.
2
«gamma .
"an 1...
. 1.... .819
». Sen-F!
. fang. .. Ml“ 3....

1:3

113.32. 0...:
. . .

s ‘v 3.3;?!-
....5 .. ﬂunhwﬁzucgmbn ”3.9..
. My“: .2!

and».

L): 0‘3}... c.
.5\ J... :35...
l: .1: -\x

‘22,
1.3: .fl}....:t
:3.le o . 02".
‘ v1... .-

. . 0:» II
x...=.......:.. .9

, , . ‘. , . 1,4 $.93?

 

 

4, 1}

This is to certify that the
dissertation entitled

MOTIVATIONAL CHANGE: AN EXAMINATION OF
LONG-TERM MICHIGAN 4-H VOLUNTEERS

presented by

JENNIFER ANN WAGESTER

has been accepted towards fulﬁllment
of the requirements for the

Doctoral degree in Department of Community,
Agriculture, Recreation and
Resource Studies

 

 

buy/6%

 

Major Professor’gignature

9‘27-07

 

Date

MSU Is an Allinnativa Action/Equal Opportunity Institution

 

v"
r.______..---_--- .

Lciruai :J u I
FA:AE.'_.¢-.t {ﬁts-2L3
\ Iv. v. ﬁght] g-z‘LAan

_)
‘ i 1.5“: I
\_“,‘ '3'. ‘

 

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

 

DATE DUE DATE DUE DATE DUE

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

6/07 p:/CIRC/DateDuetindd-p.1

MOTIVATIONAL CHANGE: AN EXAMINATION OF
LONG-TERM MICHIGAN 4-H VOLUNTEERS

By

Jennifer Ann Wagester

A DISSERTATION

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

DOCTOR OF PHILOSOPHY
Department of Community, Agriculture, Recreation and Resource Studies

2007

ABSTRACT

MOTIVATIONAL CHANGE: AN EXAMINATION OF
LONG-TERM MICHIGAN 4-H VOLUNTEERS

By
Jennifer Ann Wagester

The objective of this study is to determine whether or not long-term Michigan
4-H volunteers experience motivational change and, if so, to identify the factors that
prompt motivational change, to document how motives change as a result of the
motivational change process, and to determine when motivational change occurs. A
survey was developed and administered to 200 randomly selected individuals from the
study population of 4,138 long-term Michigan 4-H volunteers. The results of the survey
indicate motives change for a portion of the sample population.

The respondents were separated into categories based upon the magnitude of
motivational change exhibited by their survey responses. Ten respondents were
randomly selected from the category consisting of respondents who exhibited the greatest
motivational change. They were subsequently interviewed. The interview data indicate,
for the sample population: 1) motivational change prompts are primarily their children
entering or exiting 4-H, the impact of 4-H on youth or the community, and the impact of
their 4-H volunteer-related experiences on themselves; 2) motives change from those
primarily related to immediate family or community needs and/or an interest in children
to ones primarily related to internal feelings of joy, satisfaction, and fulﬁllment; and
3) motives change during volunteer service and, speciﬁcally, when their children enter or

exit 4-H.

The results of this study indicate motivational change is prompted by volunteers’
life event changes and changes in volunteers’ thoughts and feelings related to
volunteering. They also indicate motivational change prompts inﬂuence the process of
motivational change. The results show volunteers’ motives for volunteering change from
being primarily needs-based to being more self-actualizing in nature. They support the
conceptual framework proposed by this study as a model of the motivational change
process. Additionally, the results indicate adults’ motivation to volunteer in 4-H is
primarily driven by their positive feelings related to children and youth development.
The results also connote that a one-component model of adults’ motivation to volunteer
and a theory of six major factors of motivation describe the motivation of long-term 4-H

volunteers.

Copyright by
JENNIFER ANN WAGESTER
2007

This dissertation is dedicated to the countless volunteers
who make a difference in people’s lives every day.

ACKNOWLEDGEMENTS

The contributions of many individuals assisted in the creation of this dissertation.
I am very grateful for them and would like to express my sincerest appreciation.

First and foremost, to my husband and children, for sacriﬁcing precious time and
resources and encouraging me.

To my mom, a former 4-H volunteer, and mother-in-law, a 4-H volunteer of
30+ years, for their support and willingness to serve as resources.

To Dr. Julie Chapin, for her steadfast guidance and assistance throughout this
study and her genuine interest in making a difference in the lives of others.

To the interview participants, for sharing their thoughts and experiences, for their
commitment to kids and 4-H, and for inspiring me with their willingness to help others.

To my doctoral committee -— Dr. David Krueger, Dr. S. Joseph Levine, Dr. Julie
Chapin, and Dr. Luke Reese — for their positive contributions to this work and my own
personal growth.

To Ms. Priscilla Martin, for her help with the survey process and positive outlook.

To the many Michigan State University Extension 4-H Youth Educators and staff
members, for patiently answering my questions and offering their assistance.

To members of the Michigan State University Extension Volunteerism Area of
Expertise Team and the North Central Region Extension Volunteer Specialists, for
reviewing the screening survey and providing insightful comments for its improvement.

To the 4-H volunteers who responded to the screening survey, for taking the time

to share their thoughts and participate in this study.

vi

TABLE OF CONTENTS

LIST OF TABLES .............................................. _ ....................................... x
LIST OF FIGURES ................................................................................. xi
CHAPTER I
INTRODUCTION .................................................................................... 1
Motivational Change for 4-H Volunteers ................................................. 4
Statement of the Problem ................................................................... 5
Purpose of the Study ........................................................................ 6
Research Questions .......................................................................... 6
Limitations of the Study ..................................................................... 7
Summary ...................................................................................... 8
CHAPTER II
LITERATURE REVIEW ............................................................................ 9
Overview of Volunteerism .................................................................. 9
Motivation to Volunteer ................................................................... 12
Models of Motivation to Volunteer ...................................................... l7
Theories of Motivation .................................................................... l9
Motivational Change for Volunteers .................................................... 26
Study of Motivational Change for Volunteers .......................................... 26
Overview of4-H .................... 26
, 4-H Volunteers .............................................................................. 29
4-H Volunteers’ Motives .................................................................. 30
Motivational Change for 4-H Volunteers ............................................... 36
Summary .................................................................................... 37
CHAPTER III
METHODOLOGY .................................................................................. 40
Conceptual Framework .................................................................... 40
Research Design ............................................................................ 42
Michigan 4-H Volunteer Population ..................................................... 44
Selection of Study Participants ........................................................... 44
Screening Survey Participants ................................................... 44
Interview Participants ............................................................. 45
Data Collection Instruments .............................................................. 46
Screening Survey .................................................................. 46
Interview Process .................................................................. 47
Data Collection Procedures ............................................................... 47
Screening Survey .................................................................. 48
Interview Process .................................................................. 49
Data Analysis Procedures ................................................................. 52

vii

Determining Respondents’ Characteristics .................................... 52

Detecting and Measuring Motivational Change .............................. 52
Answering the Research Questions ............................................. 53
Summary .................................................................................... 54
CHAPTER IV
RESULTS ............................................................................................ 56
Screening Survey Results ................................................................. 56
Interview Participants ............................................................ 61
Interview Results ........................................................................... 63
Research Question #1: Motivational Change Prompts ....................... 67
Research Question #2: Change in Motives ..................................... 71
Research Question #3: When Motivational Change Occurs ................. 73
Additional Findings ............................................................... 74
Summary .................................................................................... 78
CHAPTER V
DISCUSSION ....................................................................................... 80
Understanding Motivational Change for Volunteers .................................. 80
Understanding Long-Term 4-H Volunteers’ Motivation .............................. 8]
Motivation to Volunteer .......................................................... 81
Models of Motivation to Volunteer ............................................. 82
Theories of Human Motivation ................................................. 83
Suggestions for Future Research ......................................................... 85
Replicate this Study ............................................................... 85
Compare Motives in Different Contexts... ... ...... ... .................... 86
Use Quantitative Research Methods to Study Motivational
Change .............................................................................. 87
Further Test the Conceptual Framework ....................................... 88
Summary .................................................................................... 88
APPENDICES ....................................................................................... 91
Appendix A: Social Science, Behavioral, Education Institutional
Review Board Approval Letter ........................................................... 92
Appendix B: Prenotice Letter Text ...................................................... 94
Appendix C: Survey Cover Letter Text .................................................. 95
Appendix D: Survey Instrument ......................................................... 96
Appendix E: Thank You Postcard Text .................................................. 98
Appendix F: Replacement Survey Letter Text ......................................... 99
Appendix G: Final Contact Letter Text ................................................ 100
Appendix H: Rubric for Detecting and Qualitatively Measuring
Motivational Change of Screening Survey Respondents ............................ 101
Appendix I: Interview Contact Letter Text ........................................... 104
Appendix J: Interview Consent Authorization Form ................................. 105
Appendix K: Definitions of Motives Identiﬁed through Analysis
of Interview Data .......................................................................... 106

viii

Appendix L: Interview Summaries ..................................................... 108

Interview Summary #1: Ann .................................................... 109
Interview Summary #2: Barbara ............................................... 112
Interview Summary #3: Connie ................................................. 115
InterviewSummary#4:Diane............... ................................... 119
Interview Summary #5: Ellen .................................................. 122
Interview Summary #6: Frank .................................................. 125
Interview Summary #7: Gwen .................................................. 128
Interview Summary #8: Harry .................................................. 131
Interview Summary #9: Isabelle ................................................ 135
Interview Summary #10: Jack ................................................... 138
Appendix M: Follow-up Interview Contact Letter Text ............................. 141
Appendix N: Interview Summary Publication Consent
Authorization Form ....................................................................... 143
Appendix 0: Follow-up Interview Form .............................................. 144
REFERENCES ..................................................................................... 145

ix

LIST OF TABLES

Table l. Motives to Volunteer and Rewards of Volunteering as Identiﬁed

and Ranked in the Literature from 1991 — 2004 .........................................

Table 2. Results of Meta-Analysis Regarding Adults’ Motives for

Volunteering in 4-H .........................................................................

Table 3. Motives for Starting to Volunteer in 4-H Ranked One through

Three ..........................................................................................

Table 4. Motives for Continuing to Volunteer in 4-H Ranked One through

Three ..........................................................................................
Table 5. Interview Data by Participant ...................................................
Table 6. Motivational Change Prompts by Frequency ..................................

Table 7. Change in Motives by Frequency Difference

....... 13

........ 32

........ 58

........ 59

........ 64

......... 67

73

LIST OF FIGURES

Figure 1. Maslow’s Hierarchy of Needs ..................... _. ................................... 20

Figure 2. Conceptual Framework of the Process of Motivational Change
within Volunteerism ................................................................................ 40

xi

CHAPTER I

INTRODUCTION

Volunteerism is recognized as a signiﬁcant component of American culture,
contributing greatly to the country’s founding, shaping its society throughout history, and
addressing its current social issues (Ellis & Noyes, 1990). Approximately 28% of
American adults volunteered with a formal organization within a 12-month period
between September 2004 and September 2005, representing 65.4 million people (United
States Department of Labor [USDL], 2005). Each person volunteered an average of
50 hours annually (U SDL, 2005), cumulatively donating 3.27 billion hours to volunteer-
oriented organizations. In 2005, the value of a volunteer hour was $18.04 (Independent
Sector, 2006), which indicates the net worth of their 3.27 billion hours was about
$59 billion.

The concept of volunteerism, individuals making signiﬁcant personal sacriﬁces
for others, has been an area of study within the ﬁeld of social behavioral sciences for
some time (Clary et al., 1998). Volunteerism is typically studied as a form of “helping
behavior” (Clary et al., 1998), being recognized as an activity that involves “planning,
sorting out of priorities, and matching of personal capabilities and interests with type of
intervention” (Benson et al., 1980, p. 89 as referenced by Clary et al., 1998). It is not
considered an altruistic phenomenon, one in which people act “without any reward,
internal or external, real or psychological” (Walster, Walster, & Berscheid, 1978 as
referenced by Francies, 1983, p. 17). Individuals participating in volunteerism are

“human beings, engaging in unpaid, uncoerced activities for various kinds of tangible and

intangible incentives, with psychic or intangible incentives being especially important”
(Smith, 1981, p. 33).

To volunteer is “to choose to act in recognition of a need, with an attitude of
social responsibility and without concern for monetary proﬁt, going beyond one’s basic
obligations” (Ellis & Noyes, 1990, p. 4). Why volunteers choose to act, in essence their
motives for volunteering, has received considerable attention by researchers since the
1960’s. However, in the 1990’s Cnaan and Goldberg-Glen (1991) reported that what is
known about why adults volunteer is fragmented as the published research studies are not
systematic or consistent, and current review of the literature indicates that this is still the
case. The use of varied theoretical frameworks, research methodologies, motive
taxonomies, and population samples by researchers studying volunteers’ motives has
produced research results that are difﬁcult to connect and synthesize. Thus, adults’
motives for volunteering are not standardized within the ﬁeld of volunteer administration.

Multiple models for describing the construct of motivation to volunteer exist
(Cnaan & Goldberg-Glen, 1991). In general, researchers do not agree on the model’s
components (e. g., internal motives, external motives, altruistic motives, egocentric
motives, social motives, values) or on the number of the components that constitute
motivation to volunteer (Clary et al., 1998; Cnaan & Goldberg-Glen, 1991). Some
theorize that motivation to volunteer consists of one component, a commitment to assist
others (Cnaan & Goldberg-Glen, 1991; Pinker, 1979 and Titrnus, 1971 as referenced by
Cnaan & Goldberg-Glen, 1991). Others consider the construct to be comprised of two

distinct components (Gidron, 1978 as referenced by Cnaan & Goldberg-Glen, 1991;

Smith, 1981), and some argue that motivation to volunteer consists of up to six
components (Clary et al., 1998).

Multiple theories of motivation also exist to explain people’s behavior. Those
most often cited in the literature are Malsow’s hierarchy of needs (Maslow, 1943) and the
combination of McClelland’s trichotomy of needs (McClelland, 1961) and McClelland’s
and Atkinson’s expectancy motivational theory (Hampton, Summer, & Webber, 1982).
Others discussed in the literature include Herzberg’s motivation-hygiene theory (Litwin
& Stringer, 1968 as referenced by Wilson, 1976), Vroom’s two-level expectancy theory
(V room, 1964), Wlodkowski’s (1985) six major factors of motivation, and social
exchange theory (West & Turner, 2000).

Though researchers are not uniﬁed regarding the motives adults possess for
volunteering, a model of human motivation to volunteer, or a theory of human
motivation, they appear to agree that 1) volunteers are not altruistic and 2) understanding
why adults volunteer is important. Numerous beneﬁts are perceived to be realized by
organizations that understand their volunteers’ motives. The most heavily cited beneﬁt,
by researchers and practitioners alike, is improved volunteer administration (e.g., the
functions of volunteer recruitment, development, recognition, and retention) as
motivation is a component of almost every volunteer administration model (Culp &
Schwartz, 1999).

King and Gillespie (1985) indicate improved volunteer administration, however,
can only be sustained through the ongoing, consistent study of volunteers’ motives. In
their 1985 article, on page 28, they state:

Surveys of volunteer personnel conducted on a regular basis are capable of
detecting changes in the goals underlying individual participation (Deci,

1975; Gillespie, 1977). The data gathered from such studies can also

uncover shifts in motives for speciﬁc or identiﬁable subgroups

(Gillespie & King, 1985).
Research by Gidron (1984, as referenced by Cnaan & Goldberg-Glen, 1991) further
supports ongoing, consistent study. In 1984, Gidron indicated “the motives that initially
inﬂuence people to volunteer may differ from those that inﬂuence their decision to
continue to volunteer” (Cnaan & Goldberg-Glen, 1991 , p. 270). The literature, however,
does not provide further explanation of motivational change for volunteers.
Motivational Change for 4-H Volunteers

Review of the literature shows that, since the 1960’s, 4—H has sought to identify
the motives of its adult volunteer population. Four-H is the youth development program
of the United States Department of Agriculture (USDA) Cooperative State Research,
Education, and Extension Service (CSREES). Its mission is “to empower youth to reach
their full potential, working and learning in partnership with caring adults” (United States
Department of Agriculture [USDA], n.d.). CSREES operates Extension ofﬁces at the
state, regional, and county levels in every state and territory of the United States
(Cooperative State Research, Education, and Extension Service [CSREES], 2004).
Volunteer administrators in these ofﬁces mobilize over 600,000 volunteers to assist in
carrying out the day-to-day activities necessary for implementation of 4-H at the local
level (CSREES, 2004).

Researchers and volunteer administrators afﬁliated with 4-H have published
numerous articles on why adults volunteer in 4-H. In general, 4-H volunteers’ motives

have remained constant over time. Adults volunteer in 4-H primarily because their

children participate in 4-H programs, they want to help people, and they desire to

associate with youth (Brown & Boyle, 1964; Culp, 1997; Culp & Schwartz, 1999;
Denmark, 1980-1981; Fritz, Barbuto, Marz, Etling, & Burrow, 2000; Henderson, 1981;
Parrott, 1977; White & Arnold, 2003). However, comparison of research results
indicates 4-H likely possesses a subgroup of volunteers (i.e., long-term volunteers) who
experience motivational change during their tenure.

The percentage of 4-H volunteers who volunteer because their children are in 4-H
was about 56% for the 1999 Culp and Schwartz survey of long-term volunteers (those
with ﬁve or more years of service). This ﬁgure is much lower than the 68% to 89%
reported for similar studies of the general 4-H population (Culp, 1997; Fritz et al., 2000;
Henderson, 1981). Thus, it is likely those who begin volunteering in 4-H because their
children are involved, decide to continue volunteering for different motives. Initial
research conducted by Culp in 1997 indicates the primary reason 4-H volunteers continue
their service is youth-related. However, additional study is needed to determine whether
or not 4-H volunteers experience motivational change while volunteering in 4-H, and if
so, to learn more about the motivational change process.

Statement of the Problem

As previously discussed, the literature base indicates that understanding why
adults volunteer is an important component of volunteer administration. Volunteers’
motives can communicate to administrators the most effective ways in which to recruit
volunteers, support their development, recognize their contributions, and facilitate their

continuing to volunteer. Since adults’ motives for volunteering likely change during their

volunteer tenure, it is vital for administrators to understand motivational change. This

 

will allow them to modify their administrative practices as necessary to effectively
manage their volunteer forces.

Currently, the ﬁeld of volunteer administration has limited knowledge regarding
motivational change. It is known volunteers’ motives for initiating their volunteer
service can be different than their motives for continuing service, indicating motivational
change has occurred. However, the process of motivational change is not well
understood. The ﬁeld of volunteer administration is in need of studies that further
describe the motivational change process — such as what prompts motives to change, how
motives change as a result of the motivational change process, and when motives change.
Purpose of the Study

The purpose for conducting this study is to provide the ﬁeld of volunteer
administration with a foundation for understanding motivational change for volunteers. It
is intended that the new knowledge generated by this study will assist administrators in
improving their practices related to the management of volunteers.

Research Questions

Review of the literature indicates a subgroup of the 4-H volunteer population
likely includes volunteers who undergo the motivational change process. The objective
of this study is to determine whether or not volunteers within this subgroup experience
motivational change and, if so, to answer the following research questions:

1. What factors prompt motivational change?
2. How do motives change as a result of the motivational change process?

3. When does motivational change occur?

Limitations of the Study

The study of an internal, psychological construct through a mixed methods

research approach has several limitations.

1.

Individuals who agree to participate in this study may be different than those who
are not asked to participate or those who do not agree to participate (Bailar, 1989
as referenced by Bickman & Rog, 1998). It is, therefore, possible that the
information gathered during this study may not be reﬂective of the entire
population.

“Reality is subjective and multiple, as seen by the participants in the study”
(Creswell, 1998, p. 75). This means individuals participating in this study may
interpret experiences in different ways, making it difﬁcult to provide deﬁnitive
information about a common phenomenon.

Asking participants to address questions related to their past experiences can
result in obtaining data that are inaccurate and not reﬂective of the actual
experiences (Phillips, 1994). Thus, the quality of the data is dependent upon the
participants’ ability to recall and communicate their thoughts and experiences.
Quantitative research involves making inferences about the world and its
phenomena through analysis of data that are measurable in nature. As a majority
of the data are related to intangible items (e.g., people’s motives, thoughts, and
experiences), it is possible for the inferences made during this study to be

inaccurate.

. Qualitative research requires the researcher to interpret data provided by the study

participants to identify common categories or themes (Creswell, 1998). As the

 

researcher is human, it is possible for unintentional bias to be present in data
analysis, which may cause the results of this study to be distorted.
6. The study population is a subgroup of the Michigan 4-H volunteer population.
Results from this study may not be able to be generalized to the entire 4-H
volunteer population or volunteers, in general.
Summary

Motivational change for volunteers is not a well-understood phenomenon within
the ﬁeld of volunteer administration. The intent of this study is to broaden understanding
of motivational change by discovering what prompts motives to change, how motives
change as a result of the motivational change process, and when motives change. As
more becomes known about motivational change for volunteers, administrators can
utilize this information to improve their management of volunteers, thereby, positively
impacting adults’ volunteer experiences while meeting the goals of volunteer-driven

organizations.

CHAPTER II

LITERATURE REVIEW

Overview of Volunteerism

Review of the literature indicates volunteerism is considered a signiﬁcant
component of American culture, contributing greatly to the country’s founding, shaping
its society throughout history, and addressing its current social issues (Ellis & Noyes,
1990). Scholars recognize the start of American volunteerism as during the colonization
of Jamestown, Virginia, in 1607 (Ellis & Noyes, 1990). At that time, colonists
volunteered through charitable giving and assisting those in their community (Ellis &
Noyes, 1990). As the United States struggled to gain independence and establish
governance, concerned citizens were documented volunteering their time and resources
to developing their nation and its guiding principles (Ellis & Noyes, 1990). Volunteerism
later grew through the 1800’s and 1900’s as population growth caused an increase in
available volunteer opportunities (American Red Cross, 1988). Among those
opportunities were combating social injustice, reforming inadequate social systems, and
aiding people in need (Ellis & Noyes, 1990). Volunteering continues to be prevalent
among Americans (U SDL, 2005) as they strive to address their needs or the needs of
others.

Volunteerism is found in the sectors of “labor and employment, agriculture and
food, business and industry, communications, transportation, human services, health care,
education, religion, recreation and leisure, cultural arts, environmental quality, justice,

public safety, the military, international involvement, and political and social action”

(Ellis & Noyes, 1990, pp. 14-15). From September 2004 to September 2005,
approximately 28% of American adults volunteered with a formal organization,
representing 65.4 million people (USDL, 2005). Each person volunteered an average of
50 hours annually (USDL, 2005), cumulatively donating 3.27 billion hours to volunteer-
oriented organizations. In 2005, the value of a volunteer hour was $18.04 (Independent
Sector, 2006), which indicates the net worth of their 3.27 billion hours was about

$59 billion.

Analysis of volunteer activities indicates religious organizations, youth
development, and education/instruction are the three main areas in which volunteers
formally serve (Hodgkinson & Weitzman, 1996 as referenced by Brown, 1999; USDL,
2005). These three groups constitute between 54% (Brown, 1999) and 61% (USDL,
2005) of all volunteer activities, with an additional 20% of volunteer activities being
related to human services and health services (Brown, 1999). According to Brown
(1999), the composite of these ﬁve groups is known as “church, children, and charity”
(p. 22), which accounts for 75% of volunteer time.

To volunteer is “to choose to act in recognition of a need, with an attitude of
social responsibility and without concern for monetary proﬁt, going beyond one’s basic
obligations” (Ellis & Noyes, 1990, p. 4). In general, volunteering is highest among adults
who are white, married, well-educated, middle-aged, and employed (Brown, 1999;
USDL, 2005). It appears these characteristics are linked to access to resources, which
increases the probability of people volunteering. This correlation is described by Brown
(1999, p. 27) as follows:

The relationship between educational attainment and rates of volunteering
is particularly striking. People who pursue education beyond high school

10

volunteer much more than those who do not; college graduates are far

more likely to volunteer than high school graduates who do not complete

a college degree. Volunteer rates also rise with income. Differences

across ethnic groups are correlated with differences in average incomes

and educational opportunities and, most simply, in the likelihood of

having been asked to volunteer.

Education appears to be a more inﬂuential factor than income. “The likelihood of
volunteering rises dramatically with education, and less dramatically with income”
(Brown, 1999, p. 38).

Volunteering also seems to be related to the status and age of volunteers’ children.
“People with children at home are more likely to volunteer than people with no children
at home” (Brown, 1999, p. 25). Data, referenced by Brown (1999), indicate parents with
children of pre-school age are less likely to volunteer than those with children who are all
ages six years and up. Additionally, single parents of children under the age of 18 are
less likely to volunteer than their two-parent counterparts (Brown, 1999).

Lifecycle and health are also factors discussed by Brown (1999) and the United
States Department of Labor (2005) in regards to their relationship to volunteering.

Adults aged 35 years to approximately 54 years are those most often serving as
volunteers (Brown, 1999; USDL, 2005). Brown (1999) contributes this phenomenon to
people in this age range being more “established in their careers, their personal
relationships, and their communities” (p. 28). Married persons are more likely to
volunteer than those who have never married or those of other marital statuses (Brown,
1999; USDL, 2005). “Persons in very good or excellent health” (Brown, 1999, p. 38) are
also much more likely to volunteer than those in poor health (Brown, 1999). When

considering health and age together, once health status is controlled, older adults are just

as likely to volunteer as younger individuals (Brown, 1999).

ll

Behavior, attitudes, and motivation appear to inﬂuence volunteering as well.
Volunteering is more likely of those who volunteered as youth, regularly attend a place of
worship, or are members of secular organizations such as service clubs, fraternities, or
bowling leagues (Brown, 1999). Furthermore, people are more likely to volunteer if they
think they can make a difference (Brown, 1999). They also need a desire to accomplish
something if they are to become motivated to volunteer (Brown, 1999).

Motivation to Volunteer

The motivation to volunteer is a psychological construct still under investigation
by researchers. According to Cnaan and Goldberg-Glen (1991, p. 270):

There are many reasons why people volunteer, and many studies about

those reasons, yet what is known about MTV [motivation to volunteer] is

neither systematic nor consistent. The MTV literature in general, and

about direct service in particular, is mostly descriptive. Most studies

examine only one program or aggregate volunteer data from a variety of

samples (Ellis, 1985). Additionally, the concept of motivation itself is not

deﬁned uniformly in these studies (. .. Smith, 1981).

Six studies regarding adults’ motivation to volunteer provide an overview of what is

known about this psychological construct. The studies’ results are presented in the

following table.

12

 

 

 

 

 

 

 

 

 

 

00.05.33 .mm
..:0§0.:3 0.0.. 3:30.
003.0098 .8505: 35.00 .R
.5. “0098 32.003.85.50 3). Ga
0:5 5.3 00 0. 020 3.502 .3
30:0»: 0.5 :0 5:0..0 : 3.305. .3
08:0»: 0.5 :. 0.20.0003...
5.3 88:00 000305 .3
.3520.»
5:25:00 3: :. 0.000: .NN
0:03.32: 0.. >0:0w< ..N
00.30. 3.2.6:. :. 00:03:02 .2
.503 33:20.» 0.5 30
0.00m 3030 E00 0. 0:0 0: 0.. 2:03 002.... .2
.0 5:055:00 .2 5....» .0500... .0 023m .2 .05.. 02... .2
.3050 505 0>0. ..0 505000000: 50525.02 003.39% 3.5.0. :30 0.25
9.500 ”00033.0. :0 0030.5 .2 .00...0m .2 0. 0:: 33:0 0. 30.0.. 0. 03¢. .2
005 I 50:00 3:00 30.3.2 .3 0.3.). .N. .553: 3.55 0 5.05500 .2
.5003,— 23070 a 50 EU .0 .3200 050:3. .2 0:030: 3.3305 .2
:00 00.3.: 023:. 003:5 .w 5:050:03: 0.000: 005.50: 38> 2 3.550000 .3
.5050 5.3 5052500.. 0:05 .2 30: .02: 0 h .000. 3.. 0.5:. 0030.... :00 A039... .2
2:: 052.0% .a a :5: s .282. .82 .a .0. so: :23 8:28.30 £50 a z .2
.555003... .3303. 050:2. 0.003 :0 3.50: 0003:? 0w:2.0 2 5:38:00 .2
”530.» .0553 .m 050:2. .8002 .0 3.55 63:... .w 05 :. 3>.0>:. 0.9.0..» 0m:
.m:.00 00 00:0m H 30:03:08 50:0: 30.5.0... .2. 0. 000.0 0:00.:0m E0002... 5.3 0.003 0. 5:20:00 .2
535:0..05000: 3.0.0.. .05.: 0:00:00. 0:0 .50 0.0.. 8 00.5.50: w:.w:0=0_.0 000305 .0
.200. 3030 500 .m 02“. ”323:. 0.000: 2 3.500 0.: 30.0: 0:0050m 00:0...00x0 3:05:83 80:00:.“ .w
305. 3:00 .00”. .0 £025.? :050 3.50.. 6:05...— .0 55009:. :0 .30: 0.00» 0:30:03 0. m:t0_.0< .n
.8050 5.3 05.0.08 .0 .3050 m. w:t02:=.0> 2:52:00 E3. 0 .. 05:05:20.. 00.. 5:500:00 .0
5.3 3.503 .:0.::.=:0: 50:0 82... 350:5 .m .000. 5.3 00.05 5.5 30.9.0: .535; 0.2..
50.: 3:30.. .m 05 5.3 w:.503 00:03:08 500 .v 0.0.. 0.0050. 20E .«0 5.80.55 :< :30 90:0 :0 0.35:: 0003.5. = .m €85 :50
.0050 5.3 50:. 50520.5. .m 0.0.. o. 30.2 .m 03:. 0:3 000.: .050: >80 0:205 EBB 2 5:20:00 .0 3.0:. .8
0:03 3 30.0: .0 000.: 350.. 0:050 0.0... 3.5.5500 :0 >03 :08. 0 ... 50.000 0:00 0 00.020 2 .m .5322.—
.E050 5.0.0... .m 0 2.03 05 00.03. .N 00.50: >25. .N 05 0: 0.00.. 030 .00w::0> 20m .003.
:0505053 3.55500 .0950 .30: 3:3 3:02:22, 0.0:0 500: .0500 .00.. 0:0 000.02 .N u = 0.5:
.2003: .N 05 witom :. 0>0..0m £00 :. 0.000: 3038 5.5.5500 0.535003 .3 005.5
.0305 mes—:2 .. .3 0.050 0.0: .. 500: 000» .00 h. .. 5.3.3500 0. 0.02. 030 3.5058 00 0. 3.550000 .. :. 0.0.50.2
003300. 00502 0.050.). 0.0502 0,050.2 00.502 38:09
38$ .88. .88. :83 88: :8: 00.5.
533. 00. :qu00 5.2.0.0... a. :52... 003.3 a. 30:0 8.00m E03030:— 0.>00... 0... 0.02m 35-900200 a. 50:0 £00008:

 

 

doom I .02 50¢ 00380:... 05 5 32:02 0:: 325002 0: w:33§.0> .20 00.8302 5:: 000:5.o> 00 002002 .. 0.0:...

13

To address the fragmented literature base, Cnaan and Goldberg-Glen (1991)
compiled the ﬁndings of published research regarding adults’ motives for volunteering.
The articles reviewed included studies of adults, college students, and elderly individuals
who volunteered in the American Red Cross, nursing homes, day centers for the elderly,
community services, Voluntary Action Centers, long-term care units, Junior Leagues,
juvenile agencies, Big Brothers, Big Sisters, city management, social agencies, church-
related programs, suicide prevention, and hot-lines. A few studies of past volunteers
were reviewed as well. Cnaan’s and Goldberg-Glen’s criteria for considering a motive as
valid were that it must be referenced by a minimum of ﬁve studies and it must be relevant
to their area of interest — human services. As a result of their analysis, 28 common
motives for volunteering were identiﬁed.

Once the literature review was completed, Cnaan and Goldberg-Glen (1991)
surveyed 258 volunteers from over 40 human service agency programs and 104 non-
volunteers to determine to what extent each of the 28 motives “contributed to their
decision to volunteer (for the volunteers) or would inﬂuence their future decision to
volunteer (for the nonvolunteers)” (p. 278). The results of their survey provided data for
ranking the 28 motives. The rank of the motives, from most inﬂuential to least
inﬂuential, is displayed in Table 1. The highest ranked motives are opportunity to do
something worthwhile, makes one feel better about one ’s self: it creates a better society,
and opportunity to return fortune (Cnaan & Goldberg-Glen, 1991).

In 1999, Black and J irovic studied age differences in volunteer
participation for volunteers located in the Detroit metropolitan area of

southeastern Michigan. They collected data through interviews of 51 volunteers

14

from Oakland County Mobile Meals and completed surveys of 43 volunteers of
Community Services of Oakland. As part of their research they studied the
participants’ motives for volunteering, ranking them by frequency of response.
The results of their study are displayed in Table 1. Black and J irovic (1999)
found that, generally, the motives for volunteering between younger and older
adults are not signiﬁcantly different. The only motive being signiﬁcantly more
prevalent for older adults is the motive “in order to keep busy or stay active”
(Black & J irovic, 1999, p. 44), indicating older adults may volunteer as a use of
their leisure time more often than younger individuals.

In 2001 , Independent Sector published an updated version of their biennial
report Giving and volunteering in the United States, a publication produced since
the late 1980’s. The data for the 2001 report were “obtained from telephone
interviews conducted in the months of May, June, and July 2001[,] result[ing]
in a representative national sample of 4,216 non-institutionalized adult Americans
21 years of age or older” (Independent Sector, 2001, p. 14). As part of the study,
the participants indicated their reasons for volunteering. The reasons for
volunteering identiﬁed by 67.7% or more of the participants are displayed in
Table 1. Those most often cited are compassion toward people in need, give back
to the community, and those who have more should help those with less.
Disaggregating the data by type of organization shows adults’ reasons for
volunteering do not appear to differ between different types of organizations

(Independent Sector, 2001).

15

efforts to describe volunteerism in North Carolina. They interviewed North
Carolina adult residents aged 18 and over via phone during December 2000.
Participants who volunteered “within the preceding three years were asked
whether a series of reasons for volunteering applied to them” (Guseh & Winders,
2002, p. 38). Overall, 503 responses were obtained that related to reasons for
volunteering. The participants’ reasons for volunteering, and their ranking, are
displayed in Table l. The most often cited reasons for volunteering are feel good
about selﬁ believe in cause, enjoy activity, and help others (Guseh & Winders,
2002)

In 2003, Flynn and F eldheim researched the recruitment and retention of
Florida volunteers. They obtained completed questionnaires from 141 volunteer
administrators of nonproﬁt agencies. Data regarding adults’ motives for
volunteering were collected by asking the participants to respond as agree,
disagree, and neutral/don’t know to a series of reasons given to complete the
statement: “Most people volunteer to ...” (Flynn & F eldheim, 2003, p. 7). The
study’s results are displayed in Table 1. The most often cited reasons for
volunteering are help others by serving the community, make the world a better
place, and enjoyment from working with the client population (Flynn & Feldheim,
2003).

Most recently, Corrigan and Martin (2004) studied volunteerism within
the context of social exchange theory. They developed a survey instrument to

determine 1) the most often sought rewards associated with volunteerism, 2) the

16

 

most common costs associated with volunteerism, and 3) whether or not rewards
must equal or exceed costs to keep volunteers active (Corrigan & Martin, 2004).
Data were obtained from 177 adults in the states of Ohio,Pennsylvania, and West
Virginia who volunteered with one of “six different organizations that assisted
hospital patients, underprivileged or at-risk youth, church related concerns,
schools, and other miscellaneous services” (Corrigan & Martin, 2004, p. 23). The
rewards identiﬁed by the participants are listed in Table 1. “The number one cost
listed most frequently was no costs (i.e., ‘none’) during their volunteer
experience” (Corrigan & Martin, 2004, p. 25). Thus, “a majority of the
participants either chose to ignore the obvious costs associated with volunteering
or truly felt that the exchange was not cost laden” (Corrigan & Martin, 2004,

p. 25). Though these ﬁndings cannot be generalized as motives for volunteering,
they provide additional information about the construct of motivation to
volunteer.

Given the variation in the studies discussed above, it is not possible to
compile their results and generate a single, deﬁnitive list of adults’ motives to
volunteer. However, review of these studies indicates, in general, adults are
motivated to volunteer to help others and to gain personal beneﬁts (e. g.,
relationships with others, better self-image, and enjoyment).

Models of Motivation to Volunteer
As with motivation to volunteer, the research results regarding models of

motivation to volunteer are not uniﬁed. Multiple models for describing the construct of

17

motivation to volunteer exist (Cnaan & Goldberg-Glen, 1991). These models vary in
content and number of components.

According to Cnaan and Goldberg-Glen (1991), “British welfare scholars have
contended that the commitment to assist others, although a combination of many motives,
is nonetheless a uniﬁed whole (Pinker, 1979; Titmus, 1971). Thus it is possible that
MTV [motivation to volunteer] also may be a unitary composition of motives” (p. 275).
Further study and data analysis conducted by Cnaan and Goldberg-Glen in 1991 provide
additional support for a one-component model. They indicate motivation to volunteer,
“with a few exceptions, can be expressed as a unidimensional phenomenon” (Cnaan &
Goldberg-Glen, 1991, p. 280). Furthermore, Cnaan and Goldberg-Glen concluded
volunteers appear to “act not from a single motive or a category of motives but from a
combination of motives that can be described overall as ‘a rewarding experience.’ They
not only give but they get back some type of reward or satisfaction” (Cnaan & Goldberg-
Glen, 1991, p. 281).

Two-component models are suggested by Herzberg’s motivation-hygiene theory
(Litwin & Stringer, 1968 as referenced by Wilson, 1976) and Smith’s (1981) two-
category model of “egoistic motives (related to tangible rewards) and altruistic motives
(related to intangible rewards that result from feeling that one is helping others)” (Cnaan
& Goldberg-Glen, 1991, p. 274). Literature review by Cnaan and Goldberg-Glen (1991)
indicates “Clary and Miller (1986), Frisch and Gerrard (1981), and Latting (1990) drew
on [Smith’s (1981)] classiﬁcation in their two—category model In the latter two
studies, the authors support their claim by using factor analyses, whereas Clary and

Miller (1986) took this classiﬁcation for granted” (p. 275).

18

Literature review by Cnaan and Goldberg-Glen (1991) also indicates that a three-
component model of altruistic, social, and material has been supported by numerous
researchers who include: Adams (1980), Allen (1982), Fitch (1987), Gillespie and King
(1985), Knoke (1988), Morrow-Howell and Mui (1989), Phillips (1982), Sills (1957), and
Tihanyi (1989). These researchers proposed the three-component model through
conceptual reasoning (Cnaan & Goldberg-Glen, 1991). None have performed research to
verify the model using statistical analysis (Cnaan & Goldberg-Glen, 1991). They also
have not unifome deﬁned the three components (Cnaan & Goldberg-Glen, 1991).

A six-component model is presented in the literature as well. This model was
proposed by Clary et al. (1998) and consists of six functions (i.e., values, understanding,
social, career, protective, and enhancement), which are based upon the works of Katz
(1960) and Smith, Bruner, and White (1956). To test the six-component model, Clary et
a1. designed an instrument called the Volunteers Function Inventory (V F1) to collect data
on adults’ motives for volunteering. The results of Clary et al.’s research indicate the
model is supported by statistical analysis, showing six stable, non-overlapping constructs
that coincide with the theoretically derived model for motivation to volunteer.

Theories of Motivation

In general, most researchers who study adults’ motivation to volunteer consider
needs as the primary motive for volunteer service, though the theoretical frameworks on
which they base their research vary. The theories most often cited in the literature are
Malsow’s (1943) hierarchy of needs and the combination of McClelland’s (1961)
trichotomy of needs and McClelland’s and Atkinson’s expectancy motivational theory

(Hampton et al., 1982). Others discussed in the literature include Herzberg’s motivation-

19

 

hygiene theory (Litwin & Stringer, 1968 as referenced by Wilson, 1976), Vroom’s two-
level expectancy theory (Vroom, 1964), Wlodkowski’s (1985) six major factors of
motivation, and social exchange theory (West & Turner, 2000).

A need is “a condition experienced by the individual as an internal force that leads
the person to move in the direction of a goal” (Wlodkowski, 1985, p. 47). Maslow’s
hierarchy of needs theory is founded upon the basis that all people have differing levels
of needs, and as one level of need is satisﬁed, individuals can move up the hierarchy to
address the next level of need (Maslow, 1943). The needs hierarchy is often represented
as a triangle, as shown by Figure 1, with physiological needs (basic physical needs for
food, water, air, etc.) at the base. According to Maslow (1943), physiological needs are
followed by safety needs (the need to be safe from harm; to have security), social needs
(the need for affiliation or closeness with others; to be liked), esteem needs (the need to
be recognized as a person of value; to have self-respect), and self-actualization (the need

to make the most of one’s unique abilities; to do for what one is ﬁtted).

Figure l. Maslow’s Hierarchy of Needs.

 

 

   
 
 

Social

 

 
 
 

Safety

 

Physiological

  

 

20

In 1961, McClelland proposed a content theory of motivation. He suggested
human motivation consists of three dominant needs that stem from individuals’ thoughts
(McClelland, 1961). They are the need for achievement (capacity for taking pride in
accomplishment; desire to achieve excellence), the need for power (desire to inﬂuence or
control others), and the need for afﬁliation (concern about relationships with others)
(McClelland, 1961). “People have all three motives, but they vary as to size and how
much they are used” (Wilson, 1976, p. 46). The degree to which individuals are
motivated by one of the dominant needs inﬂuences the type of behaviors that they will
display (McClelland, 1961).

Later, research by Atkinson (1977 as referenced by Fritz et al., 2000) extended
McClelland’s (1961) trichotomy of needs. The result was the expectancy motivation
theory, which suggests people’s actions are derived from their beliefs that these actions
will lead to desired rewards or goals (Hampton et al., 1982). This means, according to
McClelland and Atkinson, that people’s perceived outcomes are very inﬂuential in
determining their behavior (Hampton etal., 1982).

Herzberg’s motivation-hygiene theory groups factors that inﬂuence individuals
into hygiene factors and motivators (Litwin & Stringer, 1968 as referenced by Wilson,
1976). Hygiene factors are items associated with an individual’s work environment, such
as “policies, administration, supervision, working conditions, interpersonal relations,
status, security and money” (Wilson, 1976, p. 44). Herzberg proposes that hygiene
factors do not motivate people, but their absence demotivates them (Litwin & Stringer,
1968 as referenced by Wilson, 1976). Motivators include “achievement, recognition for

accomplishment, challenging work, increased responsibility, and growth and

21

development” (Wilson, 1976, p. 44). Herzberg suggests that motivators potentially lead
to a change in behavior. Research by others indicates Herzberg’s theory may be ﬂawed
(Cnaan & Goldberg-Glen, 1991); however, it continues to be referenced in the literature.
For example, a study by Wilson (1976) showed 70 directors of volunteer programs
described their most “turned on” (p. 44) volunteers as having one or more of Herzberg’s
motivators.

Vroom (1964) developed the expectancy theory of motivation, which outlines
why people choose to follow a particular course of action (Wilson, 1976). As part of the
theory, Vroom introduced the variables of valence, expectancy, and instrumentality.
Valence is the importance of the expected outcome (Vroom, 1964). Expectancy is the
belief that the action will lead to success (Vroom, 1964). Instrumentality is the belief that
success will lead to the expected outcome (Vroom, 1964). According to Vroom,
motivation can be calculated as: motivation = valence x expectancy (instrumentality).
The behavior a person displays to achieve the ﬁrst level outcome (e.g., success) is
signiﬁcantly inﬂuenced by the magnitude of the desire for the second level outcome (e. g.,
salary increase) (Hampton, Summer, & Webber, 1973 as referenced by Wilson, 1976).

In 1985, Wlodkowski outlined six major factors of motivation to better
describe the forces that affect adult learning. The six major factors are based
upon the results of research in the area of adult motivation (Wlodkowski, 1985).

They are attitude, need, stimulation, affect, competence, and reinforcement
(Wlodkowski, 1985).
Attitude is “a combination of concepts, information, and emotions that

results in a predisposition to respond favorably toward particular people, groups,

22

ideas, events, or objects (Johnson, 1980)” (Wlodkowski, 1985, pp. 45-46). In
discussing attitude, Wlodkowski (1985) explains it in terms of the least effort
principle, considered by psychologists as “whenever possible, apply past solutions
to present problems or, whenever possible, apply past reactions to present
experiences” (p. 46). According to Wlodkowski, attitudes are learned, typically
through experience, and can be modiﬁed and changed.

Need is discussed in terms of Maslow’s (1943) hierarchy of needs, as
previously referenced in this section.

Stimulation refers to “any change in our perception or experience with our
environment that makes us active” (Wlodkowski, 1985, p. 51). “There is
considerable evidence that sensory stimulation is important to the development
and maintenance of normal motivated behavior (Petri, 1981)” (Wlodkowski,
1985, p. 51). According to Petri (1981 as referenced by Wlodkowski, 1985), a
signiﬁcant amount of research indicates adults have an actual need for
stimulation. Therefore, adults maintain their behavior as long as it is novel and
complex, to a certain degree (Wlodkowski, 1985). Though once changes stop,
boredom can cause adults to choose other paths to maintain alertness
(Wlodkowski, 1985).

Affect “pertains to the emotional experience — the feelings, concerns, and
passions — of the individual” (Wlodkowski, 1985, p. 52). According to Tomkins
(1970 as referenced by Wlodkowski, 1985), numerous psychologists consider
emotions as the “chief movers” (p. 52) of behavior. An example provided by

Wlodkowski (1985) to further explain this principle involves a college student

23

whose peer was injured in a car accident, missed class, and needs the college
student’s notes. Wlodkowski illustrates that the degree of the college student’s
empathy for the injured peer determines whether or not the college student shares
notes from the missed class with the injured peer. Thus, emotion is the driver for
the college student’s behavior.

Competence theory, according to White (1959 as referenced by
Wlodkowski, 1985), “assumes that people naturally strive for effective
interactions with their world. By virtue of being a human being, a person is
intrinsically motivated to master the environment and ﬁnds successful mastery of
tasks to be gratifying” (p. 54). “In general, competence is the concept or major
motivation factor that describes our innate desire to take the initiative and
effectively act upon our environment rather than remaining passive and allowing
the environment to control and determine our behavior” (Wlodkowski, 1985,

p. 55). ’

Reinforcement “is any event that maintains or increases the probability of
the response it follows” (Vargas, 1977 as referenced by Wlodkowski, 1985,

p. 56). Wlodkowski (1985) discusses reinforcement within the theoretical
framework of Skinner (1968), which considers behavior change in an “operant”
and “instrumental” sense. The example provided by Wlodkowski to describe
reinforcement is that of an individual learning to write. “Talking, writing, and
reading are operants that can be instrumental in bringing about instructor

reinforcement” (Wlodkowski, 1985, p. 56).

24

Social exchange theory suggests “individuals think about their relationships in

economic terms, and then they tally up the costs to compare them to the perceived

rewards that are offered (West & Turner, 2000)” (Corrigan & Martin, 2004, p. 22).

According to social exchange theory:

people are interested in maximizing their proﬁts, rationally calculating costs and
rewards;

people will behave in ways that maximize rewards and minimize costs;

social relationships are exchanges of valued resources;

people tend to stay in relationships in which the exchange is viewed as fair and
rewarding; and

people tend to avoid or leave relationships in which the exchange is viewed as
unbalanced or unrewarding (West & Turner, 2000).

The theories discussed in this section provide different ways in which to consider

the pSychological construct of motivation. Evidence of their effectiveness in describing

and explaining this construct varies. The theory most often utilized by researchers within

the ﬁeld of volunteer administration is the expectancy motivation theory, proposed by

McClelland and Atkinson. This theory states that people’s actions are derived from their

beliefs that these actions will lead to desired rewards or goals (Hampton et al., 1982).

Many researchers also use Maslow’s (1943) hierarchy of needs and McClelland’s (1961)

trichotomy of needs to classify the needs or motives observed in the sample populations

of their studies.

25

Motivational Change for Volunteers

A limited amount of literature exists regarding motivational change for
volunteers. It is known adults’ motives for starting to volunteer can be different than
their motives for continuing to volunteer (Gidron, 1984 as referenced by Cnaan &
Goldberg-Glen, 1991). It is also known that regularly surveying volunteers about their
motives for participation can detect shifts in motives for the general volunteer population
and for identiﬁable subgroups (Gillespie & King, 1985 as referenced by King &
Gillespie, 1985). Given these two data elements, it appears that motivational change
occurs in volunteer populations. However, additional information about motivational
change for volunteers, or the process by which it occurs, is not discussed in the literature.
Study of Motivational Change for Volunteers

To further study motivational change for volunteers, it is necessary to identify
volunteers who have experienced motivational change. Review of the literature shows
that, since the 1960’s, 4-H has sought to identify the motives of its adult volunteer
population. Initial analysis of 4-H volunteer-related studies indicates 4-H possesses a
subgroup of the volunteer population (i.e., long-term volunteers) that includes volunteers
who likely experience motivational change during their volunteer service. Therefore, this
subgroup was selected as the population for this study. Information about 4-H and its
volunteers is provided in subsequent paragraphs.
Overview of 4-H

Though the concept of 4-H began throughout rural areas of the United States in
the early 1900’s, A.B. Graham is credited with starting the program that is today known

as 4-H (National 4-H Headquarters, n.d.a). In 1902, Graham started a youth program in

26

Ohio with the purpose of involving youth in investigating new agricultural discoveries
and conveying this information to adults (National 4-H Headquarters, n.d.a). The
program focused on experiential learning related to the everyday lives of rural
communities (Rasmussen, 1989). Other youth programs began to ﬂourish throughout the
rural sector and over time these programs became known as boys’ and girls’ clubs
(Rasmussen, 1989). When Congress passed the Smith-Lever Act of 1914, it created the
Cooperative Extension Service within the USDA and included formal reference to boys’
and girls’ clubs activities (National 4-H Headquarters, n.d.a). These clubs were ﬁrst
recognized as 4-H Clubs in 1918 by Gertrude Warren and in 1922, the USDA began to
offer 4-H Club charters as clubs organized (Wessel & Wessel, 1982).

4-H Club activities of the early 1900’s primarily focused on innovative
agricultural-related activities for boys and home economics-related activities for girls
(Rasmussen, 1989). When boys and girls learned new skills and knowledge through their
club work, this information was transmitted to their families (Rasmussen,l989).
Utilization of this information by families resulted in improving the quality of life for
those in rural communities (Wessel & Wessel, 1982).

The knowledge base for the innovative activities stemmed from research work of
the land-grant colleges and USDA (Rasmussen, 1989). The land-grant colleges were
established through the Morrill Land-Grant College Acts of 1862 and 1890, which
granted public land in the amount of 30,000 acres for each of its Senate and House
members to each state (Rasmussen, 1989). According to Rasmussen (1989), the revenue
generated from selling the land was used “as a trust fund to endow a college where

practical education in agriculture and engineering was emphasized” (p. 23). Through

27

passage of the Smith-Lever Act of 1914, each land-grant college established a connection
with the USDA Cooperative Extension Service, utilizing employees (known as Extension
agents) to assist with disseminating information to the public and conducting outreach
programs (Rasmussen, 1989). Many of the Extension agents facilitated 4-H clubs as one
of their programming responsibilities (Rasmussen, 1989).

As the United States shifted from an agrarian society of the 1900’s to the
information age of the 21 st century, the purpose of 4-H transformed. In the mid-1900’s,
4-H moved from connecting rural communities with information available through the
USDA and land-grant colleges to focusing on the personal growth of the 4-H members
(National 4-H Headquarters, n.d.a). Since that time, 4—H has strove to “help youth
become contributing, productive, self-directed members of society”(National 4-H
Headquarters, n.d.a). The mission of 4-H is “to empower youth to reach their full
potential, working and learning in partnership with caring adults” (USDA, n.d.).

Research indicates 4-H positively impacts youth. A report developed by Kress
(n.d.) highlights the ﬁndings of Mead, Hirsch], Rodriguez, and Goggin (1999), which
show “that young people who participate in 4-H Clubs do better in school, are more
motivated to help others, and are developing skills in leadership, public speaking, self-
esteem, communication and planning, and are making lasting friendships” (p. 1). Kress
(n.d.) further discusses research that compares 4-H members to youth who do not
participate in 4-H. According to the work of Astroth and Haynes (2002), youth “who
have participated in 4-H for more than a year are signiﬁcantly better off than youth who
did not participate in the program” (Kress, n.d., p. 2). Miller and Bowen (1993) also

show “participation in 4-H has a positive inﬂuence on children’s perceptions of their

28

competence, coping, and life skills” (Kress, n.d., p. 2.). Boyd, Herring, and Briers (1992)
further indicate “4-Hers rate themselves higher than non-4-H peers on working with
groups, understanding self, communicating, making decisions, and leadership” (Kress,
n.d., p. 2).

Additional research conducted as part of the National 4-H Impact Assessment
Project indicates “young people and adults believe that 4-H Youth Development
programs reﬂect very positively the critical elements that researchers identify as essential
to positive grth and development” (National 4-H Headquarters, n.d.b, p. 5). The
results of a recent study published by Lerner et al. (2005) support this belief. Through
analysis, Lerner and his team link participation in youth development programs with ﬁve
recognized components of positive youth development: competence, conﬁdence,
connection, character, and caring (Lerner et al., 2005).

The USDA Cooperative State Research, Education, and Extension Service
(CSREES) is the administrating agency for 4-H. CSREES operates Extension ofﬁces at
the state, regional, and county levels in every state and territory of the United States
(CSREES, 2004). These ofﬁces employ individuals with a range of areas of expertise
who respond to public inquiries and conduct informational sessions and educational
workshops (CSREES, 2004). They also mobilize over 600,000 volunteers to assist in
carrying out the day-to-day activities necessary for implementing 4-H at the local level
(CSREES, 2004).

4-H Volunteers
According to the USDA’s (n.d.) Annual 4-H Youth Development Enrollment

Report for the 2003 ﬁscal year, a 4-H volunteer is considered “any adult or youth

29

recognized by Extension as giving service to the 4-H program without salary or wages
from Extension” (p. E3). Statistics referenced in the report show approximately 77% of
volunteers work directly with youth. The report states adult volunteers, when their
duplication of service is eliminated, consist of 449,966 unique individuals, making up
approximately 79% of the total volunteer force. Statistics of this group indicate it is
approximately 30% male, 70% female, 88% white, 6% black, 4% Hispanic, less than
1% American Indian or Alaskan Native, and less than 1% Asian or Paciﬁc Islander.

4-H Volunteers’ Motives

Review of the literature shows that, since the 1960’s, 4-H has sought to identify
the motives of its adult volunteer population. Researchers and volunteer administrators
afﬁliated with 4-H have published numerous articles on why adults volunteer in 4-H. In
general, 4-H volunteers’ motives have remained constant over time. Adults volunteer in
4-H primarily because their children participate in 4-H programs, they want to help
people, and they desire to associate with youth (Brown & Boyle, 1964; Culp, 1997; Culp
& Schwartz, 1999; Denmark, 1980-1981; Fritz et al., 2000; Henderson, 1981; Parrott,
1977; White & Arnold, 2003).

To deﬁnitively determine adults’ motives to volunteer in 4-H, and the ranking of
those motives, the technique of meta-analysis was used to compare and summarize
different studies’ research results. Meta-analysis is an approach to research integration
that utilizes data analysis to quantitatively summarize the results of individual studies
(Glass, McGaw, & Smith, 1981). It allows for general conclusions to be formed based
upon the results of data analysis of the different studies (Glass et al., 1981). This

technique was chosen to consider the 4-H volunteer motive-related literature as a whole

30

amidst the studies’ varied theoretical frameworks, methodologies, and presentation of
research results.

_ Meta-analysis requires the ability to generate a common value from which to
analyze the data (Glass et al., 1981). Since many of the articles did not include clearly
identiﬁed raw data from their research, or their research results were not of a quantiﬁable
nature, it was not possible to calculate the results of all of the 4-H volunteer motive-
related studies. Of all the studies conducted, four appear to have been administered
through the use of similar research practices and provide enough data to standardize their
research results. The meta-analysis results of these four studies are presented in the

following table.

31

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

. A2 v . . - - - . - - - 233 .23
2 N Nm .. v N Nm 2: 9.133 Fem.
wEEaE
. . . . . - . . . EEwEa v.5
N. h 2 N. N mm o 2 E N 3 z: 25:63 2%.:
E 333E om
2:22 Ea “=2“
: 3m. N Na 2: : 2% 3A a: 93 EN 0.8 N: 225 \ 22%
us. 2:. =23
2 2m - - - 2 non - - Sn ..2 0.8 8. =0; 2. =8 _ =5
a «.8 35 .. N.Nm 8. o NS 2: N: N 8 3m 3.... a: 2.32. as:
. . . - - . . E ca 2:25 83
w m No a a 9. Nu N _ E n so NNN m i E 25 oz \ 3802
. - - - . - - . . an: 25o
» _ E w _ E m S NNN _ m ..N_ 09.2.20 2: 3.:
c on N New 2. o N: 36 a: N. w E can 5 :4. 5.3.5:.
4 :Eahiazso
. . . . . . E==EE8
m N E e N .m x: m a M: o 2 an m a SN w an o: 085::
q ...S _ N: m: N N: N...” 2.. - - . - a8.» a .2 I-..
, . - - . . . . 58»
m v 5 v v :w a. as M: o 8 SN m a 02 £5 228$
. . - - . - - . . £050 .8 E9250
N N N» m N N” a N» NNN m 5 3 2; 3:8 83$
3on
_ Na; - - - _ NS - - a; NE a; 2. 9a .52 53»
>5: 85::5

e c o o o 0
x52 Econocoi ESE zuconrui .8532..— ESE Scour»:— zucomwui 3:33..“— zocuﬂocui zucuzcui zocowcoi >25:on 9:532 .3 ES
Banana:
8: SN as 2:. o: a: a .352
952.575 =< EEO E 875% 502.515 Eutso «565 E axmﬁpoz E SemocEZ E Eran—Nick

ho 33> mm I m 5.; m58=3o> w..o£==.o> Eat—.0 WEB—.33, E250 BuoEEo> E250

2:858 88. V 5523 a 2.6 25858 :3. v 25 886 ..a .0 5E 53: 583...: :55

 

 

 

 

 

 

 

 

.E-v E mEB~EEO> Lo.“ 8382 333‘ mEEamom Embac<éoE mo 338% .N 2an

32

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

mm 2: 2 mam Q. va 06 ed m - . - - 8 v3.
283 ._ 8%:
. . :CEECLE
m~ 5.2 . . . mm 5.2 - . c 2 3 N 5 mm 9:»qu
. . . . . 2 Eu—
NN o _m 2 m cm on NN N. 2 . . m 2 mm _ 2 ma ha: .2: 2.3.“ 23
005530 E5
. . . 8.3930
cm v R - - . om v MN 9 mm o: - . - - \bzzo 85m
m~ 9mm . . - 2 o.m~ - - 9mm _: as 2 22:0 85%:—
0:.
«N 53 a 8m». 3 .N «.2 «.2 3 . . . . “.on ucooEom
ma v.3 - . . E 33 . - WK .o 9.2 _m 2. ham 2.8.
mm m.~m N_ W: 2. 2 3m 9m 2 5% 3; _.2. v2 2:: 23.629 3:
2:

_N 3% 2 M: $ - - - - - . . - t 22%,”.
cm m.mm I «:3 :. - . - - - - . - BEE: v2.53
. . - - - 329E
AO—C w— w ”M —— w ”M ”N. I o n I a ma; nun—0:"—
. - . . . . . :52: 8.32
GB 2 w mm - S x mm o w ov _ No SN N v» o2 3.28 602
. . oE uuwﬁaooﬁ.
E w mm 2 m on on - . - . . - - . 5:5»
. . . . mEEmoE Eé
0. 0 Ne. . - - 2 c Q. . . m we 2; 5 mm we ..8 93.2532 um
. . . . . EoEuZEEuzom
2 o 3 - - - E o 3 w o vm n mm m: _ an oﬂ 29:5 3»: E34
5.5» mm :4.
3.3.8.“. ConEoE
3 Wow 5 NS 3 m. 5.3 N. E m mmN W; 52 0.9. mm :4 3255
BE 5 2.8
2E :4 :23

,x. .3 .x. o\.. . .x. .x.
fax .85:qu “:5. 3:33..“— zocoacoi scam 5:33..“— .3=o=coi 35:3.“— zu=o=cu£ 55:3.”— mucosuvi 55:3...— tamnuz .3 E5
=< U£8956 300: 5.33:8 a. 3:0 E250 H0:89.30 $3: 3.6 888 .3 .0 NE”— :3: Sega»: 33m

 

 

.5253 .N 2,3

33

Henderson (1981), Culp (1997), Culp and Schwartz (1999), and Fritz et al. (2000)
utilized survey instruments that asked volunteers to rate motives for volunteering on a
5-point scale (e. g., least important = 1 to most important = 5) or a 7-point scale (e.g.,
strongly disagree = 1 to strongly agree = 7). Their study populations of current 4-H
volunteers are similar, with some variation. Culp surveyed a sample of long-term 4-H
volunteers (those serving 5 to 55 years) while the others surveyed a sample of all current
volunteers, and each study’s population was in a different state (e. g., Minnesota, Indiana,
Ohio, and Nebraska). All four of the studies analyzed their data similarly and presented
the motives in rank order by mean. The classiﬁcation (i.e., naming) of motives was also
similar among the studies, with the most similarity between Henderson and Fritz et al.
Given the available information, it appears Fritz et al. replicated Henderson’s study,
providing data points for determining if 4-H volunteers’ motives have changed over a
20-year period.

Since the four studies use different scales for ranking, and include survey items
that are unique to each of their studies, frequencies and frequency percentages are used to
compare the data. Each frequency consists of volunteers who answered positively for a
motive on the survey instrument (e. g., those who selected 5, 6, or 7 on a 7-point scale
ranging from 1 = strongly disagree to 7 = strongly agree). Thus, analysis by frequency is
a more generalized approach than ranking by item mean as it cannot account for the
degree of value placed on a motive by volunteers. However, it provides a way in which
to compare and compile ﬁndings across similar research studies that use different survey

instruments or rating scales.

34

The ranking generated from the analysis is different than the ranking presented by
the principal investigators in their studies. This is due to the ranking being based upon
frequency percentage and not the mean score of the item,which is the value used for
ranking by the principal investigators. Though the resulting ranking is different, the
analysis provides useful information about adults’ motives to volunteer in 4-H. It offers a
deﬁnitive list of motives; a comparison of the ranking of motives between the subgroups
of long-term volunteers, current volunteers in general, and current and long-term (e. g.,
all) volunteers; and information about how motives have changed (or have not changed)
over approximately 20 years.

Comparison of the four studies indicates:

o F our-H volunteers serve for multiple reasons. The total of the frequency
percentages was much greater than 100%, which indicates the selection of more
than one or two motives per volunteer.

0 Approximately 70% to 80% of 4-H volunteers are primarily motivated by youth-
related motives. They are interested in helping youth grow, working with youth,
and/or being with their children.

0 Eighty-two percent of 4-H volunteers highly desire being able to express their
care and concern for others.

0 Seventy-six percent of adults volunteer in 4-H because they perceive it as a good
organization and they want to improve their communities.

0 Approximately 60% to 70% of adults volunteer in 4-H because they are motivated

by the challenge of tasks, the desire to feel needed, and/or to help others.

35

About half of 4-H volunteers serve because they can perform the tasks well, want
to teach others, desire to be involved in decision-making regarding 4-H programs,
and/or were previously 4-H members.

Approximately 40% or less of 4-H volunteers serve because of other motives,
which are outlined in Table 2.

Comparison of the Henderson (1981) and Fritz et al. (2000) studies shows

4-H volunteers ranked motives similarly in 1981 and 2000. Thus, adults’ motives
for volunteering in 4-H appear to have stayed constant over time. Exceptions are
that in 2000, 1) less adults volunteered to meet others, 2) less adults volunteered
to use leisure time, and 3) more adults volunteered to inﬂuence others.

Identiﬁed motives for long-term 4-H volunteers are held by approximately 30% to
50% of the population. Thus, any one motive is not held by a majority of the
long-term 4-H volunteer population.

Identiﬁed motives for current 4-H volunteers are held by approximately 10% to
90% of the population. Seven motives are held by 70% or more of the

population.

Motivational Change for 4-H Volunteers

Comparison of the results of the Culp and Schwartz (1999) study to those of

Henderson (1981), Culp (1997), and Fritz et al. (2000) indicates it is likely long-term 4-H

volunteers experience motivational change during their service to 4-H. The motives held

by 70% or more of current 4-H volunteers are shared by about 50% of the long-term 4-H

volunteer population. The motives for about 30-50% of the current 4-H volunteer

population continue to be present in about 30-50% of the long-term volunteer population.

36

The motives shared by about 10-20% of the current 4-H volunteer population are held by
30-40% of the long-term volunteer population. Thus, the motives that lead adults to
volunteer in 4-H appear to shift during their time with 4-H.

An example of this phenomenon is the percentage of adults who are motivated to
volunteer in 4-H because their children participate in 4-H. The percentage of 4-H
volunteers who volunteer because their children are in 4-H was about 56% for the 1999
Culp and Schwartz survey of long-term volunteers (those with 5 or more years of
service). This ﬁgure is much lower than the 68% to 89% reported for the Henderson
(1981), Culp (1997), and Fritz et al. (2000) studies. Thus, it is likely those who begin
volunteering in 4-H because their children are involved, decide to continue volunteering
for different motives. Initial research conducted by Culp in 1997 indicates the primary
reason 4-H volunteers continue service is youth-related. However, additional study is
needed to determine whether or not 4-H volunteers experience motivational change
during their years of service to 4-H, and if so, to learn more about the motivational
change process.

Summary

Though the literature indicates researchers are not uniﬁed on the motives that
adults possess for volunteering, a model of human motivation to volunteer, or a theory of
human motivation, they appear to agree that 1) volunteers are not altruistic and
2) understanding why adults volunteer is important. Numerous beneﬁts are perceived to
be realized by organizations that understand their volunteers’ motives. The most heavily
cited beneﬁt, by researchers and practitioners alike, is improved volunteer administration

(e. g., the functions of volunteer recruitment, development, recognition, and retention) as

37

motivation is considered a component of almost every volunteer administration model
(Culp & Schwartz, 1999).

King and Gillespie (1985) indicate improved volunteer administration, however,
can only be sustained through the ongoing, consistent study of volunteers’ motives. In
their 1985 article, on page 28, they state:

Surveys of volunteer personnel conducted on a regular basis are capable of

detecting changes in the goals underlying individual participation (Deci,

1975; Gillespie, 1977). The data gathered from such studies can also

uncover shifts in motives for speciﬁc or identiﬁable subgroups

(Gillespie & King, 1985).

Research by Gidron (1984, as referenced by Cnaan & Goldberg-Glen, 1991) further
supports ongoing, consistent study. In 1984, Gidron indicated “the motives that initially
inﬂuence people to volunteer may differ from those that inﬂuence their decision to
continue to volunteer” (Cnaan & Goldberg-Glen, 1991, p. 270). Further explanation of
motivational change for volunteers, or the process by which it occurs, is not provided in
the literature.

Since the 1960’s, 4-H has worked to identify the motives of its adult volunteer
population. In general, 4-H volunteers’ motives have remained constant over time.
Adults volunteer in 4-H primarily because their children participate in 4—H programs,
they want to help people, and they desire to associate with youth (Brown & Boyle, 1964;
Culp, 1997; Culp & Schwartz, 1999; Denmark, 1980-1981; Fritz et al., 2000; Henderson,
1981; Parrott, 1977; White & Arnold, 2003). Meta-analysis of published studies’ results

reveals the following:

38

0 Approximately 70% to 80% of 4-H volunteers are primarily motivated by youth-
related motives. They are interested in helping youth grow, working with youth,
and/or being with their children.

0 Eighty-two percent of 4-H volunteers highly desire being able to express their
care and concern for others.

0 Seventy-six percent of adults volunteer in 4-H because they perceive it as a good
organization and they want to improve their communities.

0 Approximately 60% to 70% of adults volunteer in 4-H because they are motivated
by the challenge of tasks, the desire to feel needed, and/or to help others.
Comparison of research results indicates 4-H has a subgroup of volunteers (i.e.,

long-term volunteers) that includes volunteers who likely experience motivational change
during their volunteer service. This subgroup was selected as the population for this

study to broaden understanding of motivational change for volunteers.

39

CHAPTER III

METHODOLOGY

Conceptual Framework

A conceptual framework for the process of motivational change was created
through review of the literature to guide development of this study’s research design. It
is depicted below in Figure 2. Development of a conceptual framework was necessary as

a theoretical model for this process is not present in the literature.

Figure 2. Conceptual Framework of the Process of Motivational Change within
Volunteerism

 

 
   
 
   
 

lntemal Factors

 

Alignment

> Adult Initiates
Volunteer Service

 

   
 

Personal
Characteristics

 

  
    
   
 
 
 
  

Motivation
To
Volunteer

 

 

 

 

 

 

 

   
 
   
   

 

 

 

 

Time
8 : I“ A lntemal Factors
3 3 A
i ! Personal
Time 5 i Characteristics
i i Adult Undergoes Time
3 : Motivational Change Process
I ' Alignment Dissolved/”x, Alignment Maintained
;- uuuuuuuuuuuuuuuuuuuuu .1. 'I. _I.
3 Adult Discontinues i "1:. _, x Adult Continues
3 Volunteer Service : r ' - '1' Volunteer Service

 

 

 

The conceptual framework indicates adults’ personal characteristics, internal
factors, and external factors impact their motivation to volunteer. These components
inﬂuence each other, and when they are aligned, they result in adults volunteering.
During volunteer service, adults undergo the process of motivational change, which is
shown as the gray box in Figure 2. This causes changes in adults’ personal
characteristics, internal factors, external factors, and/or motivation to volunteer. When
these changes occur, adults continue to volunteer if alignment between the four
components is maintained. Over time, the adults who continue to volunteer, once again,
undergo the process of motivational change. If alignment between their personal
characteristics, internal factors, external factors, and motivation to volunteer is
maintained, they continue volunteering.

Though not discussed as part of this study, the literature indicates that if
alignment is not present after the process of motivational change occurs, adults will stop
volunteering. The volunteers who discontinue service may experience an alignment of
their personal characteristics, internal factors, external factors, and motivation to
volunteer in the future, prompting them to enter into volunteer service once again. As
this phenomenon is not part of this study, the components are represented within Figure 2
as dashed lines and they are not addressed in further detail.

Review of the literature identiﬁed multiple personal characteristics and internal
and external factors that inﬂuence adults’ motivation to volunteer. Personal
characteristics discussed in the literature include age, race and/or ethnicity, marital status,
education level, health, and volunteerism as youth. The internal factors identiﬁed in the

literature are attitudes, beliefs, behaviors, goals, feelings, needs, self-image, perceptions,

4l

values, and expectations. External factors referenced in the literature consist of variables
such as occupation; income level; number, age, and status of children; availability of
volunteer opportunities; availability and characteristics of other volunteers; quantity of
leisure time; employers’ or schools’ expectations; family’s, friends’, and community
members’ needs and expectations; reinforcement; and cultural and societal norms.

The necessity of alignment of personal characteristics, internal factors, external
factors, and motivation to volunteer for prompting and sustaining adult volunteerism is
suggested by the literature. For example, adults who lack an attitude of I can make a
difference, care for children under the age of six, and/or are in poor health are much less
likely to volunteer than their peers (Brown, 1999). Thus, all components of adults’ life
situations appear to inﬂuence their motivation to volunteer and impact their involvement
in volunteerism.

Research Design

To address the research questions of this study, the research design focused on

obtaining information about:
0 Whether or not the study participants experienced motivational change, and if so:
0 What changes in internal factors, personal characteristics, and/or external
factors prompted changes in motivation to volunteer;
o How did study participants’ motivation to volunteer change as a result of
the motivational change process; and
0 When did changes in motivation to volunteer occur.
A research design that incorporated quantitative and qualitative components was

used to obtain this information. Quantitative research is a process by which researchers

42

make inferences about the world and its phenomena through the systematic collection and
analysis of data that are measurable in nature. Quantitative research allows researchers to
classify information, count items, and conduct statistical analysis to test pre-determined
hypotheses (Miles & Huberman, 1994).

Quantitative research was part of the research design because conﬁrming whether
or not volunteers experienced motivational change could be conducted by measuring the
degree to which they perceived certain events to have occurred. Volunteers’ perceptions
were measured by conducting a survey that used a ranking process.

A qualitative research component was necessary because, if it was determined
that volunteers experienced motivational change, answering the research questions would
involve exploration of a process, which cannot be studied appropriately through
quantitative research (Creswell, 1998; Maxwell, 1998). “Qualitative research is an
inquiry process of understanding based on distinct methodological traditions of inquiry
that explore a social or human problem” (Creswell, 1998, p. 15). It provides researchers
with the ability to conduct research when “variables cannot be easily identiﬁed, theories
are not available to explain behavior of participants or their population of study, and
theories need to be developed” (Creswell, 1998, p. 17). As little is known about the
motivational change process for volunteers, plausible relationships among concepts and
sets of concepts (e.g., the components within the gray box in Figure 2) had to be
identiﬁed, generating a theory about this phenomenon (Strauss & Corbin, 1994 as

referenced by Creswell, 1998).

43

Michigan 4-H Volunteer Population

The study population consisted of adults from the 2005-2006 Michigan 4-H
volunteer population. According to Michigan State University (MSU) Extension 4-H
Youth Development (n.d.), 25,762 adults volunteered as 4-H leaders from September 1,
2005, to August 31, 2006. This population consisted of 8,591 males (33.3%); 17,171
females (66.7%); 24,531 adults not of Hispanic ethnicity (95.2%); 1,231 adults of
Hispanic ethnicity (4.8%); 21,983 whites (85.3%); 2,978 blacks or Aﬁican Americans
(11.6%); 245 American Indians or Alaskan Natives (1.0%); 169 Asians (0.7%); 28
Native Hawaiians or Paciﬁc Islanders (0.1%); and 359 adults of multiple races (1.4%)
(MSU Extension 4-H Youth Development, n.d.).

Selection of Study Participants
Screening Survey Participants

To study motivational change for volunteers, it is necessary to identify volunteers
who have experienced motivational change. According to the meta-analysis results
presented in Chapter II, long-term 4-H volunteers are more likely to have experienced
motivational change than other 4-H volunteers. Therefore, 200 4-H volunteers with 10 or
more years of service were selected to receive the screening survey. The sample size of
200 was chosen based upon the work of Chapin (2003).

In order to identify and contact 200 4-H volunteers with 10 or more years of
service, the researcher requested a list of all 4-H volunteers who had served for 10 or
more years from the MSU Extension 4-H Youth Development Ofﬁce. The list was
provided in hard copy and the data were sorted by the home address zip codes of the

volunteers. The list included duplicate records and records for volunteers who had

44

recently died. The State 4-H Program Leader and the researcher reviewed the list to
remove duplicate records and those of the deceased so that the list only included a single
record for each living volunteer. Once this process was completed, the data set included
records for 4,138 4-H volunteers. Each record was assigned an identiﬁcation number,
which was determined by the order in which it was displayed in the hard copy list (e.g.,
the third record in the hard copy list was assigned the identiﬁcation number of three).

The random number generator located online at http://random.org was used to
randomly order the 4,138 4-H volunteers by randomly selecting numbers from one to
4,138. The ﬁrst 200 random numbers of the 4,138 were matched with the 4-H
volunteers’ identiﬁcation numbers to select the 200 screening survey participants.
Interview Participants

Analysis of the screening survey’s results indicated 33 of the 200 study
participants exhibited the greatest motivational change. These individuals were placed in
order by their identiﬁcation numbers. The random number generator located online at
http://random.org was used to randomly order the 4-H volunteers by randomly selecting
numbers from one to 33. The participant with the lowest identiﬁcation number was
assigned the rank of the ﬁrst of the 33 numbers selected by the number generator, the
participant with the second lowest identiﬁcation number was assigned the rank of the
second of the 33 numbers selected by the number generator, etc. The participants with
the ranks of one to 10 were selected as the interview candidates.

The 10 interview candidates were contacted by phone to request their voluntary
consent to participate in the interview portion of this study. Of the 10 candidates, eight

agreed to participate, one declined to participate, and one did not respond to multiple

45

contact attempts (i.e., multiple phone messages, a letter, and an email). Therefore,
participants with ranks of 11 and 12 were selected as additional interview candidates and
contacted by phone. Both of them agreed to participate in the interviews.

Data Collection Instruments

Screening Survey

The ﬁrst portion of this study required the collection of quantitative data to
determine if study participants experienced motivational change. To collect these data, a
screening survey (Appendix D) was created as no such instrument existed in the
literature. The development of the screening survey was based upon the ﬁndings of
previous studies related to 4-H volunteers’ motives for volunteering. Initial drafts of the
survey were reviewed by members of the MSU Extension Volunteerism Area of
Expertise Team and the North Central Region (NCR) Extension Volunteer Specialists to
ensure reliability and validity of the ﬁnalized instrument.

The screening survey asked study participants to rank 3 list of motives based upon
their primary and subsequent reasons for starting to volunteer in 4-H and continuing to
volunteer in 4-H. The list of motives for starting to volunteer was similar, but not
identical, to the list of motives for continuing to volunteer. Of the total eight motives
listed for starting and continuing to volunteer, six of the motives were identical. The
motives were selected based upon the most likely choices (as indicated by the literature
and the State 4-H Program Leader’s and NCR Extension Volunteer Specialists’
experience) to increase the ease of participant response. Study participants were also
given the option to add motives to the list if theirs were not present and to include them in

the ranking process. Additionally, the survey asked study participants to provide

46

demographic information such as age, gender, marital status, race/ethnicity, education
level, and previous 4-H membership to expand the number of variables available for data
analysis.

Interview Process

An audio-recorded, face-to-face, interview guide approach (Patton, 1990) was
used in the second portion of the study to collect the qualitative data necessary to address
the research questions. The interviews explored the motivational change process through
volunteers’ life stories, which allowed participants to communicate signiﬁcant events and
their meanings as related to the research questions (Kotre & Coles, 1996 as referenced by
Chapin, 2003).

The interview guide approach, as outlined by Patton (1990), consists of the
researcher using the research questions as an outline of topics that are covered during
informal conversational interviews. As part of the face-to-face interviews, the study
participants were asked to talk about how they became informed about 4-H, what led
them to start volunteering in 4-H, what kept them volunteering in 4-H, and whether or not
they foresaw themselves volunteering in 4-H in the future. F ollow-up interview
discussion, conducted by phone, focused on whether or not the participants’ experiences
were accurately recorded and analyzed during the face-to-face interview process. During
follow-up interviews, the participants were also asked to further discuss their motives for
volunteering and their motivational change.

Data Collection Procedures
Prior to data collection, approval by the Social Science, Behavioral, Education

Institutional Review Board (SIRB) at MSU was obtained to ensure study participants’

47

rights were upheld throughout the study. An approval letter was provided on March 29,
2006, from Dr. Peter Vasilenko, SIRB Chair (Appendix A).
Screening Survey
The 200 study participants were sent a series of letters, on MSU Extension 4-H

Youth Development Ofﬁce letterhead, and the screening survey in accordance with
Dillman’s (2000) tailored design method. The tailored design method (Dillman, 2000)
requires a total of ﬁve opportunities for contact with the participants to yield the best
possible response rate. The opportunities for contact, as outlined by Dillman (2000),
consisted of:

1. A brief pre-notice letter (Appendix B).

2. A questionnaire mailing with a detailed cover letter (Appendices C and D).

3. A thank you postcard (Appendix E).

4. A replacement questionnaire (Appendices F and D).

5. A ﬁnal contact (Appendices G and D).

The ﬁrst three opportunities for contact were mailed as separate entities through

the US. Postal Service on August 1, 2006; August 11, 2006; and August 18, 2006;
respectively. The study participants whose surveys had not been returned within
approximately four weeks of the questionnaire mailing were sent a replacement
questionnaire through the US. Postal Service on September 12, 2006. The study
participants whose surveys had not been returned within approximately four weeks of the
replacement questionnaire mailing were sent a ﬁnal contact through the US. Postal

Service on October 9, 2006.

48

The envelopes, postcards, and return envelopes were afﬁxed with individual
stamps instead of metered postage. This was done to improve the response rate (Dillman,
2000). Additionally, the sender’s address on the envelopes and postcards and the return
address on the return envelopes were associated with the MSU Extension 4-H Youth
Development Ofﬁce. Since the researcher was not physically located in that ofﬁce, a
MSU Extension 4-H Youth Development Ofﬁce staff member mailed unopened, returned
surveys to the researcher at the end of each week they were received. Returned surveys
had postmark dates that ranged from August 14, 2006, to November 9, 2006.

Interview Process

Analysis of the screening survey data identiﬁed 33 respondents who exhibited the
greatest motivational change. MSU Extension 4-H Youth Educators were contacted to
verify that these individuals actively volunteered in 4-H. Ten of the 33 respondents were
randomly selected for participation in the interview process as outlined in the Selection of
Study Participants section of this document. These individuals were contacted by phone
to arrange the date, time, and location of the ﬁrst interview. Of the 10 face-to-face
interviews, four were scheduled in county Extension ofﬁces, two were scheduled in
restaurants, two were scheduled in public school buildings, and two were scheduled in
the study participants’ homes. The locations were selected to minimize the amount of
travel required by the participants.

After the interviews were scheduled, a packet consisting of an introduction letter
(Appendix I) and Interview Consent Authorization Form (Appendix J) was sent to each
interview participant. The signed and dated Interview Consent Authorization Forms were

obtained from the interview participants before conducting their ﬁrst interviews.

49

Prior to conducting the interviews, the researcher conducted two practice
interviews. The practice interviews improved the researcher’s interview technique along
with the delivery and timing of questions. They also tested the digital voice recording
device, an Olympus Digital Voice Recorder VN-3100PC, that was used to audio-record
the interviews.

After the interviews were conducted, the audio-recordings were transferred from
the digital voice recorder to a laptop computer. They were then transcribed while being
replayed through use of the software that accompanied the digital voice recorder,
Olympus Digital Wave Player for Windows 2000/XP. The interviews varied in length
from approximately 20 to 60 minutes. The variability was due to the number of examples
or stories that the interview participants opted to use to discuss their thoughts and
experiences.

The transcriptions were used to develop written summaries of the study
participants’ responses to the research questions. The summaries, along with a Follow-up
Interview Contact Letter (Appendix M), an Interview Summary Publication Consent
Authorization Form (Appendix N), a Follow-up Interview F orrn (Appendix 0), a ﬁrst
draft of the Deﬁnitions of Motives Identiﬁed through Analysis of Interview Data
(Appendix K), a note directing the participant to indicate any needed changes to the ﬁrst
draft of the motive deﬁnitions, and a pre-addressed stamped return envelop, were mailed
to the interview participants on January 28, 2007, via the US. Postal Service. The red
pen referenced as enclosed in the Follow-up Interview Contact Letter was accidentally

omitted from the mailing. Subsequently, a red pen was mailed to each interview

50

participant along with an apology and an expression of gratitude for the participant’s
assistance with the study.

Interview participants returned the review materials from the postmark dates of
February 1, 2007, to March 8, 2007. Four of the interview participants did not return
their review materials on or before the deadline of February 17, 2007. Those who did not
return their materials on-time were contacted by phone to request their doing so
immediately. This resulted in the return of the materials within about a week of the
phone contact.

Of the 10 summaries, three were returned with no editorial remarks, one was
returned with “Looks good!” at the top of the ﬁrst page with no other editorial remarks,
one had a change to one of the motives for continuing to volunteer, one indicated one
grammatical edit, one was not returned and numerous changes were noted on the
Deﬁnitions of Motives Identiﬁed through Analysis of Interview Data document, and
three were not returned. In all cases, the Interview Summary Publication Consent
Authorization Form was returned. Nine of the 10 interview participants returned a
completed Follow-up Interview Form as well. The interview participant who did not
return the F ollow-up Interview Form was contacted by phone to conﬁrm that she did not
desire to participate in a follow-up interview.

Nine follow-up interviews were conducted by phone from February 8, 2007, to
March 15, 2007. The summaries, or lack thereof, served as the basis for follow-up
interview discussion about whether or not the participants’ experiences were recorded
and analyzed correctly. They also assisted in gathering additional data related to the

participants’ motives for volunteering and their motivational change.

51

The interviews averaged approximately 15 to 20 minutes. They were audio-
recorded through use of an Olympus Digital Voice Recorder VN-3100PC, a RadioShack
Wireless Phone Recording Controller 17-855, and a headset attached to a wireless phone.
One of the nine follow-up interviews was not recorded in its entirety due to malfunction
of the audio-recorder. The researcher’s notes were relied upon for collecting data for this
interview.

Data Analysis Procedures
Determining Respondents’ Characteristics

The data collected from the returned screening surveys were entered into a
Microsoft Excel spreadsheet. Each column within the spreadsheet corresponded to a
unique variable and each row within the spreadsheet corresponded to one of the returned
surveys. The Microsoft Excel Pivot Table and calculator functions were used to
summarize the survey data to determine the characteristics of the respondents.

Detecting and Measuring Motivational Change

Review of the literature indicated an absence of methods or guidelines for
measuring motivational change. Therefore, a rubric had to be developed to perform this
task. The ﬁnalized rubric is located in Appendix H.

Creation of the rubric was based upon the motivational changes that could be
detected through use of the screening survey when respondents ranked the motives in
numerical order (as requested in the directions of the survey). Survey respondents who
gave multiple motives the same rank (i.e., number) limited the ability of the screening
survey to detect motivational change. Therefore, their surveys were not analyzed through

use of the rubric.

52

The rubric placed the surveys that met the criteria for analysis into one of four
categories, depending upon the motivational changes that were observed. Speciﬁc
parameters for each category are located in Appendix H. Category 1 indicated no
motivational change was detected. Category 2 indicated motivational change was
detected and it was the least of the participants whose responses showed motivational
change. Category 3 indicated motivational change was detected and it was more than the
least, but less than the greatest, of the participants whose responses showed motivational
change. Category 4 indicated motivational change was detected and it was the greatest of
the participants whose responses showed motivational change.

Answering the Research Questions

After the 10 face-to-face interviews were conducted, the audio-recordings were
transcribed into Microsoft Word documents. Then each transcription was coded through
use of the initial coding process outlined by Charmaz (2002). Once the initial coding
process was completed, selective coding, as described by Charmaz (2002), was
performed to sort and synthesize the data.

Following the coding processes, the data were analyzed to identify recurring
themes and relationships. To identify motivational change prompts (research question 1),
interview participants’ references to events, life-changes, circumstances, thoughts, etc.
that caused their motives to change were analyzed. To determine how motives change as
a result of the motivational change process (research question 2), motives for starting and
continuing to volunteer in 4-H were compared. To identify when motivational change
occurs (research question 3), interview participants’ references to dates, stages of

lifecycle, ages of children, etc. were analyzed.

53

Once the follow-up interviews were completed, Charmaz’s (2002) processes of
initial coding and selective coding were used to analyze the ﬁnalized interview data. The
data also were analyzed to solidify the recurring themes and relationships that had been
identiﬁed during the face-to-face interviews. The results of these analyses were then
used to answer the research questions.

Summary

The methodology outlined in this chapter provides the conceptual framework and
research design for data collection and analysis focused on understanding motivational
change for volunteers. Long-term Michigan 4-H volunteers served as the population for
this study. Two hundred Michigan 4-H volunteers with 10 or more years of service were
selected as study participants. These individuals were sent a screening survey (Appendix
D) to determine if any of them had experienced motivational change.

Through use of a rubric (Appendix H), 33 survey respondents were determined to
exhibit the greatest motivational change. Ten of the 33 respondents were selected for
interview through a random selection process. The interviews were conducted using the
interview guide approach outlined by Patton (1990) to obtain data related to the research
questions.

During data collection, the data analysis processes of initial coding and selective
coding, as described by Charmaz (2002), were conducted until all interviews and follow-
up interviews were completed. This technique assisted in testing the accuracy of the data
analysis throughout the course of the interviews (Charmaz, 2002). After completion of

each portion of the interview process, the data were analyzed to identify, and then

54

ﬁnalize, the recurring themes and relationships. The results of these analyses were

subsequently used to answer the research questions.

55

CHAPTER IV

RESULTS

Screening Survey Results

Screening surveys were mailed to 200 study participants, three of which were
undeliverable due to incorrect addresses. Responses were obtained from 162 of the 197
participants, resulting in a response rate of 82.2%. Surveys from 11 of the respondents
could not be included in the study. Of these 11 respondents, two declined participation,
four no longer volunteered, two had volunteered for less than 10 years, one completed the
survey incorrectly, and two had others in their households complete the surveys instead
of them. After omitting these 11 surveys, 151 surveys remained, which indicated 93.2%
of the returned surveys yielded usable data.

Thirty-one of the 151 surveys were completed by assigning the same rank to
multiple motives. Twenty-two of the 31 surveys assigned multiple motives with the rank
of one, ﬁve of the 31 surveys assigned multiple motives with ranks of one and two, and
four of the 31 surveys assigned multiple motives with ranks of one, two, and three.

These surveys accounted for 20.5% of the usable surveys. Assigning multiple motives
the same rank limited the ability of the screening survey to detect motivational change.
Therefore, these surveys were not analyzed through use of the rubric.

One hundred and sixteen of the 151 surveys were completed by assigning one
rank to one motive. Three of the 151 surveys assigned two motives to one rank and one
survey assigned three motives to one rank. In all four of these cases, a majority of the

motives were assigned to different ranks. Therefore, they were included along with the

56

116 surveys afore mentioned to result in a total of 120 surveys available for analysis with
the rubric.

Of the 120 surveys analyzed through use of the rubric, one was designated
Category 1 (0.8%), which indicated no motivational change was detected. Seventeen
were designated Category 2 (14.2%), which indicated motivational change was detected
and it was the least of the participants whose responses showed motivational change.
Sixty-nine were designated Category 3 (57.5%), which indicated motivational change had
been detected and it was more than the least, but less than the greatest, of the participants
whose responses showed motivational change. Thirty-three were designated Category 4
(27.5%), which indicated motivational change had been detected and it was the greatest
of the participants whose responses showed motivational change.

As shown in Table 3, on average, respondents ranked my children joined 4-H as
their top motive for starting to volunteer in 4-H. The motives I enjoy working with young
people and 4-H is a good organization were ranked second and third, respectively.
Ranked fourth was the motive I was in 4-H as a youth. This was determined by summing
the number of individuals who ranked the motives as one, two, or three. Category N/A
refers to the 31 surveys that could not be analyzed through use of the rubric. The ranks
of one through three were chosen to 1) account for the differences in the way the surveys
were completed between the individuals in Category N/A and those in Categories 1 — 4
and 2) give a general indication of the motives that were the most inﬂuential in the

respondents’ decision-making.

57

Table 3. Motives for Starting to Volunteer in 4-H Ranked One through Three.

 

 

 

 

 

 

 

 

 

 

 

Category Category Category Category Category
Motives l 2 3 4 N/A Total
(n = I) (n =17) (n = 69) (n = 33) (n = 31)
My children joined 1 l
4-H 5 47 ~ 26 25 114
I enjoy workmg With 1 7 44 l 6 29 97
young people
4'“ '5. a 30"" 1 12 36 15 28 92
orgamzation
I was 1n 4-H as a youth _ 8 34 l 6 20 78
I was 35de - 3 24 14 21 62
To make a d1fference _ 2 10 4 27 43
1n my commumty
To get involved in my
community - ' 7 3 24 34
My grandchildren
'oined 4-H - l 4 2 ll 18
Other - 3 3 2 1 9

 

 

 

 

 

 

 

 

As shown in Table 4, on average, respondents ranked I enjoy working with young
people and 4-H is a good organization as their top two motives for continuing to
volunteer. The motives I enjoy it and my children are involved in 4-H were ranked as the
third and fourth most selected motives, respectively. This was determined by summing

the number of individuals who ranked the motives as one, two, or three.

58

Table 4. Motives for Continuing to Volunteer in 4-H Ranked One through Three.

 

 

 

 

 

 

 

 

 

 

 

Category Category Category Category Category
Motives 1 2 3 4 N/A Total
(n =11 (n =17) (n = 69) (n = 33) (n = 31)
I enjoy working w1th 1 11 54 . 24 31 121
young people
4-H 1s a good 1 13 44 26 31 l 15
organ1zat1on
I enjoy It _ l 24 16 33 74
My children are
involved in 4-H l 12 39 6 ll 69
It makes me feel good _ 2 12 3 29 5]
To make a difference _ 2 l 1 9 23 50
in my community
To stay involved in my _ 2 9 10 2 5 46
community
My grandchildren are
involved in 4-H - 3 14 l 18 36
Other _ 3 3 1 l 3

 

 

 

 

 

 

 

 

Of the 151 respondents who submitted usable surveys, 99 were females (65.6%)
and 52 were males (34.4%). Eighteen did not report their age (11.9%), two were 30 years
old (1.3%), seven were between the ages of 31 and 40 (4.6%), 49 were between the ages
of 41 and 50 (32.5%), 49 were between the ages of 51 and 60 (32.5%), 18 were between
the ages of 61 and 70 (11.9%), seven were between the ages of 71 and 80 (4.6%), and one
was between the ages of 81 and 90 (0.7%). Three did not report their education level
(2.0%), ﬁve did not complete high school (3.3%), 53 were high school graduates
(35.1%), 30 had some college (19.9%), 24 possessed associate’s degrees (15.9%),

13 possessed bachelor’s degrees (8.6%), seven completed graduate coursework (4.6%),
15 achieved master’s degrees (9.9%), and one held a doctorate (0.7%).
Thirteen did not report their number of years of service (8.6%), three did not

know how many years they had volunteered (2.0%), 15 had volunteered for 10 years

59

(9.9%), 76 had volunteered from 11 to 20 years (50.3%), 29 had volunteered from 21 to
30 years (19.2%), 10 had volunteered from 31 to 40 years (6.6%), three had volunteered
from 41 to 50 years (2.0%), and two had volunteered from 51 to 60 years (1.3%). It is
important to note, in many instances, respondents reported their years of service as a
number followed by a plus sign to indicate that they may have served more years, but the
number they were reporting was the minimum number of years of which they were
aware.

Additionally, three did not report their involvement with 4-H as youths (2.0%),
50 had not been involved in 4-H as youths (33.1%), one reported some 4-H involvement
as a youth (0.7%), and 97 were involved in 4-H as youths (64.2%). Four did not report
their race/ethnicity (2.6%), one noted a race/ethnicity of American (0.7%), and
146 reported their race/ethnicity as white (96.7%). Three did not report their marital
status (2.0%), eight reported their marital status as divorced (5.3%), four had not been
married (2.6%), four had been widowed (2.6%), and 132 were married (87.4%).

Seven of the 151 respondents did not indicate having children (4.6%) and 144 had
children (95.4%). On average, those indicating they were parents had three children.
Fourteen did not have children who participated in 4-H (9.3%) and 137 had children who
participated in 4-H (90.7%). On average, those indicating their children were involved in
4-H had three children who participated in 4-H.

Eleven did not indicate if they volunteered in organizations in addition to 4-H
(7.3%), 42 did not volunteer in organizations outside 4-H (27.8%), and 98 volunteered in
other organizations (64.9%). On average, those who volunteered outside 4-H donated

their time to two other organizations. Of the types of volunteer organizations served,

60

3.0% were health care—related, 30.8% were organizations that served their communities,
24.2% were church-afﬁliated, 38.4% were youth-related, 2.0% were sports-related, and
1.5% were associated with the environment.

Occupations of the 151 respondents varied, with 25 respondents indicating
involvement in two or three occupations (16.6%). Seventeen did not report their
occupations (11.3%); 18 indicated they were retired (11.9%); 25 were involved in
agriculture or worked with animals (16.6%); 23 had occupations that were business-
related (15.2%); 21 indicated homemaking as their occupation (13.9%); 17 were involved
in education-related jobs (11.3%); 17 were involved in the construction, mechanical, or
engineering trades (11.3%); 12 worked in jobs related to health care (7.9%); 10 worked in
service-related jobs (6.6%); nine were bus or truck drivers (6.0%); and ﬁve held
govemment-related jobs or ofﬁces (3.3%).

Seventeen of the 151 respondents did not indicate whether or not they would like
a summary of the survey results (11.3%), one indicated indifference (0.7%), 43 did not
want a summary of the survey results (28.5%), and 90 wanted a summary of the survey
results (59.6%).

Interview Participants

Of the 10 interview participants, seven were females (70%) and three were males
(30%). Two did not report their age (20%), three were between the ages of 51 and 60
(3 0%), three were between the ages of 61 and 70 (30%), and two were between the ages
of 71 and 80 (20%). One did not complete high school (10%), three were high school
graduates (30%), two had some college (20%), two had associate’s degrees (20%), one

completed graduate coursework (10%), and one achieved a master’s degree (10%).

61

One did not report the number of years volunteered in 4-H (10%), ﬁve had
volunteered between 15 and 20 years (50%), two had 21 to 30 years of service (20%),
and two indicated volunteering between 31 and 40 years (20%). Five had not been
involved in 4-H as youths (50%) and ﬁve were involved in 4-H as youths (50%). All 10
reported their race/ethnicity as white (100%). One had been widowed (10%) and nine
were married (90%). All 10 interview candidates had children (100%) and all had one or
more of their children involved in 4-H (100%). On average, each candidate had three
children and three children who were involved in 4-H.

One did not indicate volunteering in organizations in addition to 4-H (10%), one
did not volunteer in organizations outside 4-H (10%), and eight volunteered in other
organizations (80%). On average, those who volunteered outside 4-H donated their time
to two other organizations. Of the types of volunteer organizations served, 10.5% were
health care-related, 26.3% were organizations that served their communities, 31.6% were
church-afﬁliated, and 31.6% were youth-related.

Two did not report their occupations. However, it was learned through the
interviews that they were currently retired, which resulted in a total of six retired
individuals (60%). One was involved in agriculture or worked with animals (10%), two
had occupations that were business-related (20%), and one was involved in an education-
related job (10%).

Three of the 10 participants did not indicate whether or not a summary of the
survey results was desired (30%) and seven wanted a summary of the survey results

(70%).

62

Geographically, the 10 participants volunteered in one of the following counties:
Allegan, Barry, Berrien, Cheboygan, Kalamazoo, Lapeer, Livingston, Luce, and Ottawa.
They resided in rural and suburban communities located within the upper and lower
peninsulas of Michigan. 2
Interview Results

The data gathered from the interviews are reported in Table 5 on the following
page. The interview participants’ names are ﬁctional to protect the privacy of the
participants. A summary of each interview is located in Appendix L. Deﬁnitions for the

motives listed in Table 5 and the summaries are located in Appendix K.

63

 

8.:— Eso mo .8“—

34 E 888:3? 8.8m

8.:— Eso 80 .088 8588—
8:82

$8888 2: E 8302: um

£52.88 2: E .8202: om o
8>= 9.88:8

 

 

 

 

$8858 2: B 88 35 o E 388%: a 882 o 828898 88::
838m 86833— . 88:8 -8882? :4 3 .8885 o
88:23 9:59 . 88:8 5:3 8:83 8.35 o :30 5:.» 8202: um o 2808 wag»
34 8:8 8>= 988:8 E 888%: a 882 o 88:8 5:5 mac—.53 how—m o 88:: 38388 :4 82830 o
88:8 .56 8:? o 8808 8un a m_ m4 . 8:82 o :4 88:8 88:8 :30 o 2:80
8.:— Eso .«o tam o “88::
E4 5 w588=2o> zoEm o .«o 88 8 E 8202: om o
8.58.: 8ch 2: 9 8.5580 c
8.22%:an 86 5:3 8202: um o 85on 85 .«o 88 um o 82.3888 888..
838.9. I4 8 88 820 o 88:8 88:29 :4 E 888:: o
83:29 wars 0 wEEaBoM o :30 5:3 8302: um o 2808 wane»
I4 8:8 8>= 988:8 E 888%: a 8.32 o I4 2 83 830 o 88:: 38388 $4 829.30 o
86:8 :30 8:3 o 88on 8on a m: :4 o =8..on :88. a m: 34 o :4 88:8 88:8 :30 a 838m
:4 E 3:882? zomcm o
34 388888 o 888888 “88.2
338m :4 8 88 2:0 o 95% 2.: 8 8.5580 g -8222? I4 3 .8888. o
88:29 8:29 c 86833— . 8:08 2: mo :8 om o 2808 was?»
:4 8:8 88:8 5:: was—.83 moEm o 88:8 88:: 38388 :4 @3830 a
88:8 550 855 o 8>= m.88__8 E 888%: a 882 o .56 5:5 823.: om . :4 88:8 88:8 :30 . 52
8.2890 «wan—.0 8:3 mutant—28> 2:580 2838—2 ”5838—8, 8.3m 82:32 398.:— owEEU 388382 2.8883

 

 

 

 

 

 

8:88:88 3 Sun 3333:: .m 28H

64

 

 

 

 

 

838m 8: :30 .8 8: o 808888 88.8
88:23 9:80 o :4 8 8:88:23 8.8: o -88::.0> :4 8 8888. .
:4 8:8 88830: a 8:. :30 .8 8n. . 2:08 8:0:
88:8 :30 8:? o 88:8 ::3 88.83 >08: 0 88:8 ::3 88.83 :08: o 888: 23:80: :4 83880 c
:4 8888 8:. $88.20 8 888:8 : 8.8,. o 8.88800 88 8 83.38 9: o :4 8:8 88:8 :30 .
88:8 :30 8:? o 8888 88» a m: :4 o 8888 88w 8 m: :4 o :4 8888 88:8 :30 o 0.8::
. :4 caused? 84...: .
:4 888:8: .-
888 Z a
88.888 8: 8 888:8 a 8.82 0 808888 88.8
30:35 “—0 ~93 5w 5 00202.: om O Luau—53> In? %D 63085.: 0
88833— . b.8888 8:
8088:... o8: .8 8: 8.83883 0 888:: 888: 33:88 :4 83880 c
88:23 8:80 o 88:8 ::3 88.83 >08: o 8 88 8 E 823:: um— . 8.808 8:0»
:4 8:8 8:. P88:8 8 88888 a 8.2). o 88:8 888: 23:88 :4 83880 .
88:8 :30 8:? o 8888 88w 8 m: :4 o :30 ::3 8238 um o :4 88:8 88:8 :30 o 8::
:4 2 888823 :88: o
8:. :30 .8 3:8: 3088. o
8882 .
888800 8: 8 88 3:0 0
88833. o 88:8 ::3 88.83 :08: . 808888 88.8
88.8 08: .8 8: 8.23883 0 888800 8: :. 823:: om . -88:20> :4 a: 8888. o
88:23 8:80 . 88:8 ::3 88.83 8.8: a 88:8 8.808 88»
:4 8:8 8:. 988:8 8 88888 a 8.82 o :30 ::3 823:. om o 888: 33:8: :4 888:0 .
88:8 :30 8:3 o 8808 88w 8 m: :4 o 8882 o :4 88:8 88:8 :30 . 88:0
88:80 8520 8:2» 8:88:23» 88800 83:82 8:88:29» 88m 838$. 8880...: 08.20 8:88:82 8888:.—

 

 

 

 

 

 

..883 .m 2%:

65

 

8.. 5.6 .8 ta:
:4 .: 838:2? 8.3m

 

 

 

 

 

O
83.8 o 88.8.8.8 38.8
.8...=.o> MES: a :4 888:8: o -.8.::.o> :4 a: 388:: o
:4 3:8 b.8588 8: o. 8.8:: 2:0 . 2:8: 8:8
:o.::..o :3o 3:? a 8:833. o 88:: £03.88 :4 3>880 o
:4 3.83 :o.::...o 5.3 83.83 8?: o :4 3:8 3.2.8 :30 o
3.2.3 :3o 3:? o 8:. 93.2.8 .: 8.8.8:: : 8.:2 o 3:82 o :4 3.8.8 :o.::..o :30 o 8.8::
:4 .: 8.88:2? 8.8m o
:4 88.88: o 88.8.8.8 38.8
8.38 8.8.: ..o 8.: c: .: 3>.o>.: om. . .8082? :4 E 388:: .
88.5.9. 8:50 a 8:833: . 3.2.8 8:8: 8:0:
:4 3:8 3.2.8 5.3 9:833 88.3.... o :30 5.3 3>.o>.: om o 88:: .3858: :4 32080 o
3.2.8 :26 3:3 o 8:. m.:o.::..o .: 83.8%: : 8.:2 . 3:82 o :4 3:5 3.2.8 :30 o 8.8:...
0:. 5.6 ..o .8: o
8.8. w::w:o..:..o zoqcm o
:4 .: w:..8.:=.o> 8.8m. o
0:. :30 :0 >58: 808:: o
:4 888:8: o
>888 888:8: .
3:82 o
0:... ..o 8: 0....3sto3 o 888.88 38.8
83.8 8:833. o =8::..o ..:3 8.8.83 3.8: o L883?» :4 b. 388:: .
.8...=.o> 8.5: o :o.::..o .23 9.3.03 8.3: o :o.::..o 2:8: 8:9»
:4 3:8 8:. m.:o.:._..o .: 8.8.8:: : 8.8). o :30 5.3 3>.o>.: om o 88:: >.o>.:mo: :4 32:30 o
3.2.8 :30 3:? o 8:80.: 89% : m. :4 o 3:82 o :4 3:8 3.2.8 :30 . .08:
:4 :. w.:.8.:=.o> 8?: o
3:82 o 888.88 38.8
83.8 8:833. o -.8...=.o> :4 A: 388:: o
.8.:=.o> marsh. o :o.::..o 5.3 8:819: 8.8: o 3.2.8 2:8: maze:
:4 3:8 5.8888 8.. .: 8.8.8:: : 8.2). o :30 5.3 3>.o>.: 8: o 88:: 383:8: :4 328:0 .
3.2.8 :26 3:3 . 8:. m.:o.:..:o .: 8.8.8:: : 8.22 o 3:82 a :4 3:8 3.2.8 :30 o 330
3.....qu 852.0 3:3 u:t8.==.o> 8.5280 "83.3). 8.88.5.3, 83m “82.3). 8:59.: 09.2.0 3.5.33.3). 88.88::

 

 

 

 

 

 

8:83 .m 2%:

66

Research Question #1 : Motivational Change Prompts

Motivational change prompts for all 10 interview participants were their own
children exited 4-H, they observed 4-H positively impact young people, and they were
impacted by their 4-H volunteer-related experiences. Frank and Jack indicated
motivational change was prompted by their children entering 4-H. Ellen mentioned
observing 4-H positively impact the community inﬂuenced her motives for volunteering.

A summary of motivational change prompts by frequency is provided in Table 6.

Table 6. Motivational Change Prompts by Frequency

 

 

 

 

 

 

 

Motivational Change Prompts vgu:tle;)rs
Observed 4-H positiver impact young people 10
Impacted by 4-H volunteer-related experiences 10
Own children exited 4-H 10
Own children entered 4-H 2
Observed 4-H positively impact the community 1

 

 

 

All 10 interview participants were motivated to volunteer to be involved with
their children when their children were in 4-H. They valued being part of their children’s
growth and development, and they felt it was important for youth to have positive
learning experiences. Examples of this are provided by Ann and Barbara as follows:

[Annz] When I had children I knew there was a club in . .. [my town], I
thought that 4-H was a good thing, I didn’t know anybody necessarily in
the club, I did, it ended up I knew somebody but I didn’t know that I did,
and our kids just got involved in it and took the basic, you know, foods
and nutrition, sewing, and then because we lived on a farm we did get into
some livestock projects and I saw the value of what the kids learned from
not necessarily always the projects - I’ve always thought that one of the
strong points has been some of the other aspects

67

 

[Barbara:] I think any parent wants their kid to learn responsibility and we
[my husband and I] knew that 4-H was a good place to learn that and
started with rabbits, small projects, and I think it was important that they
learned to stick with a project and see it through to the end and have the
responsibility, so yeah, that was an easy way to teach them responsibility
and to see something through to the end

Over time, their children grew into young adults and became too old to participate in 4-H.
When the interview participants’ children were no longer in 4-H, their motives for
volunteering changed. This theme was described by two of the interview participants as
follows:

[Conniez] It just kind of, I don’t know, just because I was a stay-at-home
mom or something and I just enjoyed the kids and we had standing
room only sometimes we had a large table the kids were all around
t .. the older ones would help the little ones I just enjoyed them all
I says, well this is it, after my [youngest son] graduated he
graduated high school in ’83

[Researchen] When you ﬁrst started, did you ever envision the things that
you’re doing now with 4-H? [Gwen:] No, I thought I would just do it and
then when our kids were done we’d be done and stuff and I’ve stayed
involved probably six years now since they’ve graduated, seven years
since they graduated.

During the interview participants’ volunteer service, they witnessed youth being
positively impacted by participating in 4-H. This was observed in comments similar to
the following:

[Annz] When you put kids at that time ﬁve years old or six years old
through seniors in high school and you’re all in a group and you’re
running a business meeting, the monthly business meeting, and I see these
little kids ﬁve years old that are afraid to stand up and lead the pledge and
by the time they’re seven, you know, their hands are waving and they’re
excited to stand up and say the pledges or to lead the pledges, to make a
motion and to understand what that involves and to second it and how at
the beginning they are frightened and to see them gain the conﬁdence to
do those things, see those, that’s, that’s not a project, you know, but that’s
something that you, you don’t get credit for you just, you know, and watch
the kids evolve, to starting at that point to going to the point where they
can be an ofﬁcer in the club and be responsible for that, that’s not a project

68

either, but I think the younger ones learn from the older ones and the older
ones, they’re more tolerant of the younger ones

[Dianez] I like to see the children develop in their relationships with each
other and in their ability, but we have fun too

[Ellenz] you had to feel good about it because they [the 4-Hers] were just
eating it up and they had so many questions and I feel that they went home
with a lot that they didn’t come with

[Gwen:] you can see the results [one of the 4-Hers said] “I got to tell
you, I don’t know what I would do without this” how neat is that

The results indicated interview participants valued the positive growth and development
of youth, and their being part of a program that facilitated positive youth development
seemed to impact how they felt about their volunteer service. This appeared to result in
the interview participants’ feeling a sense of satisfaction, pride, and/or fulﬁllment that
caused their motives for volunteering to change. They continued to volunteer because it
was rewarding and to make a difference in children’s lives. This theme was illustrated in
the following interview excerpts:

[Dianez] helping children complete projects and display them has given
them conﬁdence in themselves and me a sense of accomplishment

[Gwen:] I was always involved as a parent, I was always the room mom,
always went on the ﬁeld trips, I was always the fun mom, I always kept
very active with our kids and 4-H gave me another thing to be active with
them that they really enjoyed and they had friends and we could all do
together and since they’ve left other kids have come through here that
they’re all like my own family now, as a matter of fact, my husband says
he comes in the door at night and counts the plates to see who’s going to
be having dinner, it’s enriched our lives, it really has, I mean like, our kids
could have gone off to college it could be pretty boring if we didn’t have a
bunch of kids running around here, so it’s ﬁne, it works well with me, I
just have a love of doing this, a passion

[Harry: I volunteer because of] the kids and the rewards that you get

out of it if I can get one kid to understand something or enjoy it
that’s all I require, that’s my satisfaction

69

[Isabelle:] being a teacher, you want to give all the kids the opportunity
that your kids had and, you know, to get used to a sewing machine and try
lots of different crafts and see how creative they can be, get involved in
competitions [Researcherz ] it sounds like you really derive a lot of
enjoyment from their [the kids] growth [Isabelle: ] oh yeah, it’s a lot of
fun, it’s neat to see them be successful

While volunteering, the interview participants were impacted by the actions of
others and their own corresponding feelings. When people provided positive feedback
about events associated with their efforts, they felt good about their volunteer work. As
Ellen mentioned:

it’s important we get feedback people that I talk to during a meeting
and so on, you know, they were so thrilled and thankful for the meeting
it makes it worthwhile

When 4-Hers commented they learned something important, they felt their efforts were
worthwhile. As Gwen said:

one of the best comments we got was my son said, I think he was 20
years old, [of] all my jobs and school the thing that taught me the
most was that 4-H group that we worked together, we played together, we
had, you know, morals and we had goals and we worked as a group to
reach them, he goes, I learned a lot with that group, and he’s right, he did

When adults associated with 4-H behaved negatively, they felt compelled to change the
adults’ negative behavior or that their service was of greater importance. As Harry
stated:

and then my son wanted goats and we got a goat and I went to one of the
goat meetings and I got a little disturbed at the fact that the people were
won’ied more about themselves than the kids, and they were arguing back
and forth, I said this ain’t right, so I spoke up, I said I think you people
have missed the whole point, you’re worried about what you want to do
and not what the kids want to do, so that’s where I really got involved, so
I, got on, started getting on the committees, and small animal committees,
and stuff, where I thought that I might make a change where I had a say in
things and been there ever since

70

Thus, the impact the interview participants’ involvement in 4-H had on themselves
inﬂuenced their motives for continuing to volunteer in 4-H. This theme was
characterized in the following comments:

[Ellenz] I’ve grown a lot, sure when I started I didn’t know anything

about 4-H and a lot of other things I’ve learned to speak in front of

people do a lot of things, organize get people to help and having

a club, that’s a number one lesson in organizing and getting things done

I think I enjoy it all, I guess most of all I enjoy the children, 4-Hers, I

enjoy grown up people too, but I feel like I’m really there for the kids

[Frankz] it has made me happy, 4-H has given me things, that you can’t

explain it, but I’m happy and I’m happy when I’m doing that and I’m

happy afterwards
Research Question #2: Change in Motives

Eight interview participants were motivated to start volunteering in 4-H to be
involved with their children. As Ann mentioned, I started with “my own kids and helped
them through some projects and then I thought that, well, maybe I’ll be a leader.” Six
interview participants started volunteering because they were needed. An example of this
was given by Connie when she said “my kids started at school a sewing group the
kids’ leader moved out of town [so I became the leader].” Four began volunteering
because they liked working with children. As Diane mentioned, “it’s just a joy to be with
them at any age level.”

All of the interview participants continued volunteering because they enjoyed
volunteering in 4-H. As Frank stated, “I just plain like it I enjoy the 4-H aspect, I
enjoy the kids I learn something every time they do.” All of them also continued

volunteering to make a difference in children’s lives. Examples of this are as follows:

[Annz] but it’s still the growth of the kids in the end that keeps you going
and makes you want to stay

71

 

[Frankz 4-H] gives them that thing that they can do what they want to do
because they’ve done it, you know, if they choose to have a dog and go
and win with it, they’ve done it, and that gives them that little edge to get
into the next project or the next thing in life

[Jackz] when you’ve got a sixteen year old kid you’ve got to put some trust
in him he’s two years from being an adult he can’t go from being a
baby to an adult over night, he’s got to progress up the ladder and I think
4-H is a real good program for that

Additionally, all 10 interview participants continued volunteering because they felt their
volunteer service was rewarding. As some of the interview participants stated:

[Barbara:] I have had a boy in sewing, and he made a stuffed animal and

just the pleasure of making that and he was going to give it to his grandma

and he was so excited that he had actually made something to give to his

grandma, the kids’ pride and seeing that is worth it, staying involved

you like to see somebody be proud of what they’ve done

[Dianez] I get good feelings from doing this and, you know, I’d be sitting

at home vegetating if I wasn’t out helping somebody do something, so I

volunteer I like to keep busy, I like to keep involved with children and

adults, it keeps me young, keeps me going

[Harryz] I’ve got awards, and you know, leader of the year ... recognition

awards and that’s nice it shows you that they care about you but that

ain’t why I’m there, they don’t have to give me that stuff to keep me

the reward is the kids what they do and their succeeding

The motives that showed the greatest amount of change, as outlined in Table 7,
were enjoy volunteering in 4-H (+10), rewarding (+10), make a difference in children ’s

lives (+9), be involved with own children (~8), enjoy working with children (+5),

perpetuate 4-H (+5), 4-H is a great program (+4), and part of own life (+4).

72

Table 7. Change in Motives by Frequency Difference

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Volunteers Volunteers
Motives Start Continue Difference
(n = 10) (n = 10)
Enjo; volunteering in 4-H 0 ' 10 +10
Rewarding 0 10 +10
Make a difference in children’s lives 1 10 +9
Enjoy working with children 4 9 +5
Perpetuate 4-H 0 5 +5
4-H is a great program 2 6 +4
Part of own life 1 5 +4
Give back to the community 0 3 +3
Improve quality of own life 0 3 +3
Worthwhile use of time 0 3 +3
Make a difference in the community 0 2 +2
Be involved with own grandchildren 0 1 +1
Enjoy challenging tasks 0 1 +1
Give back to 4-H 1 2 +1
Perpetuate society 0 1 +1
Be involved in an area of interest 2 2 O
Needed 6 5 -1
Be involved in the community 3 1 -2
Be part of the group 2 O -2
Contribute to the group 2 0 -2
Be involved with own children 8 0 -8

 

Research Question #3 : When Motivational Change Occurs

The motives of all 10 interview participants changed during their service with 4-H
and, speciﬁcally, when their children exited 4-H. Frank and Jack began volunteering in
4-H prior to their children’s involvement. For them, when their children became 4-H
members, their motives for volunteering included be involved with own children. For all
10 interview participants, when their children exited 4-H, their motives for volunteering
no longer included be involved with own children. As Diane stated:

at ﬁrst it was helping the kids getting involved teaching some projects
now it’s a little bit different, I’m more involved on the council level

73

 

and if I have time I can get involved in a club and if there’s interest it’s
one way I can give back to the community

The interview participants could recall when motivational change took place if it
was associated with speciﬁc events (e. g., children entering or exiting 4-H). However,
they could not recall as to when motivational change occurred if it was related to their
internal feelings, such as feeling positively about helping kids grow or deriving
enjoyment from their volunteer service. In these cases, the interview participants
indicated motivational change took place and that it was a result of their volunteer
service, happening over a period of time. As Ann said, “it just kind of evolved.”

The available interview data suggested motivational change related to a change of
internal feelings was the result of multiple events. Many interview participants would
say things similar to Diane’s comment: “at ﬁrst it was helping the kids now it’s a little
bit different.” Then they would talk about a number of events that supported their current
motives for volunteering. This seemed to indicate multiple events impacted their
thoughts and feelings, which caused a gradual change in their motives for volunteering
over time.

Additional Findings

Interview data showed, in some cases, the interview participants changed their
volunteer roles to accommodate their change in motives for volunteering. During their
service, the interview participants would become more involved in administrative
activities and less involved in activities directly serving 4-Hers or vice versa. They
would also become more involved in leadership positions, such as becoming a 4-H
council member or a project superintendent for the fair. Examples of these changes were

observed in the following interview excerpts:

74

 

[Conniez] I don’t have a club [now] but I’m like a resource person
historian and I always say well I’m getting too old for this [they say]
oh no no no no we need you if they get into a little predicament, I’ll say
way back when we did it this way

[Frankz] I’ve been on corporation board I was president of the council
for seven years I was district chairman at one time they’re just stuff
I like to do the club was on the side of that

[Harry:] I’ve changed over time. My roles have changed over time. I
actually gave up leadership [of the poultry area] and I got more
involved with the council and stuff where it might make a change for
the kids ‘cause I sure don’t want to see the program die, because too
much good comes out of it [many of the 4-Hers] have made a future for
themselves or turned into something [because they were in 4-H]

Interview results also indicated formal professional development did not greatly
inﬂuence nine of the 10 interview participants’ motives for continuing to volunteer.
However, nine of the 10 interview participants mentioned that one of the things they
enjoyed about volunteering in 4-H was learning. Ann did not mention professional
development or learning during the interview. Barbara, Connie, Diane, Frank, and
Isabelle indicated they liked learning and gave examples of some of the opportunities 4-H
gave them to learn. As some of them mentioned:

[Barbaraz] I’ve been up to Kettunen Center and if it ever works out that

when they have like the international conferences up there, if it works out

that we [my husband and I] can go up there or I can go up there, then it’s

good to get revived

[Conniez] we have quite a few older 4-H leaders and they’re still Gung

Ho and they go up to Kettunen Center then they bring all that

information back and show us the projects that they’ve made it’s a

learning process for me too because if I want to learn something from

them they’re willing to teach me and so forth

[Dianez] I have been to leader meets in the area there is networking
but I think I’ve learned a lot about relating to children from them

75

Gwen, Harry, and J ack sought information outside 4-H, viewing 4-H personnel as nice

people, but not necessarily experts in their areas of interest. As Gwen candidly stated,

“the stuff [educational material] that you get is so, some of it’s so outdated.” Ellen

indicated learning and participating in formal professional development was one of the

reasons she stayed involved. When asked by the researcher if her enjoyment for kids is

what kept her involved, she responded:

that and you learn a lot too I always try to attend seminars and learn
things that I can pass on to the children I learned public speaking and
negotiating and a lot of things from being in 4-H you learn a lot of
things, it’s a well-rounded program

Additionally, analysis of the interview data showed the participants’ experiences

corresponded with the conceptual framework proposed in Chapter 111. During the

interviews, participants discussed their personal characteristics, internal factors, and

external factors, which inﬂuenced their motivation to volunteer. Examples of each of

these components are as follows:

Personal characteristics: health, age, and marital status. As Harry stated, I’ll keep
volunteering “as long as I can still get up and go” and Frank said “I don’t consider
myself old yet.” Connie also mentioned, “when my husband was sick I says,
well, I’ll make as many meetings as I can, but [when he passes away] I might
need you more than you need me.”

Internal factors: beliefs, feelings, needs, values, and expectations. As mentioned
by Harry, “if I didn’t believe in it I wouldn’t be there, if I didn’t believe in the
kids I wouldn’t be there it’s worthwhile, it’s a good bunch of kids,” by Gwen,

“I absolutely love the kids and I love what we do,” by Ann, “I still see these kids

76

developing and I just think that it’s so valuable,” and by Barbara, “it’s a great
organization.”

0 External factors: status of children; availability and characteristics of other
volunteers; quantity of leisure time; family’s, friends’, and community members’
needs and expectations; reinforcement; and cultural and societal norms. As said
by Gwen, “when our ﬁrst [child] was about nine years old we got
involved,” by Ellen, “the help is always needed,” by Connie, “sometimes you
don’t have the time, but you can always squeeze a little time out,” by Frank,
“my dad was a leader,” by Barbara, “when the kids love it, I like it, it makes it
fun,” and by Gwen, “we help make good citizens.”

Analysis of interview data also suggested alignment of personal characteristics,
internal factors, external factors, and motivation to volunteer was necessary to result in

adults volunteering. As some of the interview participants stated:

[Ann:] I don’t see myself not doing it [but] my husband will be 65 is
he going to retire what are we going to do we’re in a changing mode

[Barbaraz] when you’re asked to [volunteer] and somebody appreciates
what you’re doing and you like the kids . .. it just all ﬁts together

[Dianez] I get good feelings from doing this and I’d be sitting at home
vegetating if I wasn’t out helping somebody we’ll see how my health is
next year and I’ll just keep going

[Harryz] it just seemed to work out it’s been a good 30 years when I
retired back in 2000 my wife said, so now you’re going to give up 4-H and
everything, and I says well probably well I’ve even gotten more
involved [I stay] basically [for] the kids

Furthermore, the continuous nature of the conceptual framework, which

indicates motivational change can take place multiple times during volunteers’

service, was supported. As noted in Appendix L, Frank and Jack experienced

77

motivational change more than once while volunteering in 4-H. Both experienced
motivational change when their children entered 4-H and when their children
exited 4-H. Jack also experienced motivational change when, at one point during
his service, he was motivated to volunteer to mediate the behavior of other 4-H
volunteers.

Summary

Screening survey results indicated a majority of the adults within the sample
population of long-term Michigan 4-H volunteers experienced motivational change
during their service in 4-H. Volunteers’ motivational changes were qualitatively
measured through use of a rubric (Appendix H), which showed that the degree of the
motivational changes varied from none to three subsequently higher levels. Interview
results indicated interview participants’ children entering or exiting 4-H, the impact of
4-H on youth or the community, and the impact of their 4-H volunteer-related
experiences on themselves were the main factors associated with prompting motivational
change.

The interview participants were primarily motivated to begin volunteering in 4-H
to be involved with their children, because they were needed, and/or because they liked
working with children. All of the interview participants continued volunteering because
they enjoyed volunteering in 4-H, wanted to make a difference in children’s lives, and
felt their volunteer service was rewarding. The motives that showed the greatest amount
of change were enjoy volunteering in 4-H (+10), rewarding (+10), make a diﬂerence in
children ’s lives (+9), be involved with own children (-8), perpetuate 4-H (+5), enjoy

working with children (+5), 4-H is a great program (+4), and part of own life (+4).

78

The motives of all 10 interview participants changed during their service with 4-H
and when their children exited 4-H. The interview participants could recall when
motivational change took place if it was associated with speciﬁc events. However, they
could not recall as to when motivational change occurred if it was related to their internal
feelings. The available interview data suggested motivational change related to a change
of internal feelings was the result of multiple events. These events seemed to have
continually reinforced the interview participants’ thoughts and feelings, which resulted in
a gradual change in their motives for volunteering.

Interview data indicated, in some cases, the interview participants changed their
volunteer roles to accommodate their change in motives for volunteering. It also showed
formal professional development did not greatly inﬂuence most of the interview
participants’ motives for volunteering in 4-H. Though, a majority of the interview
participants indicated learning was one of the things they enjoyed about volunteering in
4-H. Additionally, the interview data provided evidence that supported the design and

composition of the conceptual framework proposed in Chapter III.

79

CHAPTER V

DISCUSSION

Understanding Motivational Change for Volunteers

The results of this study provide a foundation for understanding motivational

change for volunteers. They indicate:

Interview participants’ children entering or exiting 4-H, the impact of 4-H on
youth or the community, and the impact of their 4-H volunteer-related
experiences on themselves are the main factors associated with prompting
motivational change. Thus, motivational change appears to be initiated by 1) life
event changes volunteers experience as a result of progression through their
lifecycle and 2) changes in volunteers’ thoughts and feelings that are caused by
their volunteer-related experiences.

Interview participants started volunteering primarily for motives related to
immediate family or community needs and/or their interest in children. Over
time, their motives changed and they continue volunteering primarily for motives
related to their internal feelings of joy, satisfaction, and fulﬁllment. This suggests
motives change from being primarily needs-based to being more self-actualizing
in nature as a result of the motivational change process.

Interview participants could identify when their motives changed as a result of a
speciﬁc life event. They could not identify when their motives changed if the

change was prompted by changes in their thoughts and feelings. Therefore, the

80

process of motivational change appears to be inﬂuenced by the factors that
prompt motivational change.
0 Interview participants’ volunteer experiences support the design and composition
of the conceptual framework proposed in Chapter III. This suggests the
conceptual framework can serve as a model of the motivational change process
for volunteers.
Understanding Long-Term 4-H Volunteers’ Motivation
Motivation to Volunteer

Analysis of the interview results indicates interview participants’ motivation to
volunteer in 4-H is primarily driven by their positive feelings for children and helping
children learn and develop. This is illustrated by the youth-centric nature of interview
participants’ motives. For example:

0 When interview participants talked about volunteering because their children
were in 4-H, they did so because they wanted to be part of their children’s lives
and support their growth. As Barbara mentioned:
it was really nice that my girls and I get along, even though they might not
say this, but I think we get along well enough that they all learned how to

sew from me and they all learned how to cook from me and then I taught
international relations and they took that

0 When interview participants talked about their service being rewarding, it was
rewarding because they felt their efforts positively impacted children. As Diane
commented, “it gives the kids a lot of satisfaction when they complete their
projects and it gives me a lot of satisfaction to work with them.”

0 When interview participants talked about 4-H being a great program, it was great

because they attributed it to helping kids grow. As Jack stated:

81

when you’ve got a sixteen year old kid you’ve got to put some trust in him

he’s two years ﬁom being an adult he can’t go from being a baby to

an adult over night, he’s got to progress up the ladder and I think 4-H is a

real good program for that

0 When interview participants talked about enjoying volunteering in 4-H, they
talked about how much they liked it when kids were interested in leaming or
when kids were excited about an activity. As Ellen said, “just this weekend, you
had to feel good about it because they [the 4-Hers] were just eating it up and they
had so many questions and I feel that they went home with a lot that they didn’t
come with.”

Models of Motivation to Volunteer

Four models of motivation to volunteer are available in the literature. They
consist of one-, two-, three-, or six-component models. The results of this study suggest
the one-component model accurately describes the motivation of the study participants.
This model describes motivation to volunteer as acting “not from a single motive or a
category of motives but from a combination of motives that can be described overall as ‘a
rewarding experience.’ They [volunteers] not only give but they get back some type of
reward or satisfaction” (Cnaan & Goldberg-Glen, 1991, p. 281).

The survey respondents’ who completed their surveys by assigning the rank of
one to multiple motives indicate the combination of those motives is what causes them to
volunteer. Additionally, when asked why they volunteered, many of the interview
participants described motives that, when uniﬁed, equate to a positive, rewarding

experience. Examples of this are present in the following interview excerpts:

[Barbaraz] when you’re asked to [volunteer] and somebody appreciates
what you’re doing and you like the kids it just all ﬁts together

82

[Dianez] I get good feelings from doing this and, you know, I’d be sitting

at home vegetating if I wasn’t out helping somebody do something, so I

volunteer I like to keep busy, I like to keep involved with children and

adults, it keeps me young, keeps me going

[Frankz] it has made me happy, 4-H has given me things, that you can’t

explain it, but I’m happy and I’m happy when I’m doing that and I’m

happy afterwards
Theories of Human Motivation

Six different theories of human motivation are most often cited in the literature.
Of those six theories, interview results indicate Wlodkowski’s (1985) theory of six major
factors of motivation describes the motivation of the interview participants. All six
factors were discussed by the participants during the interviews. Examples of these
factors are provided below.

1. Attitude: The interview participants possess a predisposition to respond favorably
to children, youth development, and 4-H. They have children, like working with
children, feel helping youth learn and grow is important, and, overall, have a
positive perception of 4-H. As Barbara mentioned:

I think any parent wants their kid to learn responsibility and we [my
husband and I] knew that 4-H was a good place to learn that and started
with rabbits, small projects, and I think it was important that they learned
to stick with a project and see it through to the end and have the
responsibility

2. Need: The interview participants possess a variety of needs. The need most often
cited is the need to assist their children and/or to help others. As Ellen stated:
I just like the program [4-H] and I like to be doing something for the
community and that seemed to me to be the most interesting and get the
most results I enjoy being helpful, yeah, if anybody whether 4-H or not,

you know, asked, or I thought needed my help or asked for it, I guess I’d
have a hard time turning it down

83

 

3. Stimulation: The interview participants display a desire to be active participants in
their environment. They like being busy and continuing to learn. As Connie said,
“it is an outing from me, it’s a learning process, and if I can help somebody, well,
along the way, I enjoy it,” and as Diane mentioned, “I like to keep busy, I like to
keep involved with children and adults, it keeps me young, keeps me going.”

4. Affect: The interview participants have feelings, concerns, and passions for
making a difference in the lives of youth. They love to watch youth learn, grow,
excel, and achieve. As Gwen stated:

I love to watch kids grow and I love to watch kids improve and I love to
educate them I love doing this it’s all about the passion and
helping someone out and having fun doing it and making it a learning
experience, all these things can be wrapped up into one

5. Competence: The interview participants possess a desire to effectively act upon
their environment rather than remaining passive. They want to do something to
make a difference in the lives of children. For example, when Harry was asked if
difﬁcult circumstances would make him less involved he said, “no probably more
involved, I like a challenge you’ve got to teach the kids what’s right that’s
what it’s all about, teaching the kids.”

6. Reinforcement: The interview participants receive and appreciate positive
feedback from those involved in 4-H, especially from the 4-Hers. As two
interview participants mentioned:

[Ellen:] it’s important we get feedback people that I talk to during a
meeting and so on, you know, they were so thrilled and thankful for the
meeting it makes it worthwhile

[Harryz] every year’s a great thing just the kids completing their

projects and doing stuff and coming up and giving you a hug or coming up
and thanking you

84

This ﬁnding does not coincide with motivational theories typically used when
discussing the motivation of 4-H volunteers. Maslow’s hierarchy of needs (Maslow,
1943) and McClelland’s trichotomy of needs (McClelland, 1961) are most often used to
describe and categorize 4-H volunteers’ motives in the literature. A majority of studies
referenced in the literature gathered information about 4-H volunteers’ motives through
pre-established survey questions that limited the scope of data collection. Therefore, it is
possible that the current body of literature does not fully describe adults’ motivation to
volunteer in 4-H. The results of this study indicate 4-H volunteers’ motivation may be
more broad and complex than originally outlined in the literature and that it may require a
combination of theories to adequately describe it.

Suggestions for Future Research
Replicate this Study

It is recommended that future research replicates this study. The sample sizes of
200 and 10 are small. Therefore, the results of this study may not reﬂect motivational
change for the more than 4,000 long-term Michigan 4-H volunteers. Replication of this
study with larger sample sizes will provide additional information regarding motivational
change for the study population. The results of such studies will aide in conﬁrming
whether or not this study’s results can be generalized to all long-term Michigan 4-H
volunteers.

Replication of this study with different 4-H volunteer populations is also
recommended. Results of the meta-analysis outlined in Chapter II indicate long-term 4-H
volunteers possess motives that are different than those of the entire 4-H volunteer

population. Therefore, generalizing the results of this study to other 4-H volunteer

85

 

populations may not be possible. Further research, however, can determine whether or
not signiﬁcant differences exist between 4-H populations that vary to guide
generalization of data.

Additionally, it is recommended that future research replicates this study with
different volunteer populations. F our-H is an organization that focuses on youth
development, which is only one of the various areas in which adults can volunteer (Ellis
& Noyes, 1990). Studies of adults who volunteer in youth development organizations
outside of 4-H and adults who volunteer in organizations outside of youth development
are needed. Comparison of results of these studies can determine whether or not 4-H
volunteers, volunteers in youth development organizations outside of 4-H, and volunteers
in organizations outside of youth development are similar or different to guide
generalizing data between these different volunteer populations.

Compare Motives in Different Contexts

The research methodology of this study is substantially different than the research
methodologies employed by many of the previous studies regarding adults’ motivation to
volunteer. For example, the studies included in the meta-analysis outlined in Chapter II
do not differentiate between starting and continuing to volunteer. Thus, comparison of
the results of this study with the results of the meta-analysis is limited.

In general, it appears the results of this study coincide with the meta-analysis
results. The survey participants continue volunteering primarily because they enjoy
working with children, their children are in 4-H, and they believe 4-H is a good
organization. These motives are ranked three, six, and four, respectively, in the results of

the meta-analysis (displayed in Table 2). Additionally, many of the motives held by the

86

interview participants for continuing to volunteer are similar to those identiﬁed in the
meta-analysis results. However, this evidence is speculative.

When the studies included in the meta-analysis were conducted, their study
participants were active volunteers. Therefore, it is likely the motives discussed in these
studies relate to the motives for continuing to volunteer identiﬁed in this study.

However, it is unknown as to whether or not the context of a motive inﬂuences its
meaning. The literature does not indicate whether a motive for volunteering is different
than a motive for starting to volunteer and/or a motive for continuing to volunteer. It is
recommended that future research compares motives within different contexts to assist in
generalizing ﬁndings between studies.

Use Quantitative Research Methods to Study Motivational Change

The results of this study conﬁrm that motivational change occurs within the study
population of long-term Michigan 4-H volunteers. They also provide information about
the motivational change process. It is recommended that the results of this study are used
as a foundation for designing quantitative research studies that expand what is known
about motivational change.

For example, survey instruments can be used to obtain quantitative data regarding
volunteers’ motivational changes. Survey instruments can collect data regarding the
characteristics of volunteers who exhibit motivational change and volunteers who do not
exhibit motivation change to determine if statistically signiﬁcant differences exist
between these two populations. They can determine the frequency at which volunteers’

life event changes and/or changes in their thoughts and feelings prompt motivational

87

change. They can also quantify the frequency at which motivational change occurs
during adults’ volunteer service.

Additionally, interview discussion can be used to generate quantitative data
regarding the number of times study participants mention a particular motive, a
motivational change prompt, etc. Analysis of this quantitative data can then be
conducted through comparison of means, frequencies, and variances to learn more about
volunteers’ motivational changes.

Further Test the Conceptual Framework

The results of this study support the conceptual framework described in
Chapter III as a model of the process of motivational change for volunteers. However,
the conceptual framework requires further testing to determine whether or not it is a valid
model of this process. It is recommended that future research tests the validity of the
conceptual framework’s design and composition.

If sufﬁcient evidence is present to consider it a valid model, research is
recommended to determine if the model accurately represents the process of motivational
change for volunteers outside of this study’s population. As more becomes known about
the process of motivational change for volunteers, researchers should continue reﬁning
the model to reﬂect additional research ﬁndings.

Summary

The results of this study provide a foundation for understanding motivational
change for volunteers. They indicate:

0 Motivational change for volunteers is initiated by 1) life event changes volunteers

experience as a result of progression through their lifecycle and 2) changes in

88

volunteers’ thoughts and feelings that are caused by their volunteer-related
experiences.

Motives change from being primarily needs-based to being more self-actualizing
in nature as a result of the motivational change process.

The factors associated with prompting motivational change inﬂuence the process
of motivational change.

The conceptual framework proposed in Chapter 111 can serve as a model for the
process of motivational change for volunteers.

Additionally, the results of this study expand what is known about long-term 4-H

volunteers’ motivation. Analysis of the study’s results connotes:

Interview participants’ motivation to volunteer in 4-H is primarily driven by their
positive feelings related to children and youth development.

The one-component model of motivation to volunteer describes the motivation of
the study participants.

Wlodkowski’s (1985) theory of six major factors of motivation describes the
motivation of the interview participants.

Further research is necessary to determine whether or not the ﬁndings of this

study can be 1) generalized to other 4-H volunteer populations, 2) generalized to

volunteer populations outside of 4-H, and 3) compared to the ﬁndings of other studies

regarding volunteers’ motivation. It is recommended that future research replicates this

study, compares motives in different contexts, and uses quantitative research methods to

guide the generalization of data between different volunteer populations and different

research studies. Future research is also recommended to further test the validity of the

89

conceptual framework’s design and composition and to reﬁne the conceptual framework,

as necessary, to reﬂect additional research ﬁndings.

90

APPENDICES

91

APPENDIX A

SOCIAL SCIENCE, BEHAVIORAL, EDUCATION INSTITUTIONAL
REVIEW BOARD APPROVAL LETTER

92

 

OFFICE OF
REGULATORY
AFFAIRS

Human Research
Protection Programs

MAL It HEALTH
HSTTTUTIONAL REVEW

some (ems) .

coununrrr RESEARCH
Ilsrmmomu. REVEVI
some (came)

SOCIAL SCENE
BEHAVDRALI EDUCATDN
INSTITUTIONAL REVEW
BOARD (SM)

202 Olds Hall

East Lans'ng, Michigan
43824-1046
51743552180

Fax 5174324503

vwwhumanresearchmsuem
SIRB a BIRB: lRBQmsuadu
CRIRB: crirmesusdu

 

MSU is an qﬂirnmtiveactton
equal—opportunity institution.

 

V E 'T Y Initial IRB
Application
A April 6, 2006 Determination
T, _ *Exem pt*
0- Davrd KRUEGER
302 Natural Resources
MSU
Rez' IRB # X08424 Category: EXEMPT 1-2
Approval Date: larch 29. 2000

Title: UNDERSTANDING THE PROCESS OF MOTIVATIONAL CHANGE FOR‘VOLUNTEERS

The Institutional Review Board has completed their review of your project I am pleased to advise you that your
project has been deemed as exempt in accordance with federal regulations.

The lRB hasfoundthatyourresearchprojectmeetsthecriteriaforexemptstatusandthecriteliaforthe
protection of human subjects in exempt research. Under our exempt policy the Principal Investigator
assumes the responsibilities for the protection of human subjects in this project as outlined In the
assurance letter and exempt educational material. The lRB ofﬁce has received your signed assurance for
exempt research. A copy of this signed agreement is appended for your information and records.

Renewals: Exemptprotocolsdomtneedtoberenewed. litheprojectiscompleted.pleasesubmilan
ApplicationforPermanentClosure.

Revisions: Exempt protocols do not require revisions. However. If changes are made to a protocol-that may
no longer meet the exempt criteria. a new initial application will be required.

Problems: it issues should arise during the conduct of the research. such as tlnanticipated problems. adverse
events. or any problem that may increase the risk to the human subjects and change the of review.
notify the lRB ofﬁce promptly. Any complaints from participants regarding the risk and benefits of the project
must be reported to the IRB.

Follow-up: it your exempt project Is not completed and closed alter W. the IRB oflice will contact you
regarding the status of the project and to verify that no changes have occurred that may affect exempt status.

Please use the IRB number listed above on any forms submitted which relate to this project. or on any'
correspondence with the lRB office.

Good luck in your research. if we can be of further assistance. please contact us at 517-355-2180 or via email
at jBBQmsuegu. Thank you for your cooperation.

Sincerely.

.ec/Jé;

Peter Vasilenko, PhD.

SIRB Chair
c: Jennifer Wagester
12037 Charlotte Hwy

Portland, MI 48875

93

APPENDIX B
PRENOTICE LETTER TEXT

August 1, 2006

[Name]
[Address]
[City], [State] [Zip]

A few days from now you will receive in the mail a request to ﬁll out a brief survey for
an important research project being conducted by Michigan State University.

The purpose of the survey is to ﬁnd out why adults start and continue their service with
4-H.

I am writing in advance because many people like to know ahead of time that they will be
contacted. This research project is an important one that will help direct Michigan’s 4-H
Youth Development Program activities to better serve its volunteers. It is also likely to
signiﬁcantly impact the ﬁeld of volunteer administration by enhancing what is known
about volunteers’ motivations.

Thank you for your time and consideration.

Sincerely,

Jennifer A. Wagester
Graduate Student
Michigan State University

94

 

APPENDIX C
SURVEY COVER LETTER TEXT

August 1 l, 2006

[Name]
[Address]

{City}, [State] [Zip]

I am writing to ask your help with a study of Michigan 4-H Volunteers that is being conducted by
Michigan State University (MSU). This study is part of an effort to learn why adults start and
continue their service with 4-H.

You have been selected because you are an adult with ten or more years of service in Michigan
4-H. In total, only 200 4-H volunteers with ten or more years of service will be asked to
participate in this study. Of those who complete the enclosed survey, ten will be asked to
participate in two interviews to learn more about their experiences with 4-H.

Results from this study will help direct Michigan’s 4-H Youth Development Program activities to
better serve its volunteers. This study is also likely to signiﬁcantly impact the ﬁeld of volunteer
administration by enhancing what is known about volunteers’ motivations.

Please consider taking a few minutes to complete the enclosed survey and return it in the enclosed
envelope. Those selected for interviews will be contacted over the next few months. For this
reason, the survey asks for your name and contact information. All information gathered from
the surveys and follow-up interviews will be conﬁdential. Your privacy will be protected to the
maximum extent allowable by law. Responses to the surveys, and interview questions, will be
compiled and reported without any identifying information.

By completing and returning the enclosed survey, you are indicating your voluntary agreement to
participate in this study and your voluntary agreement to possibly be contacted for interview. If
you have questions or comments about this study, please contact me by phone at [phone number]
or by email at gottsc10@msu.edu or Dr. Dave Krueger, the researcher working on this study with
me, at kruege20@msu.edu. If you have questions or concerns about your rights as a study
participant, or are dissatisﬁed at any time with any aspect of this study, you can contact,
anonymously if you wish, Dr. Peter Vasilenko, Chair of the Social Science, Behavioral,
Education Institutional Review Board (SIRB) at Michigan State University. Dr. Vasilenko can be
reached by telephone at (517) 355—2180, by FAX at (517) 432-4503, email at irb@msu.edu, or
regular mail at 202 Olds Hall, Michigan State University, East Lansing, MI 48824.

Thank you for considering participating in this study.

Sincerely,

Jennifer A. Wagester
Graduate Student
Michigan State University

95

APPENDIX D
SURVEY INSTRUMENT
Michigan 4-H Volunteer Survey

Directions: Rank your primary (i.e., most important, main) reason for becoming a 4-H
volunteer as #1 and then rank other applicable reasons as #2, #3, and so on until all reasons
are ranked. If your reason for becoming a 4-H volunteer is not listed below, write it in the
space for “Other:” and include it in your ranking process. If any of the reasons do not apply
to you, write “N/A” in the “Rank” column. Once you have ranked your reasons for
becoming a 4-H volunteer, repeat this same process to rank your reasons for continuing to
volunteer in 4-H. If you have any questions about completing this survey, please contact
Jennifer Wagester by phone at [phone number] or email at gottsc10@msu.edu.

 

Rank
1 = Most Important
MA = Not Applicable

 

I started volunteering in 4—H because...

 

my children joined 4-H

my grandchildregjoined 4-H

I was in 4-H as a youth

I was asked

I enjoy working with young people

4-H is a good organization

I wanted to make a difference in my community
it was a way to get involved in my community

Other:

 

 

 

 

 

 

 

 

 

l = Most Important

I continue volunteering In 4-H because... N IA = Not Applicable

 

my children are involved in 4-H

my grandchildren are involved in 4-H

I enjoy working with young people

4-H is a good organization

it makes me feel good

I want to make a difference in my community
it is a way to stay involved in my community
1 en joy it

Other:

 

 

 

 

 

 

 

 

 

 

 

 

- OVCI' -

96

 

Demographic Information

 

 

 

 

 

 

 

Name
Address
Telephone ( ) Email
Gender _ Male __ Female Age __ Years as a 4-H Volunteer
Level of Education _ Some High School _ High School Graduate
__ Some College _ Associate’s Degree
_ Bachelor’s Degree _ Graduate Coursework
_ Master’s Degree __ Doctorate
Occupation
I was involved in 4-H as a youth __ Yes _ No
Race / Ethnicity _ White _ Hispanic _ Asian / Paciﬁc Islander
__ Black _ American Indian / Alaskan Native
__ Other:
Marital Status _ Married _ Divorced _ Widowed __ Never Married
Number of Children _ Number of Children Who Participated in 4-H __

No

I volunteer with other organizations _ Yes

If yes, in what organizations do you volunteer?

 

 

 

I would like a copy of the summary of the survey results Yes _ No

Thank you for your assistance!

97

APPENDIX E

THANK YOU POSTCARD TEXT

August 18, 2006

Last week, a survey seeking information about why you started and continue your volunteer
service with Michigan 4-H was mailed to you.

If you have already completed and returned the survey, please accept our sincere thanks. If not,
please do so within the next few days. We are especially grateful for your help because it is only
by asking people like you to share your thoughts and experiences that we can understand why
people choose to volunteer in 4-H.

If you did not receive a survey, or if it was misplaced, please call me at [phone number] or email
me at gottsc] 0@msu.edu and I will mail one to you.

Jennifer A. Wagester, Graduate Student
Michigan State University

98

APPENDIX F
REPLACEMENT SURVEY LETTER TEXT
September 12, 2006

[Name]
[Address]

{City}, [State] [Zip]

About three weeks ago I sent a survey to you that asked about why you started and continue
volunteering in 4-H. To the best of our knowledge, it has not yet been returned.

We are writing again because of the importance that your survey has for helping to get accurate
results. Although we sent surveys to a total of 200 people, it’s only by hearing from nearly
everyone that we can ensure the results are valid.

Please consider taking a few minutes to complete the enclosed survey and return it in the enclosed
envelope. By completing and returning this survey, you are indicating your voluntary agreement
to participate in this study and your voluntary agreement to possibly be contacted for follow-up
interview. Your privacy will be protected to the maximum extent allowable by law. Responses
to the surveys, and interview questions, will be compiled and reported without any identifying
information.

If you have questions or comments about this study, please contact me by phone at

[phone number] or by email at gottsc10@msu.edu or Dr. Dave Krueger, the researcher working
on this study with me, at kruege20@msu.edu. If you have questions or concerns about your
rights as a study participant, or are dissatisﬁed at any time with any aspect of this study, you can
contact, anonymously if you wish, Dr. Peter Vasilenko, Chair of the Social Science, Behavioral,
Education Institutional Review Board (SIRB) at Michigan State University. Dr. Vasilenko can be
reached by telephone at (517) 355-2180, by FAX at (517) 432-4503, email at irb@msu.edu, or
regular mail at 202 Olds Hall, Michigan State University, East Lansing, MI 48824.

Thank you for considering participating in this study. If for any reason you prefer not to
participate in this study, please let us know by returning a note or blank survey in the enclosed
stamped envelope.

Sincerely,

Jennifer A. Wagester
Graduate Student
Michigan State University

99

APPENDIX G
FINAL CONTACT LETTER TEXT

October 9, 2006

[Name]
[Address]

{City}. [State] [Zip]

During the last two months we have sent you several mailings about an important research study
we are conducting for Michigan State University.

Its purpose is to learn about why adults choose to start and continue volunteering in 4-H. Results
from this study will help direct Michigan’s 4-H Youth Development Program activities to better
serve its volunteers.

The study is drawing to a close, and this is the last contact that will be made with 4-H volunteers
selected to participate in the study.

We are sending this ﬁnal contact by priority mail because of our concern that people who have
not responded may possess different reasons for volunteering than those who have. Hearing from
everyone helps ensure that the survey results are as accurate as possible.

Please consider taking a few minutes to complete the enclosed survey and return it in the enclosed
envelope. By completing and returning this survey, you are indicating your voluntary agreement
to participate in this study and your voluntary agreement to possibly be contacted for follow-up
interview. Your privacy will be protected to the maximum extent allowable by law. Responses
to the surveys, and interview questions, will be compiled and reported without any identifying
information.

If you have questions or comments about this study, please contact me by phone at [phone
number] or by email at gottsc10@msu.edu or Dr. Dave Krueger, the researcher working on this
study with me, at kruege20@msu.edu. If you have questions or concerns about your rights as a
study participant, or are dissatisﬁed at any time with any aspect of this study, you can contact,
anonymously if you wish, Dr. Peter Vasilenko, Chair of the Social Science, Behavioral,
Education Institutional Review Board (SIRB) at Michigan State University. Dr. Vasilenko can be
reached by telephone at (517) 355-2180, by FAX at (517) 432-4503, email at irb@msu.edu, or
regular mail at 202 Olds Hall, Michigan State University, East Lansing, MI 48824.

Thank you for considering participating in this study. If for any reason you prefer not to
participate in this study, please let us know by returning a note or blank survey in the enclosed

stamped envelope.

Sincerely,

Jennifer A. Wagester, Graduate Student
Michigan State University

100

APPENDIX H

RUBRIC FOR DETECTING AND QUALITATIVELY MEASURING
MOTIVATIONAL CHANGE OF SCREENING SURVEY RESPONDENTS

Background Informgtion

The screening survey asked study participants to rank a list of motives based upon their
primary and subsequent reasons for starting to volunteer in 4-H and continuing to
volunteer in 4-H. The list of motives for starting to volunteer was similar, but not
identical, to the list of motives for continuing to volunteer. Of the total eight motives
listed for starting and continuing to volunteer, six of the motives were identical. The
motives were selected based upon the most likely choices (as indicated by the literature
and experts in volunteerism) to increase the ease of participant response. Study
participants were also given the option to add motives to the list if theirs were not present
and include these additional motives in the ranking process.

Criteria for Analysis of the Screening Survey

Were the motives ranked so that only one rank was assigned to a motive, or if multiple
motives were assigned the same rank, only two or three of the motives out of the eight
possible shared the same rank?

A. If yes, use the data for selection of interview candidates.

B. If no, do not use the data for selection of interview candidates.

Rationale: When multiple motives are assigned the same rank, the ability to detect and to
measure motivational change with a fair level of certainty is decreased, increasing the
error of the analysis.

Qualitative Measurement Categnies

Category 1: Motivational change is not detected.

0 All motives listed in starting and continuing to volunteer (i.e., the six identical
motives) are ranked in the same order.

AND

0 The four motives that are not identical (two motives for starting to volunteer and
two motives for continuing to volunteer) are omitted from the ranking process.

AND

0 If additional motives are included, they are listed and ranked identically for
starting and continuing to volunteer.

101

 

Category 2: Motivational change is detected. The degree of motivational change is
considered the least of the participants whose responses indicated motivational change.

0 All motives listed in starting and continuing to volunteer (i.e., the six identical
motives) are ranked in the same order.

AND .

0 One or more of the four motives that are not identical (two motives for starting to
volunteer and two motives for continuing to volunteer) are included in the
ranking process.

AND

0 If additional motives are included, they are listed and ranked identically for
starting and continuing to volunteer.

Category 3: Motivational change is detected. The degree of motivational change is
considered to be more than the least, but less than the greatest, of the participants whose
responses indicated motivational change.
0 The motives listed in starting and continuing to volunteer (i.e., the six identical
motives) are ranked in similar, but not identical, order.
Example: The motive I enjoy working with young people is ranked one rank
level above 4-H is a good organization in starting to volunteer and is then ranked
one rank level below 4-H is a good organization in continuing to volunteer.
OR
0 Of the six identical motives and the additional motives (if applicable), one or two
are: 1) ranked in starting to volunteer and omitted from continuing to volunteer or
2) ranked in continuing to volunteer and omitted from starting to volunteer.
AND
0 One or more of the four motives that are not identical (tWo motives for starting to
volunteer and two motives for continuing to volunteer) are included in the
ranking process.

Category 4: Motivational change is detected. The degree of motivational change is
considered to be the greatest of the participants whose responses indicated motivational
change.
0 The #l-ranked motive for starting to volunteer is different than the #l-ranked
motive for continuing to volunteer.
AND
If the #l-ranked motive for starting to volunteer is my children joined 4-H or my
grandchildren joined 4-H and the #l-ranked motive for continuing to volunteer is
my grandchildren are involved in 4-H or my children are involved in 4-H,
respectively, the motives are not considered to be different. The rationale for this
is that the underlying motive for volunteering is the involvement of a family
member.
AND
0 The rank of one or more of the six identical motives for starting to volunteer is
two or more rank levels larger or smaller than its rank in continuing to volunteer.

102

AND

0 Of the six identical motives and additional motives (if applicable), one or more
are: 1) ranked in starting to volunteer and omitted from continuing to volunteer or
2) ranked in continuing to volunteer and omitted from starting to volunteer.

OR

o The ranks of two or more of the six identical motives for starting to volunteer are
two or more rank levels larger or smaller than their respective ranks in continuing
to volunteer.

OR

0 Of the six identical motives and additional motives (if applicable), three or more
are: 1) ranked in starting to volunteer and omitted from continuing to volunteer or
2) ranked in continuing to volunteer and omitted from starting to volunteer.

AND

0 One or more of the four motives that are not identical (two motives for starting to
volunteer and two motives for continuing to volunteer) are included in the
ranking process.

103

APPENDIX I
INTERVIEW CONTACT LETTER TEXT

November 8, 2006

[Name]
[Address]
[City], [State] [Zip]

Dear [Name]:

Thank you for completing the survey you received this fall and for agreeing to participate in
the interview portion of this study. I sincerely appreciate your willingness to share your
experiences with 4-H. To ensure that your rights as a study participant are upheld, I have
enclosed a form that describes the study and requests your consent for participation. Please
bring it with you to the interview so that I may keep it on ﬁle for record keeping purposes.

During the interview, I would like to learn more about why you became a 4-H volunteer, why
you have chosen to continue volunteering in 4-H, your involvement in 4-H, and how

4-H has impacted your life. The interview will be audio-taped for accuracy. After the
interview I will transcribe our discussion into text and then develop a summary of the main
points. Once the summary is complete, I will send it to you to review and then schedule a
time for us to talk via phone to ensure that the summary is accurate.

After this process is completed for everyone being interviewed, I will review the summaries
and develop a report that provides general information about what was learned from the
surveys and interviews. Responses to the surveys and interview questions will be compiled and
reported without any identifying information. All information that you provide as part of this
study is conﬁdential.

If you have questions about the interviews, please contact me at [phone number] or via email
at gottsc10@msu.edu or Dr. Dave Krueger, the researcher working on this study with me, at
kruege20@msu.edu. If you have questions or concerns about your rights as a study
participant, or are dissatisﬁed at any time with any aspect of this study, you can contact,
anonymously if you wish, Dr. Peter Vasilenko, Chair of the Social Science, Behavioral,
Education Institutional Review Board (SIRB) at Michigan State University. Dr. Vasilenko
can be reached by telephone at (517) 355-2180, by FAX at (517) 432-4503, email at
irb@msu.edu, or regular mail at 202 Olds Hall, Michigan State University, East Lansing, MI
48824.

Thank you, once again, for your willingness to be interviewed. I look forward to seeing you
at [time and location of interview].

Sincerely,

Jennifer A. Wagester
Michigan State University Graduate Student

104

APPENDIX J

INTERVIEW CONSENT AUTHORIZATION FORM

Name:

 

Telephone:

 

As a 4-H alumnus and graduate student at Michigan State University, I am very interested in
better understanding the experiences of volunteers in 4-H. It is my hope that the information
you provided on the survey and the information gathered through these interviews will assist
4-H in designing more effective support systems for volunteers.

You are being asked to participate in a series of two interviews about your volunteer
experience with 4+]. The ﬁrst interview will be held face-to-face in November 2006. A
written summary of the ﬁrst interview will be mailed to you for review. It is anticipated that
the summary will be available in early January 2007. The second interview is planned for
late January 2007. It will take place via phone and will focus on ensuring that the ﬁrst
interview summary is correct.

Each interview will be audio-taped to help ensure accuracy of information. The audiotapes
will be kept in a locked box and destroyed after the data is transcribed and analyzed. Your
participation in this study is completely voluntary and the information gathered will be kept
conﬁdential. Your privacy will be protected to the full extent allowable by law. Your name
will not be used in any ﬁnal reports or articles that result from this work. Only the
researchers will have access to any identifying information that you provide as a result of the
interviews. >

If you choose to withdraw from this study prior to its completion, all information that you
have provided will be destroyed and omitted from the study.

Thank you for considering participating in this study.

Sincerely,

Jennifer A. Wagester
Michigan State University Graduate Student

Your signature below indicates your voluntary agreement to participate in the interview
portion of this study. This form will be kept on ﬁle for three years following study
completion in accordance with federal regulation.

Signature: Date:

 

Please Print Name Here:

 

105

APPENDIX K

DEFINITIONS OF MOTIVES IDENTIFIED THOUGH
ANALYSIS OF INTERVIEW DATA

4-H is a great program: People are motivated to volunteer in 4-H because it is a
program that positively impacts youth, the community, etc. and has many attributes.

Be involved in an area of interest: People are motivated to volunteer in 4-H because it
allows them to continue working within an area that they enjoy and ﬁnd interesting
(e. g., sewing, horses, livestock).

Be involved in the community: People are motivated to volunteer in 4-H because it
provides them with ways to meet people in the community, to interact with community
members, and/or to contribute to the community (i.e., do their part).

Be involved with own children: People are motivated to volunteer in 4-H because their
children are 4-H members and they want to be part of their children’s activities.

Be involved with own grandchildren: People are motivated to volunteer in 4-H because
their grandchildren are 4-H members and they want to be part of their grandchildren’s
activities.

Be part of the group: People are motivated to volunteer in 4-H because they want to
have positive relationships with other parents and/or volunteers in the program.

Contribute to the group: People are motivated to volunteer in 4-H because they want to
be helpful to other parents and/or volunteers in the program (i.e., do their part).

Enjoy challenging tasks: People are motivated to volunteer in 4-H because the goals
they aim to accomplish require them to test their knowledge, patience, skills, etc.

Enjoy volunteering in 4-H: People are motivated to volunteer in 4-H because they like
what they do and consider a majority of their volunteer duties/activities as fun and/or
enjoyable.

Enjoy working with children: People are motivated to volunteer in 4-H because they
like working with children. They consider children fun to be with and derive enjoyment
from interacting with them.

Give back to 4-H: People are motivated to volunteer in 4-H as a way to express their
being thankful for 4-H’s contributions to themselves, their children, and/or other
individuals with whom they connect.

106

 

Give back to the community: People are motivated to volunteer in 4-H as a way to
express their being thankful for the contributions of their community to themselves
and/or their family members or for the good fortune with which they have been
bestowed.

Improve quality of own life: People are motivated to volunteer in 4-H as a way to
continue life enriching activities (e.g., keep learning, keep busy, keep active, stay
“young”) in the retirement stage of their life cycle.

Make a difference in children’s lives: People are motivated to volunteer in 4-H because
they consider their involvement in 4-H as a way to help children learn, grow, develop,
have positive experiences, refrain from negative behaviors, and acquire skills to become
better people and be successful in life.

Make a difference in the community: People are motivated to volunteer in 4-H because
they consider their involvement in 4-H as a way to positively impact the community.

Needed: People are motivated to volunteer in 4-H because they were asked; their
knowledge, skills, or talents were needed; there were opportunities for them to be
involved that others had not ﬁlled; their involvement was necessary to improve the 4-H
program (e. g., advocate for kids’ best interests, reﬁne an existing part of the program);
they were encouraged by other volunteers; and/or their fellow volunteers told them they
could not quit volunteering.

Part of own life: People are motivated to volunteer in 4-H because volunteering in 4-H is
part of who they are — it is the way in which they connect with the community; it offers
them activities to enjoy with their spouses, children, and/or other family members; it
gives them a family outside of their biological family; and/or it is part of their identity.

Perpetuate 4-H: People are motivated to volunteer in 4-H because they want to make
4-H available to future generations, which in some cases includes their grandchildren or
other children with whom they connect.

Perpetuate society: People are motivated to volunteer in 4-H because they consider it a
way in which to positively impact the future of society by enriching the lives of children
who will one day be adults.

Rewarding: People are motivated to volunteer in 4-H because it provides them with
positive feelings (e. g., satisfaction, fulﬁllment, a sense of accomplishment), valued
experiences (e. g., staying connected with youth), and/or valued outcomes (e.g., youth
development).

Worthwhile use of time: People are motivated to volunteer in 4-H because they have
time available and consider their involvement in 4-H as a way to make a difference with
that time.

107

 

APPENDIX L

INTERVIEW SUMMARIES

108

 

Interview Summary #1: Ann
Background Information

Ann is a 63-year-old, white female who is retired. She is married and resides with her
husband on a farm in a rural community. Ann was not involved in 4-H as a youth. She
graduated from high school and completed college coursework. She has two grown
children and both of them participated in 4-H. Ann has volunteered in 4-H for over 25
years. She also volunteers in her church.

Why did she begin volunteering in 4-H?

When her children became old enough to participate in 4-H, she involved them in a local
4-H club. She wanted her children to have activities for their spare time that were
constructive and positive learning experiences. She knew of a 4-H club that was active in
her community. She had not been in 4-H as a youth, but had known a cousin who had
been involved, so she had a positive perception of 4-H. Her girls did not request their
being in the 4-H club, nor did they have any friends in the club at that time that would
have prompted their wanting to be involved. As she mentioned:

I had a cousin who was involved in 4-H, but I never was when I had
children I knew there was a club in [our area] and I thought that 4-H
was a good thing [my children] needed something to do at that age
because there wasn’t a lot of things .. . [available] in our area . . . our kids
just got involved in it and I saw the value of what the kids learned

She ﬁrst volunteered as a parent, helping her kids with projects. She wanted to be an
involved parent and had the time to be one as she did not work outside the home.
Helping her children complete projects gave her the conﬁdence to become a project
leader in areas in which she was familiar and interested. As she stated:

I [started with] my own kids and helped them through some projects
and then I thought that, well, maybe I’ll be a leader . .. [cooking and
sewing] are things I know and I can share them

Her decision to become a project leader was based upon her desire “to be a part of the
group and be helpful to the group.” She did not feel as though she was obligated to
participate because her children were involved in the club, nor did she feel as though she
had important skills or knowledge that needed to be passed on to children.

Why does she continue volunteering in 4-H?

As a project leader, she hosted activities at her home in which 4-Hers would come and
learn more about her project area. She felt that this was worthwhile. As she said, “[I]
had kids come into the home . . . we had ﬂour and stuff ﬂying all over the house, but you
know, it was worth it.” Through this experience she watched the kids learn and grow in

109

 

knowledge, skills, character, and social interaction. One of her examples of this is as
follows:

I see these little kids ﬁve years old that are afraid to stand up and lead the
pledge and by the time they’re seven, you know, their hands are waving
and they’re excited to stand up and say the pledges or to lead the pledges,
to make a motion and to understand what that involves and to second it,
and how at the beginning they are frightened and to see them gain the
conﬁdence to do those things you watch the kids evolve to the point
where they can be an ofﬁcer in the club and be responsible for that I
think the younger ones learn from the older ones and the older ones, I have
found in the 4-H situation anyway, that they’re more tolerant of the
younger ones and I think that is also a strength

Her children continued to participate in 4-H throughout their teen years. When her
children went to college, they did not stay involved in 4-H. Becoming an “empty nester”
was a signiﬁcant life changing event for her. When her children were at home she was
busy supporting their activities, when they left home she felt a void and desired to
continue being involved with children. Continuing to volunteer in 4-H provided her with
a way to give children the same positive experiences her children had and to give back to
a program that had such a positive impact on her children.

She continues to volunteer in 4-H because it’s a program that helps kids grow and learn
in a safe, caring environment. Helping kids evolve into conﬁdent, skilled, and successful
citizens is important to her. She feels that 4-H is more than a program that gives kids
things to do — it’s a vehicle for youth development. As she said:

I’ve watched kids sit down and try to ﬁll out an application for something.
If you’ve ﬁlled out any award forms for 4-H, you’ve learned that. So
when you go to apply for a job, you’re not frightened by that interview
process, you’ve done it. Again, that’s not a project that’s just something
that you’ve been able to get competence with by your experience in 4-H
how are [kids] going to learn [life skills] if [they] don’t have
that opportunity to go through those experiences how nice [it is] to
learn [them] under some guidelines or a comfort zone where [kids]
can have some support in learning those things I’ve watched it with my
own kids, I’ve watched it with other kids in my club

Seeing the kids develop is rewarding to her. She enjoys watching 4-Hers gain
conﬁdence, learn new skills, help their peers, and become more tolerant of each other.
She also likes having an outlet for her energy now that she’s retired. As she mentioned:

it’s been great since I’m not working full-time to have that outlet . . . to
have something to put some energy into I like that part besides
enjoying the beneﬁts that I see the kids getting, it gives me some outlet,
which I like but it’s still the grth of the kids in the end that keeps
you going and makes you want to stay

110

Being involved in the community or the positive interaction she has had with other adults
in the club were not large factors in her decision to continue volunteering. She also has
not had any major conﬂicts or negative situations with parents or other adults that would
discourage her from continuing to be involved.

She has loved being involved with 4-H. She enjoys working with the kids and other
adults in her club. She plans to continue volunteering with 4-H as long as she is of
beneﬁt to the kids.

Summary of why she started and continues volunteering

 

 

 

Reasons She Started Volunteering Reasons She Continues to Volunteer
0 Be involved with own children 0 Give back to 4-H

0 Be part of the group 0 Make a difference in children’s lives

0 Contribute to the group 0 Enjoy working with children

0 Rewarding
- Perpetuate 4-H
- Enjoy volunteering in 4-H

 

 

 

What caused her reasons for volunteering to change over time and when did the
changes take place?

0 While volunteering, she watched kids being positively impacted by their
involvement in 4-H. This was rewarding to her and made her feel as though she
was making a difference in children’s lives.

0 During her volunteer service, she has enjoyed working with children and many of
the other leaders and volunteers.

0 When her children were no longer in 4-H, the reason related to her children’s
involvement ceased. However, at that time she became motivated to give back to
4-H as a way to express her appreciation for the positive impact that it had on her
children.

0 She continues to volunteer even though her children are grown to give other
children the same opportunities her children had through 4-H (i.e., perpetuate
4-H).

111

 

Interview Summary #2: Barbara
Background Information

Barbara is a 51-year-old, white female who is married. She and her husband reside in a
rural community and both of them were in 4-H as youths. Barbara has three grown
children and all of them participated in 4-H. She graduated from high school, has
completed college coursework, and serves as a school administrative assistant. Barbara
has volunteered in 4-H for approximately 18 years. She also volunteers in church and
school activities.

Why did she begin volunteering in 4-H?

Growing up, she was a 4-H member and considered it a good experience. She
appreciated the volunteers who taught her the right way to do things and was grateful for
the knowledge and skills she received through her participation. As she stated:

I was in 4-H when I was a youngster I took mostly cooking and sewing
[my 4-H leader] was wonderful and gave me enough knowledge that I
now am teaching sewing and I appreciated that she taught the basics
the good way, the 4-H way, to do everything she was an excellent
teacher

When her children became old enough to participate in 4-H, she got them involved in a
local 4-H club. Her children didn’t initiate their being involved. As she mentioned:

I think any parent wants their kid to learn responsibility and we [my
husband and I] knew that 4-H was a good place to learn that and started
with rabbits, small projects, and I think it was important that they learned
to stick with a project and see it through to the end and have the
responsibility

She tried to match her children with their interests, and she was thankful that their 4-H
leader was very attuned to her children, giving them avenues for having the same positive
experiences that she and her husband had as 4-Hers.

She began volunteering because she admired her past 4-H leaders and considered their
contributions to her own growth and development signiﬁcant. As she said “I just
admired those people and I thought if it hadn’t been for those people where would I be.”
She and her husband also wanted to be involved with their kids’ activities and liked being
involved with them. She didn’t feel like they were obligated to volunteer. F our-H gave
them a way to continue being involved in things that they enjoyed (e.g., sewing, raising
animals) while helping kids learn. Additionally, they liked being part of the group and
contributing to the group’s activities.

112

 

 

int-1.1.3.

Why does she continue volunteering in 4-H?

She continues to view 4-H as a great program, with great people involved and a variety of
programs that give everyone options to ﬁt their interests or try things until they ﬁnd what
they like. She is also grateful for the positive impact that it has had on her children. As
she stated, “it’s a good, good program and we will always be grateful to 4-H for pointing
our kids in the direction that’s given them a good career, something that they like.”

When asked why she stays involved now that her kids are grown, she said:

the kids’ excitement, I have had a boy in sewing, and he made a stuffed
animal and just the pleasure of making that and he was going to give it to
his grandma and he was so excited that he had actually made something to
give to his grandma, the kids’ pride and seeing that is worth it, staying
involved you like to see somebody be proud of what they’ve done

She likes to see the kids having fun, to have fun with them, and to see them being proud
of what they’ve done. When the kids love what they are doing and want to be there, that
makes her happy. One of the examples she mentioned is as follows:

my favorite was the international relations because that was fun, I
mean it was easy, it was quick, you had a big variety of kids it was
always funny and ﬁrn to make the crafts I just like crafts anyhow
then the cooking came in and then our fourth meeting was to ﬁnd
somebody that had been in that country the kids just loved that, and I
guess when the kids love it, I like it, it makes it fun to teach which

always makes somebody happy, that you haven’t wasted your time . .. you
know what they like

She is proud of the 4-Hers’ accomplishments and values helping them grow and
experience new things. She feels that it’s important for them to have basic skills that
aren’t taught in school or aren’t necessarily provided by their parents (e. g., how to sew on

a button or hem a pair of pants). She also continues to see 4-H as a vehicle for helping
children ﬁnd their career paths.

She considers the 4-Hers as her kids. Many have stayed in contact with her in a variety
of ways and have communicated how much they enjoyed, appreciated, or learned in 4-H
over the years. She has considered this one of the positive aspects of volunteering in 4-H.

When asked if connection with other volunteers keeps her involved, she said, “we’ve met
wonderful, wonderful people that are leaders in 4-H you just end up staying in contact
with them, remaining friends with them.” Decreased interaction with parents over the
years as parent involvement has declined hasn’t impacted her decision to continue
volunteering. Though it does make it seem as though her volunteering is needed more
now than in the past to ensure that important basic skills carry on to the next generation.

113

Her husband still volunteers, her job allows her to be off during the summer, and she
likes kids and relates well to them. These things have helped her continue volunteering.

She also foresees the future involvement of her grandkids as another incentive to
continue volunteering. As she mentioned, “I love my grandkids, so whatever they want
me to do they’ll have me wrapped around their little ﬁnger and I’ll say yes.” Her
children and their families live nearby and she wants to be able to be a part of her
grandkids’ lives and learning experiences. Her children are already talking about their
kids’ future 4-H projects.

In many ways, 4-H has become part of her life and her involvement in the community.
As she stated, “it’s just part of your life, your involvement in the community, your
friends.” Through her volunteering she’s been able to stay current on things as they have
changed and to try and learn new things. She considers this a positive part of her
involvement. She does not foresee becoming more involved, such as taking on the role
as a club coordinator, but she plans to continue leading activities in her areas of expertise
as needed.

Summary of why she started and continues volunteering

 

 

 

Reasons She Started Volunteering Reasons She Continues to Volunteer
s 4-H is a great program s 4-H is a great program
0 Give back to 4-H 0 Give back to 4-H
0 Be involved with own children 0 Make a difference in children’s lives
0 Be part of the group 0 Rewarding
0 Contribute to the group 0 Be involved with own grandchildren (future)
0 Be involved in an area of interest 0 Enjoy volunteering in 4-H
0 Part of own life

 

 

 

What caused her reasons for volunteering to change over time and when did the
changes take place?

e While volunteering, she watched kids being positively impacted by their
involvement in 4-H. This was rewarding to her and made her feel as though she
was making a difference in children’s lives. Additionally, she found that she
enjoyed volunteering in 4-H and over time, it has become part of her life.

e When her youngest child was no longer in 4-H, the reasons related to her

children’s involvement ceased. However, future plans for grandchildren’s
involvement give her a new reason to continue volunteering.

114

Interview Summary #3: Connie
Background Information

Connie is a 75-year-old, white female who was recently widowed. She is retired and
resides on a farm in a rural community. She grew up in a large city, was not in 4-H as a
youth, and graduated from high school. Connie has seven grown children and all of them
participated in 4-H. Connie has volunteered in 4-H for over 35 years. She also
volunteers in church and community activities.

Why did she begin volunteering in 4-H?

She was raised in the city and was not in 4-H as a child. When she married her husband,
they moved next to his family’s farm and she became a new member of a rural
community. During their marriage she had children and stayed at home to raise them.
She ﬁrst learned about 4-H when her oldest girls became involved in 4-H through a club
that met at their school.

4-H seemed to offer a variety of different activities for her children and good learning
experiences. She encouraged her children to participate in 4-H and worked with them on
their projects as a supportive and involved parent. In talking about their activities she
mentioned, “we taught them how to plant seeds and make certain crafts. .. then .. .
[my] boys got into gardening a couple of the boys got into woodworking and rocket-
making as a leader was available.” Her husband helped with the project areas in
which she was not very familiar.

During her involvement with 4-H she was asked to help monitor exhibits at the fair. She
agreed to help out as she could give her time and felt that being an active participant in
the community was important. As she said, “sometimes you don’t have the time, but,
you know, you can always squeeze a little time out.” She enjoyed helping at the fair and
learning along the way. She mentioned that, “our fair used to be in the middle of the year
at that time zucchini was just one of the squashes that was coming up here it
was something new the kids and a lot of people didn’t know [about it and we’d talk
about it] so I learned a lot from taking care of the building and so forth.”

When her kids’ club leader moved out of town, she became the club leader. Her primary
reason for becoming a leader was for the kids — hers and others. She enjoyed being with
children and helping them learn and grow. To her, 4-H offered opportunities for children
to learn through completion of their projects. Becoming a leader also made getting
together easier as she does not drive automobiles. Additionally, she felt that she had the
time to be involved because she didn’t work outside the home and she was always
involved with her kids’ activities. This is illustrated the following comments she made
about her experiences:

my kids started at school a sewing group the kids’ leader moved
out of town [so I became the leader] we’re in the rural area, no buses
no nothing and I don’t drive since they were interested in [4-H] and

115

 

 

I don’t work I just got involved with the kids whether it was a
school thing or not just because I was a stay-at-home mom or
something and I just enjoyed the kids and we had standing room only
sometimes we had a large table the kids were all around it the
older ones would help the little ones . .. I just enjoyed them all

At about the same time she became a club leader she also became treasurer of the county
4-H council. The previous treasurer had died and the county 4-H agent asked her to help
out by ﬁlling the position for a short time. Becoming the treasurer helped her get to
know more people in the community and to participate in activities outside of her
homemaking responsibilities. As she stated, “that got me out of being just a homebody

. .. and I got to meet a lot more people I moved from . .. [the city] here and got married
and I didn’t know people that well.”

Why does she continue volunteering in 4-H?

Her involvement in 4-H as an assistant at the fair, club leader, and treasurer spanned
more than two decades. Her later years of service included being a part of multiple
committees and serving as a resource and historian. In total, her service to 4-H currently
stands at 35 years and counting.

When her last child graduated from school, she thought that she was done volunteering in
4-H. But her service to 4-H was always needed and there were always opportunities
ready for her to be involved, so she just kept volunteering. Her husband was also
supportive of her volunteering, at a minimum he served as her chauffer, which she feels
helped her stay involved.

Whenever she thinks she’s going to slow down and stop being involved in 4-H, her 4-H
peers tell her she can’t — they need her. She would tell her 4-H peers, “well I [am] just
about ready to hang up my hat” then they would say “oh no you can’t do that you can’t
do that you’ve got to stay on” and then she would say “well okay.” They consider her
a valuable resource. She has extensive knowledge of the last four decades of 4-H, a
strong commitment to serving her community, and a true love of children and helping
them grow.

Continuing to volunteer in 4-H helps her support the children in her community and also
return the support that her community gave to her children when they were young. As
she stated, when the kids “have anything for school or a fundraiser or something, I
says well, somebody helped my kids, I got to help their kids I just automatically, it just
ﬂows.” She considers this part of life and its continuous cycle. She thinks a lot of the
parents who give their time to their kids and marvels at the wonderful things kids do.

4-H has kept her learning, which is something that she enjoys and thinks is important to

staying active. She considers the breadth of programs offered by 4-H as an attribute. As
she stated:

116

kids now-a-days need a direction to go and if you can keep them busy they
don’t get into bad habits and I think 4-H is wonderful there’s so many
branches to 4—H that you can ﬁnd something for everybody and if
somebody wants something and we don’t have it we’ll try to . .. ﬁnd them
a leader you’ve got to ﬁnd things kids are interested in

She often has 4-H alumni stop and talk with her when she’s in the community and thinks
of that as a positive aspect of being a volunteer. She enjoys talking with them about
when they were in 4-H, their families, and what they are currently doing. As she
mentioned, “oh yeah, [it’s ftm for me], I ’11 come home and say guess who knew me
and I didn’t know them once [4-Hers] get to be teenagers and you don’t see them
for a few years [you don’t recognize them because] they change quite a bit.”

She also considers her 4-H activities as nice get-togethers and outings that help her stay
connected with her community members. She said, “it is an outing from me, it’s a
learning process, and if I can help somebody, well, along the way, I enjoy it.” She likes
being part of the groups, completing their tasks, and then making time for fun too. The
people involved in 4-H serve as a wonderful peer group. She has felt that having positive
activities to be involved in aﬁer her husband passed away has helped keep her going.

She truly enjoys 4-H, learning, and helping children. Her own children, grandchildren,
and fellow 4-H volunteers and staff members are important parts of her life. As she said,
“the 4-Hers keep me going I’m going to grow older with the kids I’m enjoying
every bit of it.”

Summary of why she started and continues volunteering

 

 

 

Reasons She Started Volunteering Reasons She Continues to Volunteer

Monitor Fair Exhibits s 4-H is a great program

0 Needed 0 Make a difference in children’s lives
0 Enjoy working with children

Club Leader e Rewarding

0 Needed 0 Give back to the community

0 Enjoy working with children . Needed

0 Be involved with own children . Be involved in the community

0 Make a difference in children’s . Improve quality of own life

lives 0 Enjoy volunteering in 4-H

0 Part of own life

Treasurer

o Needed

0 Be involved in the community

 

 

 

117

What caused her reasons for volunteering to change over time and when did the
changes take place?

While volunteering, she has watched kids being positively impacted by their
involvement in 4-H. This was rewarding to her and made her feel as though she
was involved in a worthwhile program.

Throughout the years, she has found that she enjoys volunteering in 4-H. It helps
her continue to learn and keep busy even though she’s well into retirement (i.e.,
improve quality of life). It also has become part of her life, keeping her
connected with people and involved in the community.

When her children were no longer in 4-H, the reason related to her children’s
involvement ceased.

She is grateful for the support that the community gave to her children when they

were growing up. She continues to volunteer as a way to give back to the
community and support the kids in her community.

118

Interview Summary #4: Diane
Background Information

Diane is a white female who is married. She did not indicate her age. Diane and her
husband reside in a small town. She grew up outside of the United States and was not in
4-H as a youth. Diane has a master’s degree and is a retired school teacher. She has ﬁve
grown step-children and all of them participated in 4-H. Diane has volunteered in 4-H
for over 15 years. She also volunteers in church and school activities.

Why did she begin volunteering in 4-H?

She grew up outside of the US. and was not familiar with 4-H. She became a teacher
and married an American widower with children. She then moved to Michigan and
became a full-time mother and did not work outside the home. The youngest child was
nine years old and the oldest was 18 years old. They were already involved in 4—H and
being a supportive parent helped her learn more about it.

The other 4-H leaders encouraged her to get involved with 4-H. This is what led her to
begin volunteering. As she said:

[my] kids were involved in 4-H and the other leaders in the community
asked me to get involved and I had the skills to help kids with the sewing
projects at that time so I got involved in sewing club, that was like a
family club

She didn’t feel obligated to volunteer nor did her children request her to do so. It was a
way for her to be involved with her children and to meet people in the community. She
also thinks it’s a joy to be with children. As she mentioned, “it’s just a joy to be with
them at any age level whether they’re my kids or somebody else’s.”

Why does she continue volunteering in 4-H?

Even though her children have grown into adults and are no longer 4-H members, she
continues to volunteer with 4-H as a 4-H club leader and part of the 4-H council. She
considers her involvement with 4-H as very fulﬁlling. Helping children learn and grow
gives her a lot of satisfaction. She likes seeing children involved in constructive
activities, forming positive relationships, and learning. She also enjoys the fun that they
have as part of this process and feels a sense of accomplishment when the children
complete their projects. Some of her comments that illustrate this are as follows:

it gives the kids a lot of satisfaction when they complete their projects and
it gives me a lot of satisfaction to work with them it’s very fulﬁlling to
pass on your skills to younger children who are interested in learning
[it’s a way of] having [kids] share with each other and complement
each other and tell each other that you’re doing really well or I’ll show
you how to do this seeing those kids, you know, concentrate and share

119

with each other and help one another and even compliment one another,
its sort of beneﬁted all our self-esteem I like to see the children develop
in their relationships with each other and in their ability, but we have fun
too

She likes learning new things and being involved in 4-H gives her opportunities for
“getting to know children at different age levels [and] what they’re thinking about.”
She sees having a weekly commitment with children as a way to stay aware of what
children enjoy, which helps her better relate to her grandchildren. She also enjoys
helping her 4-Hers become more active in community service and teaching them
generosity. As she stated, “we always try to do something for the community for
giving as gifts not hoarding them for ourselves, but to be generous and teach that to the
kids.” Additionally, she considers her volunteering in 4-H as a way she can give back to
the community.

Positively contributing to the community is important to her. She feels good about
helping people and considers volunteering as a worthwhile use of her time. She said:

I get good feelings from doing this and, you know, I’d be sitting at home

vegetating if I wasn’t out helping somebody do something, so I volunteer
at several different things and I like to keep busy, I like to keep involved

with children and adults, it keeps me young, keeps me going

People also make her feel needed and express their appreciation for her efforts. She feels
that she’s making a positive difference and providing a good service to the community.

During her service to 4-H she has had many positive experiences and stated, “I think it’s
a wonderful organization.” Watching her children grow through 4-H was a “marvelous”
experience for her. She was able to “see the good that 4-H has done [for her] kids and
other ones.” To her, one of the most meaningful things about being involved in 4-H is
seeing kids having wonderful opportunities and making use of them.

She foresees herself continuing as a 4-H volunteer indeﬁnitely as long as she is in good
health. As she stated, “I always make time for 4-H.”

Summary of why she started and continues volunteering

 

 

 

Reasons She Started Volunteering Reasons She Continues to Volunteer
0 Needed s 4-H is a great program

0 Be involved with own children 0 Make a difference in children’s lives

0 Be involved in the community 0 Enjoy working with children

0 Enjoy working with children 0 Worthwhile use of time

0 Rewarding

0 Give back to the community
0 Needed

0 Improve quality of own life
0 Enjoy volunteering in 4-H

 

 

 

120

What caused her reasons for volunteering to change over time and when did the
changes take place?

While volunteering, she has watched kids being positively impacted by their
involvement in 4-H. This was rewarding to her and made her feel as though she
was involved in a wonderful program. She considers the time she gives to 4-H as
worthwhile. It allows her to make a difference for kids in her community.

Throughout the years, she has found that she enjoys volunteering in 4-H. It helps
her continue to learn and keep busy even though she’s now retired (i.e., improve
quality of life).

Volunteering in 4-H keeps her connected with youth. It also gives her an
opportunity to help them learn about generosity and giving back to the
community, which she feels is both important and rewarding.

When her children were no longer in 4-H, the reason related to her children’s
involvement ceased.

As she spent more time in the community, she no longer needed to volunteer in

4-H as a way to meet people in the community. For her, volunteering became a
way to give back to her community.

121

Interview Summary #5: Ellen
Background Information

Ellen is a 79-year-old, white female who is retired. She is married and resides with her
husband on a farm in a rural community. Ellen and her husband were in 4-H as youths
and have two grown children who both participated in 4-H. Ellen has an associate’s
degree and has completed graduate coursework. She did not indicate as to how many
years she has volunteered in 4-H. She also volunteers in her church and community.

Why did she begin volunteering in 4-H?

As a teenager she was a 4-H member and considered it a positive experience. She did not
get back involved with 4-H until her children were old enough to participate. At that
time she was a co-Cub Scout leader. Some of the programs that were available through
4-H complimented the scouting activities. This led her, and the co-Cub Scout leader, to
get involved in 4-H and form their own 4-H club. As she mentioned:

another lady and 1 were in Cub Scouts and then because of some of the
programs that were offered in 4-H also were something I could use in
Scouts we got involved in 4-H and it just grew from there

Her husband had been in 4-H as a youth, and supported her being involved, but he
worked long hours farming and was not active in the club or as a volunteer.

She felt that it was important for her children to have constructive learning activities and
tried to match them with their interests. Her daughter’s love of horses, which she shared,
is what lead her to be very active in 4-H. As she said, “then my daughter’s love for
horses, which was kind of mine too, she got really involved in the horse program and
that’s where I still am.”

When she ﬁrst started volunteering, her county’s 4-H horse program was in need of
assistance. She became very involved in helping organize the horse program, seeking
additional information and ideas from her work with the state level horse developmental
program and educational opportunities at Michigan State University and Kettunen
Center.

Why does she continue volunteering in 4-H?

She enjoys working with children, likes the 4-H program, and feels that community
service is important. So once her children outgrew 4-H, she kept with it. For her,
continuing to be involved in 4-H leadership positions (e. g., horse superintendent, fair
board, etc.) seemed to be the best way to make a difference in her community. As she
stated, “I guess I just like the program and I like to be doing something for the
community and that seemed to me to be the most interesting and get the most results.”

122

She enjoys every aspect of her service. To her, 4-H is fun. Even the challenges that are
sometimes brought about by the adults who are involved do not upset her. Though, she
enjoys the children the most and volunteers to continue to support them. She sees great
value in helping children learn and grow and in giving them outlets for their time and
energy. Her comments that illustrate this include the following:

I think I enjoy it all, I guess most of all I enjoy the children, 4-Hers, I
enjoy grown up people too, but I feel like I’m really there for the kids it
gives kids something to do it’s really interesting to see [the junior
leaders] come in and how enthusiastic they are about learning what you
have to offer and they really like it, and you know, it’s worthwhile

Through volunteering, she has been able to continue learning and also share her
knowledge and skills with others. She considers this a positive aspect of her service that
has helped her stay involved. She helps with various training and educational sessions
and also attends some as a participant to learn new things. As she stated, “I always try to
attend seminars and learn things that I can pass on to the children, so you learn it too, I
learned public speaking and negotiating and a lot of things from being in 4—H you
learn a lot of things.” Sometimes she gets tired by the end of the training, but it’s the
kind of tired associated with accomplishment and fulﬁllment.

She feels good when youth and adults give positive comments and express their being
thankful for having the training. This makes her feel that what she did was worthwhile.
This is illustrated by her comments, as follows:

you had to feel good about it because [the 4-Hers] were just eating it up
and they had so many questions and I feel that they went home with a lot
that they did not come with people that I talk to during a meeting and
so on, you know, they were so thrilled and thankful for the meeting it
makes it worthwhile

She feels that the individuals who are involved in 4-H are great people - “top of the
crop.” She likes working with them and also connecting with her community. Working
with such great people and establishing good relationships with others has helped her
continue volunteering. She considers it “a lot more fun to be involved and communicate
with people.” It is sometimes challenging to get other people to help with 4-H, which
makes her feel that her service continues to be needed. She wants to see 4-H continue to
thrive in her community.

She feels that she has grown a lot while volunteering in 4-H and has enjoyed learning and
the growth process. She likes to keep busy, enjoys being helpful, and plans to continue
her service to 4-H and the community as long as her health lets her. She currently serves
as a mentor for the 4-H agent, as a member of various committees, and as a resource
person for numerous activities.

123

Summary of why she started and continues volunteering

 

Reasons She Started Volunteering Reasons She Continues to Volunteer

 

 

0 Be involved with own children s 4-H is a great program
0 Be involved in an area of interest 0 Make a difference in children’s lives

0 Enjoy working with children

0 Worthwhile use of time

o Rewarding

0 Be involved in an area of interest

0 Make a difference in the community
0 Needed

0 Perpetuate 4-H

0 Enjoy volunteering in 4-H

 

 

 

What caused her reasons for volunteering to change over time and when did the
changes take place?

0 While volunteering, she has had a variety of positive experiences.

0

She has seen kids being positively impacted by their involvement in 4-H,
which makes her feel that she is making a difference in their lives and part
of a great program.

People in 4-H have been very supportive, helping her improve the 4-H
program and contributing to her own personal growth.

She has enjoyed all parts of her volunteer service, especially working with
children.

After completing a task, such as helping with a training session, she has
been rewarded with feelings of ﬁrlﬁllment and accomplishment. When
the people involved gave positive comments or expressed their
thankfulness, she felt that what she did was worthwhile.

She has seen the positive impact that a strong 4-H program has made on
the community and desires to help keep the program going (i.e., perpetuate
4-H).

She has been asked to help and feels needed, especially since it is
sometimes difﬁcult to ﬁnd people willing to volunteer.

0 When her children were no longer in 4-H, the reason related to her children’s
involvement ceased.

124

Interview Summary #6: Frank
Background Information

Frank is a 69-year-old, white male who is retired. He is married and resides with his wife
in a rural community. Frank grew up on a farm, was in 4-H as a youth, and completed
school through the eleventh grade. He has three grown children and all of them
participated in 4-H. He has volunteered in 4-H for 37 years and does not volunteer in
other organizations.

Why did he begin volunteering in 4-H?

He grew up on a farm in the country as part of a large family. During his up-bringing he
developed a very strong commitment to community involvement. Knowing and helping
family and neighbors were part of life.

All of his family members, including him, were involved in 4-H. For him, 4-H was a part
of life and a wonderful learning experience. As he mentioned, “my dad was a leader
[and] I grew up with older brothers and older sisters in [4-H] we showed at a lot of
fairs around the state getting yourself prepared to go to the fair is one of the best
things in the world.”

After he became too old to participate as a member, he started volunteering a few years
later. As he said, “I was out of 4-H about three years we used to raise trotting ponies
the kids in our group wanted to have a 4-H club with trotting ponies so I got back in
and I was the leader for the whole county.”

His love of children helped him make the decision to volunteer. When asked why he
decided to become a leader, he stated, “I like kids, I was from a big family.” Growing
up, he was always around kids. He loves to work with kids and to be a positive part of
their lives.

Why does he continue volunteering in 4-H?

He enjoys all parts of his involvement with 4-H - leading club activities, serving in
leadership positions, helping with events, working with parents, etc. As he stated, “I’ve
been on corporation board I was president of the council for seven years I was
district chairman at one time they’re just stuff I like to do.” Currently, he’s sheep
superintendent and a 4-H club leader.

He thinks that the education kids receive is very important. To him, 4-H is a way for kids
to learn things that will help and guide them for the rest of their lives. He likes to be a

part of kids’ learning and learning along with them. An example of this is as follows:

any time that you can take a kid and work with him and get him to stand
up in front of a group here and tell his thing, he’s learned something and

125

he’ll carry that all of his life no more than going to a town meeting
and saying what you think I think that all comes from speaking as a kid

During his service, he has watched 4-H have a positive impact on his children and some
of his grandchildren. Two of his grandchildren are currently 4-H members in his club
and he is glad to have them. Though if they decided not to be in 4-H, he would still
volunteer. '

When asked about what makes the biggest impact on him he said, “the maturity of kids
aﬁer they start to where they leave.” He enjoys watching kids learn, excel, and grow.
Fair time for him is a time of excitement, accomplishment, and fulﬁllment as he watches
the kids participate in competitions and do their best. As he stated:

there’s a high in there that gets to you, knowing that the animals look
good, and that you’ve done good with them and that the kids all have done
what they wanted to do at that point and when you get to the fair they’re
not all going to do what they want to do, but they’ve done everything up to
that point as a group I enjoy seeing them kids excel [but] when a kid
looses and he thinks he ought have won, you can sit down and talk with
him and when you both walk away you’re both happy, you know, it isn’t
that you want to make him feel good or make him feel bad but you don’t
want him to hurt sometimes mom and dad can’t give you the right
answer, where an outsider could

His wife volunteers with 4-H, which has helped him continue to be involved. The good
relationships he has with parents, volunteers, and Extension staff also help him stay on.

Being a part of 4-H has made him happy and he foresees himself volunteering in 4-H
indeﬁnitely. As he mentioned, “it’s made me happy, 4-H has given me things, that you
can’t explain it, but I’m happy, and I’m happy when I’m doing that and I’m happy
afterwards.” When he talked about continuing to volunteer he said, “I’m going to go
until I can’t go anymore, ‘cause I enjoy it [and] it’s part of you [when] you’ve been
in 4-H all your life you’ll always be there, and I will.”

Summary of why he started and continues volunteering

 

 

 

Reasons He Started Volunteering Reasons He Continues to Volunteer
s 4-H is a great program s 4-H is a great program
0 Be involved in the community 0 Make a difference in children’s lives
0 Enjoy working with children 0 Enjoy working with children
0 Part of own life 0 Rewarding
0 Enjoy volunteering in 4-H
0 Part of own life

 

 

 

126

What caused his reasons for volunteering to change over time and when did the
changes take place?

0 While volunteering, he has had many positive experiences.

0 He has seen kids being positively impacted by their involvement in 4-H,
which makes him feel that he is making a difference in their lives.

0 He has enjoyed all parts of his volunteer service, especially working with
children.

0 Being a volunteer in 4-H has made him happy. He is happy while
volunteering and happy afterwards. It gives him a great sense of
enjoyment to help kids and be part of a worthwhile program.

0 When his children were in 4—H, one of his reasons for continuing to volunteer was
to be involved with them.

0 He still considers involvement in the community important. However, overtime,
it has become less of a motivator than in the past. His many years of service to
the community through 4-H and other activities make him feel as though he has
accomplished being involved. He now volunteers because he enjoys it.

127

Interview Summary #7 : Gwen
Background Information

Gwen is a white female who is married. She did not indicate her age. Gwen and her
husband reside in a rural community on a horse farm with a large equestrian facility.
Gwen was involved with horses as a youth, but was not a-4-H member. She has two
grown children who both participated in 4-H. Gwen has a bachelor’s degree and has
completed graduate coursework. She serves as an executive director for a philanthropic
organization. Gwen has volunteered in 4-H for 16 years. She also volunteers in her
community.

Why did she begin volunteering in 4-H?

Growing up, she was involved with horses but did not participate in 4-H as a youth.
Later, as an adult, she moved to the county, married, and had children. When her
children were eight or nine years old, she started looking for constructive activities for
their time. They had horses and she thought that 4-H had a pretty good horse program.
So she got them involved in 4-H, which allowed them to meet other children in the area,
have fun as a family, and keep them busy during the summer when school was not in
session. As she explained:

I was really involved in horses and I wanted to keep our kids involved
with horses and 4—H had a pretty good program and it was a fun thing to
do and they got to meet other kids that were involved with horses and
that’s why we started

Her kids had a leader who was new and not very active with the club. The leader
dropped out after the ﬁrst year, so she became a club leader and has been one ever since.
She wanted to be actively involved with her kids and had the time as a stay-at-home mom
to do so. As she mentioned, “4-H gave me another thing to be active with them that they
really enjoyed and they had friends and we could all do together.”

Why does she continue volunteering in 4-H?

She thought she’d just volunteer until her kids were through it. As she said, “I thought I
would just do it and then when our kids were done we’d be done I’ve stayed involved
probably six years now since they’ve graduated.” While her kids were in 4-H, she saw
ﬁrsthand the positive impact that it had on them. An example she gave of this is as
follows:

one of the best comments we got was my son said, I think he was 20
years old, [of] all my jobs and school the thing that taught me the
most was that 4-H group that we worked together, we played together, we
had, you know, morals and we had goals and we worked as a group to
reach them, he goes, I learned a lot with that group, and he’s right, he did

128

When talking about the impact 4-H has had on her life, she mentioned, “since they’ve left
[my kids went to college] other kids have come through here that they’re all like my own

family now, as a matter of fact, my husband says he comes in the door at night and counts
the plates to see who’s going to be having dinner, it’s enriched our lives, it really has.”

She enjoys her work with the kids, and stated, “I love to watch kids grow and I love to
watch kids improve and I love to educate them.” Her club now teaches the children of
some of her past 4-Hers, which is a positive sign for their club. Their focus on building
good citizens, teamwork, hard work, and high moral and ethical standards has turned
their club into a group that functions more as a cohesive team than a club. As she said,
“we’ve always called ourselves a team, and we’re more of a team than a club.”

The kids want to be there, learn, and stay. They also express how much 4—H has meant to
them and done for them. She considers her club as one of the more progressive and pro-
active 4-H groups in the county. They are very involved in community service and active
in the community.

She loves volunteering, is very active in 4-H, has a vision, and wants to move forward.
Others involved with 4-H believe in her and want her there, but they aren’t willing to
donate their time. This is a challenge that she constantly tries to overcome. It is
distressing to her to see many of the leaders just serving because their children are
involved, instead of serving because they have a passion for 4-H. As she stated, “I love
doing this it’s all about the passion and helping someone out and having fun doing
it and making it a learning experience.” During her 4-5 years as board president she’s
watched volunteerism decline amongst the leaders and has worked to reverse this trend.

Over the years she has encouraged many of her ﬁiends to get involved in 4-H and has
built a wonderful support group. That support group has been helpful to her, but it has
not been critical to keeping her volunteering. She has a passion from within that sustains
her efforts. She likes to make things happen, take things to the next level, and positively
impact the people around her, especially young people. Making the best better is a way
of life for her. Throughout her service to 4-H she has learned and grown as a person and
enjoyed that process. As she explained:

[volunteering in 4-H is] something that I thought I’d never do, I just kind
of fell into it, and I was good at it, and I loved it, and I made it work, and I
became an expert on it [I’ve grown,] I see the world through new eyes,
I work with it differently

Currently, she’s very busy working with youth development and horses outside the 4-H
program. She has brought on additional 4-H leaders to assist with her club and will
probably be less involved with the club in the future, though still very involved with kids
and horses. She sees herself eventually growing out of 4-H. She would prefer to be
involved with programs that are more ﬂexible and have less criteria and paperwork.
According to her, there’s “too much paperwork and way too [many] deadlines
[MSU Extension] need[s] to make these things more user-friendly.”

129

She really cares about kids and foresees herself helping kids and being involved with kids
and horses regardless of the direction that 4-H takes. As she mentioned:

I get very involved with [the kids] and we try to teach basic values and
morals nothing’s for free, you have to work for it we turn out great
citizens it’s fun to watch all that happen

When it was rumored that 4-H might cease to exist, she was okay with that because she
has developed a strong youth development horse program that works regardless of its
afﬁliation. She sees the impact that her work has on kids and that motivates her to
continue volunteering.

Summary of why she started and continues volunteering

 

Reasons She Started Volunteering Reasons She Continues to Volunteer

 

 

o Needed 0 Make a difference in children’s lives
0 Be involved with own children 0 Make a difference in the community
0 Enjoy working with children

0 Needed

0 Rewarding

0 Enjoy volunteering in 4-H

 

 

 

What caused her reasons for volunteering to change over time and when did the
changes take place?

0 During her volunteer service, she has seen kids learn and grow as part of their
involvement in 4-H. This is very rewarding for her and she desires to continue to
help kids develop and make a positive difference in their lives.

0 When her children were no longer in 4-H, the reason related to her children’s
involvement ceased.

0 While volunteering she found that she enjoyed it, loved working with children,
and had a strong drive to make a difference for kids and her community.
Continuing to be involved in 4-H gave her a way to continue with something she
felt was worthwhile.

130

Interview Summary #8: Harry
Background Information

Harry is a 61-year-old, white male who is retired. He is married and resides with his wife
in a community that has changed from rural to suburban over the past 10 years. Harry
raised birds as a youth, did not participate in 4-H, and graduated from high school. He
has ﬁve grown children and two of them participated in 4-H. He has volunteered in 4-H
for 19 years.

Why did he begin volunteering in 4-H?

He began with 4-H as an involved parent, supporting his sons’ interests. A few years
later, the leader of a club that one of his sons was involved in wanted to stop working
with poultry, an animal species in which his son was interested. As a youth, he had
experience with birds, which gave him some knowledge of and an interest in this area.
So he became a leader and began to work at growing the number of children involved in
poultry, which had only three kids at that time. As he recounted:

I started when I was eight raising pigeons so I’ve always had birds
my son came along and he wanted to be in it and so we started out with
poultry we had sheep we did 4-H and we also did open class
there was a guy [who] had the poultry group and he did a couple
other things [he] wanted to give up poultry so I ended up taking over
poultry as the leader and then I worked on it and had it grow and grow
with kids

Why does he continue volunteering in 4-H?

While serving as a leader, one of his sons wanted to work with goats. So they bought a
few goats and began attending meetings that focused on goats. At the meetings he
listened to adults argue about what they wanted instead of what the kids were interested
in, which led him to become more involved with committees. He felt that his efforts
were needed to ensure decisions were made in the kids’ best interests instead of for the
interests of the adults. As he explained:

my son wanted goats and we got a goat and I went to one of the goat
meetings and I got a little disturbed at the fact that the people were
worried more about themselves than the kids and they were arguing back
and forth, I said this ain’t right, so I spoke up, I said I think you people
have missed the whole point, you’re worried about what you want to do
and not what the kids want to do, so that’s where I really got involved, so
I, got on, started getting on the committees, and small animal committees,
and stuff, where I thought that I might make a change

After his own kids became too old to participate in 4-H, he stayed on as a volunteer. He
continues to volunteer because of the kids and the rewards he receives from volunteering.

I31

As he mentioned, “the reward is the kids what they do and their succeeding.” He
wants the kids to do their best, but his best is deﬁned in terms of enjoyment. His source
of pride and satisfaction come from the kids feeling proud and satisﬁed about their
accomplishments. As he stated, “it’s not for my pride, it’s for their pride well you’re
proud too.” He also enjoys it when the kids give him hugs or thank him for his help.

When asked why he continues volunteering, he mentioned he really likes to get involved
and keep busy, and things in his life have supported his involvement. As he stated, “it
just seemed to work out it’s been a good 30 years.” Volunteering is a big commitment
of time and resources. He volunteered when he was working and does it now that he is
retired. He mentioned, “when I retired back in 2000, my wife said, so now you’re going
to give up 4-H and everything, and I says well probably well I’ve even gotten more
involved [I stay] basically [for] the kids.”

He sees the kids in 4-H as good kids who are happy to do what they are doing and love
their projects. He thinks of kids as future citizens who won’t grow up right if they are not
taught properly or about the past. As he said, “kids are the future and if you don’t teach
them properly or even what the past was they don’t understand.” He also likes “the
challenge to teach kids,” which has helped him continue volunteering.

During his service to 4-H he has ﬁlled a variety of roles. He has been a part of numerous
committees and is currently a member of the 4-H council and the 4-H representative to
the fair board. He gave up being a leader a few years ago to devote more time to being a
part of administrative group activities to bring about positive changes for the kids. And
even though he has not been happy with some of the changes that MSU Extension has
made to the program, he sticks with it. An example of this is as follows:

I’ve changed over time. My roles have changed over time. I actually gave
up leadership [of the poultry area] and I got more involved with the
council and stuff where it might make a change for the kids ‘cause I
sure don’t want to see the program die, because too much good comes out
of it [many of the 4-Hers] have made a future for themselves or turned
into something [because they were in 4-H]

He tells people about 4-H wherever he goes and feels that outreach activities are an
important part of keeping 4-H alive.

Sometimes he does not agree with everyone, but that doesn’t upset him - he likes
challenges. As he said, challenges “probably [make me get] more involved, I like a
challenge.” He tries to help parents change their thinking so that they focus on their
children instead of themselves. To him it’s important to “expect [kids] to be where
they’re at” not where parents or other adults are at. He feels that he has been able to
bring about a change of mind for some, though he doesn’t consider his interaction with
adults as a reason for volunteering.

132

Over the years he has encouraged some of his family members to become involved and
has made many ﬁiends. He feels that the people who are involved with 4-H are great
people who support each other. According to him:

there’s a certain crew there’s about 10% of the people who get out and
really drive and it’s the same 10% all the time it’s a family and
we don’t give it up easy it is a family

He also enjoys it when new volunteers come to 4-H with new ideas. To him, “there’s
some new [volunteers who] come along that’s what we need my ideas are old
fashioned we need new stuff out there to help the old people understand and
change and I’m willing to change.”

Throughout his service to 4-H he has received awards and recognition of his activities.
But that is not why he stays with 4-H. As he stated:

[I volunteer because of] the kids and the rewards that you get out of it
if I can get one kid to understand something or enjoy it that’s all I
require, that’s my satisfaction

He likes volunteering, believes in 4-H, and believes in the kids. Positively impacting
kids and being a part of their lives fulﬁlls his life and he considers his service to 4-H as
worthwhile. He plans to be involved as long as he is able. As he stated, I’ll be involved
“as long as I can still get up and go [because of] involvement with the kids, making
life better for them, I guess, and it ﬁrlﬁlls our life.”

Summary of why he started and continues volunteering

 

 

 

Reasons He Started Volunteering Reasons He Continues to Volunteer
o Needed s 4-H is a great program
0 Be involved with own children 0 Make a difference in children’s lives
0 Enjoy working with children 0 Enjoy working with children
0 Rewarding
o Worthwhile use of time
o Needed

0 Perpetuate society

- Perpetuate 4-H

0 Improve quality of own life
0 Enjoy volunteering in 4-H
0 Enjoy challenging tasks

0 Part of own life

 

 

 

133

What caused his reasons for volunteering to change over time and when did the
changes take place?

When his children were no longer in 4-H, the reason related to his children’s
involvement ceased.

During his volunteer service, he has seen kids learn and grow as part of their
involvement in 4-H. This has been very rewarding for him. It makes him feel
that he is making a difference in kids’ lives, part of a great program, and
contributing to the future of society. He continues volunteering to ensure the 4-H
program remains strong (i.e., perpetuate 4-H).

When he retired, he thought he would give up volunteering. But instead, he
became more involved. He considers 4-H a worthwhile use of his time.
Volunteering is a way for him to make a difference for children and remain active
in retirement (i.e., improve quality of own life).

Throughout the years, he has found that he enjoys volunteering in 4-H and the
challenges associated with it.

He has been involved in 4-H for a long time and the people involved in 4-H have
become a close family that is a positive part of his life.

134

Interview Summary #9: Isabelle
Background Information

Isabelle is a 52-year-old, white female who is married. She and her husband reside in a
rural community and both were involved in 4-H as youths. She has three grown children
and all of them participated in 4-H. Isabelle has a bachelor’s degree, has completed
graduate coursework, and is a school teacher. She has volunteered in 4-H for 16 years.
She also volunteers in her church and school.

Why did she begin volunteering in 4-H?

Growing up, she participated in 4-H and said that “it was a very positive experience.”
Her husband was also in 4-H as a youth and was a very active member. When they
returned to the area in which she grew up, her “oldest was in ﬁfth grade [her husband]
said, lets get the kids involved in 4-H.”

They both wanted to give their children positive learning experiences and activities for
their time. As she mentioned, we “look[ed] for good things for them to be involved in.”
She returned to 4-H as an involved parent, supporting her children’s projects along with
her husband. The kids had a great ﬁrst year and became more active as they matured. As
she recounted:

we went and bought rabbits and [the kids] started showing rabbits and
had a great ﬁrst year then we went to pigs and that was great, because I
think our kids did pigs all the years that they could, our daughter till she
was 20 did pigs, and it was just a good experience all around

When her son was in sixth grade she wanted him to learn how to sew, so she inquired
about her old 4-H club. It was still there, but the club was not very active. So she helped
revive the club and became a leader in the club. As she explained:

my son in sixth grade then was old enough and I wanted him to know how
to sew so I inquired about whether [my old club] was still alive and
well and it was, not very active but still was an active club, so we kind of
revived [it] then my son learned to sew and it’s just kind of kept on
from there

Why does she continue volunteering in 4-H?

She considers her family’s involvement in 4-H a good experience. As 4-H members, her
children learned and grew, acquired skills, and had experiences that they have used
throughout their lives and shared with others. As she stated, “it’s just been a really good
growing experience for our whole family and it’s just been a good thing.” For example,
“I’ve very proud of my son because he’s a leader now and passing on information to
other kids it was really neat for him learn to sew and then teach his wife to sew
that’s why you do it.”

135

When her children had grown too old to participate in 4-H, she stayed as a leader “for the
kids.” She enjoys working with children and being a positive part of their lives. As she
commented, “being a teacher, you want to give all the kids the opportunity that your kids
had and, you know, to get used to a sewing machine and try lots of different crafts and
see how creative they can be it’s a lot of fun, it’s neat to see them be successful.” She
also enjoys being involved in sewing and other areas in which she’s interested.

She considers her work with 4-H as providing her with another way to connect with the
kids she teaches. While volunteering, she has grown and feels as though she now sees
kids a little more broadly. She values practical knowledge and learning as a part of life,
understanding that grth is more than just scholastic achievement. As she described:

[we] have farm kids here and I just love sitting down to talk with them
about their feeder calves or about how the steer’s doing and it makes
another way that I can connect with kids that might not be great
mathematicians or wonderful readers but are wonderful kids that’s just
been a great thing real life, that’s real learning, that’s the stuff that will
stick with them you want them to succeed in all areas 4-H helps
catch kids that have other strengths I think you do see kids a little more
broadly

Through her involvement she has met many people, though she doesn’t see this as a large
part of why she volunteers. To her, “it’s just so neat to be part of a world-wide
organization that does good everywhere it is.” She feels “a fair amount” of responsibility
to the kids and does what she can to support them. As she stated, “it might not be
perpetuating unless we make sure that it is it’s very dependent upon us [to keep our
club going].”

While volunteering, she recognizes that her “reasons for leading are different” and she is
getting ready for another big change. In the near future, she will be traveling from her
home to volunteer in a different endeavor. Her 4-H leader role will be ﬁlled by another
person. She is not sure how she will re-enroll while being away and understands that she
may be taken off the roster. She is not sure how she will feel about it and does not know
what she will have do to get back into volunteering when she returns home, but she has a
positive outlook. She feels that she has been able to help others begin volunteering in
4-H, so “if this is [her] last year to do 4-H than that’s okay.”

She hopes to continue volunteering in 4-H when she returns home and looks forward to

doing so. F our-H will always be a positive part of her life and the lives of her family
members. As she mentioned, “I think I’ll always have an identiﬁcation with 4-H.”

136

Summary of why she started and continues volunteering

 

 

 

Reasons She Started Volunteering Reasons She Continues to Volunteer
o Needed 0 Make a difference in children’s lives
0 Be involved with own children 0 Enjoy working with children

s Rewarding

0 Be involved in an area of interest
0 Perpetuate 4-H

0 Enjoy volunteering in 4-H

 

 

 

What caused her reasons for volunteering to change over time and when did the
changes take place?

During her volunteer service, she has seen her own children and others learn and
grow as part of their involvement in 4-H. This has been rewarding to her. She
likes working with children and making a positive difference in their lives.

While volunteering, she has found that she enjoys it. She likes being able to help
kids in areas in which she’s interested (e. g., sewing) and she likes helping them
learn things that they can use throughout their lives.

When her children were no longer in 4-H, the reason related to her children’s
involvement ceased.

She continues to volunteer even though her children are grown to give other
children the same opportunities her children had through 4-.H (i.e., perpetuate
4-H).

As she plans to volunteer away from home for the next few years, she has found
another person to continue leading in her place. Therefore, being needed is no
longer a reason for her to continue volunteering in 4-H.

I37

Interview Summary #10: Jack
Background Information

Jack is a 51-year-old, white male who is retired. He is married and resides with his wife
on a farm in a rural community. Jack participated in 4-H as a youth and graduated from
high school. He has two grown children who both participated in 4-H. Jack has
volunteered in 4-H for 26 years. He also volunteers in the community.

Why did he begin volunteering in 4-H?

He grew up locally and was part of a family that made volunteering in the community a
part of life. When his oldest child was about three years old, he and his wife were asked
to help with a 4-H club in the community. The lady who led the club was in need of
extra help in the horse area. They agreed to help her. Both of them enjoyed working
with young people, had an interest in horses, and foresaw their kids being in 4-H. As he
explained:

[my wife and I] both started [volunteering] in horses, I showed horses [in
4-H] I showed horses too as an adult [it ﬁt my interests and] I do
[like working with young people] it’s kind of getting now where I don’t
know so many of the young kids, but that group that grew up with our
kids, I had a lot of ﬁrn with those kids

Why does he continue volunteering in 4-H?

Throughout the years he has had different reasons for continuing as a volunteer. He
started out because he was asked, then to support his kids’ involvement, later to give back
to the community, along the way to protect the kids’ best interests, and now because he
enjoys working with young people and wants to ensure 4-H is available to future
generations. He considers 4-H a valuable learning experience for kids and is involved to
support them. As he stated:

when you’ve got a sixteen year old kid you’ve got to put some trust in him
he’s two years from being an adult he can’t go from being a baby to
an adult over night, he’s got to progress up the ladder and I think 4-H is a
real good program for that

He is strict with the kids, tells them like it is, and expects them to be responsible and take
pride in what they do. The kids like and respect him, and they express that from time-to-
time. He considers this a positive part of being a volunteer. He also likes to have frm and
instigate a little mischief (i.e., harmless pranks). He considers the rules and regulations
that he has to follow as one of the harder parts of volunteering. Though, he still ﬁnds
ways to have fun without breaking too many of them. As he said:

I think the department of risk management needs to take a serious look
[at the rules] it sure has taken a whole lot of the fun out of it TP

138

[toilet paper] is harmless fun but TP falls under the code of conduct
policy fair’s about TP-ing your neighbor’s camper and stuff like that

He and his wife have a large community through their involvement with 4-H. He likes to
see the kids that were involved when their kids were in 4-H. He also has fun watching
the kids of past 4-Hers learn and grow. As he mentioned, “another aspect of this is we’re
seeing little Suzy and Johnny now their mother and dad were little Suzy and Johnny
when we started you get to watch them kids [grow].” Though, he doesn’t consider
this a large part of why he still volunteers.

Mainly, he is still involved because he really enjoys volunteering in 4-H and being
involved with kids. He also volunteers in activities outside of 4-H that involve many of
the 4-Hers. To him, it is great to see the kids and the animals, teach the kids, and see the
animals’ progress, which indicates the kids’ progress. The kids’ projects interest him and
he likes to help them. As he explained:

we do our weigh-ins it’s interesting to me at the weigh-ins you get
to see the kids, you see the animals, and you get to put your input in and
[see their] progress, and [tease them a little] and if they took any of
your heel at all about feeding their steer you can see [it]

Over time, his roles as a 4-H volunteer have changed. Many of the activities he and his
wife were involved with required a tremendous amount of time, work, and challenges.
They have shifted their responsibilities to areas that they consider more fun to work with
and less time intensive. Being able to change roles to better ﬁt his interests has helped
him remain a volunteer.

Many of his family members are involved in 4-H and one of his kids is now a 4-H leader.
They all get along and he considers this a nice part of being involved. When the
researcher mentioned that it sounded like 4-H was a big family to him, he said, “basically
it is.” His wife also continues to volunteer in 4-H and they help and support one another.
However, when he was asked if he would volunteer if she no longer did, he said, “yeah, I
enjoy it.”

He has encountered his share of adversity while volunteering in 4-H. Sometimes he
doesn’t agree with board or council members or other leaders and tells them so, or he
does what he thinks is right regardless of their opinions. He also gets frustrated at times
by the changes in the 4-H program, the attitudes of parents, or the lack of commitment or
“know-how” of volunteers. Additionally, he thinks that 4-H has some challenges ahead
as emphasis on agriculture diminishes within the community. These things, however, do
not discourage him from continuing to volunteer. As he stated:

I enjoy it you know, sometimes there’s some major conﬂicts on the
fair board between personnel I just kind of roll on I think 4-H, as
things progress, has a long, long road to hoe in the next 10 years [I]
look at 4-H as agriculture, I know 4-H [is] broad I’m thinking that
you’re going to see 4-H the animal part of that almost dwindle away

139

we’ve gone through some real ugly times around here and I’ve always

had this philosophy, when it’s all done we’ll be here to pick up the pieces
and travel on

He is spending time where he enjoys it and has never considered what he would be doing
if he wasn’t volunteering in 4-H. As he mentioned, “I’m kind of looking forward to next
year and it ain’t even here yeah [it’s part of life] for right now you just plan it in
your schedule.”

Summary of why he started and continues volunteering

 

Reasons He Started Volunteering Reasons He Continues to Volunteer

 

 

o Needed 0 Make a difference in children’s lives

0 Enjoy working with children
0 Rewarding

0 Give back to the community
0 Perpetuate 4-H

0 Enjoy volunteering in 4-H

0 Part of own life

 

 

 

What caused his reasons for volunteering to change over time and when did the
changes take place?

While volunteering, he has watched kids learn and grow through their
involvement with 4—H. This has been very rewarding to him. He enjoys working
with children and being a positive part of their lives.

At times during his service, he has felt that he needed to continue volunteering to
advocate for the best interests of kids instead of those of the adults. However, he
currently does not consider this a reason for volunteering. The areas in which he
is involved have stabilized and function well.

When his children were in 4-H, one of his reasons for continuing to volunteer was
to be involved with them.

Being involved in 4-H was a very worthwhile experience for his children. He
continues to volunteer, even though they have grown, to ensure it is available to
future generations (i.e., perpetuate 4-H) and to give back to the community.

Over time 4-H has become part of his life. He has never considered what he

would be doing if he wasn’t volunteering in 4—H. He enjoys volunteering in 4-H
and plans to always be involved.

140

APPENDIX M
FOLLOW-UP INTERVIEW CONTACT LETTER TEXT
January 28, 2007

[Name]
[Address]

[City], [State] [Zip]
Dear [Name],

I would like to thank you for taking the time to talk with me about your involvement with
4-H. The interviews conducted in November 2006 were very helpful in discovering more
about why people start and continue volunteering. Each person who was interviewed
contributed signiﬁcantly to the research project. Everyone’s comments were insightful, and I
believe that the results of this study will be of great assistance to individuals involved in 4-H,
as well as those involved in other volunteer-oriented organizations.

A summary of our discussion is enclosed. It is in the form of answers to the following
research questions:
1. Why did you start volunteering in 4-H?
2. Why do you continue volunteering in 4—H?
3. What caused your reasons for volunteering to change over time and when did the
change(s) take place?

I need your help to ensure that the answers to the research questions are correct and as
speciﬁc as possible. Please take a few moments to review the summary and note any
corrections that are needed (a red pen is enclosed to help with this task). To do this, you may
ﬁnd it helpful to:

1. Read and make corrections to the text under the ﬁrst two questions: Why did s/he
begin volunteering in 4-H? and Why does s/he continue volunteering in 4-H?

2. Review the reasons listed in the table under Summary of why s/he started and
continues volunteering. Then ﬁnd each reason on the list that is enclosed, read the
deﬁnition, and make a decision as to whether or not that reason accurately portrays
why you decided to volunteer. If the reason is correct, keep it in the table and if not,
cross it out of the table.

Important note: In steps 2 and 3, it is important to distinguish between what you
consider a reason for volunteering and what you consider to be a nice part of
volunteering. For instance, you may really enjoy interacting with other volunteers as
part of your service to 4-1-1, but that may not have been why you chose to volunteer in
4-1-[.

3. Review the list of reasons to identify ones that may pertain to why you volunteer, but
were left out of the table under Summary of why s/he started and continues

141

volunteering. If there are reasons for your volunteering that were not listed in the
table, please write them under the appropriate column.

4. Review your reasons for starting and continuing to volunteer. Then think about what
caused them to change over time and when that change (or changes) took place.
Please make notes about your thoughts on the back of the paper, if helpful.

5. Review the statements outlined under the last question: What caused his/her reasons
for volunteering to change over time and when did the changes take place?
Determine if the statements are accurate and speciﬁc or if they need to be changed. If
tremendous changes are needed, cross out the text and write the correct answers on
the back of the paper.

Once you have reviewed the summary and made corrections, please send the corrected
summary back to me in the enclosed envelop along with the completed Authorization Form
and Follow-Up Interview Form by February 17, 2007. The Authorization Form pertains to
whether or not you will allow the ﬁnalized version of the enclosed summary to be published
as part of a report on the research ﬁndings (e.g., my dissertation). The Follow-Up Interview
Form lets me know when we can discuss the summary and any corrections that are needed.

You are welcome to contact me by phone at [phone number] whenever you have questions or
need assistance with this process. The best times to reach me are aﬂer 5 pm. Monday —
Friday and anytime between 7 am. and 9 pm. on Saturday and Sunday. Also, feel free to
call me instead of making corrections and ﬁlling out the forms if it is easier to tell me what
changes are needed than to make notes on the paper. I want to make it as easy as possible for
you to help me verify the accuracy of the information, and I am willing to do whatever I can
to assist you.

If you have questions or comments about this study, please contact me by phone or by email
at gottsc10@msu.edu or Dr. Dave Krueger, the researcher working on this study with me, at
krueg620@msu.edu. If you have questions or concerns about your rights as a study
participant, or are dissatisﬁed at any time with any aspect of this study, you can contact,
anonymously if you wish, Dr. Peter Vasilenko, Chair of the Social Science, Behavioral,
Education Institutional Review Board (SIRB) at Michigan State University. Dr. Vasilenko
can be reached by telephone at (517) 355-2180, by FAX at (517) 432-4503, email at
irb@msu.edu, or regular mail at 202 Olds Hall, Michigan State University, East Lansing, MI
48824.

Once again, thank you for taking the time to be a part of this study. I appreciate your
assistance and look forward to working with you to ﬁnalize the study’s results.

Sincerely,

Jennifer A. Wagester
Michigan State University Graduate Student

142

APPENDIX N

INTERVIEW SUMMARY PUBLICATION CONSENT AUTHORIZATION FORM

Name:

 

Telephone:

 

The purpose of this form is to request your permission to allow an anonymous summary of
your interviews to be published. The interviews that were conducted in November 2006
showed that the life events and experiences of each volunteer were very important in
determining his or her reasons for volunteering. As each volunteer’s life is unique, it would
be helpful to include a summary of each volunteer’s interviews in the report that results from
this research.

Each summary will have no identifying information so that your identity remains
conﬁdential. This means that it will be very unlikely, if not impossible, for others to read the
summary and associate it with you. As with the data gathered throughout this study, your
privacy will be protected to the full extent allowable by law. Only the researchers will have
access to any identifying information that you provide as a result of the interviews.

If you choose to withdraw from this study prior to its completion, all information that you
have provided will be destroyed and omitted from the study.

Thank you for your consideration.

Sincerely,

Jennifer A. Wagester
Michigan State University Graduate Student

Your signature below indicates your voluntary agreement to allow a summary of your
interviews, with no identifying information, to be published as part of the study’s results.
This form will be kept on ﬁle for three years following study completion in accordance with
federal regulation.

Signature: Date:

 

 

Please Print Name Here:

 

143

APPENDIX 0

F OLLOW-UP INTERVIEW FORM

Name:

 

Telephone:

 

The purpose of the follow-up interview is to discuss the initial answers to the research
questions (i.e., the summary of your November 2006 interview) to ensure that the answers
become as accurate and as speciﬁc as possible. Your thoughts and experiences are very
valuable, and it is essential for them to be correctly represented in this study.

The follow-up interview will be conducted by phone and will probably last about 30 minutes.
Please indicate at which phone number you should be contacted for the interview. Also,
please note which dates and times work best for you. I will contact you by phone to conﬁrm
the date and time of the interview so that you can plan accordingly. I can conduct interviews
at anytime on Saturdays or Sundays. During the weekdays, it is easiest for me to conduct
interviews in the early morning (7 am. - 9 am.) or evenings (4 pm. — 9 pm). However, I
can make arrangements as necessary to accommodate your schedule.

All follow-up interviews must be conducted before February 25, 2007. Please try to select a

date and time that will allow at least ﬁve days between when you mail this form and when
you would like to conduct the interview so that the post ofﬁce has enough time for delivery.

Telephone for Interview:

 

Date and Time of Interview:
(First Choice)

 

Date and Time of Interview:
(Second Choice)

 

Thank you for ﬁnding the time to talk with me once again. Your assistance is greatly
appreciated.

Sincerely,

Jennifer A. Wagester
Michigan State University Graduate Student

144

REFERENCES

Adams, D. S. (1980). Elite and lower volunteers in a voluntary association: A study of an
American Red Cross chapter. Journal of Voluntary Action Research, 9, 95-108.

Allen, K. (1982). Americans volunteer, 1981: A Gallup Survey on volunteers.
Voluntary Action Leadership, 21-33.

American Red Cross. (1988). Volunteer 2000 study: Findings and recommendations
(Vol. 1). Lorton, VA: Author.

Astroth, K., and Haynes, G. (2002, August). More than cows and cooking: Newest
research shows the impact of 4-H. Journal of Extension, 40(4). Retrieved
April 8, 2005 from the Journal of Extension Web site:
http://www.joe.org/joe/2002august/a6.shtml

Atkinson, J. W. (1977). Personality variables in social behavior. In T. Blass (Ed.)
Motivation for achievement (pp. 25-108). Hillsdale, NJ: Erlbaum.

Bailar, B. A. (1989). Issues in the design of panel surveys. In D. Kasprzyk, G. Duncan,
G. Kalton, & M. P. Signh (Eds.), Panel surveys (pp. 1-24). New York, NY: John
Wiley.

Benson, P., Dohority, J., Garman, L., Hanson, E., Hochschwender, M., Lebold, C., Rohr,
R., & Sullivan, J. (1980). Intrapersonal correlates of nonspontaneous helping
behavior. Journal of Social Psychology, 1 10, 87-95.

Bickman, L., & Rog, D. J. (Eds.), (1998). Handbook of applied social research
methods. Thousand Oaks, CA: Sage Publications.

Black, B., & J irovic, R. L. (1999, Winter). Age differences in volunteer participation.
The Journal of Volunteer Administration, 1 7(2), 38-47.

Boyd, B. 1., Hening, D. R., & Briers, G. E. (1992, Winter). Developing life skills in
youth: How 4-Hers perceive their leadership. Journal of Extension, 30(4).
Retrieved April 8, 2005 from the Journal of Extension Web site:
http://www.joe.org/joe/ l 992winter/a4.html

Brown, E. (1999, Autumn). The scope of volunteer activity and public service. Law and
Contemporary Problems, 62(4), 17-42.

Brown, E. J., & Boyle, P. G. (1964). 4-H in urban areas. Washington, DC: National
4-H Club Foundation.

145

Chapin, J. A. (2003). Understanding perception change in youth development
volunteers. Unpublished doctoral dissertation, Michigan State University, East
Lansing, Michigan, United States of America.

Charmaz, K. (2002). Qualitative interviewing and grounded theory analysis. In J. F.
Gubriurn and J. A. Holstein (Eds.), Handbook of interview research: Context and
method (pp. 675-694). Thousand Oaks, CA: Sage Publications.

Clary, E. G., & Miller, J. (1986). Socialization and situational inﬂuences on sustained
altruism. Child Development, 5 7, 1358-1369.

Clary, E. G., Snyder, M., Ridge, R. D., Copeland, J ., Stukas, A. A., Haugen, J ., & Miene,
P. (1998, June). Understanding and assessing the motivations of volunteers: A
functional approach. Journal of Personality and Social Psychology, 74(6),
1516-1530.

Cnaan, R. A., & Goldberg-Glen, R. S. (1991, September). Measuring motivation to
volunteer in human services. Journal of Applied Behavioral Science, 27(3),
269-284.

Cooperative State Research, Education, and Extension Services. (2004, April 14).
CSREES background. Retrieved December 30, 2004 from the Cooperative State
Research, Education, and Extension Services Web site:
http://www.csrees.usda.gov/about/background.html

Corrigan, M. W., & Martin, M. M. (2004). Volunteerism: The rewards and costs
expected and experienced. The Journal of Volunteer Administration, 22(1),
22-26.

Creswell, J. W. (1998). Qualitative inquiry and research design: Choosing among ﬁve
traditions. Thousand Oaks, CA: Sage Publications.

Culp, III, K. (1997). Motivating and retaining adult volunteer 4-H leaders. Journal of
Agricultural Education, 38(2), 1-7.

Culp, 111, K., & Schwartz, V. J. (1999, February). Motivating adult volunteer 4-H
leaders. Journal of Extension, 3 7(1). Retrieved April 13, 1999 from the Journal
of Extension Web site: http://www.joe.org/joe/l999february/rb5.html

Deci, E. (1975). Intrinsic motivation: Theory and research. New York, NY: Plenum.

Denmark, K. L. (1980-1981, Winter). Factors affecting the identiﬁcation, recruiting, and

training of volunteer 4-H adult leaders in Texas. Volunteer Administration, 13(4),
27-31.

146

Dillman, D. A. (2000). Mail and internet surveys: The tailored design method (2nd ed.).
New York, NY: John Wiley & Sons.

Ellis, S. J. (1985). Research on volunteerism: What is needed. Journal of Voluntary
Action Research, 14(2-3), 11-14.

Ellis, S. J ., & Noyes, K. H. (1990). By the people: A history of Americans as volunteers.
San Francisco, CA: Jossey—Bass.

Fitch, R. T. (1987). Characteristics and motivations of college students volunteering for
community service. Journal of College Student Personnel, 28, 424-431.

Flynn, J ., & F eldheim, M. A. (2003). Recruitment and retention of volunteers in Florida:
Results from a practitioner survey. The Journal of Volunteer Administration,
21(4), 4-9.

Francies, G. R. (1983, Summer). The volunteer needs proﬁle: A tool for reducing
turnover. The Journal of Volunteer Administration, 1(4), 17-33.

F risch, M. B., & Gerrard, M. (1981). Natural helping systems: Red Cross volunteers.
American Journal of Community Psychology, 9, 567-579.

Fritz, S., Barbuto, Jr., J. E., Marz, D., Etling, A., & Burrow, S. (2000). Motivation and
recognition preferences of 4-H volunteers. Journal of A gricultural Education,
41(3), 40-49.

Gidron, B. (1978). Volunteer work and its rewards. VolunteerAdministration, 11(3),
18-32.

Gidron, B. (1984). Predictors of retention and turnover among service volunteer
workers. Journal of Social Service Research, 8(4), l-l6.

Gillespie, D. (1977). Discovering and describing organizational goal conﬂict.
Administration in Social Work, I, 395-408.

Gillespie, D., & King, A. (1985). Demographic understanding of volunteerism. Journal
of Sociology and Social Welfare, 12, 798-816.

Glass, G. V., McGaw, B., & Smith, M. L. (1981). Meta-analysis in social research.
Newbury Park, CA: Sage Publications.

Guseh, J. S., & Winders, R. (2002). A proﬁle of volunteerism in North Carolina. The
Journal of Volunteer Administration, 20(4), 35-41.

Hampton, D. R., Summer, C. E., & Webber, R. A. (1973). Organizational behavior and
the practice of management. Glenview, IL: Scott Foresman.

147

Hampton, D. R., Summer, C. E., & Webber, R. A. (1982). Organizational behavior and
the practice of management (4th ed.). Glenview, IL: Scott Foresman.

Henderson, K. A. (1981, January/February). Motivating the adult 4-H volunteer.
Journal of Extension, 19(1), 19-27.

Hodgkinson, V. A., & Weitzman, M. S. (1996). Giving and volunteering in the US:
Findings ﬁom a national survey 2. Washington, DC: Independent Sector.

Independent Sector. (2001). Giving and volunteering in the United States: Findings
ﬁom a national survey. Waldorf, MD: Independent Sector.

Independent Sector. (2006). Independent Sector announces new calculation for the
value of volunteer time. Retrieved February 7, 2007 from the Independent Sector
Web site: http://www.independentsectororg

Johnson, D. W. (1980). Attitude modiﬁcation methods. In F. H. Kanfer and A. P.
Goldstein (Eds.), Helping people change: A textbook of methods (2nd ed.)
(pp. 58-96). Elmsford, NY: Pergamon Press.

Katz, D. (1960). The functional approach to the study of attitudes. Public Opinion
Quarterly, 24, 163-204.

King, I, A. E. O., & Gillespie, D. F. (1985, Fall). Administrative lessons from volunteer
proﬁles. The Journal of Volunteer Administration, 9(1), 28-37.

Knoke, D. (1988). Incentives in collective action organizations; American Sociological
Review, 53, 311-329.

Kotre, J. N., & Coles, R. (1996). Outliving the self‘ How we live on in ﬁlture
generations. New York, NY: W. W. Norton & Company.

Kress, C. A. (n.d.). Does participation in a 4-H club make a diﬂizrence in a young
person ’s liﬁz? YES! Retrieved December 30, 2004 from the National 4-H
Headquarters Web site: http://www.national4-hheadquarters. gov

Latting, J. K. (1990). Motivational differences between black and white volunteers.
Nonprofit and Voluntary Sector Quarterly, 19, 121-135.

148

Lerner, R. M., Lerner, J. V., Almerigi, J. B., Theokas, C., Phelps, E., Gestsdottir, S.,
Naudeau, S., Jelicic, H., Alberts, A., Ma, L., Smith, L. M., Bobek, D. L.,
Richman-Raphael, D., Simpson, I., Christiansen, E. D., & von Eye, A. (2005).
Positive youth development, participation in community youth development
programs, and community contributions of ﬁfth-grade adolescents: Findings from
the first wave of the 4-H study of positive youth development. The Journal of
Early Adolescence, 25(1), 17-71.

Litwin, G. H., & Stringer, Jr., R. A. (1968). Motivation and organizational climate.
Boston, MA: Harvard University.

Maslow, A. (1943). A theory of human motivation. In J. M. Safritz & J. S. Ott (Eds.),
Classics of organization theory (pp. 159-173). New York, NY: Wadsworth
Press.

Maxwell, J. A. (1998). Designing a qualitative study. In L. Bickman & D. J. Rog
(Eds.), Handbook of applied social research methods (pp. 69—100). Thousand
Oaks, CA: Sage Publications.

McClelland, D. (1961). The achieving society. Princeton, NJ: Van Nostrand.

Mead, J ., Hirsch], T., Rodriguez, E., & Goggin S. (1999). Understanding the diﬁ'erence
4-H clubs make in the lives of New York youth: How 4-H contributes to positive
youth development. Retrieved April 8, 2005 from Cornell University Cooperative
Extension 4-H Youth Development Web site:
http://www.cce.comell.edu/4h/resources/4-HC1ubStudy.htm

Michigan State University Extension 4-H Youth Development. (n.d.). 4-H youth
enrollment statistical summary: 2006ﬁscal year. (Available from Michigan State
University Extension 4-H Youth Development, Michigan State University,

160 Agriculture Hall, East Lansing, MI 48824-1039)

Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis (2nd ed.). Thousand
Oaks, CA: Sage Publications.

Miller, J. P., & Bowen, B. F. (1993, Spring). Competency, coping, and contributory life
skills development of early adolescents [Electronic version]. Journal of
Agricultural Education, 68-76.

Morrow-Howell, N., & Mui, A. (1989). Elderly volunteers: Reasons for initiating and
terminating service. Journal of Gerontological Social Work, 13(3/4), 21-34.

National 4-H Headquarters. (n.d.a). 4-H history. Retrieved December 30, 2004 from the
National 4-H Headquarters Web site: http://www.national4-hheadquarters. gov

149

National 4-H Headquarters. (n.d.b). National 4-H impact assessment project. Retrieved
December 30, 2004 from the National 4-H Headquarters Web site:
http://www.national4-hheadquarters.gov

Parrott, M. A. (1977). Motivations, personal and social characteristics of 4-H leaders.
Unpublished master’s thesis, Oklahoma State University, Stillwater, Oklahoma,
United States of America.

Patton, M. Q. (1990). Qualitative evaluation and research methods (2nd ed.). Newbury
Park, CA: Sage Publications.

Petri, H. L. (1981). Motivation: Theory and research. Belmont, CA: Wadsworth.

Phillips, D. C. (1994). Telling it straight: Issues in assessing narrative research.
Educational Psychologist, 29(1), 1-23.

Phillips, M. (1982). Motivation and expectation in successful volunteerism. Journal of
Voluntary Action Research, 11, 1 18-125.

Pinker, R. (1979). The idea of welfare. London: Heinemann.

Rasmussen, W. D. (1989). Taking the university to the people: Seventy-five years of
C00perative Extension. Ames, IA: Iowa State University Press.

Sills, D. (1957). The volunteer. Glenco, IL: Free Press.

Skinner, B. F. (1968). The technology of teaching. New York, NY: Appleton-Century-
Crofts.

Smith, D. H. (1981). Altruism, volunteers, and volunteerism. Journal of Voluntary
Action Research, 10(1), 21-36.

Smith, M., Brunet, J., & White, R. (1956). Opinions and personality. New York, NY:
Wiley.

Strauss, A., & Corbin, J. (1994). Grounded theory methodology: An overview. In
N. Denzin & Y. Lincoln (Eds.), Handbook of qualitative research (pp. 273-285).
Thousand Oaks, CA: Sage Publications.

Tihanyi, P. (1989). Volunteers: Why they come and why they stay. Unpublished
master’s thesis, Brunel University, Brunel, United Kingdom.

Titmus, R. M. (1971). The gift of relationships: From human blood to social policy.
New York, NY: Vintage.

150

Tomkins, S. (1970). Affect as the primary motivational system. In M. B. Arnold (Ed.),
Feelings and emotions. New York, NY: Academic Press.

United States Department of Agriculture. (n.d.). Annual 4-H youth development
enrollment report: 2003 ﬁscal year. Retrieved December 30, 2004 from the
National 4-H Headquarters Web site: http://www.national4-hheadquarters. gov

United States Department of Labor. (2005, December 9). Volunteering in the United
States, 2005. Retrieved March 15, 2006 from the Bureau of Labor Statistics Web

site: http://www.bls.gov/news.release/volun.nr0.htm

Vargas, J. S. (1977). Behavioral psychology for teachers. New York, NY: Harper &
Row.

Vroom, V. H. (1964). Work and motivation. New York, NY: Wiley.

Walster, E. G., Walster, W., & Berscheid, E. (1978). Equity: Theory and research.
Boston, MA: Allyn & Bacon.

West, R., & Turner, L. H. (2000). Introducing communication theory. Mountain View,
CA: Mayﬁeld Publishing.

White, D. J ., & Arnold, M. E. (2003). Why they come, why they go, and why they stay:
Factors affecting volunteerism in 4-H programs. Journal of Extension, 41(4).
Retrieved December 22, 2003 from the Journal of Extension Web site:
http://www.joe.org/joe/2003august/rbS.shtml

White, R. W. (1959). Motivation reconsidered: The concept of competence.
Psychological Review, 66, 297-333.

Wilson, M. (1976). The effective management of volunteer programs. Boulder, CO:
Johnson Publishing.

Wlodkowski, R. J. (1985). Enhancing adult motivation to learn: A guide to improving
instruction and increasing learner achievement. San Francisco: Jossey-Bass.

151

   

l1111111111111111111