Literature Review_Vardiman

RETAINING 4-H MEMBERS TO BUILD RESILIENCY IN YOUTH
By
Rachel R. Vardiman
A CAPSTONE
Submitted to
Michigan State University
in partial fulfillment of the requirements
for the degree of
MASTER OF ARTS
HUMAN DEVELOPMENT AND FAMILY STUDIES
2013

ABSTRACT
RETAINING 4-H MEMBERS TO BUILD RESILIENCY IN YOUTH
By
Rachel R. Vardiman
Retaining youth in 4-H programs beyond the first year is critical toward ensuring positive
development and resiliency for youth. Understanding the reasons why youth join programs and
why they leave is important when creating programs that are welcoming and engaging. Youth
who feel they belong in their organization are likely to continue their involvement over time.
Orientation is an important consideration in helping youth to achieve a sense of belonging within
an organization. 4-H is a complex youth program that offers diversity in opportunities. For this
reason, it is essential for 4-H to provide an appropriate context for new members to fully explore
the program in a friendly, adult-supported manner. Welcome to 4-H is a year-long orientation
program designed to address these needs.

ACKNOWLEDGEMENTS
Special thanks to Dr. Lori Hoisington for her dedication, advice, and many hours of editing to
ensure that the end result is one worth sharing. The literature review and Welcome to 4-H
program have come together nicely because of her attentions.

Retaining 4-H Members to Build Resiliency
5
TABLE OF CONTENTS
Introduction ...............................................................................................4
Positive Youth Development & Resiliency.................................................4
4-H Approach to Positive Youth Development...........................................7
Retention of Youth in Programs .................................................................9
Program Orientation...................................................................................14
Conclusion.................................................................................................14
Welcome to 4-H .........................................................................................15
Appendices ................................................................................................17
References .................................................................................................27

4
Introduction
The purpose of this paper is to establish the foundation for designing and implementing a
youth retention program for first-year members in the Wyoming 4-H program. In order to design
and implement a program that is relevant to 4-H practices, elements of youth development and
resiliency will be explored. In addition, findings related to best-practice approaches to youth-
centered learning will be incorporated into the program. A review of the literature related to
retaining youth in programs and understanding average retention rates in youth programs will
also be discussed.
Positive Youth Development and Resiliency
Youth development professionals and researchers are expanding their knowledge base
related to youth development in order to better understand the elements that are essential for
youth to become contributing, resilient adults. One challenge youth workers face is the surplus of
youth programs that compete for out-of-school hours. An additional challenge relates to building
programs that youth consider relevant and useful with potential to retain youth interest and
involvement. Research shows that participation in youth services over an extended period of time
results in positive youth development and resilience for youth participants (Lerner, Lerner &
Colleagues, 2009).
Resilience is defined as the ability of at-risk youth to avoid falling victim to risks (Arnett,
2010). Multiple characteristics and/or traits contribute toward resilience of an individual. In his
study about supporting resilience in foster children, Marcellus (2010, p. 10) reported that
resilience is affected by an individual’s experiences, genetics, surrounding environment, and
supporters. Program planning and design are important considerations when building youth

5
programs that promote resilience among youth participants. Marcellus (2010) states that
interventions or programs that focus on both protective factors and vulnerability processes are
proven successful for promoting resilience. He further explains that protective factors are those
strengths and capabilities that are developed within the individual, family, community, and
society (p. 10). Vulnerability pressures are the risks or adversities that individuals face. These
may include socioeconomic status, life event stressors, health state, or environmental threats
(Marcellus, 2010, p. 10). Marcellus (2010) concludes that by focusing both on strengths as well
as risks or adversities, programs will help youth to reach their full potential in life.
Youth workers are challenged to develop programs that are relevant to youth while still
promoting a sense of responsibility, learning, and personal growth (Egdinton & Randall, 2005).
Edginton and Randall (2005) describe strategies for programming using three different
approaches to youth development.
Approaches for building programs
Preventative programming. The first approach implements preventative programming. In
this approach youth are generally viewed as problems to be fixed, and the program works to
eliminate risk factors in the life of the youth.
Positive youth development programming. The second approach uses positive youth
development programming. In this approach adults work with youth using positive experiences
to benefit young people. One of the benefits is to improve physical, emotional, social, cognitive,
and vocational competencies by focusing on the strengths of the youth. Another equally
important benefit in this approach is a positive adult relationship that is fostered with the youth
(Egdinton & Randall, 2005).
Egdinton & Randall (2005) describe conditions that are required in order for youth to
achieve positive development:

6
 A sense of safety and structure;
 a feeling of self-worth achieved through meaningful contribution;
 a positive sense of self, independence, and control over one’s life;
 significant relationships with peers and adults;
 opportunities to discuss conflicting values and to formulate their own beliefs;
 a feeling of pride and accountability that comes with mastery; and
 the capacity to enjoy life and know that success is possible.
Relational programming. The third approach to youth development is relational
programming. This bidirectional approach is more of a partnership between adult and youth in
that adults influence young people, but young people equally influence adults. Instead of role
models, adults serve as people youth can confide in as they continue to grow and develop
emotionally and psychologically. The adults in this approach are not hoping to fix or change
youth, and they do not focus solely on positive attributes of youth. Adults using the relational
programming approach are primarily interested in being a participant in the life of the youth as
they journey into adulthood.
Youth-centered approaches to youth programming are vital to positive youth
development. A critical element of the youth-centered approach is open dialogue between youth
and adults with youth establishing learning and developmental goals (Edginton & Randall,
2005). Youth-centered approaches can create an environment that promotes greater awareness of
self, and is supported by strong relationships with adults (Edginton and Randall, 2005).
However, if not handled appropriately, this approach can result in negative social experiences
that can harm youth. It is important to ensure that the environment is always positive and
welcoming for youth, regardless of the youth development approach.

7
Edginton and Randall (2005) describe eight essential elements when using the youth-
centered approach for programming:
 Democratic participation;
 informal education;
 building relationships;
 collaboration;
 holistic functioning;
 engagement;
 equality of participation; and
 empowerment and responsibility.
These elements serve as cornerstones for programs that use the youth-centered approach and
provide guidance for adults who work with youth to ensure their focus remains centered on
youth.
4-H Approach to Positive Youth Development
4-H is a youth development program that is housed within Extension. The 4-H program
was founded through agriculture influence and has grown into one of today’s premier youth
development organizations. The program includes 540,000 volunteers, 3,500 professionals, and
more than 60 million alumni. A recent study showed that 4-H youth are nearly twice as likely to
achieve better grades in school, 41% less likely to engage in risky behaviors, and 25% more
likely to positively contribute to their families and communities compared to youth in other out-
of-school organizations (Lerner et al., 2009).
4-H program goals.

8
Youth-centered programming and learning are foundational for 4-H programs. All 4-H
projects, regardless of subject matter, provide experiences that develop skills and encourage
youth to become contributing, caring members in their communities (Fox, Schroeder, & Lodl,
2003). 4-H program goals include providing opportunities for youth to experience independence,
belonging and generosity, and also to achieve mastery.
Independence describes the process of encouraging youth to explore and define their
identities (Ginsburg, 2011). Edginton and Randall’s (2005) elements of engagement,
empowerment and responsibility fall within the goal of independence in the 4-H context.
Programming efforts that foster independence include individual and club goal-setting,
youth-driven learning opportunities, and adult partnerships that support youth ideas and efforts.
Though it is important for youth to feel a sense of independence, it is equally important for them
to experience interdependence, or belonging (Ginsburg, 2011). In 4-H, examples of
interdependence are traditions such as reciting the American and 4-H Pledges, wearing 4-H
insignia, and working with caring adults that serve in an informal mentoring role. These
activities aid youth in feeling connected to the world.
Community service is one way that youth demonstrate generosity and develop more
concern about societal issues, and their roles within a community (Arnett, 2010). In 4-H
community service projects are essential activities, and participation in these activities helps
youth understand and develop a sense of generosity towards others. Through these experiences
youth begin to understand that they can make a positive contribution to the world.
Informal education and engagement, as described by Edginton and Randall (2005) are
elements of youth-centered programming that describe mastery. Youth are encouraged to explore
areas of interest, practice new skills, apply what they have learned, and continue to improve in

9
their areas of interest. Adult volunteers work with youth to develop the youth’s personal learning
goals, then work together to create opportunities for youth to meet the goals that have been set.
Retention of Youth in Programs
Retaining members in youth programs is a challenge. For 4-H, this challenge dates back
to the 1950s (Dodge, 1957). Hartley (2005) described similar findings for 4-H youth in the state
of Kansas. In 1985, approximately 40% of youth participants did not re-enroll for year two in the
program, and of those who did re-enroll, 20% did not re-enroll for a third year. Hartley (2005)
reinforces these findings with statistics from a 4-H program based in Parkersburg, WV. The
program included 547 first-time 4-H members, and showed a dropout rate of 267 after the first
year in the program.
Tools for assessing 4-H programs.
The Wyoming 4-H program management software is a tool used throughout the state to
administer 4-H programs effectively and provide information required for federal reporting. This
software program was used to collect information about re-enrollment rates for new 4-H
members in Wyoming from 2010-2012. The findings indicated that 63% of new members from
2010 re-enrolled in 2011. The data also indicated that of those who re-enrolled for a second year
in 2011, 64% re-enrolled for a third year in 2012.
Comparison of 4-H vs. youth sports.
When comparing 4-H program re-enrollment with youth sports re-enrollment, it is
apparent that Wyoming 4-H has a comparable dropout rate to youth sports. While these statistics
indicate the program is not losing members at a high rate Lerner and Lerner (2009) suggest that
sustained involvement in the programs leads to better academic performance, less participation
in high-risk activities, and increased community participation.

10
Benefits of long-term involvement in youth programs
Hartley (2005) indicates that youth enrolled in 4-H beyond the first year can experience
the diverse educational opportunities offered through the program. These experiences often result
in increased knowledge, leadership development, life skills learned, and commitment to
community service (Hartley, 2005, p. 3). Youth who re-enroll in 4-H participate in more
activities and opportunities, and have more parent involvement than those who drop out after one
year (Hartley, 2005).
Resiliency
Resiliency among youth is built over time (Lerner & Lerner, 2009). It is critical to retain
youth in programs from one year to the next in order for them to fully benefit from the program.
Youth-centered approaches, including democratic participation, informal education, building
relationships, collaboration, holistic functioning, engagement, equality of participation,
empowerment and responsibility, are factors that lead to youth resiliency over time (Edington &
Randall, 2005.) In order to understand what motivates youth and their families, it is important to
consider the reasons why they leave programs. It is also important to understand the elements of
the programs that entice youth and families to re-enroll from year to year. The following studies
describe specific outcomes for youth who exit youth programs vs. youth who remain active in
these programs.
Silverstein (2012) found that a personal connection is an extremely important indicator of
success in mentoring situations. Qualities of trust, empathy, authenticity, and respect most often
emerge between the mentor and the mentee through personal connections (Silverstein, 2012).
This relationship is important toward creating a successful mentoring situation. Horne (2007)
also found that youth-centered approaches are important for retaining African American youth in
high school chorale ensembles. Results from his study showed increased participation when

11
students were personally invited to participate, and/or felt a personal connection with the choir
director. Henry (2009) explored reasons why youth drop out of school, and found that one of the
most significant reasons is lack of a meaningful relationship with one or more teachers. Families
are more likely to return to programs that provide clear goals, emphasize achievements, reinforce
positive change, and address other family needs (Ingoldshy, 2010).
Adult-youth relationship
Another aspect of the adult-youth relationship to consider is the degree to which it is
youth-focused. Developmental relationships place the greatest emphasis on the needs and goals
of the youth. This focus results in higher quality relationships that last longer (Silverstein, 2012).
In the youth-focused relationship, youth mentees talk freely without feeling judged. Mentors
rarely discuss mistakes, and advice offered is in the form of solutions.
Prescriptive interaction is an alternate approach (Edginton & Randall, 2005). Adults who
use prescriptive relationship approaches believe that they have a purpose to guide youth toward
the attitudes and behaviors the adult believes to be favorable (Silverstein, 2012). Activities are
generally adult-centered and designed for developmental growth of youth rather than for fun.
This can lead to frustration and dissatisfaction with the relationship as youth begin to feel that
their opinions do not matter.
Reasons for staying (or not staying) with 4-H
In an attempt to better understand program attributes that entice older members to
continue in 4-H, the New Mexico 4-H program surveyed members between 14 and 18 years of
age about reasons why they remain in 4-H programs. The results from this survey reported four
reasons: camaraderie, competition, leadership, and desire to learn. Of these factors, leadership
was the most important reason cited (Hodnett, 2003).

12
Hartley (2005) also reported reasons why participants do not return to 4-H. Results from
this study indicated youth and families were displeased with the 4-H club, and they were bored at
meetings. Other reasons cited suggested youth and families felt that project groups did not offer
enough meetings or help participants enough in completing their 4-H projects. Additionally,
youth did not understand the program and goals. Lastly, youth did not feel as though they were
part of the group.
A relationship with a caring adult within the program that fosters a sense of belonging in
youth seems to be an important factor across programs, and is important in retaining youth.
Silvertein (2012) indicates that adults with prior experience working with youth and with
program content have the best success in developing high-quality relationships with youth.
In addition to creating meaningful relationships, it is also important to have clearly
defined program definition and goals in order to retain youth and families in programs
(Ingoldshy, 2010). Programming efforts show the most success when they are youth-centered
(Horne, 2007). Youth-centered programs provide youth with opportunities experience a sense of
self-worth through meaningful contributions, and a sense of pride and accountability as they
master skills and achieve their goals (Edginton & Randall, 2005).
Hartely’s (2005) study attributed attrition rates among youth in 4-H to the idea that youth
are typically the ones who make choices about programs as part of their development. Given all
of the other demands at this life stage, youth simply do not have time to participate in all
programs offered, so they choose to participate only in programs that support their specific
interests. In the same study, Hartley also found that the best retention techniques include
Extension Agents and club leaders who are enthusiastic about 4-H. These individuals encourage
participation in camps. The agents and leaders are generally motivated and encourage youth and
praise their accomplishments.

13
Motivations
Intrinsic versus extrinsic motivations contribute to an individual’s feeling of success
within an organization and may serve as a factor in program retention. Motivation refers to the
processes that direct, energize, and sustain action (Grant, 2008, p. 49). Intrinsic motivation is
based on an internal reward system in which completing a task or performing a job is rewarding
in and of itself for the individual (Grant, 2008). On the other hand, extrinsic motivation is based
on completing a task or performing a job for an external reward or recognition for the individual
(Grant, 2008). Generally speaking, intrinsic motivation leads to longer participation (Tauer &
Harackiewicz, 2004). The study indicates that positive outcomes are most strongly predicted by
factors that support a sense of belonging, inner-direction, personal challenge, and voluntary
action when external pressure and external control are not present (Tauer & Harackiewicz,
2004).
Goldstein and Iso-Ahola (2006) discuss intrinsic and extrinsic goals in relation to
individual performance measures. Goal-perspective theory is based on self-determined criteria
for success (Goldstein & Iso-Ahola, 2006). There are two orientations within goal-perspective
theory. Task-oriented individuals base their criteria for success on effort, and they feel most
competent when learning and improving, and overcoming personal challenges. These individuals
compare their current performance to their past performance in order to determine success
(Goldstein & Iso-Ahola, 2006). The second orientation in goal-perspective theory is ego-
oriented. Ego-oriented individuals use ability-based criteria to measure success. They feel
competent when they can demonstrate high ability, superior skills, and victories over others.
Public recognition and award is important to these individuals in measuring success. They
compare their performance against that of others to measure their own success (Goldstein & Iso-
Ahola, 2006). Programs focusing on task-oriented climates are more likely to include

14
participants with higher perceived abilities who feel more successful than those in an ego-
oriented climate (Goldestein & Iso-Ahola, 2006).
Program Orientation
Program orientation may be one way to set the stage for program success and youth
retention. Program orientation provides information about the program intentions and goals and
the expected participation of youth and parents, and also sets the tone for youth-centered
approaches. The orientation program requires balance between meeting the needs of first-time
participants and providing the tools they need to succeed in the program (Maghew,
Vanderlinden, & Kim, 2009). It is important to consider the idea that forming strong bonds and
relationships takes place over an extended period of time (Brentrol, Brokenleg, & Bockern,
2005). When designing an orientation program, it may be beneficial to include multiple meetings
that extend across time (for instance at least 6 meetings within a 12-month period of time). This
is especially true for programs with abundant diversity, as is found in 4-H.
Conclusion
Development and implementation of carefully planned youth programs can provide youth
with experiences that lead to resilience – a quality they often carry into adulthood. There are
several common factors that should be considered when designing any youth program that is
intended to provide positive youth development opportunities. Elements such as providing safety
and structure, caring adults, and opportunities to develop a positive sense of self should all be
considerations when designing youth programs (Edginton & Randall, 2005).
These elements are present in all 4-H projects, regardless of their focus (Fox et al., 2003).
4-H volunteer leaders receive training in order to understand the critical role they play in creating

15
an atmosphere that promotes these elements of positive youth development. However, 4-H is a
collaborative organization in that the coordination of club activities and meetings are the product
of both adult volunteers and youth members working together (Hodnett, 2003).
Retaining youth in programs through multiple years of participation leads to positive
development in areas including skills competency, commitment to community service, and
leadership. Retaining youth is a challenge faced by all programs. Therefore, it is important to
consider the reasons for retaining (or not retaining) program participants.
Welcome to 4-H
Welcome to 4-H is a program designed to retain participants in 4-H beyond the first year.
The framework for the program was derived from information collected from a review of
relevant literature, with the intent to retain more 4-H members from year one to year two in
Wyoming 4-H. The program uses language that is common to both 4-H Educators and 4-H
Volunteer Leaders with the idea that either audience can implement the program. The objective
of this program is to create a first-year member club in each county organization that meets a
minimum of once each month. First-year 4-H members and families will be encouraged to join
this club rather than an established community club for the first year of 4-H. The proposed
program includes references and tools to assist with incorporating the BIGM (Belonging,
Independence, Generosity, and Mastery), Experiential Learning Model, and Character Counts!
(Character Counts is a framework used to teach character education and is incorporated into all
4-H programs) into each monthly meeting.
Activities outlined for the club are presented with a purpose to facilitate a learning
environment where first-year members feel comfortable and welcome. In addition, the club will
equip members with information that enables them to more fully understand the diversity of

16
educational opportunities and activities offered in 4-H. Activities for the program will take place
in a safe environment and in a context that supports asking questions and receiving feedback
about the 4-H program.
Success of the program will be measured using short-term, medium-term, and long-term
evaluation methods. Periodic evaluations are included in the program to help club leaders assess
its success in providing a safe and inclusive environment for participants (See Appendix A).
Another evaluation is administered at the last meeting of the year to measure life skills acquired
throughout the year (See Appendix C). In addition to measuring life skills, the club will also
collect information from members about their intention to join 4-H in the following year. Finally,
the club will measure long-term outcome by comparing re-enrollment rates for new members
over a period of several years. This outcome will be determined by comparing the number of
first-year members enrolled from year one to the number enrolled in year two. These individuals
will be tracked again from year two to year three. The success of the program will be measured
by comparing the percentage of members who re-enroll from year one through year three with
the current re-enrollment rate.
This program will be offered to all 23 Wyoming counties, and 5 will be selected to
participate in a pilot program to determine the effectiveness of the content and structure of the
program for one year. Upon completion of the first year, those counties that participated will be
asked to provide feedback through facilitated discussions about the effectiveness, ease of use,
and ability to implement the program within the county. Adjustments will be made based on
feedback, and the program will then be available for widespread use throughout 4-H.

17
APPENDICES

18
Appendix A
Short-Term Evaluation

19
SHORT-TERM EVALUATION

20

21
Appendix B
Vibrant Clubs Score Sheet

22

23

24
Appendix C
Year-End Evaluation

25
YEAR-END EVALUATION

26

27
REFERENCES

28
REFERENCES
Arnett, J. (2010). Adolescence and emerging adulthood. Upper Saddle River, NJ: Prentice Hall.
Brentro, L.K., Brokenleg, M., & Van Bockern, S. (2005). The circle of courage and positive
psychology, Reclaiming Children and Youth, 14, 130-136.
Dodge, C. R. (1957). Socio-cultural factors related to retention of adolescents in 4-H in selected
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Fox, J., Schroeder, D., & Lodl, K. (2003). Life Skill Development Through 4-H Clubs: The
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Ginsburg, K.R., (2011). Building resilience in children and teens: Giving kids roots and wings.
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Ed.). Elk Grove Village, IL: American Academy of Pediatrics.
Goldstein, J., & Iso-Ahola, S. (2006). Promoting Sportsmanship in Youth Sports: Perspectives
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Grant, A. (2008). Does intrinsic motivation fuel the prosocial fire? Motivational synergy in
predicting persistence, performance, and productivity. - ProQuest. Retrieved April 01,
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Hodnett, F. E. (2003). Competition, leadership and other factors as predictors of satisfaction with
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Horne, C. J. (2007). Recruitment, participation and retention of African Americans in high
school choral ensembles - ProQuest. Retrieved November 19, 2012, from
Ingoldshy, E. M. (2010). Review of Interventions to Improve Family Engagement and Retention
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Lerner, R.M., Lerner, J.V., and Colleagues, (2009). Waves of the future: Report of the findings
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Applied Research in Youth Development, Tuft’s University.
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Marcellus, L. (2010). Supporting Resilience in Foster Families: A Model for Program Design
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Tauer, J., & Harackiewicz, J. (2004). The effects of cooperation and competition on intrinsic
motivation and performance. Journal of Personality and Social Psychology, 86 (6), 849-
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