Empowering Processes of a Countywide Arts Intervention for High School Youth

Abstract

Arts interventions allow young people to address social problems and oppressive forces that impact their lives. Much research has explained the theory behind arts interventions; less has explored the organizational characteristics that may facilitate empowering processes for intervention consumers. The aim of this research is to contextualize dimensions of organizational empowerment in the context of a countywide arts intervention program. Retrospective, cross-sectional, in-depth interviews were conducted with 10 primary consumers of a countywide arts intervention for high school students. Directed content analysis of the interview data revealed ten emergent themes that transcended the data inductively. Findings support and extend our current understanding of organizational empowerment, as it relates to a countywide arts intervention program. Implications for policy, practice, and future research are discussed.

A systematic review on organizational empowerment

“…Further, building trust and a relationship contributes to members' empowerment and leads to achieving goals beyond expectation (Forenza and Mendonca, 2017;Janssen et al, 2015). Underpopulated settings Opportunity role structure (Alcantara, 2012;Forenza, 2014Forenza, , 2016Forenza and Mendonca, 2017;Peterson et al, 2013;Maton, 2008;Powell, 2013;Powell and Peterson, 2014;Segal et al, 2013;Tesdahl and Speer, 2015) Collaboration between coempowered subgroups (Carrasco et al, 2016) Resolved ideological conflict Resource identification Leadership (Forenza, 2014(Forenza, , 2016(Forenza, , 2017Forenza and Mendonca, 2017;Janssen et al, 2015;Maton, 2008;Powell and Peterson, 2014;Valsania et al, 2016) Social support (Christens and Lin;2014;Forenza, 2016Forenza, , 2017Forenza and Mendonca, 2017;Powell, 2013;Powell and Peterson, 2014) Group-based belief system (Forenza, 2014(Forenza, , 2017Maton, 2008;Powell, 2013;Powell and Peterson, 2014) New processes and outcomes of intraorganizational empowerment Team empowerment (Yiannakis et al, 2006) Sense of community (Christens and Lin, 2014;Hughey et al, 2008;…”

“…Leadership increases organizational commitment, identification and involvement in the organization (Forenza, 2016, 2017; Valsania et al , 2016). Five themes are indicative of leadership: “a) perils of leadership, b) cultivating a macro perspective, c) dismissiveness toward ‘one-and-done’ members d) civic mindedness, and e) political advocacy” (Forenza, 2014, p. 559).…”

“…Social support refers to the way members experience emotional support when facing challenges they encounter in their work (Peterson and Zimmerman, 2004). Social support positively influences feelings of empowerment, connectedness and being needed and valued (Forenza, 2017). It increases social capital (Forenza and Mendonca, 2017) and facilitates group empowerment (Carrasco, Monferrer and Tarditi, 2016).…”

“…A group-based belief system addresses the values and culture of an organization whereby desired behavior and outcomes are specified to support members in sustaining goal-directed efforts (Peterson and Zimmerman, 2004). These shared beliefs aim to achieve goals beyond the individual, helping a larger community (Forenza, 2017; Maton, 2008). Three indicators are related to a group-based belief system: “a) values-oriented motivation and b) social motivation” (Forenza, 2014, p. 555), c) the desire to perform and educate (Forenza, 2017).…”

“…These shared beliefs aim to achieve goals beyond the individual, helping a larger community (Forenza, 2017; Maton, 2008). Three indicators are related to a group-based belief system: “a) values-oriented motivation and b) social motivation” (Forenza, 2014, p. 555), c) the desire to perform and educate (Forenza, 2017).…”