Statement of Issues and Justification

Statement of Issue

Throughout the United States, 4-H clubs have been instrumental in providing transformational, experiential, and community- centered education since the inception of the land grant system. 4-H youth are reported to earn higher academic grades, demonstrate increased civic engagement, and are considered to partake in less risk-taking behavior than their counterparts who are not involved in 4-H (Lerner & Lerner, 2013). With an impressive record of positive youth development impacts, such as long-lasting behavior change, Extension programs (4-H), can only remain effective if youth participate in the programs longitudinally (Pratt & Bowman, 2008). Additionally, youth engagement occurs when there is an increase in dosage and duration which also gives youth opportunity to receive higher degrees of experiences (Hensley, 2022).

A review of the United States Department of Agriculture (USDA)USDA 4-H enrollment data (United States Department of Agriculture, 2014) from 2010 to 2014 indicates that 61% of states and territories in the US reported declines in 4-H club enrollment, which amounts to a loss of over 725,000 youth enrolled across the nation. One of the primary indicators of a low level of youth retention is the youth being a first-year member (Astroth, 1985; Hamilton, Northern, & Neff, 2014; Harder, Lamm, Lamm, Rose, & Rask, 2005; Hartley, 1983). Additional research reveals that youth leave 4-H due to: 1) busy schedules with sports or other organizations, 2) unhappiness with their clubs or projects, and 3) less involved parents (Harder, et al., 2005; Hartley, 1983; Ritchie & Resler, 1993).

Demographic factors, such as gender and enrollment longevity also influence youth dropout levels (Astroth, 1985, Harder et al., 2005), as well as entering the program as an adolescent (Defore, Fuhrman, Peake, & Duncan, 2011; Ritchie, & Resler, 1993). Additionally, youth who identify as a member of historically underrepresented populations, such as youth with disabilities and youth of color, have been reported to be less engaged with 4-H programming due to lack of information provided about the program to culturally diverse communities (LaVergne, 2013). By investigating the influence of these characteristics, we can increase the quantity of youth able to fully experience the long-term positive impacts of 4-H programs; thus, increasing the level of civic engagement in local communities. In addition, recommendations by USDA to increase and expand 4-H membership could be addressed, in part, by youth retention.

This research activity strengthens and advances the body of knowledge investigating the reasoning and implications of 4-H youth re-enrollment rates. Subsequently, we will explore the influential factors that contribute to high youth retention levels. By analyzing these elements, we will continue building supplementary materials and systems that increase the number of youth and families that engage in 4-H youth development programming over time.

This research will be conducted in multiple states throughout the country. As the demographics and socioeconomics of our society evolve, 4-H continually must develop deeply integrated systems to better understand and serve the ever-shifting societal culture of their respective communities. A multistate approach will enable the collection of perspectives from a greater diversity of communities, thus yielding more generalizable findings. As such, we will be able to implement and utilize effective strategies to engage and retain more youth in 4-H programming. Consequently, more youth will receive the short- and long- term benefits of 4-H, including the knowledge, attitudes and skills needed to become competent, caring, and contributing citizens of the world, as well as thriving and successful adults. This research study directly benefits 4-H youth and families, as well as potential youth and families by improving the program internally. Further, the finding that a majority of states and territories have experienced a decline in 4-H enrollment from 1996 to 2003 and 2010 to 2014 demonstrates the recruitment and retainment dilemma is not only situated in a local state context or environment. It suggests there are robust factors that parallel between state 4-H programs. We need to ascertain the factors contributing to decreased enrollments and identify similarities and differences in recruitment and retention between states.

Justification

Through retention efforts that reduce youth dropout rates in 4-H programming, more youth can experience the benefits that 4-H provides. Past research has shown that youth involved in 4-H programming develop critical life and leadership skills such as problem-solving, goal setting, communication, considering the perspective of others, public speaking, viewing themselves as a community resource, responsibility, and developing a sense of belonging and purpose (Brennan, Barnett, & Lesmeister 2007; Calvert, de Montmollin, & Winnett, 2015; Dodd, Follmer-Reece, Kostina-Ritchey, & Reyna, 2015; McElprang & Nash, 2014). Additionally, compared to non-4-H youth, those affiliated with 4-H are more likely to contribute to their communities; participate in science, engineering, and computer technology programs; make healthier choices; and report higher academic competence (Lerner & Lerner, 2013). Youth in 4-H also develop critical skills to be informed and active citizens, such as developing knowledge about local government and discussing local issues with others (Calvert et al., 2015). Furthermore, 4-H alumni report that through 4-H, they developed essential life skills such as public speaking, self-discipline, civic responsibility, and self-esteem (Fox, Schroeder, & Lodl, 2003; Maas, Wilken, Jordan, Culen, & Place, 2006). In addition, former 4-Hers reported that they volunteer, hold leadership positions in community organizations, and continue to be a part of 4-H as adult volunteers (Merten et al., 2014). They have also been found to be more skilled at developing nurturing relationships and working in teams, skills needed to transition and persist in college (Ratkos & Knollenberg, 2015). Finally, research has demonstrated that participants who had been involved with 4-H for a more extended period were significantly better able to make decisions, communicate, and think critically (Haas et al., 2015). The vast amount of previous research shows that engaging youth in 4-H has the potential to shape their lives positively. In turn, youth that are retained will make more significant contributions to their community by remaining engaged, volunteering, and maintaining employment. Long-term engagement in 4-H benefits not only the youth but their communities as well. Finding ways to retain youth in the program for more than a year can profoundly impact society because of the skills developed and opportunities provided to youth in 4-H.In examining why 4-H enrollment and retention have decreased across the country, this project will fill a variety of gaps in the literature about 4-H involvement. We have yet to understand the underlying reasons that explain 4-H retention rates. Based on preliminary data in California, we know that many youth are only enrolled in 4-H for one year (approximately 50%). In Florida, enrollment decreases the most among middle-school aged youth (DeCubellis & Barrick, 2020). This decreased involvement has implications for the 4-H program. For example, there may be less money distributed to the program, as well as more difficult in attaining private funding if we are not serving our diverse populations. In addition, dissatisfied youth and families may encourage others to leave or not join the program. Understanding experiences with the program can help ensure the future of the 4-H program.

This proposal aims to build upon the previous five years of work of the Youth Retention Stud.y: Specifically, we will continue to look at and build upon the questions: How do the experiences during the first year in 4-H affect retention? How does that compare in other youth development programs? Does the 4-H experience vary by different backgrounds with the program, such as those that are brand new (first generation) versus those with a family history in 4-H (e.g., fifth generation)? What are the components of the 4-H program that attract or deter youth and their parents? What are the factors that influence whether a youth member stays in the 4-H club program? In what ways does culture—both the cultural background of participants and the culture of our 4-H organization—impact youth recruitment and retention? How do positive youth development principles align with member retention?

Answers to these questions will deepen our understanding of the complexities at work in retaining 4-H youth and inform how best to address the issues. The project will then explore strategies at the local, state and national levels, to address retention. The project fits the Extension model of research informing practice to better the lives of youth and families by having more youth and families engaged in 4-H, and the communities in which they live, through the positive impacts youth experience in 4-H over multiple years.

Retention phenomenon is not unique to any one state and therefore this multistate project will substantially contribute to the identification of underlying factors that help explain the context surrounding youth dropout (or retention) in 4-H programs.

Other investigations of youth retention have been restricted to data within states or counties with application to programming and youth often limited to those geographic boundaries (e.g., Harder et al., 2005; Russell & Heck, 2008; Defore et al. 2011; Pipkin, 2016; Ellison & Harder, 2018). This multistate 4-H youth retention study increases the heterogeneity of the youth population and thus the generalizability of the findings would be greater than single-state studies. A multistate approach provides an opportunity to identify factors that cut across contexts and populations that National could address, and provides the diversity needed to gain a nuanced picture of what matters and for whom. A team of Cooperative Extension staff from California, Florida, Louisiana, Tennessee, New Hampshire, New Jersey, Washington have been examining retention in these states and are proposing to continue and expand this research.

Importance of Study

The United States is becoming more diverse with Latinos estimated to comprise 28% (Census, 2018) and African Americans 15% (Vespa, 2020) of the population by 2060. Ethnic minority populations are resilient when facing a variety of risk factors, such as poverty, discrimination, and social determinants of health (Braveman, 2011). Understanding the cultural values and norms of diverse populations is important for youth development programs to understand so that we may best meet their needs. While families help buffer youth against challenging circumstances, 4-H youth development programs can play an important role in helping families thrive. For example, youth who participated in California’s 4-H program were found to be more satisfied with their mental and emotional health (76%) compared to the general population (57%) (4-H Alumni Study, 2021). California 4-H alumni were also found to be twice more likely to feel financially stable and optimistic about their future compared to the general population (4-H Alumni Study, 2021). These results provide evidence that 4-H can help youth buffer against social determinants of health.

While 4-H can help youth thrive, retention in the program can ensure higher dosage of developmental contexts, such as positive relationships that provide youth with a sense of belonging (Arnold, 2020). Retention in the 4-H program can help provide certain with multiple sources of positive developmental contexts that support their wellbeing over time. Because of cultural differences among difference racial and ethnic groups in the United States, more understanding is needed about which factors shape youth’s retention in the 4-H positive youth development program.