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Current literature on youth development supports the theory that out-of-school programming has an effect on youth development. However, little research has been conducted on types of out-of-school programs and comparisons among involvement in various activities in relation to developmental assets. Hence, the purpose of this study was to analyze relationships between students’ participation in out-of-school programs and the development of positive assets. Specifically, this study explored how 4-H participants differ from other students in their attainment of specific assets.

Findings support past research that indicate out-of-school programming is making an impact on the development of youth. Strong differences specific to 4-H participation were not found. Instead, findings indicate that asset development is not the result of one program; rather, it is important to provide a variety of options that ensure a good “fit” for the young person.

This research project evaluated outcomes for a leadership development program utilizing adult volunteers who worked with youth to incorporate experiential learning and civic engagement opportunities. As a result, this experience exposed youth to practical skills as well as a chance to develop a sense of community connectedness. This was revealed through the youth developing more positive perceptions toward their role as decision makers in their communities, after participation in the program. Youth also developed more positive perceptions of their relationships with adults. Moreover, when comparing those youth who volunteer at least one hour per week to those who do not, those who had volunteered in the past had significantly more positive perceptions than those who had never volunteered in their community.

What are the long term consequences associated with serving as a state FFA officer? Using a semi-structured interview format, selected state FFA officers from a twenty year time span were interviewed to assess their perceptions of and assets attributed to their experiences as a state officer. Results indicated that past state officers, regardless of when they served, noted positive leadership development, personal growth, and a heightened level of community awareness. Additionally, experiences and subsequent engagement related to their term confirmed four key features of positive adolescent development, which are, a sense of industry and competence; a sense of identity; a sense of control over one’s fate; and connectedness to others (CSR Inc, 1997).

Providing leadership education for young men growing up without their father, through a structured curriculum and mentoring program, should enhance their development. To examine this, the authors interviewed adult alumni who participated as adolescents in a cohort-based, sixmonth leadership program. Interviews outlined several key themes: once served by others the young men desired to serve their community, choosing an authentic leadership educator matters, program mentors inspired positive life changes, and the learned leadership lessons transcended the setting and the curriculum. This qualitative project examined the efficacy of a youth leadership development program by interviewing past participants. This research outlined how service to others can inspire more service and that leadership education has the potential to alter lives, and in this case, even save lives.

A purpose of youth organizations is to develop leadership skills among members through organizational structure and organization sponsored activities. But do they develop those skills? This national, multi-stage study examined the role of youth and the context of their activities in developing leadership in rural FFA chapters. FFA members had a higher level of agreement with statements indicating that activities focused on self-development and the lowest agreement with statements focused on the community. FFA members indicated that in their interactions with adults they were most likely to be treated as partners. It follows that in the role-context matrix, the strongest agreement with statements regarding their interaction with adults and the dimension of leadership development was in developing self in a partnership role with adults. Youth leadership activities should help youth gain skills that help them understand self, interact with others, function effectively in groups, and provide leadership within the community.

Study examined adolescents’ participation in sports, school, and community extracurricular activities to assess the influence of different involvement roles and adult support on leadership skills. The study found that males and females who perceived their adult support more positively had more positive perceptions of their leadership skills. Findings suggest adolescents’ perceptions towards their leadership skills are influenced by extracurricular activity involvement roles and the support of their parents and other adults. The findings contribute to future school and community based prevention and intervention programs, suggesting the importance of adolescent leadership involvement at all grade levels and the influence of adult support on adolescents’ perception toward their leadership skills. Educators should consider facilitating youth leadership through extracurricular activities involving younger high school students. This affords the opportunity for youth to develop critical skills early and put into practice what they learned. We strongly encourage adult involvement in extracurricular activities.

Supported by Bandura’s social cognitive theory, our study examined personal factors and environmental factors that impact adults’ ability to assist youth in developing leadership. We introduce youth leadership development self-efficacy (YLD-SE) as a new construct for use in leadership research. A 7-item scale to measure YLD-SE was developed and its psychometric properties were established through exploratory factor analysis. The study sought to investigate the YLD-SE of agricultural education teachers, determine the relationship that YLD-SE has with selected variables, and determine the predictors of YLD-SE. Participants were agricultural education teachers (N = 177) in [Midwestern state] who taught during the 2005-2006 school year. Results showed that teachers perceive they have a high level of YLD-SE, and hierarchical regression analysis revealed that transformational and laissez-faire leadership style were significant predictors of YLD-SE. The full model explained 25% of the variance in YLD-SE.

This study examined the impact of the Boys & Girls Clubs of America (BGC), and its Keystone Club (KC) component, on the leadership and citizenship development of its alumni. 14 alumni were interviewed using a structured interview technique. The constant comparative method was utilized to identify leadership traits and skills that alumni perceived they had developed as members of either organization. It was found that alumni from both organizations felt that they had developed the ability to lead groups, and developed the traits of integrity, honesty and patience. In addition, their participation in BGC/KC gave them the confidence to pursue leadership roles outside of BGC/KC. These traits and skills also carried over into their adult lives.

This study sought to understand FFA leadership activities and member role in planning these activities. Qualitative research methods were used to gain insight into the perceptions of FFA members. Twelve chapters from 11 different states participated in four focus group sessions at the National FFA Convention. Youth participating in the focus group interviews provided less emphasis on youth as objects and more discussion of youth as resources and partners. More frequently youth described their roles as resources or partners. Participants could easily identify personal benefits from participation in FFA activities. As the dialogue moved to community it was more difficult for FFA members to describe benefits. Students easily described the activities which helped them develop leadership skills in the context of understanding self. The most difficult area was related to community.

The purpose of this quantitative study was to investigate Penn State Extension 4-H volunteer leaders’ leadership development needs and preferred delivery methods for leadership development. The participants were 147 volunteer leaders who attended Penn State Extension Annual 4-H Leader Forum and filled out the survey. We found that the overall mean score for leadership skills needs among volunteer leaders was 4.33 (SD =.45). Volunteers’ overall leadership skills needs do not differ based on volunteer gender, level of education, age, and previous volunteer experience. The preferred delivery methods of leadership development for Penn State Extension 4-H volunteer leaders were workshop and in-service training. Leadership education is critical in advancing volunteers’ skills and preparing them to delivery well-developed, state of the art contemporary leadership education programs.