Incidents in which program leaders confront issues of culture and race occur regularly in many youth programs. These incidents are important because they reflect powerful dimensions of youth's lived experience and bring issues of injustice and program inclusiveness to the fore. This study examined these culture-related incidents and how leaders responded to them. Interviews were conducted with 50 leaders from 27 programs serving primarily Latino, African American, and European youth. Half the programs served middle school-aged teens and half high school-aged teens. Qualitative analyses identified four categories of incidents, each presenting distinct considerations for leaders. Two (offensive remarks and discrimination) involved inappropriate speech and unjust actions. Two (discomfort with intercultural contact and cultural identification and identity) involved youth's expression of negative attitudes toward others' or own group. Leaders differed in their responses
Developmental theory historically viewed demanding roles (at home, job) as important developmental contexts. However, adolescents' participation in these roles has fallen. This qualitative research examined role experiences in United States youth development programs. A central question among others was, "How can youth experience internal motivation fulfilling externally imposed role obligations?" We interviewed 73 youth with substantive work roles (e.g., Leader, Reporter, and Teacher) in 13 arts, science-technology, and leadership programs. Youth (51% female) were 14-to 18-years-old and ethnically diverse. We used grounded-theory methods suited to understanding youth's active learning processes in context. Findings illuminated youth's experiences in 4 important transactions or "steps." Youth: (a) accepted roles based on personal goals, (b) encountered difficult challenges similar to adult roles (e.g., conflicting viewpoints, role strain), (c) drew on resources to overcome challenges and fulfill role demands, and (d) learned through these experiences. Across these steps, findings suggested 3 powerful development processes. First, youth experienced multiple sources of internal motivation (e.g., agency within roles, personal and social investment, and "good pressure"), which fostered high engagement in role performance and learning. Second, experiences grappling with and fulfilling difficult role demands helped youth build important competencies for action (e.g., strategic thinking, perseverance). Third, youth's experience of accountability to others served as a powerful driver of responsibility development: Because youth were invested, they took ownership of obligations to others and learned responsive modes of thinking and acting, which they transferred to family, school, and elsewhere. We propose that teens would benefit from more opportunities for role experiences like these.
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