Youth Leadership Development in Texas 4-H Food and Nutrition Program
Abstract
Leadership is an elusive term that has evolved over time. Thus, leadership has a broad definition; nevertheless, leadership development is essential during adolescence as these individuals prepare to be functioning adults in society. Out-of-school time (OST) programs, such as 4-H, are ideal for fostering an environment that allows youth to gain and grow leadership skills. Current literature discusses the importance of multiple components to develop leadership, but a comprehensive theory is needed. More importantly, a theory that is theoretically sound and supported with empirical evidence for leadership development in youth is essential. Therefore, the youth leadership development conceptual model by Redmond & Dolan (2016) is a theory composed of core program components—authentic opportunities, mentor access, motivation, and mastery—that come together to guide youth in developing leadership. With the help of this model and the assessment of program duration, educators can identify the core leadership development elements of a 4-H program. The purposes of this study were to (a) examine the relation between program duration and leadership development, (b) assess the relation between program duration and involvement in the four program components of leadership development, and (c) determine if the four program components predict leadership development. Data was collected through a questionnaire sent to Texas 4-H members in the food and nutrition program as a sample case. Multiple regression and correlational analyses were conducted to identify the relation between the variables. The correlation between program duration and leadership skills was statistically significant. The correlations between duration and program components were significant as well. Authentic opportunities and mastery were significant predictors of leadership. However, when program duration was included as a control variable, none of the program components significantly predicted leadership, although the overall model significantly predicted leadership. The interrelationships of the program components supported the youth leadership development conceptual model (Redmond & Dolan, 2016) as these components and duration do not predict leadership independently but together foster leadership development. Overall, youth practitioners should design programs with these key components and encourage program duration in youth to gain valuable skills.
Citation
Drabek, Allison Ginny (2022). Youth Leadership Development in Texas 4-H Food and Nutrition Program. Master's thesis, Texas A&M University. Available electronically from https : / /hdl .handle .net /1969 .1 /197232.