The Developmental Benefits of 4-H:
Articulating our Research Basis

Why do we do 4-H programming through our land-grand universities? For many of us this is a difficult question to answer. We know that our efforts are beneficial to youth, their families and communities, but we may not know about the research that backs up what we do. This web resource outlines the answer to the question: Why do we do 4-H?

• Why do we do 4-H programming?
• The benefits of "Nonformal" education
• Essential-curricular activities
• Key benefits to parent involvement
• Research that documents the developmental benefits of 4-H

Parts of this material were presented at: April Preview, University of Nebraska Cooperative Extension, April 14, 1998, Lincoln, Nebraska, and at Translating the Essence of 4-H, North Central 4-H Conference, May 8, 1998, St. Louis, Missouri.

Why do we do 4-H programming?

Many of us immediately answer:

• We have done this for generations
• It is the right thing to do

Often these are the typical answers we give, and these are important and valid reasons for what we do. However, they are not the best answers when we are talking with our stakeholders. We must be able to articulate the research basis for what we do.

A preferred answer is:

There are important developmental benefits of nonformal educational programs like 4-H to children, youth, families, and communities. These benefits have been documented through research.

Go to "Understanding Nonformal Education"

Go back to the introduction

Understanding Nonformal Education

"Nonformal" education takes place outside of traditional formal education, which happens in schools. Nonformal education may take many forms, of which 4-H is only one. How does nonformal education compare to formal education in the classroom? 

Nonformal education is not "better" than formal education. The goals, methods, and outcomes are different. What is important to note is that both types of education are equally important, and many youth do not have access to "nonformal" education. Our strength in 4-H can be in the degree to which we reach out to youth who would not otherwise receive nonformal education.

What are the benefits of nonformal education?

Go to: "Why is Nonformal Education Beneficial?"

Go back to "Why do we do 4-H Programming?"

Go back to the introduction

Source:

Walker, Joyce. 1998. "Youth Development Education: Supports and Opportunities for Young People." The Center. University of Minnesota Center for 4-H Youth Development. Winter: 10-13.

Walker, Joyce, and Trudy Dunham. 1996. "Understanding Youth Development Work." University of Minnesota Extension Service. URL: http://www.extension.umn.edu/Documents/D/A/DA6699.html.

 Why is "nonformal" education beneficial?

Because it involves:

1. Personal choice, which helps youth: Develop decision-making skills, and clarify their ideas and values.
2. Hands-on learning, a hallmark of 4-H.
3. The development of personal relationships, which benefit youth through:
   • The development of interpersonal skills with peers outside of the classroom,
   • Access to multiple caring adults, through whom youth receive guidance, direction, and feedback that reinforces parental efforts, and
   • Access to multiple adult role models in addition to parents so that youth benefit emotionally, scholastically, and interpersonally.

Many of these benefits are met through extracurricular activities, one of which is 4-H. What do we know about the role played by extracurricular activities in children’s lives?

Go to: "Extracurricular Activities"

Go back to: "Understanding Nonformal Education"

Go back to the introduction

 Source:

Walker, Joyce. 1998. "Youth Development Education: Supports and Opportunities for Young People." The Center. University of Minnesota Center for 4-H Youth Development. Winter: 10-13.

Extracurricular Activities:

Extracurricular activities include many of the nonformal educational experiences to which young people are exposed. Before considering 4-H specifically, let’s consider the case of extracurricular activities in general.

• Extracurricular activities during junior high and high school are linked to success in 12^th grade (study of over 400 families in rural Iowa) [1]
• A collection of diverse activities are better than the total number of activities youth are involved in. [2]
• Therefore, these are Essential-curricular activities rather than extra-curricular activities. [2]

A major strength of 4-H is the many different kinds of activities in which youth can choose to become involved. Another major strength is the emphasis in 4-H of providing family-based activities. We consider why this is important next.

Go to: "The Importance of Family Involvement in Children’s Lives"

Go back to: "Why is Nonformal Education Beneficial?"

Go back to the introduction

Sources:

[1] Glen H. Elder, Jr., Rand D. Conger, Valarie King, Debra Mekos, Stephen T. Russell, and Michael J. Shanahan. (Forthcoming). "Chapter 8: Lessons from School." In Leaving the Land: Rural Youth at Century’s End. University of Chicago Press.

[2] Blyth, D. 1998. "Adolescent Involvement in Community Activities: The Role of Peers." Presentation at the Seventh Biennial Meeting of the Society for Research on Adolescence, San Diego, CA, February 26, 1998. 

Importance of Family involvement in Children’s Lives:

One of the great strengths of 4-H programs is the efforts to involve parents in activities with children. Research shows that family involvement is crucial to the development of healthy youth.

• The development of competence among children comes from family access to community resources. [1]
• Children whose parents are actively involved in their community score higher in school, in self-perception of their academic abilities, and in relationships with their peers. [3]
• Children whose parents have strong community ties spend less time alone with peers. [1]
• Joint activities foster stronger relationships within the family. [2]
• Strong parental community ties predict children’s academic success. [3]

Having considered the benefits of extracurricular activities for children, particularly those that actively involve parents, let’s consider some evidence about the benefits of 4-H in particular.

Go to: "Research on 4-H"

Go back to: "Extracurricular Activities"

Go back to the introduction

Sources:

[1] Elder, Glen H., Jr., Rand D. Conger, Valarie King, Debra Mekos, Stephen T. Russell, and Michael J. Shanahan. (Under review). "Chapter 5: Bridging Family and Community." In Leaving the Land: Rural Youth at Century’s End. University of Chicago Press.

[2] Elder, Glen H., Jr., Rand D. Conger, Valarie King, Debra Mekos, Stephen T. Russell, and Michael J. Shanahan. (Under review). "Chapter 3: Ties to Family and Land." In Leaving the Land: Rural Youth at Century’s End. University of Chicago Press.

[3] Russell, Stephen T., and Glen H. Elder, Jr. 1997. "Academic Success in Rural America: Family Background and Community Integration." Childhood: A Global Journal of Child Research. 4(2):169-181.

Research on 4-H:

Research on the benefits of 4-H in children’s lives has included:

• studies of children involved in 4-H,
• a study of 4-H club leaders, and
• studies that compare 4-Hers with non-4-H youth.

Studies of 4-H participants have found the following perceived benefits to 4-H involvement:

• A study of over 760 4-Hers in Pennsylvania indicated that youth who had county leadership experiences rated high on life skills, and even higher when they have more leadership experiences beyond the county level. [1]
• A study of 400 youth involved in swine projects in Iowa showed that 4-H youth perceived that project participation had positive effects on the development of their life skills. [2]
• A study of over 50 animal science project alumni in New Jersey reported that their 4-H experiences influenced the development of their life skills, particularly accepting responsibility. [3]

Go to: "A Study of 4-H leaders"

Go back to: "The Importance of Family Involvement in Children’s Lives"

Go back to the introduction

Sources:

[1] Cantrell, Joy, Anne L. Heinsohn, and Melanie K. Doebler. 1989. "Is it worth it? Going Beyond the Local 4-H Club." Journal of Extension. 27(1). URL:

[2] Gamon, Julia, Ond Pedro Dehegedus-Hetzel. 1994. "Swine Project Skill Development." Journal of Extension. 32(1) URL: gopher://joe.org:70/00/joe/1994june/rb5.

[3] Ward, Carol Knowlton. 1996. "Life Skill Development Related to Participation in 4-H Animal Science Projects." Journal of Extension. 34(2): URL:

A Study of 4-H leaders:

In a survey of 566 4-H club leaders in Wisconsin, researchers found that adult club leaders perceived significant benefits of 4-H involvement, both for children and their communities.

Benefits to youth:

• Psychological development
• Social development
• Intellectual development

  "Learning about caring, sharing, responsibility for our land, community and the people we live with helps youth become responsible adults."

  Benefits to the community:

• Economic
• Youth become viewed as assets
• Civic

  "Youth service accomplishes activities that the community would have to use tax dollars for."

Go to: "Comparing 4-Hers with non-4-H Youth"

Go back to: "Research on 4-H"

Go back to the introduction

Source:

Taylor-Powell, Ellen, Greg Hutchins, and Robyn Reed. 1997. Community Service: What 4-H Youth Groups do to make a Difference. University of Wisconsin Cooperative Extension.

Comparing 4-Hers with non-4-H Youth:

The strongest test of the role of 4-H in the lives of youth is to compare 4-Hers to children who are not members of 4-H. Past studies have shown:

• Participation in 4-H has a positive influence on children’s perceptions of their competence, coping, and life skills (study of 666 Ohio public school children). [1]
• 4-Hers rate themselves higher than non-4-H peers on working with groups, understanding self, communicating, making decisions, and leadership (study of over 300 4-H club members and over 500 non-4-H school children in Texas). [2]
• Within 4-Hers, more involvement is associated with higher scores on communication, working with groups, and leadership. [2]

Go back to: "A Study of 4-H Leaders"

Go back to the introduction

Sources:

[1] Miller, Jeffrey P. and Blannie E. Bowen. 1993. "Competency, Coping, and Contributory Life Skills Development of Early Adolescents." Journal of Agricultural Education. Spring:68-76.

[2] Boyd, Barry L., Don R. Herring, and Gary E. Briers. 1992. "Developing Life Skills in Youth: How 4-Hers Perceive their Leadership." Journal of Extension. Winter:16-18.