Bridging Disciplinary Boundaries (January 11 - 14, 2007)

PURPOSE: The purpose of this research is to examine the development of civic engagement skills and social development in children (N=73) who reside in urban, public housing neighborhoods (52.1% male, 69.9% Latino, 17.8% African American, 8.2% White, 4.1% Asian, mean age 9.25). Much of the research on civic engagement and social development focuses on youth and college students and the influence of participation in community service. This study addresses younger children who are in the process of social development and acquiring the seeds for civic engagement. As Driskell (2002) points out, children who play an active part in community development “learn about democracy and tolerance… develop a sense of environmental stewardship and civic responsibility… [and] strengthen their self-esteem, identity, and sense of pride” (p. 35). Acquiring skills and a desire for civic engagement prior to the teen years is especially important among children living in poor, urban neighborhoods because once they enter adolescence, urban youth and those in poor neighborhoods are less likely to be active in community service and have lower levels of civic knowledge than rural and more affluent youth respectively (Atkins & Hart, 2003). METHODS: Children participated in small group activities for 8 weeks during which they learned to observe, photograph, and assess the strengths and challenges of their neighborhoods. A variation on photovoice (Wang & Burris, 1997) was employed as children photographed and engaged in democratic processes to create group presentations related to neighborhood problems. Parents and members of the local advisory boards attended the presentations. Skills for civic engagement (CE) and social development (SD) were assessed by pre and post test surveys and through focus groups. Cronbach's Alpha for CE (21 Likert type items) equals .872 and .613 for SD (17 Likert type items). RESULTS: A paired samples t test indicated a statistically significant change in civic engagement scores on the pre and post test (t (72) = 9.891, p = .000). A paired samples t test on pre and post test scores for social development was also statistically significant (t(72) = -11.181, p =.000). Qualitative results from the analysis of focus groups provide a deeper understanding of the civic engagement skills and social development acquired as well as areas for continued growth of these skills. IMPLICATIONS: The intervention examined in this study targets micro and macro concerns. Social work has been accused of over emphasis on clinical concerns at the expense of community issues (Specht & Courtney, 1989). This intervention speaks to this accusation by demonstrating the potential for addressing micro concerns such as social development and individual skills for civic engagement within community change focused activities.

Atkins, R. & Hart, D. (2003). Neighborhoods, adults, and the development of civic identity in urban youth. Applied Developmental Science, 7, 156-164.

Driskell, D. (2002). Creating better cities with children and youth. London: Earthscan.

Specht, H. & Courtney, M. (1989). Unfaithful angels. New York: Free Press.

Wang, C. & Burris, M. (1997). Photovoice: Concept, methodology, and use for participatory needs assessment. Health Education & Behavior, 24(3), 369-387.