends largely on the level of interaction with caring adult
volunteers in the community.

The 4-H program would not exist without volunteers, who are responsible for
organizing and conducting activities that help participants develop into contributing
members of society. Miller, Rutledge, and Flinchum (1998), Florida 4-H Volunteer

Development Design Team leaders, discerned that several societal factors have

influenced volunteerism and volunteer systems that support the Florida 4-H Youth
Development Program. These societal changes (greater diversity, more working parents,
and increased concern for child protection and safety) have caused 4-H to address new
issues associated with volunteer management. Florida 4-H has diversity among
volunteers because of expanded program delivery systems and outreach through
community organizations. The group must now develop training and other programs to
address volunteer diversity, including cultural and ethnic beliefs and practices.
Furthermore, Miller et a1. indicated that a desired outcome for the Florida 4-H Youth
Development Program is the recruitment of a larger and more diverse cadre of 4-H
volunteers to work with current volunteers, community leaders, and youth coalitions.

As the United States population becomes more diverse (Lappe & DuBois, 1994),
some Extension educators (Bankston, 1992; Hobbs, 2000; Safiit, Smith, & Cutler, 1993;
D.L. Smith, 1992, 1995) have reminded 4-H of the need to target and develop volunteer
opportunities for minorities. During the 1998-99 4-H program year, 312 minority
volunteers were involved in 4-H programs in the Tampa Bay area of Florida (Florida 4-H
Youth Program, 1999). The Tampa Bay area includes Hernando, Hillsborough, Manatee,
Pasco, Pinellas, Polk, and Sarasota counties. It has an 11.5% minority population.

Annually, volunteers renew their commitment to the 4-H program by re-enrolling.
Each year, a large number of club volunteers choose not to re-enroll, and the number of
minority volunteers who choose not to return is greater than the number of White
volunteers leaving the program. A lack of volunteers causes a 4-H club to close, and the
youths are lefi without access to 4-H programs unless they have another club in their

community. Frequently, minority-led clubs that closed were the sole 4-H presence in their

communities. Therefore, to maintain 4-H involvement, the Extension agent must actively
recruit new minority volunteers to organize new clubs. Hass (1979) found that many 4-H
club volunteers did not re-enroll because of dissonant factors, including feelings of doubt
about their leadership ability, a lack of understanding of 4-H’s purpose, and lack of
knowledge about working with young people.

The image of 4-H may have some bearing on whether the organization can attract
diverse volunteers. Van Horn (1999) believed that the stereotype of 4-H as an
organization of White, rural youths has been difficult to overcome. She recommended
modifying this traditional expectation and reaching out to a broader spectrum of
volunteers (e. g., urban, minority, and college students). Quite often, the sincerity of an
organization is questioned when members of one race (Perkins & Wright, 1989) staff it.
Chambré (1982) indicated there are many reasons for increasing minority volunteer
participation. The quality of services provided would greatly improve, and well-designed
programs, would attract more minorities, thereby erasing thoughts of tokenism and
fostering thoughts of inclusiveness.

Therefore, it is hoped that the findings from an examination of recruitment
practices, motivations, and selected characteristics of minority 4-H volunteers in the
Tampa Bay area of Florida will help in efforts to retain current volunteers and assist in
recruiting additional minority volunteers. Such outcomes will strengthen the 4-H youth

development program.

Statement of the Problem

4-H is facing increasing challenges in providing adequate programs and services
due to the federal and state governments’ unwillingness to fund America's social and
informal educational programs. To meet this challenge, many organizations have turned
to volunteers to provide goods and services. Many programs will cease to exist without
the volunteer force. This is particularly true of 4-H, an organization founded with a strong
volunteer component. Like organizations nationwide, 4-H in the Tampa Bay area of
Florida has encountered difficulty in recruiting and retaining minority adults as
volunteers. One of the reasons for this difficulty is the failure to understand the
motivations, sociodemographics, and other characteristics of minority adult 4-H
volunteers. A thorough understanding of these components will provide valuable clues to
recruiting and retaining minority 4-H volunteers. If 4-H is to continue to serve its diverse
youth clientele through volunteers, it is imperative that the minority volunteer force be

expanded.

Purpose of the Study
The researcher’s purpose in this study was to explore ways in which the 4-H
organization can recruit and retain minority volunteers. This was done by examining their

characteristics, motives for and perceived barriers to volunteering.

Research Questions

The researcher employed a mixed methodology to explore the recruitment and
retention of minority 4-H volunteers, using three “grand tour” research questions.
According to Creswell (1994), a grand tour question is a statement of the question being
examined in the study in its most general form (p. 70). Creswell recommended that a
researcher ask one or two grand tour questions followed by no more than five to seven
subquestions.

Grand Tour Question 1. What are the characteristics of minority 4-H volunteers
in terms of the following: age, gender, race/ethnicity, years lived in community, marital
status, children of 4-H age, level of education, employment type, employment status,
family income, 4-H alumni, children 4-H members, associates involved in 4-H, years of
service, mode of service, meaning of volunteer, and scope of volunteer efforts?

Grand Tour Question 2. Are minority 4-H volunteers motivated more by
achievement, affiliation, or power?

Subquestion 2.1—What relationships exist between the selected characteristics of
volunteers and their motivations?

Grand Tour Question 3. How can minorities be recruited and retained as 4-H
volunteers?

Subquestion 3.1—What are some reasons minorities do not volunteer for 4-H?

Subquestion 3.2—How are minority 4-H volunteers currently recruited?

Subquestion 3.3—How should minority 4-H volunteers be recruited?

Subquestion 3.4—What would it take to keep current minority 4-H volunteers?

Subquestion 3.5—What causes minority 4-H volunteers to re-enroll?

Subquestion 3.6—What causes minority 4-H volunteers not to re-enroll?

Importance of the Study
This study will have a direct bearing on how the 4-H organization recruits
minority volunteers. The findings should also encourage the 4-H organization to review
its volunteer management system, specifically the recruitment and retention components.
This study will add to the field and study of volunteerism by helping voluntary-action
researchers, volunteer administrators, and other practitioners better understand recruiting

and retention techniques for minority involvement.

Limitations of the Study

The researcher recognizes the following limitations of the study:

1. The findings may have direct relevance only to cities and counties in the Tampa
Bay area of Florida or areas with similar socioeconomic characteristics.

2. The study data were self-reported and may represent varied interpretations of
the questions asked and hence articulations of responses.

3. The study represents respondents' activities and perceptions at a single time.

4. The sample size was small and limited.

5. Researcher bias was a possibility because the researcher is Black and has
worked with the 4-H youth program for 20 years.

6. Face-to-face interviews may have biased responses because of the researcher’s

presence.

7. Triangulation was not used in the case study; therefore, agency validation did

not occur.

Definitions

The following terms are defined in the context in which they are used in this
study.

Achievement motive—Takes pride in accomplishment and tries to do something
better than before.

Affiliation motive—Concem about one’s personal relationship with others.

ES-237—An annual Extension youth enrollment report that is generally due in the
state 4-H office in the late summer or early fall. This report is a compilation of all youths
and volunteers who participated in the 4-H youth program during the previous year.

EFNEP—Expanded Food and Nutrition Education Program.

Enroll/re-enroll—Submit a leader enrollment form to the local 4-H program office
and be accepted as a 4-H volunteer for a period of 1 year.

Formal volunteering—Act of helping out or giving time without pay in a
structured group or organization.

4-H age—Between the ages of 5 and 18 years.

4-H alumni—People involved in the 4-H program as youths.

Associates—Friends, neighbors, and co-workers whose children are involved in
the 4-H program.

Career-related variables—Includes level of education, employment type,

employment status, and family income.

4—H club—An organized group of youth, led by an adult, with a planned program
that is carried out throughout all or most of the year.

4-H-related variables—Includes 4-H alumni, children 4-H members, and
associates involved in 4-H.

Minority—Belonging to Black, Afiican American, Hispanic, Latino, Asian,
Pacific Islander, Native American, Alaskan Native or American Indian racial/ethnic
groups.

Person variables—Includes age, gender, and race/ethnicity.

Person-related variables—Includes years lived in community, marital status, and
children of 4-H age.

Power motive—Desire for influence in a group.

Tampa Bay area—Includes Hernando, Hillsborough, Manatee, Pasco, Pinellas,
Polk, and Sarasota counties in Florida.

Volunteer-To help out; anyone who gives their time, energy and talents to an
individual, group or organization without being paid.

Volunteer-related variables—Includes years of service, mode of service, meaning
of volunteer, and scope of volunteer efforts.

Volunteerism—The activity of volunteers or the entire scope of voluntary services

performed.

Model for This Study
Development of the model for this study was guided by McClelland and

Atkinson’s motives theory (Hampton, Summer, & Weber, 1973; Litwin & Stringer, 1968;

TAXI Design Team, 1994; Wilson, 1976), Maslow’s hierarchy of human needs
(Knowles, 1972), and altruism theory (D.H. Smith, 1981). Based on the review of
literature, the researcher developed a model to represent the variables of interest and to
guide the study design and plan for analysis (see Figure 1). Volunteerism may be
influenced in three ways—by motives, sociodemographic characteristics, and recruitment
and retention strategies. In addition, motives may be influenced by sociodemographics
characteristics and recruitment and retention strategies may be influenced by
sociodemographics characteristics. Thus, to understand minority 4—H volunteerism
motives; the contributions of person, person-related, career-related, 4-H-related, and
volunteer-related variables; and recruitment and retention strategies were examined.
Motives and recruitment and retention strategies are explored in the review of literature in

Chapter H.

 

Motives

t

Sociodemographics
Characteristics

 

 

 

 

Person variables

 

age, gender, race/ethnicity

Person-related variables
years lived in community, marital
status, children of 4-H age I

Career-related variables Volunteerism
level of education, employment
type, employment status,
family income

 

4-H-related variables

 

 

alumni, membership, associates

Volunteer-related variables
years of service, mode of service,
volunteer meaning,
volunteer efforts

¢

Recruitment and retention
strategies

 

 

 

 

 

 

 

Figure 1: Study model.

10

CHAPTER 11
REVIEW OF LITERATURE AND RESEARCH

Diversification is a process. It is an attitude of acceptance, an environment of

inclusion, a culture, and a commitment to a vision. This process requires thought,

planning, time, resources, risk, and change. (Wright, 1992, p. 20)

Introduction

The volunteer sector has joined the public and private sectors in embracing human
diversity. For the volunteer sector, this means recruiting more people of color into its
ranks. Before starting a recruitment effort aimed at diversity, it is advantageous for
volunteer administrators to review the organization's retention efforts and research data
on minority volunteerism. However, few research studies have been conducted on
minority volunteerism. Davis (1977), Ellis (1985), Boston (1987), Asche and Janey
(1990), Latting (1990), Applebaum (1992), and Safiit, King, and Burcsu (1994) cited the
need for research in this area.

Volunteerism often is perceived as a White Anglo-Saxon tradition, yet
volunteerism, or helping out, is also a tradition for people of color. According to the
Independent Sector (1999), 47% of Afiican-Americans and 46% of Hispanics volunteered
during 1998. Hobbs (2000) acknowledged that Latinos volunteer, but the extent to which
they do so is not always reflected accurately because it does not fit into the traditional
American pattern. Latino volunteering usually occurs first in the family and then in the
neighborhood and church, as opposed to within mainstream community-based

organizations.

11

Rauner (1992) believed that commonalities among people of color have existed
historically, and that they have implications for volunteer involvement. The
commonalities are:

1. Strong family and spiritual traditions that encouraged group members to help
each other within tribes and slave quarters, and among newly arrived immigrants.

2. Ethnic associations and organizations that paralleled those of the dominant
population.

3. Advocacy for human rights stimulated by minority involvement in military
service.

4. Socioeconomic divisions and etlmic cultural traditions that influence volunteer
participation.

It is through understanding these commonalities and learning to appreciate diversity in
Americans that multicultural volunteerism can be increased and enhanced.

The review of literature is organized around four general themes that are
significant in understanding minority volunteerism in America. The themes are theories
of motivation, recruiting minority volunteers, motivating volunteers, and retaining

volunteers.

Theories of Motivation
Altruism
Altruism is the unselfish sacrifice for others without the conscious expectation of

any benefit. Smith (1981) contended that absolute altruism rarely exists because a person

12

expects “payback” for the act. The payback may be some type of intrinsic satisfaction or

psychic reward.

Maslow ’s Hierarchy of Human Needs

Maslow's hierarchy of human needs, sometimes called the needs theory, has
helped many people understand the concept of needs. Maslow (1954) suggested that
human needs are somehow ordered or progressive. His hierarchy of human needs has five
levels or needs categories; arranged from the most basic to the highest, the levels are:

Survival (physiological)—the basic need for food, water, air, and sex.

Safety—the need to be safe from harm; to have security and shelter.

Social-the need to associate with others; to be liked or loved.

Esteem—the need to be recognized as a person of value; to be rewarded.

Self-actualization—the highest need or peak experience; a person will not be

ultimately happy until doing what he or she is fitted for.

Maslow contended that human beings are creatures of “want,” and that once a need
(want) is met, it is no longer a motivator. The dominant or most basic needs must be
satisfied before the needs at the next level become a motivator.

Knowles (1972) concluded that most institutional volunteerism makes
assumptions about individuals' motivations for volunteering by appealing to their needs
for safety, love, and esteem, and uses a reward system largely geared to the satisfaction of
those needs. He further contended that basic survival needs are not relevant to
volunteerism. Knowles conceptualized voluntary activities as both opportunities for
service to society and learning experiences supplementing other resources for continuing
education when volunteerism is motivated by the need for self-actualization. Maslow’s

theory provides a framework for understanding at what level a person is functioning

when he or she volunteers.

13

McClelland and Atkinson ’s Theory

McClelland and Atkinson’s theory, as described by Litwin and Stringer (1968),
identified three motives or needs that affect one's work behavior: the need for
achievement, the need for affiliation, and the need for power. By understanding the
characteristics and behavior patterns of these three motives, one is better able to
determine the needs of volunteers (Wilson, 1976).

The need for achievement is defined as the capacity for taking pride in
accomplishment and trying to do something better. An achievement-motivated person
finds success in a situation that requires excellence or improved performance. Wilson
(1976) and the TAXI Design Team (1994) further described an achievement-motivated
person as one who:

1. Desires excellence, values doing a good job, sets moderate goals, and takes
risks.

2. Wants a sense of important accomplishment and takes personal responsibility
for finding solutions to problems.

3. Wants to advance his or her career.

4. Needs concrete feedback. .

The need for affiliation is defined as the concern for one's relationships with
others. An affiliation-motivated person finds success in being with someone else and
enjoying mutual friendship. Wilson (1976) and the TAXI Design Team (1994) further
characterized an affiliation-motivated person as one who:

1. Is concerned with being liked and accepted.

2. Dislikes being alone in work and play.

14

3. Needs warm and fiiendly relationships and interactions.

4. Likes to help others.

The need for power is defined as the desire to have an influence on others. A
power-motivated person finds success in giving advice. Wilson (1976) and the TAXI
Design Team (1994) further described a power-motivated person as one who:

1. Likes to lead and give advice (sometimes unsolicited).

2. Wants prestige and job status.

3. Is verbally fluent and forceful.

4. Likes influencing people and activities.

5. Wants his or her own ideas to predominate.

McClelland (as cited in Hampton, Summer & Weber, 1973) clarified the need for power
as either personalized (negative) or socialized (positive). In personalized power, “I win,
you lose.” In socialized power, “I win, you win.” He cautioned us that if society insists
on overlooking the positive use of power, young people will continue to shun leadership
positions and roles.

Wilson (1976) contended that if everyone were motivated by the three needs of
achievement, affiliation, and power, the task of analyzing the needs of volunteers would
be easier. The intensity of the need may vary, depending on the individual and the
situation, but people are attracted to environments that appeal to their dominant needs.
Further, people volunteer because of what they expect to receive from volunteering

(Wilson, 1976, pp. 45-49).

15

Recruiting Minority Volunteers
Organizational Need and Commitment

Volunteer administrators in social services and youth organizations are concerned
with expanding the pool of volunteers, particularly volunteers of color. Oregon 4-H
expressed this concern after successfully recruiting Latino youths, but failing to achieve a
corresponding increase in Latino adult volunteers (Hobbs, 2000). Chambré (1982, p. 3)
stated that increasing nonwhite participation is intended to:

1. Expand the total number of volunteers.

2. Diversify the group receiving the benefits of doing volunteer work.

3. Improve the quality of services provided when similarities between volunteers
and clients are beneficial.

4. Expand the range of opinions represented when volunteers serve in an advisory
capacity.

Chambré (1982) conducted a study to identify strategies for recruiting Black and
Hispanic volunteer Big Brothers and Big Sisters. Through interviews with 71 individuals
who were knowledgeable about or had direct experience with the recruitment of Black
and/or Hispanic volunteers, consensus was expressed on two general points:

(a) well-designed volunteer programs would attract minority volunteers, and (b)
recruitment of minority volunteers is affected by the overall characteristics of the
organization.

All features of an organization influence whether or not an individual will

volunteer. Minority volunteers, as members of groups with traditionally low

involvement outside their own communities, are particularly responsive to
positive or negative clues. (Chambré, 1982, p. 4)

l6

Perkins and Wright (1989) recognized organizational influence and perception
when recruiting volunteers during their Virginia study of 1,202 (3% minority) volunteer
rescue squad personnel. Their study findings revealed serious concerns regarding
diversity: "The glaring lack of minorities raises the questions as to how long the public
will take seriously a white male-oriented service" (p. 4).

As a result of a study of Latino 4-H volunteers in Oregon, Hobbs (2000)
recommended that the organization’s meeting and work space reflect a diversity of
cultures. She also suggested reviewing organizational structures, policies, and practices to
identify and change elements that may inhibit the participation of Latino volunteers, and
she emphasized the need for long-term commitment to the Latino community. Earlier, the
CES had hinted at the need to adapt and devise volunteer programs for the
underrepresented in response to a recommendation from its national volunteerism study
(University of Wisconsin-Madison, 1986).

Yep and Hollenbeck (1979) stated, that in order for the CES to reach Black and
Hispanic audiences effectively, it needs to retrain existing staff or hire new staff who are
bilingual and bicultural. Applebaum (1992) and Hobbs (2000) also emphasized the need
for volunteers who speak a language other than English to be involved in recruitment.
Furthermore, Yep and Hollenbeck noted that the Extension Service’s programming for
racial minorities tended to concentrate on low-income families without realizing that the
majority of racial minorities are not below poverty guidelines.

Recognizing and taking advantage of the "era of volunteerism” will go a long way
toward rapidly gaining an organization’s commitment to diversity. Nestor and F illichio

(1992) suggested that an organization should invest the greatest effort in attracting new

17

volunteers, as well as multicultural volunteers. They advocated that organizations should
demonstrate that they need all volunteers and value diversity by using materials that
emphasize altruistic, rather than personal, reasons for volunteering. Organization also
should show that volunteers will use whatever level of skill they have to directly affect
the quality of life of others.

In a study of 400 Latinos, Duran and Monroe (1977) found that the bond of
Spanish language was a major determinant of interpersonal and impersonal
communication. They also discovered that the activity (reading) and location (public
library) were positively and significantly related to Latinos’ participation in formal
voluntary associations. R. Smith (1996) noted that language barrier, cultural insensitivity,
and mistrust on both sides are some reasons Latinos might not volunteer. Building a
relationship with the Latino community and establishing trust continue to be the best

ways to gain entry to that community (Hobbs, 2000).

T rigger—E vent Concept
Sills (1957) found that deciding to volunteer is a two-step process requiring a
“trigger event” to transform vague interests and intentions into a tangible action. He
concluded, based on his March of Dimes study, that there is a gap in time between
becoming aware of an opportunity and actually making a commitment. Furthermore, he
stated that any minority recruitment effort must build in the role of a trigger by using
staff, volunteers, and community leaders to assist individuals in crystallizing their

decision to volunteer.

18

Data from a study conducted in Pittsburgh (N ehnevaj sa & Karelitz, 197 6)
indicated that Blacks, more often than Whites, relied on other individuals to trigger their
decision to volunteer. This may be due to their limited experience with volunteer
organizations, particularly outside of their own communities. Similarly, Sills (195 7)
found that the trigger event most often involved another person known to the volunteer.
The actions of another served to crystallize a decision that might have been under
consideration for a long time. Sills also found that potential volunteers’ interests could be

maintained by institutionalizing trigger events.

Personal Commitment and A Sense of Community

Nestor and Fillichio (1992) recommended that an organization develop an image
to which people feel a strong personal attachment, in order to position itself as a group
worthy of personal commitment. Such an image would cause people to perceive the
group as a community-based organization benefiting people at the local and national
levels.

Chambré (1982) found that, when recruiting Blacks and Hispanics, organizations
should show consistency between their own goals and methods and the needs and
interests of communities where people of color reside. Latting (1990) concluded that
recruitment efforts should be directed toward Black volunteers who strongly identify with
the Black community and consider themselves socially responsible. Hobbs (2000)
suggested spending time learning about the Latino community and individuals within it.
That way, the people in the community can observe organization members’ respect for

the culture. Using people fi'om outside a community to recruit volunteers has proven to be

19

unsuccessful (Heinsohn, Lewis, & Camasso, 1981). Community-organization techniques
and mass media should be combined to reach minorities (Chambré, 1982). Applebaum
(1992) suggested targeting youths and young adults from minority communities because
this age group represents the future, and can easily be motivated to start taking
responsibility for community needs. Appeals from neighborhood children who would be
served by a program also have proven to be quite successful in instilling a sense of

urgency about community volunteerism (Heinsohn et al., 1981).

Ways to Recruit

Minority volunteers can be recruited using the same techniques as those used for

all volunteers. Special efforts must be made and volunteer administrators must be

sensitive to the unique needs of minority volunteers. Don't make them feel as if

they are tokens because that is resented. (Chambré, 1982, p. 4)

One of the best methods of recruiting minority volunteers is simply to ask them
individually (Chambré, 1982; Hobbs, 2000; Nestor & Fillicho, 1992). Having Latino
outreach officers go door-to-door in Latino banios proved to be effective in recruiting
parents for Boy Scouts (Ramos, 1987). Furthermore, Applebaum (1992) noted that
word-of-mouth continues to be effective when recruiting minorities. The prevailing
opinion among researchers is that recruitment of all volunteers, but particularly Blacks
and Hispanics, requires personalized efforts.

Using community organizations and partnering with those organizations are also
effective techniques in reaching minorities (Applebaum, 1992; Boston, 1987; Chambré,
1982). Boston recommended surveying a community to determine possible sources of

volunteers (churches, parent teacher associations, parent teacher organizations, block

associations, registered voters, professional organizations, and community residents who

20

have children or other family members who are involved in local programs, unions, and
the NAACP). Applebaum suggested making presentations to ethno-cultural
organizations, including churches, mosques, and temples.

Broadcast media (radio and television) are other avenues for reaching minorities
(Applebaum, 1992). Chambré (1982) concluded that mass media and
community-organization techniques should be combined to reach minorities because
mass media create awareness; however, other researchers have contended that one-on-one
contact and community organizations are the best methods for recruiting minorities.

Perkins and Wright (1989) found that the recruitment of minorities, like that of
other groups, must be done carefully because mass-media messages are likely to fail
miserably. Like everyone else, minorities have become conditioned to ignore "
shot-gunned" messages. Further, the simple inclusion of photographs of Blacks and
Hispanics in promotional materials is not sufficient (Chambré, 1982). While clearly
superior to materials excluding these photographs, such material can still appear as

tokenism (Chambré, 1982).

Other Factors Influencing Recruitment
Other factors to be considered in efforts to recruit minority volunteers include:
1. Advertise the benefits of being involved in a program (Macduff, 1992;
Rowland, 1990).
2. Use the sociodemographic characteristics of current volunteers to help with

placement and recruiting efforts (Macduff, 1992).

21

3. Promote the most "attractive" activities available to volunteers and use "hands
on" volunteer opportunities as a major recruitment theme (Nestor & Fillichio, 1992).

4. Eliminate screening processes, which discourage volunteers. The delay between
when an individual contacts an organization and when that person assumes a volunteer
role may unintentionally communicate to a potential volunteer that he or she is not
wanted (Chambré, 1982).

The volunteer market can be meaningfully segmented; therefore, focusing on
volunteers’ differing lifestyles, needs, and desires may lead to effective targeting of
particular groups (Heidrich, 1988; Lynch, 1990). Although people in the target group will
have different motivational needs, informed guesses can be made about the needs of a
majority of individuals in the group. Motivational themes can then be developed to
appeal to these perceived desires (Lynch, 1990).

Boston (1987) made specific recommendations on how to recruit low-income
Black volunteers, based on his study sample of 101 registered voters (90% Black) from
the West Ward of Newark, New Jersey. They were:

1. Determine which specific needs of the community or agency volunteers can
meet.

2. Survey the community to determine possible sources of volunteers.

3. Plan how potential volunteers will apply and how those who apply will be
screened. An organization should be prepared to go into the community to recruit or
provide transportation.

4. Relate volunteer tasks to a community effort.

5. Recruit during the summer, on evenings or weekends.

22

6. Determine the time period and specific hourly commitment expected.

7. Address training programs to who, what, when, and how. What—Content of the
training should be based on agency needs and volunteer motivations. When—Train in the
evening or on weekends at a site near volunteers’ homes. How—Offer single training
sessions: A minimum of one session should address history and philosophy, as well as
the general characteristics of people the agency serves; offer skill workshops; explain
volunteer ethics. (pp.76-79)

In a study of perceived time availability of 43 volunteers and 192 nonvolunteers,
Rowland (1990) concluded that Extension staff seeking volunteers should address
volunteers’ perceptions of time commitments. It is critical to understand that time
availability is partly a matter of perception, not just the actual hours available.

Another opportunity to recruit volunteers is through potential and past clients.
Heinsohn et a1. (1981) found that many 4-H volunteers usually became volunteers
because they had a child in the group or their child wanted to join a 4-H club. Further,
many volunteers in the CES were involved in or had exposure to 4-H programs
(University of Wisconsin-Madison, 1986).

Recruiting minorities is a slow and continuous process requiring long-term
commitment fi'om an organization. And, to be successful, organizations will have to use
the personal contacts of minorities who are already in the service (Perkins & Wright,
1989). Finally, any organization attempting to recruit Blacks and other minorities might
do well to look beyond the individual motivations and characteristics of potential
volunteers to examine barriers the organization may unwittingly have erected that

discourage minority participation (Latting, 1990). Grogan (1992) believed that making

23

culturally diverse people feel not only welcomed but also motivated to become a part of

the system requires a new system-a multicultural one.

Motivating Volunteers

Learning why a person does volunteer work (the motivation) is crucial to
maintaining volunteers. Wilson (197 6) believed that many worthwhile social programs
fail because administrators lack management and organizational skills and have
oversimplified views of people and motivation. The literature is'filled with motivation
theories (Hampton et al., 1973; Knowles, 1972; Litwin & Stringer, 1968; Maslow, 1954;
D.H. Smith, 1981), but there is very little actual research data concerning race or
ethnicity. The present researcher was concerned with applying McClelland and
Atkinson’s theory of motivation to minority volunteers.

Henderson's (1981) Minnesota study of 200 adult 4-H volunteers indicated that
4-H volunteers were significantly more motivated by affiliation (84%) than by
achievement (12%) or by power (4%). The study revealed that the main reason adults
volunteered in 4—H was to be with their children. Other significant responses were: "liked
helping people," "liked associating with youth," and "wanted to have influence on how
people learn and grow." Henderson (1983) further examined her research findings,
revealing a significant difference between males and females regarding their altruistic or
selfish reasons for volunteering. Whereas men were more likely than women to be
altruistic, the data analysis showed there was little difference between the motivations

and characteristics of men and women who volunteered in 4-H.

24

Culp and Schwartz’s (1999) study of Ohio 4-H volunteers (98% White) indicated
that tenured 4-H volunteers were inspired by an affiliation to begin their volunteer
service. Volunteers also were motivated by affiliation to continue service—they liked the
contributions they made to the community through 4-H.

In a study of 101 residents (90% Black) in a predominantly Black, low-income,
urban area in New Jersey, Boston (1987) found that adults were slightly more
achievement motivated (42%) than affiliation motivated (41 %). In a North Carolina study
of 200 older adults (50 and older), Rouse and Clawson (1992) found that volunteers in
youth organizations tended to be more achievement motivated (41%) than affiliation
motivated (31%). Further, older adults who volunteered in adult organizations were
slightly more affiliation motivated (43%) than achievement motivated (41%).

These study results revealed different motives for volunteering, depending on
length of service, race/ethnicity, organization type, gender, and age. Through careful
examination, trends and commonalities should emerge emphasizing the importance of

understanding volunteers’ motivations.

Retaining Volunteers
Macduff (1992) indicated that the retention of volunteers is crucial. It is
expensive, both in time and money, continually to train new volunteers. She
recommended that volunteer managers closely examine the sociodemographic
characteristics of their existing volunteers to determine why certain people volunteer. The

information could then be used to show the benefits that accrue from volunteering.

25

Stevens's (1990) study on the retention and satisfaction of 151 older volunteers
living in a metropolitan area indicated that the most frequently cited reason for
volunteering was "I feel useful," whereas the most fiequently cited reason for dropping
out of the volunteer role was "I did not feel usefirl." According to the researcher,
minority representation in the sample (21% Black, 21% Jewish, and 20% Italian) was
disproportionately higher than in the population. The volunteers in Stevens’s study were
older adults who were residentially stable, predominantly female, often of minority
status, low in socioeconomic status, and working for nomnonetary reward.

Stevens (1990) recommended targeting older adults who live near agencies in
need of volunteer services. Once recruited, however, will they stay? Much depends on
the organization's ability to satisfy the volunteer's continuing need for a sense of
usefulness.

Stevens (1993) also conducted a study of 119 volunteers who were older women
to examine the characteristics associated with volunteer satisfaction and retention. When
organizations address the issues of satisfaction and retention, older women may find
continued usefulness through volunteer work, which uses their skills and serves the needs
of society. The sample included a sizable representation of racial and ethnic minorities,
including 25% who were Afiican Americans.

Role theory was the basis for developing the variables for Stevens’s (1993) study.
Six qualities of the volunteer and the volunteer role contributed to retention and
satisfaction. They were role-set interaction, role congruence, role recognition, assistance
with transportation, continuity of respect, and pattern of service. Statistically significant

findings were as follows:

26

1. Women who reported having contact with more people reported higher levels
of retention and satisfaction (role-set interaction).

2. Women perceiving strong similarities between expectations and experiences
tended to have higher levels of retention and satisfaction (role congruence).

3. Women receiving a lot of recognition had higher levels of retention and
satisfaction (role recognition).

4. Women receiving assistance or reimbursement were more satisfied (assistance
with transportation).

5. A strong similarity between past and current work roles was related to
satisfaction (continuity of respect).

6. A positive relationship was found between the number of years involved and
level of satisfaction.

Overall, volunteer satisfaction ranged from relatively low to high, with the largest
proportion being "moderately satisfied" (43%). Stevens concluded that current and future
resources of older women who volunteer could be tapped for the mutual benefit of seniors
and society. Volunteer administrators should promote volunteering opportunities for
interaction, recognition, and meeting expectations.

Latting's (1990) study of volunteers from the Big Brothers Big Sisters agency was
designed to identify possible predictors of volunteer retention. The sample of 145 people
was 84% White, 12% Black, 3% Hispanic, and 1% Asian. Approximately 17% of the
agency’s volunteers were people of color (Blacks, Hispanics, and Asians) and 40% of the

clients were of color.

27

Latting (1990) reexamined data from a previous study to identify differences in
the self-reported attitudes, motivations, and personality characteristics of Black and
White volunteers. With respect to education, 72% of White respondents and 59% of
Black respondents had a college degree, and most held professional positions.

The two groups had significant sociodemographic differences. In comparison to
the White volunteers, Blacks were more likely to be female, younger, and with less time
served as a volunteer. When age, gender, length of service, and student status were
controlled, Blacks were significantly more likely than Whites to indicate altruistic norms
for volunteering and to characterize themselves as nonnatively ethical and caring. They
were also more likely to indicate that they had volunteered because it was their "turn to
help" and because they felt a duty to contribute to the community. Finally, Blacks were
significantly more likely to indicate that they had volunteered because they had "a lot to
offer a child." Whites were significantly more likely to volunteer to learn new things. No
other significant differences were found between the egoistic motives of Black and White
volunteers. Both the Black and White volunteers indicated self-concepts and motivations
with altruistic and egoistic components.

Latting (1990) suggested that when attempting to retain Black volunteers in an
organization, try to determine the motivation source. The motivation for continued
volunteering might stem fiom a desire for social change, a sense of social responsibility,
or a combination of the two.

In a study of 262 volunteer administrators, volunteer case aides, and retired senior
volunteers designed to determine the degree of perceived importance volunteers attached

to the organizational conditions of volunteer work, Colomy, Chen and Andrews (1988)

28

found that intrinsic rewards and situational facilities were important. In general,
administrators, case aides, and volunteers regarded situational facilities as very important
in their volunteer work. Items ranking high included helping others, clearly defined
responsibilities, interesting work, and competence of the immediate supervisor.

The study indicated that, in comparison to the more frequently studied intrinsic
and extrinsic rewards, situational facilities were perceived as a very important dimension
of volunteer work. Knowledge about intrinsic rewards and situational facilities then can

provide a basis for altering programs to increase retention and satisfaction.

Summary and Conceptual Framework
In summary, understanding minority volunteerism as it relates to involvement in a
traditional organization is not simple. As depicted in the conceptual framework (see
Figure 2), volunteerism is an ecological phenomenon with interactions between person
factors and environmental factors. If efforts to recruit and retain minority volunteers are
to succeed, such volunteers must be understood and reached within the context of their

environment, which is influenced by person and environmental factors.

29

 
  

      

Recruitment
and retention strategies

 
    
    
   
    
   
 

Organizational climate
srqua roars 1J_L

PERSONAL FACTORS

Dissonan
factors

 
 

ENVIRONMENTAL
FACTORS

Figure 2: Conceptual framework.

30

CHAPTER III

METHODOLOGY

In this chapter the researcher describes the methods and procedures used to
explore the study participants’ sociodemographic characteristics, recruitment techniques,
and retention strategies, and to examine the motivational profile of minority adult
volunteers serving in the 4-H youth programs in the Tampa Bay area of Florida. Included
are discussions of the study design, dependent and independent variables, population and
sample, development of the instruments, pilot testing, data collection, data analysis, and

I'lOI'II'CSpOI'lSC.

Design of the Study

The design of the study was a mixed methodology. Mixed aspects of the
quantitative and qualitative paradigm were combined at many steps in the design
(Creswell, 1994, pp. 177-178). A quantitative design was used to describe selected
characteristics and motivations of volunteers, and perceived barriers to 4-H volunteering,
using the survey research technique. Survey research allows a researcher to gather data by
asking questions of a group of individuals called respondents (Ary, Jacobs, & Razavieh,
1996,p.427)

The qualitative research design took the form of a case study that was used to
explore issues surrounding minority volunteer recruitment and retention in the 4-H youth
programs in the Tampa Bay area. Recruitment practices, retention efforts, and

circumstances of these 4-H volunteers were viewed in depth. A case study is a qualitative

31

examination of a single individual or group (Ary et al., 1996). Tampa Bay area minority
4-H volunteers comprised the group studied. According to Yin (1994, p. 2), a case study
contributes uniquely to the knowledge of individual, organizational, social, and political
phenomena. In this exploratory study, semi-structured surveys were administered during

personal interviews.

Dependent and Independent Variables
The dependent variable for this study was volunteerism,and the independent
variables were sociodemographic characteristics, motives, and recruitment and retention
strategies. A dependent variable is the phenomenon that is the object of the investigation.
An independent variable is a factor that is measurably separate and distinct fiom the

dependent variable, but it may relate to the dependent variable (Ary et al., 1996).

Population and Sample

The population investigated in this study was a group of 3 12 minority adult
volunteers who served in or supported the 4-H youth programs in the Tampa Bay area of
Florida from September 1, 1998, through August 31, 1999, as reported on the Florida 4—H
ES-237. The Tampa Bay area includes Hernando, Hillsborough, Manatee, Pasco,
Pinellas, Polk, and Sarasota counties. According to the Annual Extension Youth
Enrollment Report (Florida 4-H Youth Programs, 1999, p. 5), these volunteers supported
the 4-H program through the following delivery modes: (a) organized clubs, (b) special-
interest/short-term programs/day camps, (c) overnight camping programs, (d) school

enrichment, (e) individual study/mentoring/family learning programs, (f) school-age child

32

care education programs, and (g) instructional television/video programs. Volunteers may
have worked directly or indirectly with 4-H youths through one or more of these delivery
modes or may have served on a 4-H advisory committee or foundation.

The accessible population for the study was 124 minority adult volunteers who
served in or supported the 4-H youth programs in the Tampa Bay area of Florida. Major
reasons for the large inaccessible population (188) were that only numerical information
was being collected for group enrollments and that volunteers were no longer working
with an organization. In studies such as this one, where a minute amount of knowledge is
known about the population, Miller (1977) suggested simple random sampling as an
appropriate sampling procedure. However, after weighing a variety of factors, the
researcher decided to gather data from the entire accessible population. A census is a
survey that includes the entire population. Israel (1992a) stated that a census is attractive
for small populations because it eliminates sampling error and provides data on all

individuals in the population.

Mail Survey
The sample for the mail questionnaire, the quantitative portion of the study,
included 124 minority adult volunteers who served in or supported the 4-H youth
programs in the Tampa Bay area of Florida. Sixty-eight (55%) usable questionnaires were
returned. Fourteen questionnaires were returned but not analyzed for the following
reasons: mail returned as attempted unknown or addressee unknown, volunteer classified

as White non-Hispanic, individual no longer worked with the agency, incomplete

33

questionnaires, and volunteers declined to answer because they did not think they

qualified as volunteers.

One-on-One Interview

For the one-on-one in-depth interview portion of the study, a sample of 28
individuals was purposively identified from the accessible population based on service
delivery mode and input from various 4-H agents. According to Ary et a1. (1996, p. 480),
this nonrandom sampling strategy allows researchers to select purposive samples
sufficient to provide maximum insight into and understanding of the phenomenon they
are studying. Each county in the Tampa Bay area had at least two volunteers included in
the sample. These volunteers were directly involved in or supported the organized 4-H
club program fi'om September 1, 1998, through August 31, 1999. They donated their time
and energy as organizational or administrative leaders, project leaders, activity leaders,
advisory committee members, or foundation board members.

At least three attempts were made to schedule an interview with each volunteer.
Telephone calls were placed on different days and times to accommodate varied
lifestyles. Twenty-one (75%) telephone calls were successfirlly completed, resulting in
personal interviews being conducted. Three volunteers did not return the researcher’s
telephone calls after she lefi voice messages. Two volunteers declined to be interviewed.
One volunteer was not contacted because he or she had no answering machine. A

continuous effort was made to contact another volunteer, but no interview was scheduled.

34

This study’s sample was 21 for the one-on-one in-depth personal interviews
(qualitative) and 68 for the mail questionnaire (quantitative). Volunteers that took part in

the interviews were a subset of the 68 volunteers that participated in the mail survey.

Development of the Instruments
Two instruments were developed for this study. They were the Recruiting and
Retaining Minority 4-H Volunteers in Tampa Bay Area, Florida Questionnaire (see
Appendix D) and the Instrument for In-Depth Interview—Recruiting and Retaining

Minority 4-H Volunteers in Tampa Bay Area, Florida (see Appendix F).

Mail Survey Instrument

The Recruiting and Retaining Minority 4-H Volunteers in Tampa Bay Area,
Florida Questionnaire was developed as the quantitative mail survey research instrument.
It consisted of 59 questions organized into four sections:

Section I — Scope of Formal Volunteer Participation

Section H — Reasons for Volunteering

Section III — Reasons for Not Volunteering in the 4-H Organization

Section IV — Sociodemographics
Section I, an adaptation of the instrument used by Boston (1987), contained five
questions about the scape of formal volunteer participation, including interpretations of
what it means to be a volunteer. These five questions related to Grand Tour Research

Question 1.

35

Section II of the instrument concerned reasons or motives for volunteering. It was
developed by Henderson (1981) and adapted by Boston (1987) to measure the
motivations of 4-H volunteers in Minnesota and adults in New Jersey, respectively.
Twenty-seven 5-point Likert scale items were used to determine the motivation needs of
4-H volunteers in this study. Responses ranged from strongly disagree (coded as l) to
strongly agree (coded as 5). A neutral response was coded as 3. All items were written as
positive statements. Three subsets of motives (achievement, affiliation, and power) could
be identified from the 27 items (see Appendix J). An achievement motive was defined as
that which influences one to take pride in accomplishment and to try to do something
better than before. An affiliation motive was defined as that which influences one to have
concern about one’s personal relationships. A power motive was defined as that which
indicates a desire for influence in a group. Section II of the 4-H questionnaire related to
Grand Tour Research Questions 2 and 2.1.

Section III of the instrument concerned reasons for not volunteering in the 4-H
organization. It was an adaptation of an instrument used by Safiit et a1. (1994) to measure
reasons for volunteering of adults in central cities and surrounding communities in Ohio.
Similar 4-point Likert scale items were used in this study to determine why minorities do
not volunteer in the 4-H organization. The 13-item scale has responses ranging from
never true (coded as 1) to always true (coded as 4). A neutral response was coded as 2.
Section III of the 4-H questionnaire related to Grand Tour Research Question 3.1.

Section IV sought sociodemographic information. It was an adaptation of

questions used by Boston (1987) and Safiit et al. (1994), and as well as questions

36

recommended by the study’s panel of experts. Section IV of the 4-H questionnaire related

to Grand Tour Research Question 1.

One-on-One Interview Instrument

Instrument for In-Depth Interview - Recruiting and Retaining Minority 4-H
Volunteers in Tampa Bay Area, Florida (see Appendix F) was the qualitative one-on-one
instrument developed by the researcher and was based on research findings. The five-item
open-ended instrument was administered through personal interviews. The two sections
of the instrument were:

Section I — Introduction

Section II -- Recruitment and Retention Strategies
Section I of the instrument included an overview of the study, and Section H included
five open-ended questions that delved finther into recruitment and retention strategies.
Section H related to Grand Tour Research Questions 3 through 3.6.

In summary, the Recruiting and Retaining Minority 4-H Volunteers in Tampa Bay
Area, Florida Questionnaire, used for the quantitative mail survey portion of the study,
was an adaptation of three previous research efforts and suggestions from the study’s
panel of experts. Instrument for In-Depth Interview—Recruiting and Retaining Minority
4-H Volunteers in Tampa Bay Area, Florida, was used for the qualitative portion of the
study. It was developed by the researcher and based on research findings. Sections of
each instrument were referenced to the appropriate grand tour research question, except
for Section I of the in-depth instrument. For a comprehensive listing of grand tour

research questions, variables, and items, please see Appendix I.

37

Pilot Study

A pilot study was conducted for reliability and replication purposes. It is
important to gain access to research by seeking the approval of “gatekeepers” (Creswell,
1994, p. 148). Approval to conduct the study was granted by the Michigan State
University’s University Committee on Research Involving Human Subjects (UCRIHS)
(see Appendix A). Permission also was obtained from the Florida Cooperative Extension
Service (see Appendix B) to conduct the study.

According to Yin (1994, p. 74), a pilot study helps the investigator refine plans
with respect to both the content of the data and the procedures to be followed. The first
questionnaire was mailed to 58 minority adult 4-H volunteers on February 4, 2000, using
a modified version of Dillrnan’s (1978) total design method (see Figure 3). After three
waves of mailings, a 36% rate of return was achieved for the mail survey.

In preparation for the one-on-one personal interviews, using the in-depth
instrument, the researcher:

1. Trained in the interview methodology by practicing role playing.

2. Contacted 4-H agents in Orange, Seminole, and Volusia counties to reconfirm
volunteer status.

3. Consulted with advisors and 4-H agents to select pilot cases and determine the
nature of the inquiry (Yin, 1994, p. 74).

4. Met with volunteers who agreed to be interviewed. At the end of the interview,
volunteers were asked if there were questions they did not understand.

All four interviewees understood the questions; therefore, no modifications to the
questions were necessary. Three interviews were conducted in the volunteers’ homes

around the kitchen table, and one interview was conducted at the volunteer’s place of

38

work, a public housing community. A 100% completion rate was achieved for the one-
on-one interviews.

The pilot study served as a useful tool in refining the research procedures. The
West Coast 4-H Agents Association also provided valuable input. The group was
composed of all 4-H agents working in the Tampa Bay area, except for Hernando County.
During the meeting, pilot study procedures were shared with the group. The group
recommended adding a personal note such as “Please Help” and “Dated Materials” on the
outside of the envelope and postcard. According to the 4-H agents, this would help create

a sense of need and urgency. These suggestions were incorporated into the study.

Validity and Reliability

Recruiting and Retaining Minority 4-H Volunteers in Tampa Bay Area, Florida
Questionnaire, is an adaptation of instruments used by Henderson (1981), Boston (1987),
and Safiit et a1. (1994); therefore some evidence of validity and reliability already
existed. Validity is the extent to which a test measures what it is intended to measure.
Construct validity means that correct operational measures have been established for the
concepts being studied, whereas external validity concerns the domain to which a study’s
findings can be generalized (Yin, 1994, p. 33). A panel of experts reviewed the study
procedures, the mail questionnaire, and the in-depth instrument to determine construct,
face, and content validity. An urban Extension 4-H agent, 4-H volunteer specialist, and
Extension program evaluation specialist made up the panel of experts.

Reliability is the degree of consistency of a measuring instrument (Ary et al.,

1996). Reliability coefficients were run using the Statistical Package for the Social

39

Sciences (SPSS 10.0). The Cronbach alphas were .7276 for the achievement motive
subscale, .5785 for the affiliation motive subscale, .8528 for the power motive subscale,
and .8626 for the 13 reason scale items. Each motive subscale contained nine scaled
items. According to Ary et al. (1996), the degree of reliability needed in a measure
depends on the use that is to be made of the results. Based on how the results of this
research will be used, the reliability coefficients were found to be at acceptable levels.
Also, the researcher used the test-retest, code-recode technique to test for accuracy and
consistency in processing the case study findings. The consistency rate was 98% after 3

days.

Data Collection
Mail Survey

For the mail survey portion of the study, the questionnaire was printed in booklet
form (see Appendix D) and distributed using a modified version of Dillrnan’s (197 8) total
design method (see Figure 3). The first questionnaire, along with a cover letter (see
Appendix C) that included an informed consent statement and a return envelope, were
mailed February 29, 2000. One week later, March 7, a postcard (see Appendix G) was
sent as a reminder to nonrespondents and as a thank-you to respondents. All
questionnaires postmarked by March 7, 2000, were entered in a $100-value gift certificate
drawing.

The drawing was held March 14, 2000, and the winner was sent the gift
certificate. On March 21, 2000, a replacement questionnaire, a return envelope, and an

appropriate cover letter (see Appendix H) were sent to nonrespondents.

4O

Mail Survey One-on-One Interview

 
     
   
 

 
  

  
   
   
 

Initial telephone contact
to schedule interviews

Initial mailing
Cover letter & survey

February 29, 2000 March 3, 2000

 
    
 
   
   

First follow-up Conduct interviews

Postcard
(Second mailing)

March 5 - 18, 2000

 

March 7, 2000

 

#

Report as nonresponse

 
  

 

  
     
   
 

Second follow-up
Cover letter & survey
(Third mailing)

March 29, 2000

 

 

March 21 , 2000

 

 

 
  

  
     
   
 

ALL
DATA
AN ALYZED

Report as nonresponse

 

April 18,2000

 

 

 

April 21, 2000

Figure 3: Data collection procedures.

41

Throughout the mailing process, the researcher tracked the questionnaires being
returned, using a master list compiled at the beginning of the study. As questionnaires
were received, their identification numbers were checked off the master list, and their
mailing labels were removed for subsequent mailings. This procedure guaranteed that

only nonrespondents, as of the mailing date, received follow-up requests.

One-on-One Interview

For the one-on-one interview portion of the study, the researcher began placing
telephone calls to 4-H volunteers on March 3, 2000, to schedule interviews (see Figure
3). This was 3 days after the initial questionnaires were mailed. Three attempts were
made on different days and at varying times to contact the 4-H volunteers. Interviews
were conducted at various locations and settings depending on the volunteers’ preference
and availability. Most interviews (57%) were conducted in the volunteers’ homes. Home
settings were the kitchen table, living room, fi'ont porch, fiont yard, shop/ garage, and a
picnic table next to a horse stable. The 4-H office was the second choice of location; 19%
of the interviews were conducted there. An equal number of interviews (19%) were
conducted at the volunteers’ workplaces or at a 4-H event. The remaining volunteers
(5%) were interviewed at a county ballpark. Interviews were conducted as early as 8:00
am. and as late as 8:00 pm. and lasted an average of 12 minutes.

The researcher was the sole interviewer. There was no need for a Mexican-dialect
Spanish interpreter to accompany the researcher because no perceived language barrier
existed. Informed consent and permission to audio-tape the interview were obtained fiom

each volunteer before starting the interview (see Appendix E). Volunteers were assured

42

that the information would be kept confidential, and they were also offered a copy of their
interview transcript. No volunteers requested transcripts. During the interview, volunteers
were asked five open-ended questions (see Appendix E). The researcher audio-taped the
interview and made notes on the in-depth instrument. One tape was used for each
interview as suggested by Yin (1994). A professional transcriptionist transcribed all but
three of the tapes. The researcher transcribed those tapes because of possible
confidentiality problems. All tapes will be destroyed after the study is completed.

In summary, the quantitative data were collected using a questionnaire
administered as a mail survey, using a modified version of Dillman’s total design method.
A 55% rate of return was achieved. The qualitative data were collected by recording

responses during in-depth interviews. A 75% interview-completion rate was achieved.

Data Analysis

Quantitative data fiom the mail questionnaires were recorded and coded into a
personal computer using the Statistical Package for the Social Sciences (SPSS 10.0). The
data were analyzed using fi‘equency of distribution, t tests, analysis of variance
(AN OVA), and correlations.

Qualitative data were analyzed using open coding. These data were obtained
during the one-on-one interviews (case study) and from the open-ended questions on the
mail survey. Yin (1994, p. 102) acknowledged the difficulty of analyzing case study
evidence because the strategies and techniques are not well defined. Open coding
procedures were used to reduce the information to themes and categories (Creswell, 1994;

Strauss & Corbin, 1998). The researcher read the one-on-one interview transcripts a

43

minimum of three times to identify categories and themes, which were then coded and
tabulated, or otherwise combined to address the grand tour research questions of the
study. Quotations from volunteers were used to deepen the understanding and validate the
categories and themes. The researcher used the test-retest, code-recode technique to check
for accuracy and consistency. The consistency rate was 98% after 3 days.

Ten grand tour research questions and subquestions were addressed in this study.
Those questions and the statistical procedure used in analyzing each one are as follows:

Grand Tour Question 1. What are the characteristics of minority 4-H volunteers
in terms of the following: age, gender, race/ethnicity, years lived in community, marital
status, children of 4-H age, level of education, employment type, employment status,
family income, 4-H alumni, children 4-H members, associates involved in 4-H, years of
service, mode of service, meaning of volunteer, and scope of volunteer efforts? Variables
were grouped as person, person-related, career-related, 4-H-related, or volunteer-related.
This question was addressed by recording demographic and other selected characteristics
of the sample in frequency distribution tables.

Grand Tour Question 2. Are minority 4-H volunteers motivated more by
achievement, affiliation, or power? This question was addressed by recording frequency
of distribution for all motives combined and separate tables for each motive subset. A
rank order also was provided in the tables.

Subquestion 2.1—What relationships exist between the selected characteristics of
volunteers and their motivations? Pearson’s correlations were calculated to examine

relationships between the motives subscales and characteristics. T tests and ANOVAs

were used to investigate the differences between motives subscales and selected
characteristics of volunteers.

Grand Tour Question 3. How can minorities be recruited and retained as 4-H
volunteers? Data collected were recorded in frequency distribution tables. Themes also
were identified, and volunteers’ quotations were used to deepen the understanding of the
issues set forth.

Subquestion 3.1—What are some reasons minorities do not volunteer for 4-H?
This question was addressed by recording the frequency distribution of the sample and
scale mean scores in rank order. Themes were identified in the case study data, and
frequencies were reported. Volunteers’ quotations were used to provide deeper
understanding.

Subquestion 3.2-How are minority 4—H volunteers currently recruited?

Subquestion 3.3—How should minority 4-H volunteers be recruited?

Subquestion 3.4-What would it take to keep current minority 4-H volunteers?

Subquestion 3.5—What causes minority 4-H volunteers to re-enroll?

Subquestion 3.6—What causes minority 4-H volunteers not to re-enroll?
Analyzing the case study data for themes and reporting frequencies provided answers to
these five questions. Volunteers’ quotations were used to provide deeper understanding.

All variables, research questions, and items on the surveys can be found in Appendix I.
N onresponse

Nonresponse is a major concern in survey research. Goldhor (1974) stated that

nonrespondents frequently are similar to late respondents. Israel (1992b) also stressed the

45

importance of comparing characteristics of early respondents to those of late respondents
as a strategy for dealing with nonresponse.

After follow-up attempts, the mail questionnaire response rate remained below
75%; therefore, early respondents were compared to late respondents to determine the
extent to which the results could be generalized. Data for 15 early respondents and 15 late
respondents were analyzed. T tests were performed on six variables: one person, one
person-related, one career-related, one 4-H-related, and two volunteer-related (see
Appendix L). No statistically significant differences were found between early and late
respondents. However, this may have been due to the small sample and large variability

between groups; therefore, predictions cannot be made with confidence.

Summary
In Chapter ID, the writer described the methods and procedures used to explore
selected characteristics of volunteers, recruitment techniques, and retention strategies, and
to examine the motivational profile of minority adult volunteers serving in the 4-H youth
programs in the Tampa Bay area of Florida. The chapter also included discussions of the
study design, the dependent and independent variables, population and sample,
development of the instruments, pilot testing, data collection, data analysis, and

nonresponse. The findings are reported in Chapter IV.

46

CHAPTER IV

FINDINGS

The researcher’s purpose in this research study was to describe selected
characteristics of minority adult 4-H volunteers serving in the Tampa Bay area and to
explore how the 4-H organization can recruit and retain minority volunteers by examining
their motives and perceived barriers. The data that were collected from 68 minority 4-H
volunteers from the Tampa Bay area who responded to the mail questionnaire and 21
volunteers who were interviewed are described in this chapter. Volunteers that
participated in the interviews were a subset of the 68 volunteers. The findings are
reported in two main sections — findings from the mail survey and interviews with
volunteers. Each section addresses the research questions and includes a general reference
to the item content, the statistical procedure used for analysis, and a discussion of the
results. In procedures in which AN OVAs were used, a check for homogeneity of variance
was conducted using an F test. In the discussion of results, all results that were significant

at the .05 level are noted.

Findings From the Mail Survey
A modified Dillrnan total design method failed to achieve a mail response rate
above 75%. Early respondents were compared to late respondents (see Appendix L). No
statistically significant differences were found; therefore the results of this study can be
generalized to the 4-H minority volunteers in the Tampa Bay area. Even so, this

generalization cannot be made with confidence because of the small sample size.

47

Characteristics of the Sample

An important question of this study was Grand Tour Question 1: What are the
characteristics of minority 4-H volunteers in terms of the following: age, gender,
race/ethnicity, years lived in community, marital status, children 4-H age, level of
education, employment type, employment status, family income, 4-H alumni, children
4-H members, associates involved in 4-H, years of service, mode of service, meaning of
volunteer, and scope of volunteer efforts? The characteristics were divided into five
variable types for analysis. They are person, person-related, career-related, 4-H-related,

and volunteer-related variables.

Person Variables

Person variables are characteristics a person cannot change. These variables
include age, gender, and race/ethnicity. Volunteers were asked what year they were born
and their gender. The ages of the volunteers were determined by subtracting the year they
were born fi'om 1999. The youngest member of the volunteer sample was 18 years old
and the oldest was 73; the range was 55 years. The mean age was 45.10 years (SD =
12.26). A complete listing of ages can be found in Appendix K. The variables of age,
gender, and race/ethnicity are reported in Table 1. The sample was divided into four age
groups based on the standard deviation and mean years. The largest group (40.3%) was
composed of volunteers between the ages of 45 and 57, followed by the 33 to 44 age
group (32.3%), and then the 58 to 73 age group (14.5%). The smallest group (12.9%) was
composed of volunteers between the ages of 18 and 32. The sample had 57 (83.8%)

females and 11 (16.2%) males.

48

Volunteers were asked their racial/ethnic background. A White non-Hispanic
category was included on the questionnaire just in case the volunteer’s race/ethnicity had
been previously miscoded on the Florida 4-H ES-237 Report. Four questionnaires were
disqualified for this reason and were not included in the data analysis. The sample had 59
(86.8%) Blacks/Afiican Americans, eight (11.8%) Hispanics/Latinos, and one (1.4%)
Asian/Pacific Islander. In summary, as shown in Table l, the sample was primarily

Black/African American, female, and between 45 and 57 years old.

 

 

 

 

Table 1
Person Variables: Age, Gender, and Race/Ethnicity of Volunteers
Variable n M SD Range_
Age 62 45.10 12.26 55
Variable n Frequency %
Age 62
18-32 years 8 12.9
33-44 years 20 32.3
45-57 years 25 40.3
58—73 years 9 14.5
Total 62 100.0
Gender 68
Male 11 16.2
Female 57 83.8
Total 68 100.0
Race/Ethnicity 68
Black/Afiican American 59 86.8
Hispanic/Latino 8 1 1.8
Asian/Pacific Islander 1 1.4
Total 68 100.0

 

49

Person-Related Variables
Person-related variables included years lived in the community, marital status,
and children of 4-H age. The person-related variables are reported in Table 2.

Volunteers were asked how many years that they had lived in the community. The
mean length of time respondents had lived in their communities was 23.98 years
(SD = 14.63). The range was 56 years, extending from 0 to 56. A complete listing of
years lived in the community can be found in Appendix K. Respondents were divided
into four groups of years lived in the community, based on standard deviation and mean.
Twenty-three (36.5%) volunteers reported having lived in their respective communities 9
to 23 years. Eighteen (28.6%) volunteers had lived in their communities 24 to 39 years.
Twelve (19.0%) volunteers reported having lived in their communities 40 to 56 years.
Ten (15.9%) volunteers had lived in their communities 0 to 8 years.

Volunteers also were asked to report their marital status. The majority (50.7%) of
the volunteers were married. Single, never-married volunteers made up the second largest
group (17.9%). Persons who were divorced (16.4%), widowed (10.4%), and married but
separated (4.6%) followed these groupings.

Volunteers were asked to report whether they had children of 4-H age in their
household and how many. Twenty-nine (42.6%) volunteers reported that they did not
have children of 4-H age in their households. Thirty-nine (57.4%) volunteers reported
having children of 4-H age. Of the respondents who reported children of 4—H age, the
largest group (41.0%) comprised volunteers with two children, followed by those with
one child (35.9%), then volunteers with three children (12.8%). A household of 10

children of 4-H age was reported by 5.1% of the volunteers with children.

50

Table 2

Person-Related Variables: Years Lived in Community, Marital Status, and

 

 

 

 

Children of 4-H Age
Variable n M SD Range
Years lived in community 63 23.98 14.63 56
Variable n Frequency %
Years Lived in Community 63
0-8 years 10 15.9
9-23 years 23 36.5
24-39 years 18 28.6
40-56 years 12 19.0
Total 63 100.0
Marital Status 67
Single, never married 12 17.9
Married 34 50.7
Married, but separated 3 4.6
Divorced 11 16.4
Widowed 7 10.4
Total 67 100.0
Have Children of 4-H Age 68
Yes 39 57.4
No 29 42.6
Total 68 100.0
Number of Children of 4-H
Age per Household 39
1 child 14 35.9
2 children 16 41.0
3 children 5 12.8
4 children 1 2.6
5 children 1 2.6
10 children 2 5.1
Total 39 100.0

 

51

Two (2.6%) volunteers each reported having four and five children of 4-H age in the
household. In summary, most volunteers were married, had two children of 4-H age in

the household, and had lived in their communities 9 to 23 years.

Career-Related Variables

Career-related variables included level of education, employment type, current
employment status, and family income. The career-related variables are reported in Table
3.

Volunteers were asked to indicate their highest level of education. The largest
group (29.4%) in the sample had at least some college, followed by persons with graduate
degrees (26.5%), then those with 4-year college degrees (16.2%). Making up the next
groups were persons who had completed high school/GED (8.8%), then those with a
2-year college degree and some high school (4.4%), and those with some graduate work

(2.9%).

— 9..., ...... _.
. --.._

......-

Fiirther, volunteers were asked to report their employment type. The majority
(51.5%) of the volunteers reported being employed in professional/education
occupations. Skilled workers made up 15.2% of the sample, followed by those in
managerial positions (12.1%) and clerical and business employment (9.1%). Less than
8% of the volunteers reported being homemakers. About 5% classified their employment
type as other.

Volunteersalso were asked to report their current employment status. The

majority (71.7%) of the volunteers reported being employed full time. Equal numbers

(11.9%) reported either being employed part time or being retired.

52

Table 3

Career-Related Variables: Level of Education, Current Employment Status,

Employment Type, and Family Income

 

Variable n Frequency %
Level of Education 68
Some high school 3 4.4
Completed high school/GED 6 8.8
Technical or trade school 5 7.4
Some college 20 29.4
Two-year college degree 3 4.4
Four-year college degree 11 16.2
Some graduate work 2 2.9
Graduate degree 18 26.5
Total 68 100.0
Employment Type 66
Skilled worker 10 15.2
Clerical worker 4 6.1
Business 2 3.0
Managerial 8 12.1
Professional/education 34 51.5
Homemaker 5 7.6
Other 3 4.5
Total 66 100.0
Employment Status 67
Employed full-time 48 71.7
Employed part-time 8 11.9
Unemployed by choice 1 1.5
Retired 8 1 1.9
Other 2 3.0
Total 67 100.0
Family Income 57
$9,999 or less 4 7.0
$10,000 to $24,999 13 22.8
$25,000 to $49,999 26 45.6
$50,000 to $74,999 9 15.8
$75,000 to $99,999 4 7.0
$100,000 and over 1 1.8
Total 57 100.0

 

53

Three percent reported other as their employment status, and less than 2% were
unemployed by choice.

Volunteers were asked to report their total family income for 1999. The largest
percentage (45.6%) of volunteers reported family incomes of $25,000 to $49,999,
followed by those with family incomes of $10, 000 to $24,999 (22.8%). The third largest
group (15.8%) had family incomes of $50,000 to $74,999. Equal numbers (7%) reported
family incomes of $9,999 or less and $75,000 to $99,999. About 2% reported a family
income at the $100,000 and over level.

In summary, the most volunteers had some college and were employed full time

in professional/education careers. They also had family incomes of $25,000 to $49,999.

4-H-Related Variables

4-H-related variables included 4—H alumni, having children who were 4—H
members, and having associates involved in 4-H. The 4-H-related variables are shown in
Table 4.

Volunteerswere asked whether they were 4-H alumni. Eighty-three percent said
they were not 4-H alumni, whereas 17% reported that they were 4-H alumni. When asked
whether any of their children were 4-H members, 65.7% of the respondents said no and
34.3% said yes. Twenty-nine volunteers previously reported that they did not have
children of 4-H age in their households. Volunteers also were asked whether any of their
associates were involved in 4-H. Sixty-nine percent said that their associates were

involved in 4-H, whereas 31% reported that they were not involved. In summary, a

54

majority of the volunteers were not 4-H alumni, yet, if they had children of 4-H age, they

were members and their associates were involved in 4-H.

Table 4
4-H-Related Variables: 4-H Alumni, Children Who Are 4-H Members, Associates

Involved in 4-H

 

 

Variable n Frequency %
4-H Alumni 65
Yes 1 1 16.9
No 54 83.1
Total 65 100.0
Have Children Who Are 67
4-H Members
Yes 23 34.3
No 44 65.7
Total 67 100.0
Associates Involved in 4-H 65
Yes 45 69.2
No 20 30.8
Total 65 100.0

 

Volunteer-Related Variables

Volunteer-related variables included years of service, mode of service, meaning of
volunteer, and scope of volunteer efforts. Years of service and mode of service are
reported in Table 5.

Volunteers were asked to report how long they had been a 4-H volunteer. The
range of years of service was 17 years; the shortest tenure was 1 year and the longest was

18 years. The mean was 4.53 years (SD = 3.96). A complete listing of years of service can

55

be found in Appendix K. Respondents were divided into three volunteer-service groups,

based on standard deviation and mean.

 

 

 

 

Table 5
Volunteer-Related Variables: Years of Service and Mode of Service
Variable n M SD Range
Years of service 68 4.53 3.96 17
Variable n Frequency %
Years of Service 68
1 year 14 20.6
2-8 years 43 63.2
9-1 8 years 1 1 16.2
Total 68 100.0
Mode of Service
Community or project club 68
Checked 40 58.8
Not checked 28 41.2
School enrichment or school club 68
Checked 16 23.5
Not checked 52 76.5
After school program 68
Checked 21 30.9
Not checked 47 69.1
Camp 68
Checked 9 13.2
Not checked 59 86.8
4-H advisory or 4-H foundation 68
Checked 14 20.6
Not checked 54 79.4
4-H EFNEP 68
Checked 1 1.5
Not checked 67 98.5
Other 68
Checked 5 7.4
Not Checked 63 92.6

 

56

The largest group (63.2%) comprised volunteers who had served 2 to 8 years,
followed by those who had served 1 year (20.6%). The smallest group (16.2%) had
served 9 to 18 years.

Volunteers were asked where (mode) they volunteered in the 4—H program.
Community or project club was checked most frequently (40), followed by after school
program (21) and school enrichment or school club (16). Service through the 4-H
advisory or 4-H foundation was checked 14 times. Less frequently checked were camp
(9), other (5), and EFNEP (l).

Volunteers then were asked their definition or perception of what it means to be a
volunteer. Fifty-nine (86.8%) volunteers provided definitions whereas 9 (13.2%) did not.
The researcher read the definitions and developed a key word list so that the volunteers’
responses could be coded. Most definitions (88%) were grouped according to key words.

The words used to describe the meaning of volunteer are reported in Table 6.

 

 

 

Table 6

Volunteer-Related Variables: The Meaning of Volunteer (n=5 9)
Words Used to Define Frequency of Mention

Help 28

Giving 17

Compensation 1 1

Community 10

Willing 8

Unrelated Words 7

Total 81

 

57

The words “help, help out, helping” were mentioned by volunteers 28 times to
define “what it means to be a volunteer.” The words “give, giving, gives” were
mentioned 17 times. Words relating to compensation were mentioned 11 times. Terms
used included “no money,” “non-paid,” “without pay,” “without being paid,” “without
the expectation of payment,” “without expecting anything financial in return,” “don’t
receive any money,” and “no compensation.” “Community, community service,
community assistance” were mentioned 10 times. The words “willing, willingly, commit,
committed” were mentioned eight times. Seven volunteers provided definitions, but they
did not use any of the above-mentioned key words to define what it means to be a
volunteer. The frequency of mention exceeded the sample size because some volunteers
used several key words to define volunteer.

Volunteers were asked if the words “volunteer” and “help out” had the same
meaning to them, and whether they had volunteered or helped out in organizations other
than 4-H. Table 7 shows the responses to the two key questions concerning volunteer

efforts.

Table 7

Volunteer-Related Variables: Volunteer E florts

Question n Yes No
% %

Do the words “volunteer” and

“help out” have the same 65 67.7 32.4

meaning to you?

 

Have you volunteered or helped
out with organizations other than 67 83.6 16.4
4-H?

 

58

The majority (67.7%) of volunteers stated that the words “volunteer” and “help
out” had the same meaning to them, whereas 32.3% indicated that they did not have the
same meaning. An overwhelming number of volunteers (83.6%) indicated that they
volunteered for or helped out organizations other than 4-H. Only 16.4% reported that they
had not volunteered for or helped out organizations other than 4-H.

In summary, the volunteer-related variables covered a wide array of volunteer
issues. In general, volunteers had been involved in 4-H for about 5 years through the
community or project club mode. They also provided service to organizations other than
4-H. Volunteers used words such as “help” and “give” to define volunteer. Most often,

they used the words “volunteer” and “help out” interchangeably.

Volunteer Motivations

A principal research question of the study was Grand Tour Question 2: Are
minority 4-H volunteers motivated more by achievement, affiliation, or power?
Volunteers responded to 27 positively written statements addressing these three motives
using a Likert-type scale ranging fi'om strongly disagree (coded as l) to strongly agree
(coded as 5). A neutral response was coded as 3. Statements were ranked according to the
means. The statement with the highest mean (4.56) was “I am a volunteer or help out in
my community because I like helping people.” This was followed by “I am a volunteer
or help out because I want to have influence on how young people learn and grow”
(4.53). The statement with the lowest mean score (2.01) was “I volunteer or help out
because I like to receive recognition or attention for what I’ve done.” A comprehensive

listing of these results can be found in Appendix M.

59

To examine the motivational profile of minority 4—H volunteers in the Tampa Bay
area, questions were recoded into the achievement, affiliation, and power motives. A

summary of all questions measured by each motive can be found in Appendix J.

Achievement Motives

An achievement motive was defined as that which influences one to take pride in
accomplishment and try to do something better than before. Volunteers were asked to
indicate their level of agreement with each of nine statements that focused on the
achievement motive. Statements were ranked according to the means. The achievement
statement with the highest mean (4.51) was “I volunteer or help out because it is a way to
improve my community.” This was followed by “I volunteer or help out because I want
to learn new things” (4.13). The statement with the lowest mean (2.62) was “I volunteer
because I want to gain experience and skills which might lead to employment." Table 8
shows the mean scores, standard deviations, and rankings of the achievement-motive

statements.

Affiliation Motives

An affiliation motive was defined as that which influences one to have concern
about one’s personal relationships. Volunteers were asked to indicate their level of
agreement with each of the nine statements that focused on the affiliation motive.
Statements were ranked according to the means. The affiliation statement with the highest
mean (4.56) was “I am a volunteer or help out in my community because I like helping

people.” This was followed by “I volunteer or help out because I like associating with

60

Table 8
Mean Scores, Standard Deviations, and Rankings of the Achievement-Motive
Statements

Achievement-Motive Statements n M SD Ranking

 

I volunteer or help out because. it rs 68 4. 51 0.74 1
a way to Improve my community.

I volunteer or help out because I

want to learn new things. 68 4.13 0.91 2

I am a volunteer or help out
because rt rs sometlung I can do 68 3. 96 0.92 3
well.

I have goals for what I want to

accomplish as a volunteer. 68 3.78 1.08 4

I am a volunteer because I like the
challenge of the task. 68 3.76 0.96 5

I am a volunteer because it is a
constructive use of my lersure 68 3.43 1.26 6
tune.

I like to receive feedback from the
volunteer organization and staff
about how I am doing. 68 3'31 1'15 7
I am a volunteer or help out

because I feel an obligation to the

organization because of what it has 68 2.63 1.22 8
done for me.

I volunteer because I want to gain
experience and skills which might

lead to employment. 68 2~62 1.11 9

 

Scale Mean 3.57 Standard Deviation .63

 

61

young people” (4.44). The statement with the lowest mean (2.15) was “I volunteer or help
out because I can’t say ‘no’ when I’m asked." Table 9 shows the mean scores, standard

deviations, and rankings of the affiliation-motive statements.

Power Motives

A power motive was defined as that which indicates a desire for influence in a
group. Volunteers were asked to indicate their level of agreement with each of nine
statements that focused on the power motive. Statements were ranked according to the
means. The power statement with the highest mean (4.53) was “I am a volunteer or help
out because I want to have influence on how young people learn and grow.” This was
followed by “I volunteer or help out because I want to teach and lead others” (4.07). The
statement with the lowest mean (2.01) was “I volunteer or help out because I like to
receive recognition or attention for what I’ve done." Table 10 shows the mean scores,

standard deviations, and rankings of the power-motive statements.

62

Table 9
Mean Scores, Standard Deviations, and Rankings of the A ffiliation-Motive
Statements

Affiliation-Motive Statements n M SD Ranking

 

I am a volunteer or help out in my
community because I like helping 68 4.56 0.76 1
people.

I volunteer or help out because I
hke assocratmg wrth young 68 4.44 0.80 2
people.

I volunteer or help out because it is
a way I can express my carrng and 68 4.34 0.89 3
concern for others.

I am a volunteer because I want to
be with my child(ren) in the
program.

68 3.74 1.39 4

I volunteer or help out because it
grves me a chance to meet other 68 3.71 0.99 5
volunteers.

I prefer to work with groups of
people rather than alone when 68 3.65 1.14 6
volunteerrng.

I am a volunteer in my
neighborhood because I feel
needed. 68 3.31 1.16 7
I volunteer or help out because it is
important to me that people like
me.

68 2.38 1.13 8

I volunteer or help out because I
can’t say “no” when asked. 68 2.15 0.98 9

 

Scale Mean 3.59 Standard Deviation .58

 

63

Table 10

Mean Scores, Standard Deviations, and Rankings of the Power-Motive

Statements

Power-Motive Statements n M

SD

Ranking

 

I am a volunteer or help out
because I want to have influence
on how young people learn and
grow.

68 4.53

I volunteer or help out because I
want to teach and lead others. 68 4.07

I am a volunteer because I like to

be involved in making decisions
. 68 3.56

and program plannrng.

I like being involved in the

leadershrp role the volunteerrng 68 3.25

provrdes.

I volunteer or help out because I

hke to beresponsrble for programs 68 3.24

and actrvrtres.

I volunteer or help out because I

want to have influence over others. 68 2.93

I enjoy being able to “do my own
thrng . wrthrn the volunteer 68 2.66
orgamzatron.

I receive status in my community

because I am a volunteer. 68 2.15

I volunteer or help out because I
like to receive recognition or

attention for what I’ve done. 68 2-01

0.84

0.89

1.06

1.06

1.12

1.34

1.07

1.04

1.06

 

Scale Mean 3.16 Standard Deviation .59

 

64

Primary Motives of Volunteers

Volunteers have primary motives for volunteering (Litwin & Stringer, 1968).
Motive mean scores were obtained for each volunteer. The highest mean score was
considered to be a volunteer’s primary motive. If the mean scores were equal, they could
not be clearly identified with one primary motive; therefore, an “other” category was
established. Volunteers primarily associated with achievement and affiliation motives
each represented 41.18% of the sample. In addition, volunteers primarily associated with
power and other motives each represented 8.82% of the sample. The results concerning

primary motives of volunteers are displayed in Table 11.

 

 

 

Table 1 1

PrimaLy Motives of Volunteers

Motive N %
Achievement 28 41.18
Affiliation 28 41.18
Power 6 8.82
Other 6 8.82
Total 68 100.00

 

Relationships Between Characteristics and Motivations
Grand Tour Subquestion 2.1 was: What relationships exist between the selected
characteristics of volunteers and their motivations? In addition to examining whether

minority volunteers were motivated more by affiliation, achievement, or power, the

65

researcher also addressed the question of whether there were relationships between the

motives and selected characteristics of volunteers.

Correlations

To answer this question, bivariate relationships were examined using Pearson’s r.
According to Guilford (1956) and Williams (1992), an r above .70 should be considered a
high correlation with a marked or strong relationship, and an r between .4 and .7 should
be considered a moderate correlation with a substantial relationship. In addition, Guilford
and Williams considered an r between .2 and .4 as a low correlation with a definite but
small relationship, and an r less than .2 as a slight correlation with an almost negligible
relationship. According to Weisberg, Krosnick, and Bowen (1996), values higher than .3
are rare in survey research, even correlations of .1 may be reported as important. For this
study, a value of 3.20 (a low correlation with a definite but small relationship) was
considered large enough to be meaningful.

Correlations between motive subscales. A correlation matrix was computed to
examine the relationships between the motive subscales (Table 12). The correlations were
computed for a sample of N = 68. All were significant at p < .01. The motive subscales
had a moderate correlation and a substantial relationship (approximately r = .68) with
each other. These results are shown in Table 12.

There was a significant high correlation with a marked positive relationship
between affiliation and achievement (r = .74). There was a significant moderate
correlation with a substantial positive relationship between power and achievement

(r = .65). There was a significant moderate correlation with a substantial positive

66

relationship between affiliation and power (r = .66). The relationship between the motives
was such that when one increased, the other increased, or when one decreased, the other
decreased. As a participant’s achievement motives (pride in accomplishment) for
volunteering increased so did his or her affiliation motives (concern for personal
relationship and others), and power motives (influence). As a participant’s achievement

motives for volunteering decreased so did his or her affiliation and power motives.

 

 

 

gilt-Ziaztion Matrix for Achievement—Afliation—Power—Motive Subscales
Achievement Affiliation

Affiliation .744* —

Power .649* .660*

*p < .01

Correlations between characteristics and motives. Another correlation was
computed to examine the relationships between the characteristics of volunteers and their
motives (Table 13). No attempt was made to examine correlations between characteristics
and individual motive subscale items. Most motives were not correlated (at the .20
threshold) with the volunteer’s demographic characteristics. Even correlations reported as
statistically significant might differ with a larger sample. Examination of the data showed
that correlations of r = .24 and above were at significant, p = .05, and correlations of
r = .45 and above were significant at p = .01. The correlations were computed for a
sample of N = 68. Thirteen correlations met or exceeded the threshold value of .20. The

five statistically significant correlations are shown in Table 13 and are discussed here.

67

A low correlation with a definite but small negative relationship was found
between power motive and marital status (r = .28). Moderate correlations with
substantial positive relationships were found between having associates involved in 4-H
and achievement motives (r = .46) and affiliation motives (r = .48). Service through the
camp mode had a low correlation and a definite but small positive relationship with

achievement motives (r = .24) and affiliation motives (r = .26).

Table 13
Correlations for Characteristics and Motives of Volunteers

Motive
Variables Achievement Affiliation Power
Person
Age -.21
Gender -.22

Person-Related
Marital status -.28

Career-Related
Family income .22

4-H-Related
Associates involved in 4-H .46 .48 .23

Volunteer-Related
Mode of service
Community or project club -.23
After school .21
Camp .24 .26 .20
Volunteers w/other organizations .20

 

Note. Table is grouped by variable type and motives. A11 correlations of .24 and
above are in bold type. All correlations of .24 and above significant at p < .05, all
correlations of .45 and above significant at p < .01.

68

Motives and Characteristics

All meaningful correlations (r 3.20) were further examined using appropriate
statistical tests. No significant differences were found with motives and most variables.
This was probably due to the small size and although five variables were found to have
differences, these findings may differ with an increased sample size. Only statistically
significant differences are reported in Table 14.

Employment status. T -tests were used to test for differences between employment
status and affiliation motive. Employment status was divided into two groups: employed
full-time and other. There was a difference found between the employment status groups
and the affiliation motive, t = 2.25, p = .03.

Associates involved in 4-H. T -tests were used to test for differences between
associates involved in 4-H and achievement and affiliation motives. Associates involved
in 4-H was divided into two groups: yes and no. There were differences found between
the associates involved in 4-H groups and achievement motive, t = 4.07, p = .01 and
affiliation motive, t = 4.29, p = .01.

Mode of service—camp. T tests were used to test for differences between mode of
service-camp and achievement and affiliation motives. Mode of service-camp was
divided into two groups: checked and not checked. There were differences found between
the mode of service-camp groups and achievement motive, t = 1.97, p = .05, and

affiliation motive, t = 2.16, p = .03.

69

Table 14

Summary of Mean Scores, Standard Deviations, and Tests of Significance for
Motives and Selected Career-Related, 4-H-Related, and Volunteer-Related
Variables

 

 

 

 

Variable n M SD Test of Significance

Employment Status

Affiliation Employed full- 48 3.49 0.59 t (66) = 2.25, p = .03
time
Other status 20 3.82 0.49

Associates Involved in 4-H

Achievement Yes 45 3.75 0.54 t (63) = 4.07, p = .01
No 20 3.13 0.63

Affiliation Yes 45 3.76 0.42 t (63) = 4.29, p = .01
No 20 3.17 0.68

Mode of Service — Camp

Achievement Checked 9 3.95 0.53 t (66) = 1.97, p = .05
Not checked 59 3.51 0.63

Affiliation Checked 9 3.96 0.44 t (66) = 2.16, p = .03
Not checked 59 3.53 0.58

 

Reasons for Not Volunteering in the 4-H Organization
Grand Tour Subquestion 3.1 was: What are the reasons minorities do not
volunteer for 4-H? Volunteers were asked to indicate their level of agreement with 13
statements concerning why some minorities may or may not volunteer or help out in the
4-H organization, using a Likert-type scale ranging from never true (coded as 1) to
always true (coded as 4). A neutral response was coded as 2. Statements were ranked
according to the means. The mean scores, standard deviations, and rankings for each

statement are shown in Table 15.

70

The reason with the highest mean (2.97) was “too busy.” This was followed by
“conflict with work or school hours” (2.79), “not sure of their abilities to do the job”
(2.62), “limited transportation” (2.62), “does not understand 4-H’s purpose” (2.60), and
“no one asked” (2.59). The statement with the lowest mean was “costs too much” (1.96).

Eighteen volunteers provided additional comments on the mail survey. Responses
fiom the open-ended questions corroborated many of the reasons chosen by other
respondents concerning why minorities do not volunteer in 4-H and also provided insight
into deeper issues. Issues that emerged included the need to bring 4-H into minority
communities with an emphasis on nonagricultural projects, feeling intimidated because of
the lack of minorities in leadership roles, and differences in perceptions of

4-H in urban and rural areas.

71

Table 15
Mean Scores, Standard Deviations, and Rankings of Statements Regarding Reasons
for Not Volunteering

 

Statements n M SD Ranking
Too busy 68 2.97 0.62 1
Conflict with work or school hours 68 2.79 0.76 2
Not sure of their abilities to do the job 68 2.62 0.79 3 (tie)
Limited transportation 68 2.62 0.91 3 (tie)
Does not understand 4-H’s purpose 68 2.60 0.95 5
No one asked 68 2.59 1.03 6
Absence of supportive environment 68 2.56 0.89 7
Have no interest in 4-H 68 2.50 0.94 8 (tie)
Requires long-term commitment 68 2.50 0.87 8 (tie)
Lack of leadership ability 68 2.32 0.92 10
Language and cultural differences 68 2.29 0.99 11 (tie)
Lack of knowledge in working with youth 68 2.29 0.93 11 (tie)
Costs too much 68 1.96 0.95 13

 

Scale Mean 2.63 Standard Deviation .48

 

72

Findings From Interviews With Volunteers

Presented in this section are the findings fiom the one-on—one interviews with a
sample of 21 minority 4-H volunteers who served in the Tampa Bay area from September
1, 1998, through August 31, 1999. These volunteers were a subset of the mail survey
participants. Characteristics of these volunteers can be found in Appendix 0. The
interviews were conducted to determine how the volunteers were recruited and how to
retain them in the 4-H organization. The volunteers also were asked to provide
suggestions for the recruitment and retention of minority volunteers in the 4—H
organization. Guiding this part of the study was Grand Tour Question 3: How can

minorities be recruited and retained as 4-H volunteers?

Recruitment
Findings from the interviews regarding recruitment are summarized in this
section. The researcher asked the volunteers questions related to their recruitment
experiences and how they would go about recruiting minorities for the 4-H organization.
Provided in the following paragraphs is an analysis of the responses and a summary

related to volunteer recruitment.

How They Were Recruited

Grand Tour Subquestion 3.2 was: How are minority 4—H volunteers currently
recruited? This question addressed how minorities currently involved in 4-H first came
into the program. During the analysis of interviewee data, three themes emerged. These

volunteers had been recruited by another 4-H volunteer, had initiated their own service by

73

contacting the 4-H office, or had been recruited by the 4—H agent. The ways in which

minority 4-H volunteers were recruited are shown in Table 18.

 

 

 

Table 16

Ways the Interviewees Were Recruited as 4—H Volunteers (n =21)

Ways Recruited Frequency %
Other 4-H volunteers 10 47.6
Contacted 4-H office 6 28.6
4-H agent 5 23.8
Total 21 100.0

 

Ten (47.6%) volunteers had been recruited by other 4-H volunteers, mainly the
organizational leaders, whereas six (28.6%) had initiated their own 4-H volunteer
experience by contacting the 4-H office. Two of the volunteers who contacted the 4-H
office did so because of partnering opportunities emphasized at work. Five (23.8%)
interviewees had been recruited by the 4-H agent. The recruitment methods provided a
simple framework for identifying how these 21 volunteers came into the 4-H
organization.

The following comments made by the interviewees provide a deeper
understanding of how they were recruited. “ . . . and of course, where the kids go, dad
goes,” “I just wanted to go along. I wanted to be involved with what she was doing, ”
and “ . . . I got involved through my children in a home school group.” Many volunteers
spoke of their 4-H volunteerism as evolving. Their children were involved, so they

became involved.

74

A few volunteers began their volunteer experience because no one else would take
the club or they thought they were assigned to it. The following statements reflect this: “
. . . 4-H agent encouraged me to go ahead and take it [the club] since the other lady had
moved,” and “ . . . kind of assigned me and encouraged me and . . . it [a program at work]
fit directly into what 4-H was all about.” Another volunteer mentioned becoming a
volunteer because the 4-H club had become too large: “ it was overwhelming, so I called
the 4-H office to find out how many members it took to start a club.”

In summary, current 4-H volunteers mainly had been recruited most by other 4-H

volunteers. However, volunteers fi'equently evolved into their role because of children

and a sense of commitment.

How Minorities Should be Recruited

Grand Tour Subquestion 3.3 was: How should minority 4-H volunteers be
recruited? This question addressed how current minority volunteers would recruit other
minority volunteers into the 4-H organization. During the analysis of the data, four
themes emerged: modes of recruitment, marketing approach, program exposure, and
organization climate.

The suggested modes of recruitment were through parents and children;
community groups and community leaders; churches and schools; fraternities and
sororities; fiiends, neighbors, co-workers, and family members; and the 4-H club. Four
volunteers mentioned recruiting through churches and schools as a suggested mode. No

other dominant pattern or theme emerged regarding modes of recruitment. In addition to

75

the aforementioned modes of recruitment, volunteers stated that personal contacts and
just asking people seemed to wor : “. . . direct it through the child’s interest.”

Most suggestions on how to recruit minorities focused on more complex issues.
Eight volunteers indicated that a full-scale, sophisticated marketing approach designed to
show the hill scope of 4-H is needed to recruit minorities. Comments included: “.
letting them know that it is not just a White organization,” and “4-H has a tendency to be
perceived as this rural agricultural farm type of program for kids and it’s much broader
than that.”

Program exposure was another theme that emerged. Six volunteers said they
would expose more minorities to the 4-H program through their children before trying to
recruit them as volunteers. Sharing the benefits of the program is crucial to recruitment
efforts. Statements that reflect this are: “I’m still learning every month,” “It is an
opportunity to grow in ways that are not typical for African Americans,” and “. . . by
finding out what their personal and community needs are, then showing them the benefits
of 4-H, and matching those benefits with their needs.”

The organization’s climate seemed to have some influence on whether these
volunteers would recruit other minorities into the 4-H organization. Two volunteers
indicated that people’s comfort level has to be addressed in order to recruit them as
volunteers. Statements reflecting this are: “A minority leader makes them feel a little
more comfortable,” “If you have a club that has some minorities in it, they are more apt
to become a part of it,” and “. . . so, I guess you could recruit them if you could make

them feel comfortable while they are there.” Another volunteer suggested organizing a

team of minority volunteers to “get the word out.”

76

One volunteer indicated that he or she would not recruit minorities into the 4-H
organization because of the prevailing attitude of racism: “1 don’t think it’s a good
program for minorities. I think there is too much prejudice, and only if you’re a certain
color do you fit into the 4-H program in . . . County.”

In summary, the minority volunteers interviewed for this study were recruited into
the 4-H organization through a variety of modes. The church and school were the most
prevalent suggested modes for firture recruitment. Further, the interviewees suggested
that a firll-scale marketing approach showing the scope and benefits of the program
should be designed. Exposing more youths and adults to the program will help make
volunteer gains faster. Last, the organization’s climate (perceived or real) affects whether

minority volunteers will recruit other minorities into the 4-H organization.

Retention
The purpose of this section is to summarize the findings from the interviews
regarding retention. The researcher asked the volunteers one question directly related to
retention and two questions related to re-enrolling and not re-enrolling. Provided in the
subsequent paragraphs are an analysis of the responses and summary related to volunteer

retention.

How Volunteers Can Be Retained

Grand Tour Subquestion 3.4 was: What is it going to take to keep current

minority 4-H volunteers? This question addressed retaining 4-H volunteers. Three

77

interviewees were no longer involved in the 4—H program and did not respond to this
question. From the analysis of interview responses, five volunteer types emergedz.

1. Life-timers or people who needed very little incentive to remain with 4-H.

2. Volunteers who were uncertain whether they would continue after their
children left the program.

3. Volunteers who needed more support, communication, encouragement, and
information to remain.

4. Volunteers who would remain as long as the group continued to benefit the
cormnunity and maintained the current level of service.

5. Volunteers who had to reconcile time management conflicts if they were to
remain.

Table 17 shows the responses to how can volunteers be retained.

Five (27.8%) volunteers indicated that they were life-timers and that very little
incentive was needed to keep them as volunteers. Statements such as “I’m sold on the
program. I see how it benefits kids,” “You know I’m a life-tirner,” and “As long as I’m
able to fog a mirror, I will be a 4-H volunteer” reflect this. One life-timer acknowledged
that deteriorating health could be a factor in no longer being a volunteer: “I plan to stay
involved as long as my health doesn’t deteriorate any more than it has already.”

Four (22.2%) volunteers reported that they were uncertain what it would take to
keep them as volunteers because their children would be leaving 4-H soon. This
uncertainty was expressed in the following statement: “I might be able to serve some, but

I won’t be able to serve a lot.” One volunteer expressed uncertainty but also welcomed a

78

challenge, as reflected in this statement: “Maybe the challenge of going into an area that

has not been reached or where there has been difficulty keeping participation.”

 

 

Table 17

Ways to Retain Volunteers, as Identified by Interviewees Qr=18)

Ways to Retain Frequency %
Life-timers (health) 5 27.8
Uncertain, when children out of 4-H 4 22.2
Communications, support encouragement, more 4 22 2

information, and recruit more volunteers

Continues to benefit community and maintain

 

current level of service 3 16-7
Time issues 2 1 1.1
W“ 18 100.0

 

Four (22.2%) volunteers indicated they would continue as 4-H volunteers with
support and encouragement, as well as more information and communication from the
4-H office. They also wanted to see the recruitment of more volunteers. “Just constantly
keeping me updated, open communication,” stated one volunteer. Three (16.7%)
volunteers indicated they would continue as long as the current level of service was
maintained and they could see the benefits to the minority community. The statement
“. . . see that 4-H is benefiting the minorities and other communities for which I serve”

reflects this.

79

Learning to manage time more wisely was reported by two (11.1%) volunteers as
a factor determining whether they would continue. They suggested delegating more and
not feeling that one has to be at every 4-H function, thus avoiding burnout. The statement

“. . . matter of time and really being able to delegate authority and empowering others
...” reflects those thoughts.

In summary, volunteers identified several ways to retain them in the 4-H
organization. A substantial number indicated that very little incentive was needed because
they were life-timers. Others volunteers expressed uncertainty about continued service
after their children left 4-H, whereas a few welcomed a new challenge. Continued
communication, support, encouragement, and more information from the 4-H office was
seen as a way to retain current volunteers. Some volunteers need to see benefits in the
minority community. The time management issue, maintaining the current level of
service, and recruiting more volunteers all had some influence on the retention of current

minority volunteers.

Reasons for Re-Enrolling

Grand Tour Sub-question 3.5 was: What causes minority 4-H volunteers to re-
enroll? This question confused some volunteers. After the researcher clarified and re-
directed the question, four volunteers still misunderstood the question and provided
reasons for not re-enrolling. Three themes emerged during the data analysis. They were:

(a) personal satisfaction, commitment, active involvement, and family involvement;

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(b) understanding and awareness of 4-H scope, seeing benefits, the group’s being
community-based, and having supportive 4-H staff; and (c) having the time and being

asked. Frequencies of responses to these re-enrolling themes are shown in Table 18.

 

 

Table 18

Reasons for Re-Enrolling as Identified by Interviewees (n = 17)

Themes Frewncy %
Personal satisfaction, commitment, active 9 52.9

involvement, family involvement

 

Understand and aware of 4-H scope, 6 35.3
See benefits, community-based, supportive 4-H

staff

Have the time, if they are asked 2 11.8
Total 17 100.0

 

Nine (52.9%) interviewees stated that minority volunteers re-enroll because of
personal satisfaction, being committed, and family involvement. The statements “I just
enjoy it . . . the atmosphere . . .the kids, ” and “ . . . they are involved with the 4-H and
just committed” reflect this. Most frequently their children were 4-H members; “ . . .
they’ve got a kid in there.”

Six (35.3%) interviewees stated that minority volunteers re-enroll because they
understand 4-H, are aware of the program scope, see the benefits, realize the program is
community based, and appreciate having supportive staff. The following statements

‘6

reflect those sentiments: . . . the ones that have gotten into the organization as

volunteers learn the program and experience the advantages of being a part of

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volunteering,” ”They see the advantages for their community, ” and “[they are] really
willing to help you get started, help with the paperwork, it really makes a difference.”
Two (11.8%) interviewees said they re-enrolled because they had the time and someone
asked them to continue.

In summary, the interviewees said volunteers re-enroll in the 4-H program for a
number of reasons or factors. Most fiequently, they re-enroll because of personal
satisfaction, being committed and involved, and because they have family involved.
Further, some volunteers re-enroll because they understand the 4-H program, are aware of
its scope, see the benefits to youths and the community, and have a supportive 4-H staff

person. Having the time and being asked were also reasons for re-enrolling.

Reasons for Not Re-Enrolling

Grand Tour Sub-question 3.6 was: What causes minority 4-H volunteers not to
re-enroll? This question asked volunteers to take a closer look at the negative side of re-
enrolling—not re-enrolling. Four themes emerged during the data analysis. They were:

1. Not interested in 4-H, not committed, inactive club, a change in personal goals
and lifestyle.

2. No follow-up by 4-H staff, poor communication, lack of training, and not
understanding 4-H.

3. Lack of time and money, overwhelmed, and bumed out.

4. Not feeling usefirl, feeling like an outsider, not addressing racial issues, and not

having opportunities to relate to other minorities.

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Frequencies of mention to these four overriding themes regarding reasons for not re-

enrolling are reported in Table 19.

 

 

Table 19

Reasons for Not Re-Enrollinias Identified by Interviewees

Themes Frequency of Mention
Not interested in 4-H, not committed, inactive club, 10

change in personal goals and lifestyle

No follow-up by 4-H staff, poor communication, lack of
training, don’t understand 4-H 10

Lack of time and money, overwhehned, and burned out 6
Not feeling useful, feeling like an outsider, not

addressing racial issues, not having opportunities to 4
relate to other minorities

 

Total 30

 

Themes focusing on discontinued interest or commitment, clubs being inactive,
and changes in personal goals and lifestyle were mentioned 10 times by volunteers.
Statements expressing these views were: “I believe a lot of them are not really interested
in 4-H,” “Maybe there weren’t activities that kept them interested,” “Sometimes they
just move on to other ventures in their lives,” “When you have found the tremendous
benefits . . . the experiences, you can’t put a price tag on them,” and “If you’re not really
familiar with the total dynamics of what 4-H has to offer, you’ve missed so much.”

Reasons centering on lack of follow-up by 4-H staff, poor communication, lack of

training, and not understanding 4-H also were mentioned 10 times. Statements that reflect

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this theme are “The lack of being able to communicate with the actual administrators of
4-H,” “I think that the [reason for] low enrollment is not having the support and follow-
up of recruitment,” and, “They don’t receive the help they need with organizing things.”

Lack of time and money, and feelings of being overwhehned and burned out,
were mentioned six times as reasons for not re-enrolling. Still, some volunteers found a
way to continue--“There are times that I don’t want to meet, but we do,” and “You
sometimes just wear out. I’m close to that point now.”

The theme of not feeling useful, feeling like an outsider, participating in a group
that ignores racial issues, and not having opportunities to relate to other minorities was
mentioned four times. Statements reflecting these attitudes were: “. . . It would take too
long for them to become a part . . . so rather than endure that uncomfortable feeling they
find another group, ” and “There was this racial incident and basically nothing was
donef’

In summary, volunteers identified several reasons why minorities do not re-enroll
in 4-H. The more prevalent reasons centered on loss of interest, lack of commitment,
inactive club, changes in personal goals and lifestyle, and poor communication and lack
of training. Other reasons identified were lack of time and money, feelings of being
overwhelmed and burned out, feeling like an outsider, and participating in a group that

ignores racial issues.

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Reasons for Not Volunteering in the 4-H Organization

The interview findings regarding not volunteering in 4-H are presented in this
section. Guiding the inquiry was Grand Tour Sub—question 3.1: What are the reasons
minorities do not volunteer for 4-H? This question asked volunteers to take a closer look
at 4-H volunteering. Whereas one volunteer stated she did not know why minorities do
not volunteer for 4—H, three themes did emerge during the analysis of data from the
remaining interviewees. They were:

1. Don’t understand program, scope or benefits, 4-H not visible, office location
not close to where people live, and program costs.

2. Time constraints, taking care of basic needs, money, and apathy.

3. Feeling unwelcome, not seeing their own, seeing 4-H as organization that’s for
nonminorities, and not being asked.

Frequencies of mention to these three themes for not volunteering are reported in Table
20.

Not understanding the 4-H program, its scope or benefits, office location, and
program costs were mentioned 16 times as reasons why minorities do not volunteer for
4-H. The following statements reflect these attitudes: “Don’t know what 4-H is all about
and they’re kind of scared . . . they don’t want to be thought of as . . . not
knowledgeable,” “Not aware 4-H still exists or how to find out where they are. I don’t
think the Afiican American community is even familiar with the C00perative Extension
Service, let alone 4-H and its youth development program,” and “Because it’s not close to

where I live, sometimes I can’t be involved,”

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Table 20
Reasons for Not Volunteering, as Identified by Interviewees

Themes Frequency of Mention

 

Don’t understand program, scope and benefits,
4-H not visible, office location not close to 16
where people live, and program costs

Time constraints, taking care of basic needs, 10
money and apathy

Feeling unwelcome, don’t see their own, see

 

4-H as organization that’s for nonminorities, no 5
one asked
Total 3 1

 

Time constraints, taking care of basic needs, money, and apathy were mentioned
10 times by volunteers. Statements reflecting this are: “. . . there’s just not
enough hours in the day,” “Money is a big thing. I spend a lot of money,” and “People
start looking for excuses on why they can’t be involved.”

Themes of feeling unwelcome, of not seeing their own, not enough minority
outreach, seeing 4-H as an organization for nonminorities, and no one asked were
mentioned five times. Statements reflecting this shared theme were: “They don’t see
many of their own there. . . . you can’t help but feel uncomfortable . . . I know it was that
way with for me,” an “ . . . they are not asked.”

In summary, interviewees identified several reasons why minorities do not
volunteer for 4-H. The majority of the reasons mentioned by volunteers pertained to not
understanding the 4-H program, its scope or benefits, visibility of the program and office

location, program costs, time constraints, taking care of basic needs, money, and apathy.

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Other reasons identified were feeling unwelcome, not seeing their own, and seeing 4-H as

an organization for nonminorities.

Other Issues

Eighteen interviewees provided additional responses when asked, “Are there any
other reasons minorities do not volunteer that haven't been covered?” Responses centered
on stereotypic images, staff needs, and perceived closed society of 4-H. Statements
reflecting these concerns were: “Minorities generally associate 4-H with farming, which
in most instances has a negative connotation dating back to slavery,” and “Others feel
intimidated because of the lack of visibility of other minorities serving in leadership
roles. ” Additional statements supporting these views were: "There are no 4-H staff
members that go into neighborhoods where minorities live, to encourage them t; join and

volunteer,” and “It is a tight clique and hard to become part of it.

Summary

In Chapter IV, the writer presented the findings from the mail survey and one-on-
one interviews. Data on characteristics, motives for volunteering, and recruitment and
retention strategies were offered by the study participants. The findings from the mail
survey came from 68 minority 4-H volunteers who served in the Tampa Bay area fiom
September 1, 1998, through August 31, 1999. Twenty-one volunteers that participated in
the mail survey also participated in the one-on-one interviews. The volunteers provided
valuable information on the research topic, however, only significant findings will be

presented and discussed in Chapter V.

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CHAPTER V

SUMMARY OF SIGNIFICANT FINDINGS, CONCLUSIONS,
RECOMMENDATIONS, AND REFLECTIONS

Study Overview

McClelland and Atkinson’s motives theory, as described by Litwin and Stringer
(1968), provided the theoretical foundation for this study of recruiting and retaining
minority 4-H volunteers in Tampa Bay area, Florida. The motives and perceived barriers
of 68 minority adult 4-H volunteers were investigated and 210f them provided deeper
insight into recruitment and retention issues by participating-in one-on-one interviews.

Measures developed by Henderson (1981), Boston (1987), and Safiit et a1. (1994)
were adapted for the mail survey portion of the study. The instrument included 27 motive
statements, 13 reason statements, and demographic items. The instrument, Recruiting and
Retaining Minority 4-H Volunteers in Tampa Bay Area, Florida Questionnaire, was
administered using a modified version of the Dillman total design method (see Appendix
D and Figure 3).

A second instrument was also developed based on research findings. That
instrument, Instrument for In-depth Interview—Recruiting and Retaining Minority 4-H
Volunteers in Tampa Bay Area, Florida, was composed of five open-ended questions
administered during one-on-one interviews (see Appendix F).

The research questions were: Grand Tour Question 1. What are the
characteristics of minority 4-H volunteers in terms of the following: age, gender,
race/ethnicity, years lived in community, marital status, children of 4-H age, level of

education, employment type, employment status, family income, 4-H alumni, children

88

4-H members, associates involved in 4-H, years of service, mode of service, meaning of

volunteer, and scope of volunteer efforts?

Grand Tour Question 2. Are minority 4-H volunteers motivated more by
achievement, affiliation, or power?
Subquestion 2.1—What relationships exist between the selected characteristics of
volunteers and their motivations?
Grand Tour Question 3. How can minorities be recruited and retained as 4-H
volunteers?
Subquestion 3.1—What are some reasons minorities do not volunteer for 4-H?
Subquestion 3.2. How are minority 4-H volunteers currently recruited?
Subquestion 3.3- How should minority 4-H volunteers be recruited?
Subquestion 3.4—What would it take to keep current minority 4-H volunteers?
Subquestion 3.5—What causes minority 4-H volunteers to re-enroll?
Subquestion 3.6-What causes minority 4-H volunteers not to re-enroll?
To address the research questions, exploratory analyses were conducted. Descriptive
statistics were used to present the findings. Univariate analysis consisted of t tests,
AN OVAs, and Pearson correlations. The motive subscales were statistically significant
and positively correlated with each other. Significant findings, conclusions, and
recommendations are presented in the following paragraphs, organized by research
topics. Also included in the chapter are recommendations for further study, reflections,

and a study summary.

89

Summary of Significant Findings, Conclusions, and Recommendations
The researcher’s purpose in this study was to explore ways in which the 4-H
organization can recruit and retain minority volunteers. This was done by examining their

motives for and perceived barriers to volunteering.

Characteristics of the Minority 4-H Volunteers

Research Grand Tour Question 1 addressed the characteristics of minority 4-H
volunteers in terms of the following: age, gender, race/ethnicity, years lived in
community, marital status, children of 4-H age, level of education, employment type,
employment status, family income, 4-H alumni, children 4—H members, associates
involved in 4-H, years of service, mode of service, meaning of volunteer, and scope of
volunteer efforts? These characteristics were categorized as person, person-related,
career-related, 4-H-related, and volunteer-related variables.

Age, gender, and race/ethnicity were the person variables. The person-related
variables were years lived in community, marital status, and children of 4-H age.
Career-related variables were level of education, employment type, employment status,
and family income. 4-H-related variables were 4-H alumni, children 4-H members, and
associates involved in 4-H. Volunteer-related variables were years of service, mode of
service, meaning of volunteer, and scope of volunteer efforts. Findings pertaining to ,
volunteers participating in the mail survey are described first, followed by findings

~ regarding volunteers who participated in the one-on-one interviews.

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Person Variables—Age, Gender, and Race/Ethnicity

Findings. The sample comprised 87% Blacks/Afiican Americans, 12%
Hispanics/Latinos, and 1% Asian/Pacific Islander. Furthermore, 84% were females and
16% were males. The average age was 45 years. The youngest volunteer participating in
the study was 18 years old, whereas the oldest was 73. Less than 7% of the volunteers
participating in the study were 65 years or older.

Conclusions. This study’s findings on age were similar to previous studies (Culp
& Schwartz, 1999; University of Wisconsin-Madison, 1986) yet differed with those in
Heinsohn et al.’s (1981) study where volunteers were younger. Furthermorfle findings
from this study on gender were similar to previous studies (Boston, 1987; Culp &
Schwartz, 1999; Heinsohn et al., 1981; University of Wisconsin-Madison, 1986) where
the majority were female. Additionally, this study’s findings on race/ethnicity were
similar to the Boston (1987) study where the majority were Black/African Americans, yet
differed with previous Extension and 4-H studies (Culp & Schwartz, 1999; University of
Wisconsin-Madison, 1986) where volunteers were less likely to be minorities. The study
findings also support the idea that minorities do volunteer at alarming rates (Independent
Sector, 1999). An unexpected finding in this study was that minorities volunteer in 4-H at
approximately the same rate they appear in the Tampa Bay area population (Florida 4-H
Youth Programs, 1999; US. Dept. of Commerce, 1991).

Recommendations. To increase the number of males volunteering in 4-H,
volunteer opportunities (projects) being offered should be examined and expanded to
cross gender lines. Volunteer opportunities should be created and designed to take

advantage of the senior population in the Tampa Bay area. The number of

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Hispanic/Latino, Asian/Pacific Islander, and Native American 4-H volunteers should be
increased by networking with cultural organizations and asking people of color to
volunteer. Communities that have high concentrations of diverse cultural groups living

within their boundaries should be targeted.

Person-Related Variables— Years Lived in Community, Marital Status, and Children of
4-H Age

Findings. Volunteers had lived in their communities an average of 24 years. The
majority (51%) were married, whereas 18% were single, 16% were divorced, 10% were
widowed, and 5% were married but separated. F ifty-seven percent had children of 4-H
age, and 43% did not. The most fiequently reported (41%) number of children of 4-H age
in the household was two, followed by one child 4-H age in the household (40%). Two
households had 10 children of 4-H age.

Conclusions. This study’s findings regarding years lived in the community
differed from previous studies (Independent Sector, 1992; Safiit et al., 1994).
Furthermore, the findings from this research are consistent with those fiom previous
studies (Heinsohn et al., 1981; University of Wisconsin-Madison, 1986) with regard to
marital status where the majority were married with a sizeable numbers of single persons
volunteering. This study’s findings regarding children of 4-H age, were similar to several
studies (Boston, 1987; Culp & Schwartz, 1999; Hass, 1979; University of Wisconsin-
Madison, 1986) that reported adults and volunteers having young children in their
households.

An unexpected finding in this study was the high number of years volunteers that

had lived in the communities, considering the transient Florida population. Volunteers in

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this study tended to have been residents of their communities more about 50% of their
lives. This remarkable difference in years lived in the community far exceeded the
national volunteerism study findings.

Recommendations. Families with children should be targeted, with family
volunteering opportunities being promoted. Single persons should be targeted as a source
of volunteers by promoting 4-H through singles groups, Parents Without Partners, and
similar groups. Packets should be developed for newcomers to the community to
encourage them to volunteer in 4-H. Representatives of 4-H should participate in local

volunteer resource centers to attract newcomers and winter residents.

Career-Related Variables—Level of Education, Employment Type, Employment Status,
and Family Income

Findings. Fifty percent of the sample had completed at least 2 years of college.
The largest number (29%) of volunteers had “some college” as their highest level of
education. The next largest group held graduate degrees (27%), followed by those with
4-year degrees (16%). Only 4% of the sample had not graduated fiom high school. With
regard to employment type, 52% were employed in professional/education—type careers,
whereas 15% were employed as skilled workers, and 12% in managerial careers. Only
8% reported homemaker as their employment type. Seventy-two percent of the volunteers
were employed full time, whereas 24% were employed part time or retired. Seventy
percent of the volunteers reported family incomes of $25,000 to $100,000 and over. Only
7% reported a family income of $9,999 or less.

Conclusions. The findings from this study regarding level of education were

similar to previous studies (Applebaum, 1992; Culp & Schwartz, 1999; University of

93

Wisconsin-Madison) where more than half of the volunteers reported having had some
college or higher yet differed with Boston’s (1987) study. Additionally, findings fiom
this study regarding employment status, were consistent with previous studies
(Applebaum, 1992; Heinsohn et al.,1981; Rouse & Clawson, 1992; University of
Wisconsin-Madison, 1986) where the majority were employed. This study’s findings
regarding employment type differed from the national Extension volunteer study
(University of Wisconsin-Madison, 1986) where adults were less likely to be employed in
professional careers. This study’s findings regarding family income differed fi'om
previous studies (Boston, 1987; Culp & Schwartz, 1999; University of Wisconsin-
Madison, 1986) where lower incomes were reported. Furthermore, unexpected findings of
this study were that volunteers were mainly concentrated in professional and educational
types of careers and reported high family incomes.

Recommendations. Meaningful volunteer opportunities should be designed for
people who are employed full time in mainly professional and education careers. This
should give them an opportunity to share their expertise with youths. The stereotype that
minority means poor should be forgotten, and volunteer opportunities should be designed

for the more educated individuals with higher incomes.

4-H-Related Variables-4-H Alumni, Children 4-H Members, and Associates Involved
in 4-H

Findings. Eighty-three of the volunteers reported they were not 4-H alumni, while
17% said they were. F ifty-nine percent of the volunteers with children said their children

were also 4-H members, whereas 41% were not 4-H members. Forty-three percent of the

94

respondents did not have children of 4-H age. Further, 69% of volunteers reported that
their associates were involved in 4-H, whereas 31% said they were not.

Conclusions. Findings of the current study were similar to a previous study (Hass,
1979) with regard to children being 4-H members. The study’s findings on 4-H alumni
differed fiom previous studies (Hass, 1979; University of Wisconsin-Madison, 1986)
where volunteers reported being involved in 4-H as a child. Associates involved in 4-H
was not mentioned in previous 4-H studies, therefore no conclusions were drawn. An
interesting study finding was, though fewer minorities than Whites are 4-H alumni,
comparable numbers of their children are members.

Recommendations. More volunteers should be involved in the 4-H program
through their children. Members and associates should be encouraged to promote 4-H and
volunteer opportunities. True partnerships should be established between 4-H and 1890

land-grant institutions.

Volunteer-Related Variables—Years of Service, Mode of Service, Meaning of Volunteer,
Scope of Volunteer Efforts

Findings. Volunteers in this study had an average of 5 years of service. Sixty-
three percent of the volunteers had 2 to 8 years of service, whereas 21% had 1 year of
service, and 16% had 9 to 18 years of service.

With regard to mode of service, checked most fiequently were community or
project club (40), after-school program (21), school enrichment (16), and 4-H foundation
or advisory committee (14). Checked less frequently were camp (9), other (5), and

EFNEP (1). Most volunteers participated in 1.6 modes of service.

95

Volunteers were asked to provide a definition for the word “volunteer”; 59% of
them did so. The words most commonly used to define volunteer were “help out” (28),
“giving” (17), “compensation” (11), “community” (10), and “willing” (8). With regard to
whether the words “volunteer” and “help out” have the same meaning, 68% of the
volunteers agreed that the terms had the same meaning, while 32% indicated they did not.
Eighty-four percent of the 4-H volunteers in this study reported volunteering for other
organizations besides 4-H.

Conclusions. This study’s findings on years of service (tenure) were similar to
Applebaum’s (1992) study, but differed from Culp and Schwartz’s (1999) Ohio 4-H
volunteer study. Previous researchers have not addressed the mode of 4-H service,
therefore no conclusions were drawn. With regard to words used to define volunteer, this
study’s findings were similar to previous studies (Applebaum, 1992; Black people and
volunteering, 1988; Mostyn, 1983).

Regarding whether the words “volunteer” and “help out” have the same meaning,
the findings from the present study are similar to those from Boston’s (1987) study. This
study’s findings regarding scope of volunteer effort were similar to previous studies
(Applebaum, 1992; Boston, 1987; Hass, 1979; University of Wisconsin-Madison, 1986)

7 where volunteers and adults reported serving in more than one activity. Unexpected
findings of this study were the high years of service and the mode of service — community

or project clubs.

96

Recommendations. The phrase “help out” should be used in the minority
community because it is less formal than “volunteer,” yet it appears to achieve the same
or better results in obtaining volunteers. Short-term volunteer opportunities should be
sought out because many volunteers are involved in other organizations. Middle
management opportunities should be designed for tenured volunteers to use their skills.

Also, a volunteer retention plan should be designed to increase tenure in the organization.

Volunteer Motivations
Primary Motives of Volunteers

Grand Tour Question 2 addressed whether minority 4-H volunteers were
motivated more by achievement, affiliation, or power. An achievement motive was
defined as that which influences one to take pride in accomplishment and to try to do
something better than before. An affiliation motive was defined as that which influences
one to have concern about one’s personal relationships. A power motive was defined as
that which indicates a desire for control and influence in a group. Volunteers indicated
their level of agreement with 27 statements addressing these three motives, using a
Likert-type scale ranging from strongly disagree (coded as 1) to strongly agree (coded as
5). A neutral response was coded as 3.

Findings. Statements were ranked according to the means. Statements with the
highest mean scores were “I am a volunteer or help out in my community because I like
helping people” (4.56, affiliation), “I am a volunteer or help out because I want to have
influence on how young people learn and grow” (4.53, power), and “I volunteer or help

out because it is a way to improve my community” (4.51, achievement). The statement

97

with the lowest mean score (2.01, power) was “I volunteer or help out because I like to
receive recognition or attention for what I’ve done.” Top achievement statements were
“improve community” and “learn new things.” Top affiliation statements were “like
helping people” and “associating with young people.” Top power statements were “how
young people learn and grow” and “want to teach and lead.”

The findings indicated that the volunteers participating in this study were equally
(41%) associated with achievement and affiliation motives and equally (9%) associated
with power and other motives. The other category was “volunteers evenly motivated
between motives.”

Conclusions. These findings differed from those fiom previous 4-H studies (Culp
and Schwartz, 1999; Henderson, 1981) and Rouse and Clawson’s (1992) study of older
adults and more closely reflect the findings from Boston’s (1987) study of low-income
urban residents. Henderson and Culp and Schwartz found that 4—H volunteers were
significantly more affiliation motivated whereas, Rouse and Clawson discovered that
older adults who volunteered in youth organizations tended to be more achievement
motivated. Boston found that low-income residents were slightly more achievement
motivated. The findings fiom this study seem to indicate that race/ethnicity and age may
account for differences in volunteer motivations more so than does economic level.

Recommendations. Existing 4-H curricula like TAXI that incorporate the
McClelland and Atkinson model should be used to design opportunities for volunteers
with achievement and affiliation motives. Volunteers’ motivations should be reviewed

periodically because they might change.

98

Relationships Between Characteristics and Motives

What relationships exist between the characteristics of volunteers and their
motivations?

Findings. Moderate correlations with substantial positive relationships were
found between the motive subscales. Another correlation was computed to examine the
relationships between the characteristics of volunteers and motives. Most motives were
not correlated (at the .20 threshold) with the demographic characteristics due to the small
sample size. Even correlations reported as statistically significant may differ with a larger
sample. Thirteen correlations met or exceeded the threshold value of .20; five were
significant at the p < .05 level.

All correlations (r _>_~.20) were examined using appropriate statistical tests. No
significant relationships were found between motives and most characteristics. This was
probably due to the small sample size. Although five characteristics were found to have
statistically significant relationships, these findings also may differ with an increased
sample size.

Conclusions. Although statistically significant correlations, relationships, and
differences were found, these findings cannot be predicted with confidence because of the
small sample size. Therefore, no conclusions were drawn concerning relationships
between characteristics and motives.

Recommendations. No definite answer exists regarding motivation of volunteers.
Psychologists continue to study motivation theories. Further research is needed in this
area to address the issue. By understanding volunteer motivations, volunteer coordinators

can better serve volunteers and enhance their quality of service.

99

Reasons For Not Volunteering in the 4-H Organization
Reasons Minorities Do Not Volunteer for 4-H?

Grand Tour Subquestion 3.1 was: What are the reasons minorities do not
volunteer for 4-H? Volunteers were asked to indicate their level of agreement with 13
statements concerning reasons some minorities may or may not volunteer or help out in
the 4—H organization. Response options ranged from never true (coded as 1) to always
true (coded as 4). A neutral response was coded as 2.

Findings. Statements were ranked according to the means. Top reasons were “too
busy” (2.97), “conflict with work or school hours” (2.79), “not sure of abilities to do job”
(2.62), “limited transportation” (2.62), “does not understand 4-H” (2.60), and “no one
asked” (2.59). Responses to the open-ended question on the mail questionnaire and in the
one-to-one interviews added depth to these reasons, but also delved into others focusing
on organizational issues. Issues emerging fi'om the open-ended questions were: the need
to bring 4-H into minority communities with an emphasis on nonagricultural projects,
feeling intimidated because of the lack of minorities in leadership roles, and differences
in perceptions of 4-H in urban and rural areas.

Three major themes emerged from the analysis of the interview data. The majority
of the reasons mentioned by volunteers were identified as either organizational issues and
or personal issues. Organizational issues were (a) don’t understand program, scope or
benefits, 4-H not visible, office location not close to where people live, and program
costs, and (b) feeling unwelcome, not seeing their own, seeing 4-H as organization that’s
for non-minorities, and not being asked. Personal issues were time constraints, taking

care of basic needs, money, and apathy.

100

Conclusions. This study’s findings were similar to the previous studies
(Independent Sector, 1992; Safiit et al., 1994) where the top reasons for not volunteering
were being too busy and personal schedule too full. Furthermore, the study’s findings
were similar to previous studies (Applebaum, 1992; Latting, 1990; Perkins and Wright,
1989; Van Horn, 1999) where organizational climate, stereotypes, racism and prejudice,
and race/ethnicity composition of staff were reported as possible barriers to minority
access.

Recommendations. Barriers to involving minorities in the 4-H program should be
identified and racial issues addressed. They do not go away. A task force should be
established to inform staff members of community needs and the necessity of becorrring a
part of the community. Existing 4—H staff should be retrained and more culturally diverse
staff hired. 4—H should be examined objectively, being honest about the 4-H image in the

community.

Recruitment

How Volunteers Were Recruited

Findings. An important question in the study was how minority 4-H volunteers
currently are recruited. This information was obtained during the one-on-one interviews.
Current volunteers most often were recruited by other volunteers (48%) or initiated their
own volunteer experience by contacting the 4-H office (28%). They were less likely to be
recruited by a 4-H agent (24%).

Conclusions. These findings were corroborated by those from the Heinsohn et a1.

(1981) study on recruiting low-income 4-H volunteers and national volunteer studies

101

(Independent Sector, 1999; University of Wisconsin-Madison, 1986) in which most
volunteers became involved because fiiends, relatives, or other volunteers asked them.
An unexpected finding of the study was that 4-H volunteers were least likely to be
recruited by the 4—H agent.

Recommendations. The technique of asking others to volunteer should be used.
4-H staff should develop a volunteer recruitment plan to include having current
volunteers identify people of color who have an interest in youths and inviting them to

4-H club meetings. Once they become involved, they should be asked to volunteer.

How Minorities Should Be Recruited

Findings. An important question for the study concerned how minority 4-H
volunteers should be recruited. This information was obtained during the one-on—one
interviews. Suggested modes of recruitment were through parents and children,
community leaders and groups, fraternities and sororities, friends, neighbors, co-workers,
and the 4—H club. Just asking someone was also mentioned. Volunteers indicated that a
full-scale marketing approach was needed, showing the entire scope of 4-H and the
benefits and program exposure. The organization’s climate also plays a major role in
recruitment efforts. A person must feel comfortable in the organization. Some
suggestions included organizing teams of minority volunteers to get the word out. One
volunteer would not recruit minorities in the 4-H organization because of prevailing
attitudes of racism.

Conclusions. This study’s finding were consistent with previous studies

(Applebaum, 1992; Hobbs, 2000; Yep and Hollenbeck, 1979) that found in order for

102

Extension to reach Afiican American and Hispanic audiences effectively, the
organization needs to retrain existing staff or hire new staff who are bilingual and
bicultural; and have volunteers who speak a language other than English involved in
recruitment. Furthermore, this study’s findings support findings reported earlier by
Heinsohn et a1. (1981) where they found that many volunteers became involved in 4-H
because they had a child in the group or their child wanted to join a 4-H club.
Additionally, this study’s findings indicate agreement with Chambré (1982) idea of
combining mass media and community-organization techniques to create awareness.
Recommendations. The 4-H organization should recomnrit itself to diversity,
examine the organizational climate, and reassign duties. The annual Civil Rights
Compliance Review and “all reasonable efforts” process should be made more
meaningful by establishing short-terrn goals of program diversity. Paid and unpaid staff
should be challenged to create new true partnerships with community groups and cultural
organizations. Existing staff should be retrained and more culturally diverse staff hired,
including persons whose first language is not English. Extension and 4-H must
acknowledge that recruiting minorities is a slow and continuous process and be willing to

invest resources over the long term.

Retention
How Volunteers Can be Retained
Findings. An important question of the study concerned what it would take to
keep current minority 4-H volunteers. The volunteers in this study identified several ways

to retain them in 4-H. Many volunteers viewed themselves as “life-timers” and indicated

103

very little was needed to maintain them in the organization. The majority of suggestions
were beyond the scope of the organization. Personal-theme issues were time, health, and
their children would soon be leaving 4-H. Organizational issues were continuing
communication and support, recruiting more volunteers, and seeing the visible benefits to
the community.

Conclusions. This study’s findings were similar to previous studies (Independent
Sector, 1992; Safiit et al., 1994) where health was found to be a major reason for
volunteers discontinuing service. Furthermore, the study’s findings were similar to
Stevens (1990) who discovered that volunteers continued their service as long as they felt
useful, and Latting (1990) who discovered a sense of duty to contribute to the community
was what kept volunteers involved. By addressing organizational issues of continuing
communication and support, recruiting more volunteers, and seeing the visible benefits to
the community, current volunteers can be retained.

Recommendations. Communication between the 4-H office and volunteers needs
to be increased. A recruitment plan should be developed and organizational leaders
should be helped with recruitment, if necessary. Middle management opportunities
should be designed for volunteers who think they can no longer serve at the club level
when their children are out of 4-H. The community aspect of 4-H should continue to be

emphasized, and volunteer’s motives should be revisited.

Reasons for Re-Enrolling

Findings. An important question of the study concerned what causes minority

4-H volunteers to re—enroll. Most often volunteers re-enroll because they understand the

104

4-H program, its scope, and the benefits in the community. Further, some volunteers re-
enroll because they are committed, find personal satisfaction in volunteering, and are
actively involved or a family member is. Some volunteers re-enroll because they have the
time and someone asked.

Conclusions. This study’s findings were similar to Hass (1979) who reported that
leaders who re-enrolled indicated a greater agreement with the aims, objectives, and
philosophy of 4-H and had the ability to explain their role as leaders. Furthermore, the
study’s findings lend support to Rowland’s (1990) study on time where availability was
found to be a matter of perception, not just hours.

Recommendations. Leadership training should be provided to volunteers to help
them better understand the 4-H program. Ongoing training should be furnished,

addressing organizational and personal growth and development issues.

Reasons for Not Re-Enrolling

Findings. Another important question of the study concerned what causes
minority 4-H volunteers not to re-enroll. Respondents indicated that most volunteers do
not re-enroll because they don’t understand 4-H, their club is inactive, or personal
interests changed. Other volunteers do not re-enroll because of no staff follow-up, poor
communications, lack of training, organization not addressing racial issues, and feeling
like an outsider. Others lack time or money, or are overwhelmed or burned out.

Conclusions. This study’s findings support Hass’s (1979) concept of dissonant
factors, that included the lack of leadership ability, lack of understanding of 4-H

purposes, or lack of knowledge about working with young people as reasons or not

105

re-enrolling. Additionally, this study’s findings are consistent with findings of
Applebaum’s (1992) study, where he found that an organization’s climate had a large
impact on whether minorities would continue their service.

Recommendations. The 4-H organization must be honest with itself and address
racial issues. A training program should be developed for new leaders, and mentors
should be assigned. Cultural diversity and ages and stages of youth development should
be included as training components. Communication between 4-H staff and volunteers

should be increased.

Recommendations for Further Research
Based on the findings of this study and the literature review, several aspects of
volunteering are recommended for future study.
1. Examine the relationships between motives (achievement, affiliation, and
power) and characteristics of volunteers.
2. Examine the perceptions of “cliques” and a “closed society” of 4-H.
3. Examine trigger events and dissonant factors.
4. Determine how to achieve loyalty equivalent to fraternities and sororities.
5. Examine the influence of homeschooling on the 4-H program.
Others aspects of volunteering that may also warrant further research are:
0 Examine traditions of volunteering in Afiican American, Hispanic, Asian, and
Native American cultures.
0 Investigate the differences between tenured White 4-H volunteers and tenured

minority 4-H volunteers.

106

0 Examine the correlation between mode of involvement and years of volunteer
service.

0 Examine the influence of associates involved in 4-H on years of volunteer
service.

0 Explore the concept of “evolution” from 4-H parent to 4-H volunteer.

0 Examine differences between minority 4-H volunteers living in urban,
suburban, and rural communities.

0 Delve further into perceived differences between helping out and volunteering

in different ethnic groups.

Reflections

From this study, it is clear that the 4-H program in the Tampa Bay area needs a
major overhaul. On one hand, this researcher was very proud to be connected with an
organization that is firndamentally positive and productive for young people. However,
she was deeply saddened by many of the participant’s responses regarding organizational
climate and lack of staff support.

Most minority 4-H volunteers who were contacted for this study welcomed the
opportunity to be interviewed, and all of them were comfortable with this interviewer.
Only a few of the individuals who were approached declined a personal meeting. The
interviewees were generally knowledgeable of the 4-H program and its mission and
objectives. The one exception was a first-year volunteer who was no longer with the

program because her child had lost interest in 4-H.

107

The 4-H program appears to be reaching different segments of the population, but
not enough. For example, several volunteers home schooled their children, and others
were involved in large animal projects. However, no interviewees lived in public housing,
except for one who took part in the pilot study. One volunteer was employed by a
community outreach agency located in a low-income neighborhood of single-family
homes. There was also a void of 4—H EFNEP volunteers in the study. Only one of the
seven Tampa Bay area counties has 4-H EFNEP. It is unclear why 4-H EFNEP
volunteers were not moderately represented in this study. Perhaps 4-H EFNEP is not
considered a full-fledged member of the 4-H family, or maybe EFNEP volunteers do not
respond to people outside of their community.

Another problem is volunteer reporting. The ES-237 should be re—examined
because it is inaccurate and misleading. For example, in the data, individuals who do not
consider themselves volunteers are reported as such without their knowledge. In the
Tampa Bay area alone, only 40% of the minority adult volunteers were accessible fewer
than 5 months after the report was submitted.

Overall, the study indicates that the 4-H organization is deficient in retaining
minority volunteers. Eight years ago, Grogan (1992), an Extension educator, concluded
that Extension needed a new system — a multi-culturally oriented one to recruit
minorities. Without major organizational changes and sincere efforts to attract and retain
minority adult volunteers, it is doubtful whether this fine 4-H organization can ever draw
and maintain a strong minority representation in its ranks. If this is so, many Afiican

Americans, Hispanics, and other ethnic-minority adults and youths will miss the unique

108

and positive character-building experience that 4-H membership has provided to young

people for nearly a century.

Study Summary

The purpose of this research study was to explore how the 4-H organization can
better recruit and retain minority volunteers. The method to achieve this purpose was
examining the motives and perceived barriers of minority volunteers.

Volunteers participating in this study were equally (41%) driven by achievement
and affiliation motives and also equally (9%) driven by power and other motives. A
closer examination of the characteristics of each motive type provides many solutions to
recruiting and retaining minority volunteers and also endorses diversity in the volunteer
force. However, it is clear that much of the recruitment effort will be wasted unless
sufficient attention is given to particular issues of volunteer retention. Obviously, when
minorities leave at a greater rate, after a shorter period of service, than groups that have
traditionally been active in mainstream organizations, there is a clear need for
organizational change, particularly change with a multicultural perspective.

It is hoped that this study has provided some useful points of reference and
suggestions for recruiting and retaining minority 4-H volunteers. The findings
demonstrate that an organization h0ping to be successful in recruitment and retention of
minority volunteers (and volunteers in general) will likely need to confront racism and
the perception of racism at all levels. The results of this study will be used to develop
guidelines for recruiting and retaining these volunteers. According to the literature, this

process is often a difficult task, and this finding was borne out by the current study.

109

However, this researcher’s results also revealed that a potential for success exists through
the willingness by some current minority adult 4-H volunteers to expand their roles as
volunteers, if the opportunity to do so is provided to them. Results also revealed that
much more organized planning and training is needed for effective recruitment and
retention efforts. Once the factors of motivation, needs, and interests of both 4-H
members and volunteers have been established, a mutually supportive relationship can be

established and enhanced.

110

 

APPENDIX A

HUMAN SUBJECTS APPROVAL LETTER

MICHIGAN STATE
0 N r v E R s l T Y

 

January 26. 2000
T0: Frederick WHIMS

410 Agriculture Hall -

RE: lRBfl 00-015 CATEGORYzl—C
APPROVAL DATE: January 25, 2000

TITLE: RECRUITING AND RETAINING MINORITY 4—H VOLUNTEERS IN TAMPA
BAY AREA. FLORIDA

The University Committee on Research involving Human Subjects' (UCRIHS) review of this
prolectlscompleteandIampleasedtoedvisethetlhenghtsandwelfareofthehmnm
subjects appear to be adequately protected and methods to obtain informed consent are
appropriate. Therefore. the UCRllis 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 expedlted 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 it 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 IR“
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.) involvhg
human subjects or 2) changes it the research environment or new information indicethg
greater risk to the human subjects than crested when he protocol was previously reviewed and
approved. _

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

Sincerely.

malt):

David E. Wright. PhD.
DEW: ab

cc: Diana Lanier Smith
11755 Laurel Oak Ln.
Parrish. FL 34219

111

APPENDIX B

FLORIDA COOPERATIVE EXTENSION SERVICE APPROVAL LETTER

' UNIVERSITY OF
-' FLORIDA Cooperative Extension Service

Institute of Food and Agricultural Sciences

 

 

PO. Box 110210

GaincsviIIe. FL 32611-0210
phone: 352-392-1761

mil: cw@gnv.ifis.ufl.edu

Jamary 26, 2000

MsDiansL. Smith
11755LaurdOakLane
Psnish.FL34219

re:requesttoconductdoctoralresesrch
DeersSmith:

MmfiordnthormghaflfimofmpropoudmchonufimfitywhfleusintheLH
promintheTampsBsyregionofourstate. W'tththisletterlamspprovingyourrequestwith
dwwrdaflsndingflntyouwiflworkdosdywhhourmkfioficetomethstyoumh
compliancewithanystateorfiedeslmiesormlstiooscoocemng theooufidartialityofdata
thstyouwillneedtoconcctfl‘ornus. PIesseworkwithourState-i—HLeader, Mr. DamonMiller
intln'sregard
Welookforwudmneingdnreafltsofymsmdymdlnpethnhadflgiwmwmehdghtu
wewmktowardsmskingmdifionflmdma-mrfifiond4-Hpmgrsmsudivaseumm’s
population. -
Lamednuketlisopporunfitytowdccmeyoubackmdwmusfaaihymanbusgahl
ammtlnttheresarchmywdoaomewfllbesvahnbbaddifiontomworkuakfl
agent

SM, s
C (LXI-"r I MI
Florida Coopu'stive Extension Service

cchsn'yArrington
DamonMiIIer
MarilynNorman

The Institute of Food and Agricultural Sciences is an Equal Employment Opputunlty- Affirmative Action Employer authorised to provide research, educational
intimation and other sum/m only to indivrdual and institutions that function withmrt regard to race. color, sex, age handicap or national mpg-L
CQ‘H’ERATWE EXTENSION WORK iN AGRICULTURE. HOME ECONOMICS STATE OF FLORIDA, lI-‘AS, UNIVERSITY OF FLORIDA,

US DEPARTMENT OF AGRICULTURE. AND BOARDS OF COUNTY COMMISSIONEE CWI’ERATINC.

112

APPENDIX C

LETTER OF INTRODUCTION TO STUDY/CONSENT

(Includes consent statement & to be placed on letterhead)

February 25, 2000

Dear 4-H Volunteer,

Your 4-H volunteer work in classrooms, clubs, and after school programs benefits so
many youth in the Tampa Bay area. You are helping to make a difference in the lives of
today’s youth by helping them become competent and caring individuals.

You are being invited to participate in a study to learn more about recruiting and retaining
minority 4-H volunteers. The Florida Cooperative Extension Service, specifically the
State 4-H Office, has given its support for the study. Your participation will help the 4-H
programs in the Tampa Bay area and the State with future minority volunteer recruitment
and retention efforts.

Your involvement in this study is voluntary and does not affect your relationship to 4-H.
The enclosed questionnaire should take about 20 minutes to complete. If you decide to
participate in this study, please return your completed questionnaire in the postage-paid
envelope provided within 7 days. You indicate your voluntary agreement to participate
by completing and returning this questionnaire.

You may be assured of complete confidentiality. Your privacy will be protected to the
maximum extent allowable by law. All results will be treated with strict confidence and
the subjects will be referred to as groups of respondents in any report of the research.

The identification number on the questionnaire allows us to check your name off the
mailing list when your completed survey is returned and enter your name in a drawing for
a $100 value gift. The $100 value gift is Outback Steakhouse and Olive Garden
Restaurant certificates. To qualifi) for the drawing, your questionnaire must be
postmarked by March 3, 2000. The drawing will be held March 10, 2000. The
identification number also will facilitate the sending of follow-up questionnaires, if
needed.

There is no risk of injury to you by participating in this research study. The risk involved
is no more than one would experience in regular daily activities.

113

This research project is being conducted for a doctoral study at Michigan State
University. When the research is completed, its results will be available at the 4-H office.
If you would like a personal copy, please indicate your preference on the questionnaire.
You may also be contacted for an in-depth interview.

If you have questions about this research study, Diana can be reached at (941) 776-5101.
If you have questions regarding your rights as a subject, contact Michigan State
University, University Committee on Research Involving Human Subjects Chair, David
E. Wright at (517) 355-2180.

Thank you very much for your participation in this 4-H volunteerism study.

Sincerely,

Cora Meares Diana L. Smith
Extension Agent, 4-H Youth Development Doctoral Candidate and Project Director
Pinellas County

Enclosures

114

APPENDIX D

MAIL QUESTIONNAIRE

Recruiting and Retaining Minority 4-H Volunteers
In Tampa Bay Area, Florida

Questionnaire

96

 

 

“You indicate your voluntary agreement to participate by completing and returning this
questionnaire. ”

115

Section I Scope of Formal Volunteer Participation

Please answer the following questions. You may also share any additional information
about a topic.

1. How long have you been a 4-H volunteer? Years (WRITE NUMBER)

2. I volunteer for the following 4-H program(s).
(CIRCLE AS MANY AS APPLY)

Community or Project Club
School Enrichment or School Club
After School Program

Camp

4-H Advisory or 4-H Foundation
4-H EFNEP
Other (specify)

\IO'inth—i

 

3. What is your definition or perception of what it means to be a volunteer?

 

 

 

4. Do the words “volunteer” and “help out” have the same meaning to you?
(CIRCLE ONE) NO YES

5. Have you volunteered or helped out with organizations other than 4-H?
(CIRCLE ONE) NO YES

Please briefly describe your involvement

 

 

116

Section 11 Reasons for Volunteering

The following statements are reasons why some people volunteer or help out in their

school or community. Please review this list of statements and based on your personal
experiences, indicate how strongly you agree or disagree with the statement about why
you volunteer.

10.

11.

12.

13.

14.

15.

16.

I am a volunteer because I want to be with my child(ren)
in the program.

I am a volunteer or help out because I want to have influence
on how young people learn and grow.

I volunteer or help out because it is a way to improve my
community.

I volunteer or help out because I like associating with young
people.

I am a volunteer or help out in my community because I
like helping people.

I volunteer or help out because it is a way I can express my
caring and concern for others.

I volunteer or help out because it gives me a chance to meet
other volunteers.

I volunteer or help out because I want to learn new things.

I prefer to work with groups of people rather than alone
when volunteering.

I volunteer because I want to gain experience and skills which
might lead to employment.

I volunteer or help out because I want to have influence over
others.

117

O

C Strongly

C Disagree
Disagree
Undecided

3 Agree

0 Strongly Agree

C

12345

17.

18.

19.

20.

21.

22.

23.

24.

25.

26.

27.

28.

29.

30.

31.

32.

I am a volunteer or help out because I feel an obligation to the
organization because of what it has done for me.

I volunteer or help out because I like to be responsible for
programs and activities.

I am a volunteer or help out because it is something I can do well.

I volunteer or help out because it is important to me that people
like me.

I enjoy being able to “do my own thing” within the volunteer
organization.

I have goals for what I want to accomplish as a volunteer.
I volunteer or help out because I can’t say "no" when I'm asked.
I receive status in my community because I am a volunteer.

I like to receive feedback from the volunteer organization
and staff about how I am doing.

I am a volunteer because I like to be involved in making
decisions and program planning.

I volunteer or help out because I want to teach and lead others.

I volunteer or help out because I like to receive recognition or
attention for what I’ve done.

I like being involved in the leadership role that volunteering
provides.

I am a volunteer because I like the challenge of the task.
I am a volunteer in my neighborhood because I feel needed.

I am a volunteer because it is a constructive use of my leisure
time.

118

SD

DUASA

2345

Section 111 Reasons for Not Volunteering in the 4-H Organization

The following statements are reasons why some minorities may not volunteer or help out
in the 4-H organization. Please review this list of statements and based on your
experiences and perceptions indicate by circling one response a question, if you think
these reasons are always true, sometimes true, never true or you are undecided.

33. Not sure of their abilities to do the job Always Sometimes Never Undecided
34. Too busy Always Sometimes Never Undecided
35. Have no interest in 4-H Always Sometimes Never Undecided
36. Limited transportation Always Sometimes Never Undecided
37. Lack of leadership ability Always Sometimes Never Undecided
38. Absence of supportive environment Always Sometimes Never Undecided
39. Requires long-term commitment Always Sometimes Never Undecided
40. No one asked Always Sometimes Never Undecided
41. Costs too much Always Sometimes Never Undecided
42. Language and cultural differences Always Sometimes Never Undecided

43. Lack of knowledge in working with youth Always Sometimes Never Undecided
44. Does not understand 4-H’s purpose Always Sometimes Never Undecided
45. Conflict with work or school hours Always Sometimes Never Undecided

46. Are there any other reasons that haven't been covered? NO YES, Briefly describe

 

119

Section IV Demographics

Please respond to the following items so that we may learn more about 4-H volunteers in
the Tampa Bay area.

47. Gender (CIRCLE ONE)

1 Male
2 Female

48. Racial/Ethnic Background (CIRCLE ONE)

1 Black/African American

2 Hispanic/Latino

3 American Indian/Alaskan Native
4 Asian/Pacific Islander

5 White — Non Hispanic Origin

49. Marital Status (CIRCLE ONE)

1 Single, never married
2 Married

3 Married, but separated
4 Divorced

5 Widowed

50. Do you have children between the ages of 5 and 18? (CIRCLE ONE)

1. No
2. Yes How many? (WRITE NUMBER)

 

51. Are any of your children 4—H members? (CIRCLE ONE)

1. No
2. Yes
52. Are any of your friends, neighbors, or co-workers involved in 4-H? (CIRCLE
ONE)
1 No
2 Yes

120

53.

54.

55.

56.

Are you a 4-H alumni? (CIRCLE ONE)

1
2

No
Yes

What is the highest level of education you have completed? (CIRCLE ONE)

\OOONQM-hUJNu—i

8 years or less

Some High School

Completed High School or GED Certificate
Technical or Trade School Certificate
Some College

Two-year College Degree

F our-year College Degree

Some Graduate Work

Graduate Degree

Are you presently? (CIRCLE ONE)

oouamtswm—

Employed full time
Employed part time
Laid-off or out of work
Unemployed by choice
Retired

Student full time
Student part-time
Other, please explain

 

Which of the following occupations best describes your employment type?

(CIRCLE ONE)

1 Skilled worker

2 Clerical worker

3 Business

4 Managerial

5 Professional/education
6 Homemaker

7 Other, please explain

 

121

57. What was your total family income during the 1999 tax year? (CIRCLE ONE)

1 $9,999 or less
2 $10,000 to $24,999
3 $25,000 to $49,999
4 $50,000 to $74,999
5 $75,000 to $99,999
6 $100,000 and over
58. How long have you lived in this community? Years

59. What year were you born? 19 _ _

Would you like a personal copy of the research report when the study is completed?
(CIRCLE ONE) NO YES

Thank you very much! This completes our survey and we appreciate your time.

122

APPENDIX E

PARTICIPANT’S ACKNOWLEDGMENT OF INFORMED CONSENT
FOR IN-DEPTH INTERVIEW

Title of Research Study: Recruiting and Retaining Minority 4-H Volunteers in
Tampa Bay Area, Florida.

Purpose: The purpose of the study is to examine recruitment and retention strategies
for minority volunteers in the 4-H program in the Tampa Bay area of Florida.

Procedures: Participant’s will be asked to answer five questions during a taped
interview. The investigator will transcribe the tape and tabulate results. All responses
will be kept confidential. The data will be discussed in the total study and in any
presentations by referring to groups of respondents.

Time Commitment: The interview will take about 20 minutes.

Risks: The risks involved with participation in this study are no more than one would
experience in regular daily activities.

Benefits: There is no direct benefit to the participant. The results of the study will be
useful to the 4-H programs in the Tampa Bay area of Florida by providing valuable

information on minority volunteer recruitment and retention.

Confidentiality: Data gathered will be treated with strict confidence. “Your privacy
will be protected to the maximum extent allowable by law.”

Contact Information: If you have questions about the study, contact Diana L. Smith at
(941) 776-5101. If you have questions regarding your rights as a subject, contact
Michigan State University, University Committee on Research Involving Human
Subjects Chair, David E. Wright, at (517) 355-2180.

Consent Statement: I have read and understand the procedures and voluntarily
participate in this study. I can decide not to continue at any time during the interview.

Participant’s Signature: Date:

Investigator’s Signature: Date:

123

APPENDIX F

INSTRUMENT FOR IN-DEPTH INTERVIEW
Recruiting and Retaining Minority 4-H Volunteers in Tampa Bay Area, Florida

Section I Introduction

1. Interviewer introduces herself and reminds 4-H volunteer of the scheduled
appointment. Thank again for agreeing to the interview.

2. Indicate to the 4-H volunteer that the interviewer is working on an educational project
whose purpose is to examine recruitment and retention strategies for minority volunteers
in the 4-H program in the Tampa Bay area of Florida. Indicate that this interview is a part
of a larger study that included a mail survey.

“I would like to ask you a few important questions that will help me better understand
minority volunteer involvement in 4-H. There are no right or wrong answers. Please
answer the questions based on your own experiences and perceptions. Your responses
will be confidential. Thank you for taking the time to answer these questions.” Indicate
that the interview will take approximately 20 minutes.

3. Briefly review Participant ’3 Acknowledgement of Informed Consent form and get
signature. '

Date of Interview:

 

Time of Interview: Began at Ended at

 

Total Time:

 

124

Section II Recruitment and Retention Strategies

(TO BE TAPE RECORDED)

1. Please share with me how you were recruited as a 4-H volunteer.

2. How would you recruit minority volunteers into the 4-H organization?
3. What is it going to take to keep you as a 4-H volunteer?

4. Why do you think many minorities do not volunteer for 4—H?

5. What causes minority 4-H volunteers to re-enroll? Not to re-enroll?

Thank you very much! This completes our survey and we appreciate your time.

125

APPENDIX G

MAIL SURVEY—FIRST FOLLOW-UP POST CARD REMINDER

Diana L. Smith, Project Director
Minority 4-H Volunteer Study
11755 Laurel Oak Lane

Parrish, FL 34219

  
   
 

PLEASE
HFJ .P US

  

0 Strengthen volunteer recruitment
and retention strategies

0 Continue to be a positive youth
development organization

 

 

Dear 4-H Volunteer:

Last week a questionnaire seeking information about minority 4-H
volunteers in the Tampa Bay area was mailed to you. It is a part of

a research project that concerns minority volunteers who serve in the
Tampa Bay area of the Florida 4-H Youth Programs.

 

Please accept our sincere thanks, if you have already completed and returned your
questionnaire. If not, please do so today. Further, if by chance you did not receive

the first questionnaire, or it has been misplaced, please call me collect at (941) 776—5 101,
immediately, and I will send you another one in the mail today.

In order that the study results may accurately reflect the area’s volunteers, it is very
important that yours be included. Thank you very much for your participation.

Sincerely,

Diana L. Smith
Doctoral Student and Project Director

 

126

 

APPENDIX H

MAIL SURVEY—SECOND F OLLOW-UP LETTER

(to be sent out to non —respondents three weeks after initial mailing and includes another
questionnaire)

March 21, 2000

Dear 4-H Volunteer:

About three weeks ago I wrote to you seeking information on your 4-H volunteer work
and the reasons you volunteer. As of today, I have not received your completed
questionnaire.

I believe the information on minority 4-H volunteers that is being sought will be usefirl
for a number of 4-H groups and counties. It will be specifically useful to the 4-H youth
programs in the Tampa Bay area. Moreover, it should prove to be useful to the 4-H
program nationally. In addition, it will be of interest both to other volunteer’s
administrators and to researchers who study volunteerism. The information will be
especially applicable to the important areas of volunteer recruitment and volunteer
retention.

I am writing to you again because of the significance each questionnaire has to the
usefirlness of the study. In order for us to obtain the most accurate possible picture of the
Tampa Bay area 4-H youth programs as a group, it is essential that each volunteer return
a completed questionnaire.

In the event that your questionnaire has been misplaced, a replacement is enclosed.

Your cooperation is greatly appreciated.

Sincerely,

Diana L. Smith
Doctoral Candidate and Project Director

Enclosure

127

APPENDIX I

RESEARCH QUESTIONS, VARIABLES, AND SURVEY

AND INTERVIEW QUESTIONS

 

Research Question

 

Variable Name

 

Survey or *Interview Question

 

 

Grand Tour Question 1

What are the characteristics of minority 4-H volunteers in terms of the following? —
age, race, gender, income, employment, employment type, education, length of service,
type of 4-H volunteer, 4-H alumni, marital status, number of children, 4-H members,
4-H associates, residency, volunteer meaning, volunteer efforts.

 

 

 

 

 

 

 

Age 59. What year were you born? 19

Racial/ethnic 48.Racial/ethnic background (CIRCLE ONE): Black/African

Background American; Hispanic/Latino; American Indian/Alaskan Native;
Asian/Pacific Islander; White-Non Hispanic Origin

Gender 47. Gender (CIRCLE ONE) Male Female

Income 57.What was your total family income during the 1999 tax year?
(CIRCLE ONE); $9,999 or less; $10,000 to $24,999; $25,000 to
$49,999; $50,000 to $74,999; $75,000 to $99,999; $100,000 and
over

Employment 55.Are you presently? (CIRCLE ONE); Employed full time;
Employed part time; Laid off or out of work; Unemployed by
choice; Retired; Student full time; Student part time; Other, please
explain

Employment 56.Which of the following occupations best describes your

Type employment type? (CIRCLE ONE); Skilled worker; Clerical
worker; Business; Managerial; Professional/education; Homemaker;
Other, please explain

Education 54.What is the highest level of education you have completed?

(CIRCLE ONE); 8 years or less; Some High School; Completed
High School or GED Certificate; Technical or Trade School
Certificate; Some College; Two-year College Degree; Four-year
College Degree; Some Graduate Work; Graduate Degree

 

Years of Service

1. How long have you been a 4-H volunteer? Years

 

Mode of Service

2.1 volunteer for the following 4-H program(s). (CIRCLE AS
MANY AS APPLY); Community or Project Club; School
Enrichment or School Club; After School Program; Camp; 4-H
Advisory or 4-H Foundation; 4-H EFNEP; Other (specify)

 

 

4-H Alumni

 

53.Are you a 4-H alumni? (CIRCLE ONE); No; Yes

 

128

 

 

Variable Name

Survey or *Interview Question

 

 

 

Martial Status 49.Marital Status (CIRCLE ONE); Single, never married; Married;
Married, but separated; Divorced; Widowed
Children of 4-H 50. Do you have children between the ages of 5-18? (CIRCLE
Age ONE); No; Yes How many?
4-H Member 51. Are any of your children 4-H members? (CIRCLE ONE); No;

Yes

 

4-H Associates

52. Are any of your friends, neighbors, or co-workers involved in 4-
H? (CIRCLE ONE); No; Yes

 

 

 

 

 

Residency 58.How long have you lived in this community? Years
3. What is your definition or perception of what it means to be a

Volunteer volunteer?

Meaning 4. Do the words “volunteer” and “help out” have the same meaning
to you? No Yes
5. Have you volunteered or helped out with organizations other than

Volunteer 4-H? No Yes

Efforts 5a.Please briefly describe your involvement.

 

 

 

Grand Tour Question 2

Are minority 4-H volunteers motivated more by affiliation, power, or achievement?

 

Responses— Stron

1y agree, disagree, undecided, agree, strongly agree

 

 

Affiliation

6.1 am a volunteer because I want to be with my child(ren) in the
rogram.

 

9.1 volunteer or help out because I like associating with young
people.

 

10.1 am a volunteer or help out in my community because I like
helping people.

 

11.1 volunteer or help out because it is a way I can express my
caring and concern for others.

 

12.1 volunteer or help out because it gives me a chance to meet other
volunteers.

 

14.1 prefer to work with groups of people rather than alone when
volunteering.

 

20. I volunteer or help out because it is important to me that people
like me.

 

23.1 volunteer or help out because I can't say "no" when I'm asked.

 

 

31.1 am a volunteer in my neighborhood because I feel needed.

 

129

 

 

Variable Name

Survey or *Interview Question

 

Power

7. I am a volunteer or help out because I want to have influence on
how young people learn and grow.

 

16.1 volunteer or help out because I want to have influence over
others.

 

18.1 volunteer or help out because I like to be responsible for
programs and activities.

 

21 .As a volunteer, I enjoy being able to “do my own thing” within
the volunteer organization.

 

24.1 receive status in my community because 1 am a volunteer.

 

26. 1 am a volunteer because I like to be involved in making
decisions and program planning. ‘

 

27. I volunteer or help out because I want to teach and lead others.

 

28.1 volunteer or help out because I like to receive recognition or
attention for what I’ve done.

 

29. I like being involved in the leadership role that volunteering
provides.

 

Achievement

8.1 volunteer or help out because it is a way to improve my
community.

 

13.1 volunteer or help out because I want to learn new things.

 

15.1 volunteer because I want to gain experience and skills which
might lead to employment.

 

17.1 am a volunteer or help out because I feel an obligation to the
organization because of what it has done for me.

 

19.1 am a volunteer or help out because it is something 1 can do well.

 

22. I have goals for what I want to accomplish as a volunteer.

 

25.1 like to receive feedback from the volunteer organization and
staff about how I am doing.

 

30.1 am a volunteer because I like the challenge of the task.

 

 

32.1 am a volunteer because it is a constructive use of my leisure
time.

 

2.1 What relationships exist between the characteristics of volunteers and

 

 

 

 

 

 

their motivations?
Selected Affiliation Power Achievement
Characteristics Motive Motive Motive
6, 9,10,11,12, l4, 7,16,18, 21, 24, 8,13, 15, 17,19,
20, 23, 31 26, 27, 28, 29 22, 25, 30, 32
Variable Name Survey or *Interview Question

 

 

130

 

 

Grand Tour Question 3

How can minorities be recruited and retained as 4-H volunteers?

 

 

 

 

 

 

 

 

 

 

 

 

 

3.1 How are minority 4-H volunteers currently recruited?
Present
Recruitment * 1. Please share with me how you were recruited as a 4-H volunteer.
Strategies
3.2 How should minority 4-H volunteers be recruited?
Future
Recruitment *2. How would you recruit minority volunteers into the 4-H
Strategies organization?
3.3 What would it take to keep current minority 4-H volunteers?
Retention
Strategies *3. What is it going to take to keg; you as a 4-H volunteer?
3.4 What causes minority 4-H volunteers to re-enroll?
Re-Enroll i *5a.What causes minority 4-H volunteers to re-enroll?
3.5 What causes minority 4-H volunteers not to re-enroll?

 

Not Re-Enroll

F*5b.What causes minority 4-H volunteers not to re-enroll?

 

3.6

What are some reasons why minorities do not volunteer for 4—H?

 

Reasons for Not
Volunteering

*4. Why do you think many minorities do not volunteer for 4-H?

 

 

The following statements are reasons why some minorities may not volunteer or help
out in the 4-H organization ....... if you think these reasons are - Always true,

sometimes true,

never true, undecided

 

 

 

 

 

 

 

 

 

Abilities 33. Not sure of their abilities to do the job
Busy 34.Too busy

Interest 35. Have no interest in 4-H
Transportation 36. Limited transportation

Lead ability 37. Lack of leadership ability
Commitment 39. Requires long-term commitment
Asked 40. No one asked

 

131

 

 

 

 

 

 

 

 

Variable Name Survey or *Interview Question

Differences 42. Language and cultural differences

Knowledge 43. Lack of knowledge in working with youth

Understand 44. Does not understand 4-H’s purpose

Conflict 45. Conflict with work or school hours

Other reasons 46. Are there any other reasons that haven’t been covered? No Yes,

 

Briefly describe

 

132

 

APPENDIX J

MOTIVE SUBSCALES ITEM MATRIX

 

REASONS FOR VOLUNTEERING
Motive Subscales Item Matrix

 

 

 

VARIABLES
Achievement Affiliation Power
8 6 7
l3 9 16
15 10 18
17 l 1 21
19 12 24
22 14 26
25 20 27
30 23 28
32 31 29

 

133

APPENDIX K

AGES OF VOLUNTEERS, YEARS LIVED IN COMNIUNITY,

 

 

 

 

AND YEARS OF SERVICE
VARIABLES
Age Years Lived in Community Years of Service
Years Frequency Years Frequency Years Frequency

18 1 0 l l 14
20 1 1 1 2 13
21 l 2 4 3 11
23 2 5 2 4 8
26 1 6 1 5 3
29 1 8 l 6 2
31 1 9 1 7 4
33 l 10 4 8 2
34 2 13 1 10 6
35 2 l4 2 11 2
36 1 15 4 15 l
37 2 16 l 17 1
38 l 18 3 l8 1
39 1 l9 2 Total 68
40 2 20 3 Missing 0
41 4 22 1 Total 68
42 1 23 1

43 2 25 2

44 l 26 1

45 2 29 1

46 3 30 4

47 3 33 4

48 3 35 2

49 2 36 1

51 3 37 l

52 2 38 1

53 1 39 1

55 l 40 4

56 3 41 2

57 2 45 l

58 2 47 2

59 1 50 l

 

134

 

VARIABLES

 

 

Age Years Lived in Community Years of Service
Years Frequency Years Frequency Years Frequency
62 1 51 l
63 l 56 l
65 1 Total 63
67 1 Missing 5
68 1 Total 68
73 1
Total 62
Missing 6
Total 68

 

135

EARLY AND LATE MAIL SURVEY RESPONDENTS

APPENDIX L

 

 

Variable Type Return n M SD t

Age P Early 14 47.43 9.26 1.26 .40
Late 15 42.00 13.44

Years lived in PR Early 15 22.60 14.67 0.30 .43

community
Late 14 20.86 16.82

Level of education CR Early 15 7.13 2.03 1.68 .54
Late 15 5.93 1.87

4-H alumni 4-H Early 15 1.07 0.26 0.66 .19
Late 14 1.14 0.36

Years of service VR Early 15 5.53 4.56 1.30 .07
Late 15 3.80 2.40

Volunteer & help VR Early 14 1.79 0.43 1.06 .29

out same meaning Late 15 1.60 0.51

 

P< .05

Note. P = Person, PR = Person-Related, CR = Career-Related, 4-H = 4-H-Related, and VR = Volunteer-

Related.

136

APPENDIX M

MEAN, STANDARD DEVIATION, AND RANKINGS OF MOTIVES

 

 

STATEMENTS
Motives Statements M SD Ranking
1 am a volunteer or help out in my community because I
like helping people. (Affiliation) 4.56 0.76 1
I am a volunteer or help out because I want to have influence
on how young people learn and grow. (Power) 4.53 0.84 2
I volunteer or help out because it is a way to improve my
community. (Achievement) 4.51 0.74 3
I volunteer or help out because I like associating with young
people. (Affiliation) 4.44 0.80 4
I volunteer or help out because it is a way I can express my
caring and concern for others. (Affiliation) 4.34 0.89 5
I volunteer or help out because I want to learn new things.
(Achievement) 4.13 0.91 6
I volunteer or help out because I want to teach and lead
others. (Power) 4.07 0.89 7
I am a volunteer or help out because it is something
1 can do well. (Achievement) 3.96 0.92 8
I have goals for what I want to accomplish as a
volunteer. (Achievement) 3.78 1.08 9
I am a volunteer because I like the challenge of the task.
(Achievement) 3.76 0.96 10
I am a volunteer because I want to be with my child(ren) in
the program. (Affiliation) 3.74 1.39 11
I volunteer or help out because it gives me a chance to meet
other volunteers. (Affiliation) 3.71 0.99 12
I prefer to work with groups of people rather than alone
when volunteering. (Affiliation) 3.65 1.14 13

 

137

Motives Statements M SD Ranking

I am a volunteer because I like to be involved in making
decisions and program planning. (Power) 3.56 1.06 14

I am a volunteer because it is a constructive use of my
leisure time. (Achievement) 3.43 1.26 15

I like to receive feedback from the volunteer organization
and staff about how I am doing. (Achievement) 3.31 1.15 16 tie

I am a volunteer in my neighborhood because I feel needed.
(Affiliation) 3.31 1.16 16 tie

I like being involved in the leadership role that volunteering
provides. (Power) 3.25 1.06 18

I volunteer or help out because I like to be responsible
for programs and activities. (Power) 3.24 1.12 19

I volunteer or help out because I want to have influence
over others. (Power) 2.93 1.34 20

I enjoy being able to “do my own thing” within the
volunteer organization. (Power) 2.66 1.07 21

1 am a volunteer or help out because I feel an obligation
to the organization because of what it has done for me.
(Affiliation) 2.63 1.22 22

I volunteer because I want to gain experience and skills
which might lead to employment. (Achievement) 2.62 1.11 23

I volunteer or help out because it is important to
me that people like me. (Affiliation) 2.38 1.13 24

I receive status in my community because I am a
volunteer. (Power) 2.15 1.04 25 tie

I volunteer or help out because I can't say "no"
when I'm asked. (Affiliation) 2.15 0.98 25 tie

I volunteer or help out because I like to receive
recognition or attention for what I’ve done. (Power) 2.01 1.06 27

 

138

APPENDIX N

CORRELATIONS FOR CHARACTERISTICS OF VOLUNTEERS AND

 

 

 

 

 

 

 

MOTIVES
Variables Achievement Affiliation Power
Person
Age .07 .05 .21
Gender .05 .02 .22
Race .06 .04 .08
Person-Related
Years lived in community .08 .11 .02
Marital status .16 .18 .28
Have children 4-H age .05 .12 .19
Career-Related
Level of education .05 .00 .04
Employment type .09 .06 . 18
Employment status .01 .14 .12
Family income .12 .10 .22
4-H-Related
4-H alumni .18 .17 .16
Children 4-H age .01 .08 .16
Associates involved in 4-H .46 .48 .23
Volunteer-Related
Years of service .07 .02 .13
Mode of service
Community or project club .03 .01 .23
School enrichment or club .04 .06 .06
After school .21 .08 .18
Camp .24 .26 .20
Advisory or foundation .03 .06 .08
EFNEP .05 .08 .08
Other .04 .06 .03
Volunteer/help out same meaning .16 .08 .04
Volunteers w/other organizations .20 .18 .06

 

Note. Table is grouped by variable type and motives. All correlations of 0.24 and
above are in bold type. All correlations 0.24 and above significant at p < .05, all
correlations 0.45 and above significant at p < .01.

139

APPENDIX 0

SELECTED CHARACTERISTICS OF INTERVIEWEES AS REPORTED
ON MAIL SURVEY

 

Person and Selected Person-Related Variables — Age, Gender, Race/Ethnicity,
Marital Status, Number of Children 4-H Age per Household, and Years Lived
in the Community of Interviewees

 

 

 

 

Variable N M SD Range
Age 21 44.48 ' 10.58 38

Person Variable Frequency %
Age 21

18-32 years 3 14.3

33-44 years 6 28.6

45-57 years 10 47 .6

58-73 years 2 9.5
Total 21 100.0
Gender 21

Male 4 19.0

Female 17 81.0
Total 21 100.0
Race/Ethnicity 21

Black/African American 15 71.4

Hispanic/Latino 5 23.8

Asian/Pacific Islander 1 4.8
Total 68 100.0
Person-Related Variable N Frequency %
Years Lived in 20
Community

0-8 years 2 10.0

9-23 years 7 35.0

24-39 years 6 30.0

40-56 years 5 25.0
Total 20 100.0

140

 

Person Variable

Frequency

%

 

Marital Status
Single, never married
Married
Married, but separated
Divorced
Widowed

Total

Have Children of 4-H Age
Yes
No

Total

21

21

141

18

21

14.3
57.1
0.0
28.6
0.00
100.0

85.7
14.3
100.0

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