Research That Matters (January 17 - 20, 2008)

Purpose: Underprivileged, minority adolescents and young adults, such as Native Hawaiians, deal with multiple issues such as discrimination, lost of culture and land due to colonialism, health/mental health disparities such as obesity and substance use. Although these issues are immense, cultural and community factors (e.g. social capital and sense of community) may not only promote positive youth development and healthy lifestyles, but also serve as venues of empowerment and transformation. By utilizing a case study approach, this study attempts to establish a value-based empowerment interventive framework for youth programs.

Method: Data was drawn from a single case study of a larger national study of youth programs across the U.S. The youth program targets Native Hawaiians in a rural community. It entails running an organic farm. Sixteen participants were part of the study: eight young adults, four staff members, two board members/community members, and two parents. They took part in a semi-structured interview. From a selective review of the literature on youth, three variables (values, process, and outcomes) were utilized to establish a content analysis of the data utilizing constructivist grounded theory and critical theory (Lewis-Charp, et al., 2003; Sutton, et al., 2006; Benson, et al., 2004).

Results: Preliminary insights from the data provide a conceptual framework that consists of three dimensions: values, process, and outcomes. The data reveal that “values” consist of the following: 1) cultural & ethnic values –Hawaiian value of family [ohana], care for the land [malama 'aina], responsibility [kuleana] 2) social justice framework – redistribution, recognition of differences, participation, and community building 3) youth development & participation philosophies – connection, socialization, contribution, competence, and change (e.g. teaching the youth to take on leadership roles, take charge of their lives, and give back to the community)

Secondly, the data reveal that the “process” encompasses the following sub-domains: 1) youth participation in activities such as community development, service, and identity development 2) pedagogies that involve youth in social change 3) justice oriented developmental opportunities such as caring relationships, safe places, challenging learning experiences, and meaningful involvement

Lastly, the data reveal that individual or collective “outcomes” utilizing a value-based social justice framework contribute to a sense of empowerment, competencies (skills toward healthy lifestyle), family cohesion, sense of community and social capital, and social contribution.

Implications: This proposed conceptual framework for youth program aimed for marginalized and vulnerable populations provides promise. It not only promotes positive well-being such as healthy lifestyles (promotion of organic food and healing of past discrimination), but is grounded by the assets that exist in the community.