Positive Youth Development
Positive Youth Development
Positive Youth Development
A CASE STUDY
A thesis submitted by
Krysti N. Turnquest
Master of Arts in
Urban and Environmental Policy and Planning
&
Child Study and Human Development
Tufts University
August 2015
instead of problems.
their peers.
ii
ACKNOWLEDGEMENTS
This thesis would not have been possible without the time,
the United Teen Equality Center. To them, thank you for sharing your
hopes, dreams, talents, and passion with me over the years. You’ve
Mary Davis, Dr. Francine Jacobs and Sonja Spears, thank you for your
time and commitment to this thesis. I know the process hasn’t always
been easy, but I hope that you feel, as I do, that the final product has been
worth the journey. I would like to give a very special thank you to my
Finally, I would like to thank my family, without whom I truly would not
have been able to complete this thesis. Thank you for continually
iii
TABLE OF CONTENTS
Abstract……………………………………………………………………. ii
Acknowledgements…………………………………………………….… iii
Table of Contents………………………………………………………... iv
List of Tables and Figures………………………………………………. v
CHAPTER 1: INTRODUCTION………………………………………… 1
CHAPTER 2: LITERATURE REVIEW……………...…………….…… 6
Positive Youth Development……………………………. 6
Positive Youth Development Programs……………….. 9
Important Aspects of Youth Programming…………….. 13
Summary of the Literature…………………………….… 15
CHAPTER 3: CASE STUDY SITE DESCRIPTION…...…................. 17
CHAPTER 4: METHODS…………….…………………………………. 23
Research Questions..……………………………………. 23
Evaluation Approach…………………………………….. 25
Data Collection…………………………………………... 28
Data Analysis…………………………………………..… 34
IRB Considerations……………………………………… 38
CHAPTER 5: RESULTS………………………………………………... 39
Youth Participation………………….……………………. 39
Formation and Quality of Relationships……………….. 45
Youth Perception of Benefit……….………………….... 50
Summary of Findings……………………………....……. 58
CHAPTER 6: DISCUSSION…………………………………………..... 59
Recommendations……………………………………….. 62
Limitations…………………………………..…………..… 65
CHAPTER 7: CONCLUSION…………………………………………... 68
Appendices………………………………………………...…………..…. 70
References………………………...…………………………………...… 84
iv
LIST OF TABLES AND FIGURES
TABLES
Table 1
Working Definitions of 6 C’s of Positive Youth Development............. 10
Table 2
Overview of the Five-Tiered Approach to Program Evaluation……... 26
Table 3
Summary of Tier Three: Quality Review and Program Clarification... 27
Table 4
Description by Subgroup of Interview Participants…………………… 30
Table 5
Description by Subgroup of Interview Participants…………………… 31
Table 6
Description of Survey Participants by Individual..…..………………... 40-41
Table 7
Description of Interview Participants by Individual…………………… 42
Table 8
Active Participation in a UTEC Activity…...……………………………. 44
Table 9
Relationship Formation & Quality.……………………………………… 47
Table 10
Youth Perception of Benefit…………………………………………….. 53
Table 11
How Well Each Department Meets the Needs
of Survey Respondents………………………………………….. 54
FIGURES
Figure 1
UTEC Departmental Model……………………………………………... 22
v
CHAPTER 1: INTRODUCTION
terms often used to describe youth who are not achieving their full
academic and social potential. No matter the terminology, and despite the
July 2013, although this rises to 28.2% for black or African American youth
(Bureau of Labor Statistics, 2013). In 2010, there were 4,857 arrests per
Delinquency Prevention, 2012). High school drop out rates declined from
12 percent in 1990 to 7 percent in 2011; however, drop out rates for black
and Hispanic students remain higher than the national average (U.S.
(OJJDP) estimated in 2011 that there were 29,900 active youth gangs in
the United States (Egley & Howell, 2013). The prevalence of youth
justice system and gang activity without adequate social and emotional
1
support are risk factors associated with youth disaffection (Kraft &
Wheeler, 2003).
person’s lack of human and social capital. Human capital resides in the
individual, and can be defined as the set of useful skills and knowledge
that a person possesses (Schultz, 1961), while social capital reflects the
social and human capital, disconnected youth are forced to enter the
(Crime and Justice Institute, 2006, p. 7). In order to help youth achieve
crucial so that they gain the skills necessary to compete in today’s job
market.
2
views youth as resources that require development. Schwartz (2001)
suggests that the PYD approach is not necessarily a new one. However,
prior to the coining of the term, practitioners did not have the language
2003). Community standards and social norms for non-white youth have
well the program meets its stated outcomes and to rationalize program
helpful if youth do not utilize this service. Therefore, this research focuses
on the voices that are often heard last, if at all, but are arguably the most
When youth voice is valued within contexts that affect them, positive youth
beings are rational (Sen, 1995). Here, rationality means that people make
3
a person believes a particular action’s benefit outweighs the cost, they will
perform the action (Sen, 1995). Individuals’ perceptions of cost and benefit
from this study are meant to elicit youth’s perceptions of the effectiveness
multiple aspects of PYD theory into its programming under one roof,
providing wrap-around services for youth who have not obtained their high
young parents. This study focuses on assessing whether youth feel the
program is meeting its defined goals, and the ways in which perceived
groups of young people perceive to be the most and least beneficial from
4
types of programs to reach out to the community and funders about the
ways in which PYD interventions positively affect the youth they serve.
5
CHAPTER 2: Literature Review
and resiliency research, and the value of youth voice; how these elements
youth problem behaviors often called for a deficit model approach (Lerner
behaviors as areas that need fixing. The deficit model attempts to remedy
6
problem, we search for differences, which, when found, serve as
proof that the problem exists. (Cauce & Gonzales, 1993, p.8)
outcomes; [2] focus ‘non-categorically’ on the whole child; [3] focus on the
and social life… determine with whom and how people spend their
the child and their peers are all layered together to impact the
7
Contextualism. He posits that children are not only experiencing the
effects of multiple systems on their lives but that they are in fact producing
young person’s life by drawing out the strengths in one area to fortify
others.
many youth who face adversity display resiliency— the ability to overcome
Researchers have yet to identify the exact element that creates resiliency
moderate the effects of certain risk factors (Edwards, Mumford & Serra-
Roldan, 2007). Alternatively, some researchers within the field of risk and
healthy outcomes regardless of what risk factors may exist (Cowley &
Billings, 1999).
8
Positive Youth Development Programs
(Lerner et al., 2005a). Rather, these PYD- based focus on promoting and
that institutionalize what leading researchers in the PYD field have defined
1. Competence
2. Confidence
3. Connection
4. Character
5. Caring and Compassion
9
Table 1 Working Definitions of the Six Cs of Positive Youth Development
Six Cs Definition
10
Competence Positive view of one’s actions in domain specific areas including
social, academic, cognitive, and vocational. Social competence
pertains to interpersonal skills (e.g., conflict resolution). Cognitive
competence pertains to cognitive abilities (e.g., decision making).
School grades, attendance, and test scores are part of academic
competence. Vocational competence involves work habits and
career choice explorations.
Confidence An internal sense of overall positive self-worth and self-efficacy;
one’s global self-regard, as opposed to domain specific beliefs.
Connection Positive bonds with people and institutions that are reflected in
bidirectional exchanges between the individual and peers, family,
school, and community in which both parties contribute to the
relationship.
Character Respect for societal and cultural rules, possession of standards for
correct behaviors, a sense of right and wrong (morality), and
integrity.
Caring and Compassion A sense of sympathy and empathy for others.
Contribution Displays competency in the Five Cs and thereby contributes to
larger society.
Adapted from: Lerner et al. (2005) and Bowers et al. (2010)
One element of programming that many PYD programs share is the
they master a trade or enhance a skill that increases their future chances
of successful employment.
contained at least one PYD component and reported their outcomes. The
Youth Service Corps (1993-96) programs feature paid work and work
center first around education and secondarily, around job training, life
programs as well and found that they were effective in increasing the
number of GEDs obtained by the participant youth but lacked much long-
2010).
11
Catalano et al. (2002) also conducted a meta-analysis of PYD
States to determine the success of each program and for whom the
program provided the largest positive effects (Catalano et al., 2002). Two
Competence Skills (BCS) share similar elements with the case site
community. The analysis found that within this program, increased peer
emotional support was highest for minority males (Catalano et al., 2002).
BCS’s main goal was to help youth develop positive cultural identities and
provide strategies and coping mechanisms for youth to deal with bicultural
conflicts within their own lives. In the evaluation of the BCS program,
analysis, Catalano et al. (2002) urged for the institution of more programs
12
Important Aspects of Youth Programming
youth programs is the most consistent predictor of youth thriving” (p. 188).
their feet” (p. 40). They also explain that a youth development program
Research has also found that gender can be predictive of the ways
that girls and boys participate in activities. Eccles and Barber (1999) found
13
that girls tend to prefer to participate in prosocial, performance-based
Spencer, Keller, Liang, & Noam, 2006). Additionally, a strong youth worker
Mollard (2000) found that one of the most frequent reasons for
(2006) found that positive interactions with non-familial adults helps young
family-orientation, etc.) play a large part in how one might relate to their
14
development theory in his 1968 book, Identity: Youth and Crisis. In this
work, Erikson argued that sound identity formation allows for the building
these activities and how it impacts them is critical to research about the
program effectiveness.
1977; Lerner, 1998; Ungar, 2004, Catalano et al., 2002). The layering
youth, staff and their peers are indicators of perceived effectiveness of the
15
program by youth (Borden et al., 2006; Anderson-Butcher, Newsome &
Borden and Perkins (2011) found that strong relationships between staff
16
CHAPTER 3: Case Study Site Description
The United Teen Equality Center (UTEC), the site of this thesis
parenthood. Its target population is youth ages 17-24 who are not
currently enrolled in school and have not received a high school diploma
or GED; youth who are gang involved or court involved; and/or are
pregnant or parenting.
highest teen birth rate in the Commonwealth with 44.7 births by teen
mothers per 1,000 teenage females. Lower graduation rates and higher
Institute, 2006).
disconnected youth to help them trade poverty and violence for social and
• Increased employability,
Center, 2015).
17
UTEC was initially founded in 1999 by a group of young people
seeking to create a safe space for Lowell’s youth from gang violence that
was rampant in the city at that time. UTEC’s original tagline was “by teens,
leadership into every aspect of UTEC’s model. Since that time, UTEC has
been through many iterations of its existence, but the essence of UTEC’s
core values – peace, positivity and empowerment – still run through its
veins.
providing staff that are trained in youth work and specialize in guiding
these youth through obstacles in their lives. All UTEC youth determined to
18
substance abuse, and mental health issues; creates an individual service
plan with that youth; maintains weekly one-on-one contact with that youth;
housing advocacy, family mediation, etc.; conducts home visits with that
driver’s education if the youth does not have a driver’s license; and
helps the youth understand what is on it. The relationship between the TC
program, their GED program, and the Alternative Diploma Program (ADP).
Once screened for education level, UTEC youth are entered into one of
two pathways: ADP or WFD. ADP works in collaboration with Lowell High
before leaving school to achieve their Lowell High School diploma. Youth
in the WFD program typically attend GED classes through UTEC to help
them prepare to take the exam. Both ADP and the GED classes are a part
of UTEC’s Open School. The WFD program divides youth into groups or
“crews” where youth receive paid job experiences and training through
Initially, all youth who are enrolled in WFD enter a crew called
19
Transformational Beginnings (TB) that serves as an “orientation and
acclimation period for all enrollees” (United Teen Equality Center, 2015, p.
introductory period, they opt to join one of the other two crews.
youth with their peers, UTEC hosts a Drop In period from three to six PM
for any youth in the Lowell area ages 16-24 to participate in enrichment
general space for young people to meet with friends and hang out. During
this time, staff members make their schedules available to any youth who
may need mentorship and build new relationships with youth from the
community.
20
UTEC identifies four stages of development that youth must go
• Stage 1: Outreach;
• Stage 2: Engagement;
enrichment department serves youth in the first three stages. UTEC has
in stages two and three while the education department primarily serves
21
Figure 1 UTEC Departmental Model
Streetworkers&
Enrichment&
Transforma5onal&
Beginnings&
Organizing&
Transi5onal&Coaches&
Workforce&
Development&&
Educa5on&
22
CHAPTER 4: Methods
services provided are appropriate and helpful (Jacobs & Kapuscik, 2000),
whether or not the program achieves its formal goals. This study utilizes a
youth survey as well as key informant interviews to gain insight into youth
perception.
UTEC was chosen as the case site for this study because of my
Research Questions
23
measure. Anderson-Butcher, Newsome and Ferrari (2003) argue that
an activity. The literature also shows that strong ties between youth and
Liang, & Noam, 2006; Olds, Kitzman, Cole, & Robinson, 1997; Scales,
Benson, & Mannes, 2006). Jacobs and Kapuscik (2000) propose that
and with their peers and how does this vary across
subgroups?
24
Evaluation Approach
from the others by its purpose and audience, as well as differing in the
tasks associated with that tier and the types of data that are required
The study in this thesis draws much of its design from Tier Three of
process because it assesses and compares how well the program meets
25
26
Table 2 Overview of the Five-tiered Approach to Program Evaluation
Tier
Description
Tier
One:
Needs
Assessment
Typically
performed
before
program
formation,
the
needs
assessment
identifies
and
measures
the
p roblems
to
be
addressed
by
the
program
and
sets
a
baseline
to
measure
against
in
the
future.
Tier
Two:
Monitoring
and
Accountability
this
tier
of
evaluation,
programs
are
measured
to
ensure
that
the
In
processes
they
are
using
are
effective
and
are
building
capacity
for
continued
program
work.
Tier
T hree:
This level of evaluation helps describe the activities of the
Quality
Review
and
Program
program and allows for staff, clients and other stakeholders to
Clarification
clearly understand the workings of the program.
Tier
Four:
Achieving
Outcomes
This
tier
of
evaluation
measures
how
well
a
program
has
done
what
it
has
said
it
will
do.
Tier
Five:
Establishing
Impact
Typically
performed
after
the
program
has
proven
effective
in
reaching
its
outcomes,
this
tier
looks
at
long-‐range
effects
of
programming
as
well
as
duplicability.
Source: Jacobs, F. H. (1988). The five-tiered approach to evaluation: Context and implementation. Evaluating
family programs, 37-68.
27
Table 3 Summary of Tier Three: Quality Review and Program Clarification
Purposes
of
Types
of
Data
to
Evaluation
Audiences
Tasks
Collect/Analyze
1.
To
develop
a
more
1. Program staff and 1. Review 1. MIS monitoring data
detailed
picture
of
administrators monitoring data
the
program
as
it
is
2. Expand on
2. Policymakers 2. Case material
being
implemented
program description
2. To assess the using information 3.
Other
qualitative
and
3. Community about participants’
quality and quantitative
data
on
program
stakeholders views
consistency of the
operations,
customer
intervention 3.
Compare
program
satisfaction,
and
perceived
3.
To
provide
with
standards
and
effects;
obtained
using
information
to
staff
expectations
questionnaires,
interviews,
for
program
4. Examine observations,
and
focus
groups
improvement
participants’
perceptions about
effects of program
5. Clarify program
goals and design
Source: Jacobs, F. H., Kapuscik, J. L., Williams, P. H., & Kates, E. (2000). Making It Count: Evaluating Family Preservation Services: A Guide
for State Administrators. Family Preservation Evaluation Project, Department of Child Development, Tufts University.
Because one of the goals of this thesis is to view UTEC’s effectiveness
UTEC served about 130 youth over the course 2014, though the
number of active participants in any give week was fewer for a number of
Data Collection
case site, the United Teen Equality Center using the procedures outlined
in this section.
28
Sample. The population UTEC served in 2014 was comprised of
youth ages 17-24 with 17% being ages 17-18, 26% were 19-20 years old,
34% were 21-22 years old and 23% was 23 and 24 years old (United
population entered with a criminal history, 50% had been charged with a
felony, 49% of the target population was pregnant or parenting, and 43%
participants, 81% were male and 9% were female, ages ranged from 18-
target population. Five males and one female were interviewed, their ages
spanned 18-24 years old and seven of the interviewees were enrolled in
population.
29
Table 4 Description by Subgroup of Survey Participants
Freq. Percent n
Age 18 7 19%
19 8 22%
20 8 22%
21 6 17%
22 3 8%
23 3 8%
24 1 3% n=36
Gender Male 29 81%
Female 7 19% n=36
Grade Completion Level < 8th grade 6 17%
9th grade 3 8%
10th grade 7 19%
11th grade 14 39%
12th grade 6 17% n=36
Race/ Ethnicity White 12 33%
Black 7 19%
Hispanic 13 36%
Asian 9 25%
Native American 3 8%
Other 1 3% n=36
Program TB 4 11%
ADP 13 36%
WFD, working towards
GED 13 36%
WFD, received GED 6 17% n=36
Crew Mattress Recycling 10 50%
Furniture Design 6 30%
Culinary Arts 4 20% n=20
30
Table 5 Description by Subgroup of Interview Participants
Freq. Percent N
Age 18 2 22%
19 2 22%
20 0 0%
21 2 22%
22 1 11%
23 1 11%
24 1 11% n=9
Gender Male 5 44%
Female 4 56% n=9
Race/ Ethnicity White 1 11%
Black 4 44%
Hispanic 6 67% n=9
Program TB 2 22%
ADP 2 22%
WFD, working towards
GED 3 33%
WFD, received GED 2 22% n=9
Crew Mattress Recycling 2 28%
Furniture Design 3 42%
Culinary Arts 2 28% n=7
31
Procedures. The survey was distributed to all youth enrolled in
youth, who are not required to attend Fresh Inspirations, were given
this end, youth were given the option to turn in the survey directly to their
up. The surveys were completed on the same day they were
collection period was organized approximately three months after the first
attempt to capture the youth not present on the initial survey day.
Two youth from each of the three WFD crews were recommended
participate and their ability to articulate their thoughts and feelings clearly
interviewed youth participated in the surveys for this study. This yielded a
total of six interviews. Additionally, two youth from ADP and two from GED
32
brought the total number of interviews to ten. This number of interviews
was considered feasible within the resource constraints of this thesis, and
Neale, 2006).
were also asked to provide feedback on the survey. Once the survey was
recommended 10% of the population to pilot would have drawn too many
informant interviews were similar in topic to those asked during the youth
survey. The main difference was that the interviewees were asked to
33
elaborate further on their experiences and to explain their responses with
specific anecdotes. For example, in the survey, youth were asked several
about the groups to which they feel they belong. In the survey, youth were
asked whether or not they felt comfortable asking for help from UTEC staff
on this and use specific examples of ways in which they are or are not
over the phone with a select group of participants, who were then asked to
Data Analysis
There are two main components to the data gathered for this thesis
research: a youth survey and youth interviews. These data were further
(TB). The WFD program was further broken down in two ways: those
participants with and without GEDs and the crew within WFD to which
of this research. All youth in UTEC’s programming are offered the same
34
be the case that all youth take equal advantage of these services.
included within each category that they identified with. For this reason,
respondents.
completed the 9th grade before enrolling at UTEC) elected not to respond
the interview process, the names of the interviewees have been redacted
determined scale and the responses for each question were aggregated
Qualitative data collected during the interviews were coded for themes
35
exist among key informant interviewees in terms of their subgroups in
Sports; (2) Fine Arts; (3) Dance; (4) UTEC and Community Events; (5)
Organizing; (6) Talking Circles; (7) Community Council; and (8) Youth
any of the listed activities “once or twice a week” or “three or four times a
except for two, falling on a Likert scale. Participants were asked whether
or not they had formed at least one new friendship since enrolling at
UTEC and if they had a staff member whom they trusted completely.
Possible responses to these two questions were binary. The survey asked
disagreed with several statements (“I get along very well with other UTEC
youth”; “UTEC has been helpful in forming friendships with other youth in
36
the program”; “I am very comfortable interacting with at least one UTEC
agree” was counted. Participants were also asked how often they turn to
addition, respondents were able to report that they had not had a personal
were asked to determine how well seven of UTEC’s departments met their
needs. The response options for these questions were: “very poorly”,
was required. Participants that responded “not enrolled” were not counted
disagreed that UTEC had been helpful in forming friendships with other
“agree” and “strongly agree”. In order to determine that UTEC had been
Next, youth were asked how well they felt UTEC supported a sense of
community and if they felt that UTEC was accomplishing its mission.
37
Response options were “very poorly”, “poorly, average”, “well” and “very
well”. Participants were also asked to respond how likely they were to
rate their overall experience at UTEC on a scale of one to ten with one
IRB Considerations
children under 18 years old must include written consent from the minor’s
the decision to exclude UTEC’s 16-17 year olds within the target
analysis and results described in this thesis are specific to the older (18+)
participant group.
38
Chapter 5: Results
collected from the youth survey and interview are presented. The
discussion is divided into three core areas in which this study was most
Youth Participation
the nine interview participants reported the same. Interestingly, all four of
39
Table
6
Description
of
Survey
Participants
by
Individual
Case Race/ Last WFD
Age Gender Program
# Ethnicity Grade Crew
1
18
F
Hispanic
11
ADP
-‐
2
18
M
Hispanic
11
ADP
Culinary
White,
3
18
M
<
8
TB
-‐
Black
WFD,
no
Mattress
4
18
M
Hispanic
11
GED
Recycling
WFD,
no
Furniture
5
18
M
Hispanic
9
GED
Design
6
18
F
Asian
11
ADP
-‐
WFD,
no
Mattress
7
18
F
White
10
GED
Recycling
WFD,
no
Furniture
8
19
M
Black
11
GED
Design
9
19
M
White
11
ADP
-‐
White,
10
19
M
12
ADP
-‐
other
Black,
11
19
M
Native
12
ADP
-‐
American
WFD,
has
Mattress
12
19
M
Asian
10
GED
Recycling
13
19
M
Asian
10
TB
-‐
14
19
M
Hispanic
11
ADP
-‐
WFD,
no
Mattress
15
19
M
White
<
8
GED
Recycling
White,
WFD,
has
Mattress
16
20
M
Native
9
GED
Recycling
American
WFD,
no
Furniture
17
20
M
Hispanic
10
GED
Design
White,
WFD,
no
Furniture
18
20
M
<
8
Black
GED
Design
19
20
M
Hispanic
11
ADP
-‐
WFD,
has
Furniture
20
20
F
Asian
10
GED
Design
WFD,
no
21
20
M
Black
9
Culinary
GED
22
20
M
Black
11
ADP
-‐
40
Table
6
Description
of
Survey
Participants
by
Individual
(Continued)
Case Race/ Last WFD
Age Gender Program
# Ethnicity Grade Crew
23
20
F
White
11
ADP
-‐
Hispanic,
WFD,
no
Furniture
24
21
M
Native
11
GED
Design
American
WFD,
no
Mattress
25
21
M
Hispanic
11
GED
Recycling
WFD,
no
26
21
M
Asian
10
Culinary
GED
White,
27
21
M
12
ADP
-‐
Hispanic
28
21
M
Hispanic
<
8
TB
-‐
29
21
F
Asian
11
ADP
-‐
Mattress
30
22
M
Asian
<
8
TB
Recycling
WFD,
no
Mattress
31
22
M
White
10
GED
Recycling
32
22
M
Asian
12
ADP
-‐
White,
WFD,
has
Mattress
33
23
M
12
Hispanic
GED
Recycling
WFD,
no
Mattress
34
23
F
Hispanic
11
GED
Recycling
WFD,
has
35
23
M
Asian
<
8
Culinary
GED
Black,
WFD,
has
Furniture
36
24
M
12
Hispanic
GED
Design
41
42
belonged to the WFD program that had not yet received their GEDs
43
44
Table 8
Active Participation in a UTEC Activity
Percent Active Total Sample
Age 18 100% 7
19 75% 7
20 75% 8
21 83% 6
22 33% 3
23 100% 3
24 100% 1
Transitional
Program 100% 3
Beginnings
ADP 85% 13
WFD without a GED 69% 13
WFD with a GED 100% 6
respondents’ trust and comfort level with their Transitional Coach (TC),
with other staff members at UTEC, and the formation of friendships with
All but one respondent agreed that they had formed at least one
new friendship with another youth member since enrolling at UTEC (97%).
Slightly fewer of the survey participants (92%) reported that they get along
very well with other UTEC youth. Six of the nine interview participants
reported that they had made friends at UTEC since they first enrolled
relationships was, “When you are having a personal problem, how often
do you go to other UTEC staff (not your TC) for help?” (39%). Despite the
low number of youth reporting to turn to non-TC staff members for help
with a personal problem, when asked about ways that they had felt
interviewee reported that more than anyone, their TC had been their main
45
“My TC, my home girl... Yeah, that’s my home girl right there. She’s
emotional and physical support from their TC by supplying them with rides
matters. While TCs were reported to be the main source of support for
because, “I always have support here… Even if they don’t have time,
quality and formation by age, gender and program. See Table 9 for a
46
47
Table 9
Relationship Quality and
Formation
Comfortable
Interacting
Go to
Met with a with at Least
Formed at Get Along Go to TC for Another Staff
Staff One UTEC
Least One Very Well Help With Member for
Member Staff That is Sample
New with Other Personal Help with
Other Than Not TC,
Friendship UTEC Youth Problems Personal
Their TC Teacher or
Problems
Program
Manager
Age 18 100% 86% 86% 100% 57% 29% 7
19 100% 63% 88% 100% 38% 25% 8
20 100% 63% 88% 63% 63% 38% 8
21 83% 50% 100% 83% 80% 60% 6
22 100% 33% 100% 67% 33% 33% 3
23 100% 67% 100% 67% 67% 33% 3
24 100% 100% 100% 100% 100% 100% 1
Gender
Male
97%
69%
93%
83%
52%
34%
29
Female 100% 57% 86% 86% 71% 43% 7
Program
TB
100%
100%
100%
100%
25%
50%
4
ADP 100% 38% 77% 77% 46% 31% 13
WFD without a
92% 69% 100% 77% 62% 31% 13
GED
WFD with a
100% 100% 100% 100% 83% 50% 6
GED
TOTAL 97% 67% 92% 83% 59% 39%
Age. All survey participants ages 21 and older agreed that they got
along very well with other youth in the program. Interviewee 6 also agreed
“I feel like it’s a family here. We’re all here for each other, you
know? It’s not like high school where there’s little cliques here and
there where you don’t get along with these people or these people.
You might not be as close to some people as you are to others but
it’s like a family. Like when one person is going through something,
I feel like all the youth are there for that person. They’ll try to do
age category to respond that they had at least one staff member at UTEC
that they trusted completely. However, only 57% and 29% of the 18-year-
old respondents reported that they seek out their TC or another staff
reported that they were comfortable interacting with a staff member who
was not their TC, teacher or program manager. However, all age groups
reported that they went to a staff member who was not their TC for help
48
and 100%, respectively), however, females were less likely than males to
respond that they “[got] along very well with other UTEC youth” (86%
spends time with youth enrolled in ADP and reported that she preferred
not to hang out with youth from other programs because she felt they were
more juvenile. The rest of the interview participants reported feeling very
had at least one staff member at UTEC that they trusted completely (69%
compared to 34%) for help when they are having a personal problem.
weakest connections with other youth and staff members because they
have spent the least amount of time at UTEC. This however was not the
respondents reported that they had at least one staff member at UTEC
that they trusted completely, yet only 25% reported to go to their TC for
help with a personal problems. This was the lowest reported percentage of
youth to turn to their TC for help in any subgroup analysis. However, 50%
member other than their TC for help with personal problems. This is the
49
respond that they had at least one staff member that they trusted
with everything in and outside of school… Not really any other staff, cause
I don’t feel comfortable talking to any other staff other than [him].” ADP
survey respondents were also the least likely to report that they got along
very well with other UTEC youth (77%). One hundred percent of surveyed
respondents on every WFD crew reported that they get along very well
department at UTEC met their needs more than any other department
(79%). Meanwhile, the Organizing department least met the needs of any
UTEC department (52%). While only 61% of respondents felt that UTEC
actually helped in friendship formation with other youth, 81% reported that
reported that they felt UTEC was accomplishing its mission and most
50
All of the youth interviewed agreed that they benefit from attending
UTEC. Interview participants were asked about their future goals, their
involvement in helping them to achieve their goals. All but one youth,
Interviewee 5, felt that they were not only well on their way to reaching
their goals, but that UTEC played a big role in helping them along that
path. Interviewee 8 said, “A year from now… nah, a month from now, I
want to get my own apartment. That’s like my month goal… and I’m
securing their own housing, owning cars, finding stable jobs, enrolling in
experience at UTEC had many highs and lows but all were quick to point
out that there had been more positive moments than negative ones. The
experience had been completely positive. When asked about what types
of lows they had experienced at UTEC, responses fell into two categories:
other youth to bring me down to their level and get into trouble at
51
work or just hanging around UTEC. I won’t lie, I got into a few
expressed their frustration with being sent home from WFD for not
following the rules. When asked what types of things you can get
struggled with receiving warnings for being “even one minute late
[for work].”
The least likely racial group surveyed to report that UTEC had been
UTEC had been helpful in the same regard. One black interviewee felt that
UTEC allowed young people who might not have gotten along on the
place to set aside outside differences from other youth and recognize their
it’s like, I meet people from other sides that I would automatically beef with
but I get to know them and it’s like a different side, you know?”
52
53
Table 10
Youth Perception of Benefit
UTEC Has Been UTEC Supports UTEC is Likely to
Helpful in Forming a Sense of Accomplishing Recommend UTEC Overall Rating of
New Friendships Community its Mission to a Friend UTEC Experience Sample
Age 18 86% 86% 86% 86% 8.43 7
19 38% 50% 63% 88% 8.00 8
20 63% 100% 75% 88% 8.75 8
21 83% 67% 83% 67% 8.67 6
22 33% 100% 33% 67% 7.00 3
23 33% 100% 100% 100% 7.30 3
24 100% 100% 100% 100% 7.00 1
Gender Male 55% 79% 76% 79% 8.18 29
Female 86% 86% 71% 100% 8.29 7
Program TB 100% 50% 50% 50% 7.50 4
ADP 54% 77% 85% 100% 8.77 13
WFD
without a
GED 62% 85% 69% 69% 8.00 13
WFD with
a GED 50% 100% 100% 100% 7.80 6
TOTAL 61% 81% 75% 83% 8.20
54
Table 11
How Well Each Department Meets the Needs of Survey Respondents
WFD GED ADP TC Streetworker Organizing Drop In
Age 18 75% (4) 75% (4) 60% (5) 100% (6) 100% (5) 50% (4) 100% (1)
19 67% (3) 25% (4) 80% (5) 40% 75% (4) 25% (4) 67% (6)
20 83% (3) 60% (5) 100% (6) 75% (5) 100% (7) 71% (7) 63% (8)
21 80% (5) 75% (4) 80% (5) 67% (6) 60% (5) 60% (5) 83% (6)
22 0% (2) 0% (2) 0% (1) 67% (3) 33% (3) 50% (2) 33% (3)
23 100% (3) 100% (3) - 100% (3) 100% (3) 0% (3) 67% (3)
24 100% (1) 100% (1) 0% (1) 100% (1) 0% (3) - -
TOTAL 75% (21) 59% (23) 70% (23) 75% (32) 79% (28) 52% (25) 73% (33)
Gender Male 75% (20) 56% (18) 63% (16) 73% (26) 74% (23) 55% (20) 69% (26)
Female 75% (4) 75% (4) 100% (4) 83% 6) 100% (5) 40% (5) 86% (7)
TOTAL 67% (24) 59% (22) 70% (20) 75% (32) 79% (28) 52% (25) 73% (33)
Program TB 33% (3) 33% (3) - 50% (4) 33% (3) 100% (2) 67% (3)
ADP - - 85% (13) 82% (11) 88% (8) 78% (9) 92% (13)
WFD
without a
GED 77% (13) 54% (13) - 67% (12) 83% (12) 33% (12) 62% (13)
WFD with
a GED 80% (5) 67% (3) - 100% (5) 80% (5) 0% (2) 50% (4)
TOTAL 71% (21) 53% (19) 85% (13) 75% (32) 79% (28) 52% (25) 73% (33)
**Note: Numbers appearing within parentheses () represent observations
reported that the TC, Streetworkers, and Drop In departments met their
program served them across all age groups except in the 22 and 24-year-
questions about perceived benefit. They were among the least likely to
feel UTEC was helpful in forming friendships (33%), to feel that UTEC was
friend (67%) and along with the 24-year-old respondent, gave the lowest
At UTEC they treat you with respect and teach you how to give respect.”
55
respondents were WFD (75%) and Streetworkers (74%). The top two
have male or female respondents report that it was serving their needs
males and females had a very similar rating of their entire experience at
UTEC was not helping her reach her goal of preparing for college. When
“Probably not. It’s too easy. You don’t really learn. If I go to college, I don’t
expressed that she felt she was “somewhat” on track to reaching her goals
of having a good job, a car and a nice apartment. She said, “I feel like I’m
on track, but I don’t know… maybe I need help more.” Despite these
UTEC to friends.
to report that the WFD department was meeting their needs (33%).
Similarly, they were also the least likely to feel that the GED and TC
56
received their GED were the most likely to respond that these programs
felt that UTEC had been helpful in forming friendships with other youth in
the program while only 50% of respondents in WFD with a GED felt the
in WFD with a GED (83%), WFD without a GED (69%) and finally TB
(50%). These responses are reflected in the overall ratings given to their
rating of 8.77, while TB respondents gave the lowest with 7.5 out of 10.
When asked about where she sees herself in five years, one
interviewee enrolled in WFD that has already received her GED replied,
“I’d be a police officer… I feel like with me having a say in things I can
probably make a difference with youth.” She says that UTEC has helped
her realize her goals because, “before coming [to UTEC] I didn’t know my
57
had been helpful in forming friendships with other youth in the program
(25%); however, they were the most likely crew to respond that UTEC
least favorite thing about UTEC was the lack of hours he is able to work.
he could make more money and move closer to reaching his goals of
Summary of Findings
both between UTEC youth and between youth and staff members. Survey
respondents were also likely to report that they had formed strong
were generally low to the same question for survey respondents. Most
58
CHAPTER 6: DISUCSSION
This chapter discusses the survey and interview results within the
context of the existing literature on PYD theory. This study found that
found that as youth get older, their level of participation decreases due to
factors. Contrary to this, participation does not appear to decline with age
participants between the ages of 19 and 22, the 23 and 24-year old
needs are met at one stage, there is an activity available at UTEC that is
able to fulfill the next level of need. To further support this hypothesis, the
59
19-22 year olds and resurgence in activity for 23 year olds could be that
around age 22, youth who were not active participators in UTEC’s non-
population that UTEC served in 2014, 19-22 year olds comprise the
largest age group. This could be an indicator that around age 22 youth are
boys and girls choose to participate in activities. However, this study found
extents. Perhaps a clue to this finding could that overall, interviewed and
surveyed youth felt that UTEC supports a strong sense of community. The
gender stereotyped activities (i.e., sports for boys, dance for girls, etc.)
might be more amenable to all youth if they are feeling supported by their
60
survey sample and within each subgroup, comfort level with staff
reported that they were comfortable with at least one staff member who
was not their TC. Chung, Bemak and Talleyrand’s (2007) proposition that
racial and ethnic culture and values play a part in mentoring relationships
comfort and confidence level. They suggest that concepts of family and
Three quarters of youth interviewed (n=6) for this research reported that
that they had a staff member that they trusted completely. These findings
interviews agreed that they received some benefit from being enrolled in
youth can and should be treated as experts in the subject of their own
results.
61
to report that departments like WFD or GED were meeting their needs
while they were most likely to report that UTEC had been helpful in
their having been enrolled at UTEC the least amount of time compared to
Recommendations
between youth and staff and youth and their peers, and promote a greater
other PYD programs that could help further the data collected in this
62
participation across all groups, some groups were more active than
less active groups might become more involved. These groups included
respondents who reported to last complete the 11th grade before enrolling
most felt that they had grown in a positive way since entering the program
and understood that there was great benefit to them by being enrolled.
continue to look for ways to expand the number of youth that can be
served and how they can be served better. Borden et al. (2006) tells us
frustration that he was limited in hours available to work and therefore was
not earning enough money to fulfill all of his goals. It would be worthwhile
for UTEC to explore ways to increase the amount of available work hours
for youth in the most cost-effective manner for the organization. Ultimately,
more hours worked by youth is also more hours they spend in contact with
63
refine the data collection tools in order to gather even more specific data.
can help to produce more generalizable results that can be used to add
The only consistently low finding within this thesis was that despite
high levels of trust and comfort, youth were not turning to UTEC staff or
their personal lives. Given that youth are experts in their own experience,
it would be important for UTEC to find out from the source what exactly
motivates youth to turn to staff members for help. Using staff members in
this way would be helpful for UTEC because it would allow staff to gain
new perspective into the lives of their clients and to better understand the
phase, it was clear to this researcher that many of the young people had
UTEC and other PYD programs to capitalize on this passion for the
64
stronger and help more youth feel benefitted, but also as an opportunity
Limitations
This thesis was limited by the small sample size available in the
skipped a large portion of the survey, further reducing the sample size of
most questions.
the survey was handed out to all available youth as opposed to carefully
selecting the sampled pool to mirror the larger population. The WFD
However, far more youth were available to survey within the WFD
population during the times the survey was being administered. For this
65
far too small to be able to have any meaningful discussion about their
category that they claimed to belong. The Asian survey participants were
the only group that was racially homogenous; however due to the limited
grade they completed before leaving school and enrolling at UTEC. Six
survey participants responded that they last completed the 12th grade.
have completed high school. This means that none of the respondents
should have reported that they last completed the 12th grade or they would
66
a question that could be interpreted in more than one way (Arnold &
grade completion could not be used to report any real findings within the
survey results.
TCs and teachers to engage in this research, the interview results may
suffer from selection bias. During the course of the interviews, it was clear
Access to the young people was also limited due to time constraints,
67
CHAPTER 7: CONCLUSION
formed quality relationships with UTEC staff, AmeriCorps and with their
peers and how does this vary across subgroups?; and (3) what aspects of
the case site. Reported participation and reported formation and quality of
Butcher, Newsome & Ferrari, 2003; Halpern, Barker & Mollard, 2000).
recorded in this thesis, it did not appear that participation was equal within
some subgroups. This is a good indicator for UTEC about the success of
grow their program. Relationship quality and formation was strong across
surveyed for this thesis perceived high levels of benefit across the board
68
did not translate directly into utilization of staff and AmeriCorps members
is scarce and studies such as the one conducted for this thesis are
and those of their peers. It would be important for UTEC, or any other
what is working for them within the program and what is not. In this way,
focus their attentions, what factors are important to young people and
ultimately, what can help improve upon their existing program model.
69
APPENDIX A
CONTACT DETAILS:
Tufts University
c/o Krysti Turnquest
97 Talbot Avenue
Medford, MA 02115
What will you do in the study? First, surveys will be passed out to you
during Workforce Circle if you are in Workforce or during Common Block if
you are in ADP. If you refuse to do the survey, it will not affect anything
having to do with you, or your relationship to UTEC. There is no penalty
for not participating. In the survey, I will ask you questions about your
thoughts and feelings on UTEC. You will be encouraged to give your
honest opinions. Surveys will likely take less than 30 minutes.
How will my privacy be protected? You will not be asked to put your
name on this survey so all of your responses will remain confidential. I will
not be sharing your name or any identifying information about you or your
responses. No one employed by UTEC will see your responses. The
responses you give in the survey may be included in my thesis. Once this
thesis process is complete, The Internal Review Board (IRB) at Tufts
University, which makes sure this research is safe for you to participate in,
requires that I keep your responses for three years in a locked place. After
that time, I will destroy the data.
Could anything bad happen to me? Nothing bad will happen if you
decide you do not want to participate in the survey. Saying no will not
affect your time at UTEC at all. Also, if you do want to participate in the
survey, there are no right or wrong answers that will affect services
provided to you. There may be some questions that you think are hard or
you do not want to answer. This is okay. You do not have to answer any
questions that you do not want to. Also, if you begin the survey and you
decide you would like to stop, you can do so at any time. Choosing to stop
the survey is perfectly fine and will not affect services provided to you at
UTEC.
70
APPENDIX A
Do I get anything from the project? You will not get anything for
participating in the survey. However, by participating, you can help me
learn how programming at UTEC and other youth organizations can better
serve youth like yourself.
71
APPENDIX A
United Teen Equality Center: Youth Participant Survey
Thanks for helping us out with this survey. It is important to learn what
you think about UTEC programming. Remember that the information you
provide is confidential, which means that every effort will be made to
ensure your answers are seen only by the researchers. If you don’t want
to answer a particular questions, that’s fine. Just go ahead to the next
one. Thanks again!
In this section, we would like to know a bit about who you are and which
UTEC programs you use.
1. Age: _______________
_____ Male
_____ Female
_____ Other, please specify: __________________________
_____ White
_____ Hispanic or Latino
_____ Black or African American
_____ Native American or American Indian
_____ Asian or Pacific Islander
_____ Other, please specify:
_________________________________
4. Think back to when you first entered UTEC. What was the last grade
that you completed in any school before you came to UTEC? Please
select one.
72
APPENDIX A
5. Please indicate what program you are enrolled in at UTEC. Please
select one.
73
APPENDIX A
Sports
Dance Class or
Breakdance
UTEC and Community
Events (Ex: Take Back
the Night, Candidate’s
Forum, etc.)
Organizing
Talking Circles
Community Council
YOP Trip
74
APPENDIX A
Please choose the answer that you feel is most appropriate by checking
“YES” or “NO” in the box next to your choice. Please only select one
answer per question.
YES NO
8. Have you formed at least one NEW friendship with
another youth at UTEC since starting here?
Please indicate how strongly you agree or disagree with each of the
following statements. Check the box that seems most appropriate.
75
APPENDIX A
For the next set of responses, please mark an “X” in the space next to
your answer for each question.
13. When you are having a personal problem, how often do you go to
your TC for help?
_____ Almost always
_____ Frequently
_____ Sometimes
_____ Hardly ever
_____ Never
_____ Haven’t had a personal problem
14. When you are having a personal problem, how often do you go to
OTHER UTEC staff (NOT your TC) for help?
_____ Almost always
_____ Frequently
_____ Sometimes
_____ Hardly ever
_____ Never
_____ Haven’t had a personal problem
15. How well do you feel that UTEC supports a sense of community
among its members?
_____ Very poorly
_____ Poorly
_____ Average
_____ Well
_____ Very well
One of the reasons you may participate at UTEC is to help you reach your
goals. This section asks you about these goals.
16. What is the biggest goal you hope to accomplish in the next year?
_____________________________________________________
_________________________________________________
76
APPENDIX A
17. What are the biggest goals you hope to accomplish in the next
FIVE years?
_____________________________________________________
_________________________________________________
18. Now think about your short-term goals. How confident are you that
you can reach these goals?
_____ Not at all confident
_____ Somewhat not confident
_____ Fairly confident
_____ Somewhat confident
_____ Very confident
19. Now think about your long-term goals. How confident are you that
you can reach these goals?
_____ Not at all confident
_____ Somewhat not confident
_____ Fairly confident
_____ Somewhat confident
_____ Very confident
77
APPENDIX A
21. For each of the following programs, please indicate how well you
feel that that program meets your needs by checking the
corresponding box. If you are not enrolled in a particular program,
please mark “Not Enrolled” for that program.
Workforce
Development
GED Class
ADP
TC
Department
Streetworker
Department
Organizing
Department
Drop-In &
Afternoon
Activities
22. Please list in order of importance the top three reasons you attend
UTEC programming: You may continue your answer on the back of
this page if you need more space.
(1) ________________________________________________
(2) ________________________________________________
(3) ________________________________________________
78
APPENDIX A
23. How likely would you be to recommend UTEC to your friends and
family members who qualify for membership?
_____ Not at all likely
_____ Somewhat likely
_____ Likely
_____ Very likely
24. On a scale of 1-10 with 1 being the lowest and 10 being the highest,
how would you rate your overall experience at UTEC thus far?
Please circle one.
1 2 3 4 5 6 7 8 9 10
Do you have any suggestions for how UTEC could be improved for
you?
_____________________________________________________
_________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
Do you have any final comments you would like to leave for me? Is
there anything else you want to say? This space is for you to do
that:
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
THANK YOU!
79
APPENDIX B
CONTACT DETAILS:
Tufts University
c/o Krysti Turnquest
97 Talbot Avenue
Medford, MA 02115
What will you do in the study? First, I will ask you to participate in a
one-on-one interview with me. If you refuse to do the interview, it will not
affect anything having to do with you, or your relationship to UTEC. There
is no penalty for not participating. In the interview, I will ask you questions
about your thoughts and feelings on UTEC. You will be encouraged to
give your honest opinions. Interviews will last up to 30 minutes.
Could anything bad happen to me? Nothing bad will happen if you
decide you do not want to participate in the interview. Saying no will not
affect your time at UTEC at all. Also, if you do want to participate in the
interview, there are no right or wrong answers that will affect services
provided to you. There may be some questions that you think are hard or
you do not want to answer. This is okay. You do not have to answer any
questions that you do not want to. Also, if we begin the interview and you
decide you would like to stop, you can do so at any time. Choosing to stop
80
APPENDIX B
the interview is perfectly fine and will not affect services provided to you at
UTEC.
Do I get anything from the project? You will not get anything for
participating in the interview. However, by participating, you can help me
learn how programming at UTEC and other youth organizations can better
serve youth like yourself.
81
APPENDIX B
What group(s) would you say that you are a part of?
4. Tell me about your time at UTEC. Would you say it has been
overall positive? Overall negative? About 50/50?
6. Tell me about your future goals. Where do you see yourself one
year from now? In 5 years?
• Would you say you spend most of your down time here
with people in the same program as you?
82
APPENDIX B
10. Think back to when you first started at UTEC. Do you think you’re
generally the same as a person?
• How so?
11. Think about a typical day at UTEC. How often would you say
someone gives you praise?
13. Do you feel like most of the youth at UTEC have an experience
pretty similar to yours?
• How so?
83
References
39-55.
531.
http://www.bls.gov/news.release/pdf/youth.pdf.
85
15a.
Psychology, 4, 13-31.
86
involvement matters? Journal of Adolescent Research, 14,
10-43.
Egley Jr, A., & Howell, J. C. (2013). Highlights of the 2011 National
http://www.ojjdp.gov/pubs/242884.pdf.
W. Norton.
Kinetics.
469-506.
87
191.
37-68.
88
Psychology: A Handbook. New York, NY, 88-97.
Lerner, R. M., Lerner, J. V., Almerigi, J. B., Theokas, C., Phelps, E.,
Findings from the first wave of the 4-H study of Positive Youth
Olds, D., Kitzman, H., Cole, R., & Robinson, J. (1997). Theoretical
89
Perkins, D.F., Borden, L.M. (2006). Youth development and sports.
Rhodes, J. E., Spencer, R., Keller, T.E., Liang, B., & Noam, G.
34(6), 691-707.
90
to adolescent well-being made by non-family adults: An
https://nces.ed.gov/fastfacts/display.asp?id=16;
UTEC.
91
affect, and competence in the peer group: Two studies in
publications.
92