NCERA215: Contribution of 4-H Participation to the Development of Social Capital Within Communities
Statement of Issues and Justification
While the benefits of 4-H participation are well documented for youth, little is known about the impact of 4-H participation on community social capital. 4-H programs foster youth-adult partnerships that encourage active participation by youth and adults, often over many years. We wish to determine how these unique partnerships contribute to the well-being of youth and of the greater community in which the 4-H development program is based.Does the 4-H Youth Development Program build connections between non-family caring adults and young people which foster social capital for both participants and the community? This is the overarching research question the proposed Multi-State Education/Extension and Research Activity project will explore. Robert Putnam (2000) defines social capital as the connections among individuals and the social networks and the norms of reciprocity and trustworthiness that arise from them. Two central tenets of social capital are that social networks have value and relationships matter. As well as being thought of as an important component in the equation for positive youth development, some theorists and researchers have suggested the presence of social capital is a predictor of community action and engagement, and therefore, community development (Agnitsch, Flora & Ryan, 2006). The multi-state project will examine these topics by studying 4-H programs across the country.
Social Capital and Individual Youth Development
Research on indicators of positive youth development (Benson, 1997; Blum & Rinehart, 1997; National Research Council Institute of Medicine, 2002; Perkins & Borden, 2003; Zeldin, 2004) demonstrates the importance and need for connecting young people to caring adults in their communities. Youth development researchers and professionals now know meaningful, supportive connections with non-family adults can positively influence the path and quality of young people's lives. James Comer, M.D., perhaps best known for the founding of the Comer School Development Program in 1968 at Yale University School of Medicine, has said, "Relationships are to youth development what location is to real estate" (Valentine, Kahler & Cippoletti, 2005). Regardless of what it is called, the connection of young people to non-family caring adults is viewed as crucial for positive youth development. In the area of resiliency, it is often thought of as one of the most important components or protective factors necessary for healthy adolescent development (Benard, 1991, 1997, 2004; Werner and Smith, 1992). Zeldin (2004) reported that as a result of connections made with non-family caring adults in the greater community, youth benefit in numerous ways; such as job offers, financial and scholarship advice, speaking engagements, internships, and offers of membership in community groups. Social capital not only connects young people to caring adults in the community; it builds norms of trust and reciprocity. In fact, some theorists have indicated social capital is a significant indicator in the equation necessary for the positive development of children and youth (Coleman & Hoffer, 1987; Ferguson, 2006; Putnam, 2000).
In a qualitative study of three youth-serving organizations, Jarrett, Sullivan and Watkins (2005) found structured youth programs can and do facilitate the development of social capital. Using the selection parameters of being youth-centered, attempting to connect youth and adults in the community, having youth work toward goals, and being well thought of by youth professionals, Jarrett, Sullivan and Watkins selected an FFA Chapter, an urban arts program and an urban civic program for their study. An extensive and open-ended interview process with teenage participants in the programs found youth-community adult relationships were developed because of participation in the organizations. As a result of the connections that were formed, the research revealed "... the adults that the youth met through the three programs provided them with information, assistance, and exposure to adult worlds, support, and encouragement" (Jarrett, Sullivan & Watkins, 2005, pp. 49-50). The youth described the newly gained social capital as helping them achieve their immediate goals and preparing them for transition into adulthood. Those familiar with the concept of positive youth development will recognize the value of relationships, connections and interlinkages as they relate to social capital as necessary components for the positive development, support, and well-being of all children and youth. Through ties and connections at the family, neighborhood, school and community levels, young people gain access to a multitude of opportunities, experiences, and forms of support, including those in the areas of education, jobs and careers, emotional growth, and life skill development; all of which help with a successful transition to adulthood (Benson, 1997; National Research Council and Institute of Medicine, 2002; Scales, Benson, Leffert, & Blyth, 2000). Social capital, according to the Committee on Community-Level Programs for Youth, one of the foremost groups of scholars in the country to study community programs and youth development during the past decade, is a practical method for examining the linkages and connections, and hence the developmental resources a young person experiences in a particular setting (National Research Council Institute of Medicine, 2002).
Social Capital and Community Development
Jarrett, Sullivan & Watkins (2005) state since they were studying youth and did not collect any data from the community adults, the findings led them to focus solely on "social capital as an individual good for the youth" (p. 53). However, the researchers postulate adults may have gained some type of capital from their involvement with the youth, and that the new relationships would benefit the community as a whole since the networks of exchange formed by youth and adults build and strengthen networks of trust, something Putnam (2000) viewed as vital for engaged citizenry and effective communities. Jarrett, Sullivan and Watkins (2005) suggest further research would add to the knowledge of how social capital develops in youth development organizations.
Ferguson (2006) provides a critical synthesis of the international literature on social capital in relation to young people's well-being and reports, "The social capital literature indicates that this social resource [social capital] can facilitate positive outcomes with respect to children's and youth's well-being, including reducing adolescent pregnancy, delinquency, academic failure, and child maltreatment" (2006, p. 2). Ferguson concludes it can be beneficial to utilize a "social capital theoretical lens...to further explore various outcomes related to children and young people's well-being" (p. 9). This conclusion is based on two findings from her review: 1) social capital contributes to the welfare of children and youth, and 2) social capital is second only to poverty in having the highest influence on children's development and future success. Putnam said "Social capital keeps bad things from happening to good kids" (2000, p. 296). In stating this, Putnam was referring to his study comparing a state-level Social Capital Index with the Kids Count Index (Annie E. Casey Foundation), a well-known measure of child well-being developed by using a number of indicators that contribute to positive child development. "Statistically, the correlation between high social capital and positive child development is as close to perfect as social scientists ever find in data analysis of this sort" (2000, pp. 296-297). Putnam acknowledges the +.80 correlation between a state's high social capital and a high Kids Count index does not imply causation, but the statistical techniques used to explore the specific links between social capital and child well-being make it clear social capital is a significant indicator in the equation necessary for the positive development of children and youth. A "state's social infrastructure is far more important than anyone would have predicted in ensuring the healthy development of youth" (2000, p. 298).
Issues Addressed by the Proposed Research
The project will study different forms of social capital including bonding social capital (Gittell & Vidal, 1998; Putnam, 2000) which creates strong ties among people who already know each other and/or have a sense of common identity. We will also investigate the impact of 4-H involvement on bridging social capital (Putnam, 2000) which is outward looking and provides links beyond a shared sense of identity, and encompasses people across diverse groups. Putnam and other theorists (Field, 2003/2008; Gittell & Vidal, 1998; Halpern, 2005; Lin & Erickson, 2008) have said bonding social capital is a form of "sociological superglue" and bridging social capital provides a "sociological WD-40." Another viewpoint suggests bonding is good for "getting by," e.g. through relationships that provide support in times of trouble, and bridging is essential for "getting ahead," e.g. through relationships that link people to new resources and networks. Does 4-H foster bonding, bridging, or neither? To address the questions raised by researchers and practitioners and found within the literature, the project will focus on the following three research questions:
1. What 4-H Program experiences contribute to the development of youths' social capital?
2. How does the 4-H Program's community involvement impact the development of social capital among youth and adult volunteers?
3. How does the 4-H Program's community involvement impact the development of social capital within the community?
The proposed project, along with its research questions, aligns with the National priority areas of the CSREES Family Science program (CSREES/USDA, 2008), including strengthening family relationships, fostering healthy child development, and emerging issues in adult development and aging. Networks can help older citizens stay physically and mentally healthy (OECD, 2001; Schneider, 2004), or in other words, social networks have value for older citizens. Social capital is also an important tool to help promote family strengthening by raising children to become responsible, productive, and caring adults.
Benefits to Stakeholders
In accordance with the distinctive land-grant mission of teaching, research, and extended public service, this project will be conducted by Extension and AES faculty at the campus and state level, along with Extension educators at the regional and local levels. Project outcomes will help Extension educators at all levels, families, and other community members make informed decisions that enhance their quality of life and well-being through the development and enhancement of social capital and other capital forms, such as human, cultural, and political capital. This project has importance for all geographic areas; rural, suburban, and city. Furthermore, the findings will aid 4-H and other Extension educators in providing varied programming opportunities for youth and will also contribute to the development of social capital within the community.
James Comer, MD, in a recent keynote address to CYFAR attendees said, "I'm convinced we can create the kinds of social capital inner city kids, rural kids, and all kids...need to be successful in school and then in life (2008)." It is the intent of this study to address whether the 4-H Youth Development Program contributes to the development of individual and community social capital, thereby fostering and enhancing positive youth development as well as community development.
Back to Top