To belong or not to belong: The differences between youth who stayed enrolled and who dropped out of a youth development program

Persistent Link:
http://hdl.handle.net/10150/279987
Title:
To belong or not to belong: The differences between youth who stayed enrolled and who dropped out of a youth development program
Author:
Lauxman, Lisa Annette
Issue Date:
2002
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
The purpose of this study was to determine if there were differences between 5th to 8th grade youth who stayed enrolled and those youth who dropped out of the Pima County Extension 4-H Youth Development Program. Youth who dropped out were surveyed with the National 4-H Impact Assessment Survey. The survey examined eight critical elements of positive youth development and asked the additional question why they dropped out. The research questions sought to find if there was a difference between 5 th to 8th grade youth who stayed enrolled and those who dropped out of the Pima County 4-H Youth Development Program. What perceptual differences were there between the genders and between the groups, stayed enrolled and dropped out? Were there differences amongst the grade levels of this study? The theoretical foundation for this research study centered on Erikson's psychosocial stage theory and crises, Vygotsky's theory of the zone of proximal development, and Gilligan's theory on gender development. It was found that there were differences between grade level, gender, and group (those who stayed enrolled versus those who dropped out). Amongst female respondents, significant factors were "Feelings about 4-H", "Learning in 4-H", "Helping Others", "Planning and Decision-Making in 4-H", and "Belonging in 4-H". For male respondents, there were no conclusive patterns for the factors between the two groups. Significant factors for grade level were: "Adults in 4-H", "Learning in 4-H", "Helping Others", and "Planning and Decision Making in 4-H". The significant factors for grade level were "Belonging in 4-H" nor "Feelings About 4-H".
Type:
text; Dissertation-Reproduction (electronic)
Keywords:
Education, Educational Psychology.; Sociology, Social Structure and Development.
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Graduate College; Educational Psychology
Degree Grantor:
University of Arizona
Advisor:
D'Agostino, Jerome V.

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_US
dc.titleTo belong or not to belong: The differences between youth who stayed enrolled and who dropped out of a youth development programen_US
dc.creatorLauxman, Lisa Annetteen_US
dc.contributor.authorLauxman, Lisa Annetteen_US
dc.date.issued2002en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThe purpose of this study was to determine if there were differences between 5th to 8th grade youth who stayed enrolled and those youth who dropped out of the Pima County Extension 4-H Youth Development Program. Youth who dropped out were surveyed with the National 4-H Impact Assessment Survey. The survey examined eight critical elements of positive youth development and asked the additional question why they dropped out. The research questions sought to find if there was a difference between 5 th to 8th grade youth who stayed enrolled and those who dropped out of the Pima County 4-H Youth Development Program. What perceptual differences were there between the genders and between the groups, stayed enrolled and dropped out? Were there differences amongst the grade levels of this study? The theoretical foundation for this research study centered on Erikson's psychosocial stage theory and crises, Vygotsky's theory of the zone of proximal development, and Gilligan's theory on gender development. It was found that there were differences between grade level, gender, and group (those who stayed enrolled versus those who dropped out). Amongst female respondents, significant factors were "Feelings about 4-H", "Learning in 4-H", "Helping Others", "Planning and Decision-Making in 4-H", and "Belonging in 4-H". For male respondents, there were no conclusive patterns for the factors between the two groups. Significant factors for grade level were: "Adults in 4-H", "Learning in 4-H", "Helping Others", and "Planning and Decision Making in 4-H". The significant factors for grade level were "Belonging in 4-H" nor "Feelings About 4-H".en_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
dc.subjectEducation, Educational Psychology.en_US
dc.subjectSociology, Social Structure and Development.en_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineEducational Psychologyen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorD'Agostino, Jerome V.en_US
dc.identifier.proquest3050362en_US
dc.identifier.bibrecord.b42729890en_US
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