Tailoring Organizational Characteristics for Empowerment

Peterson, N. Andrew; Hughey, Joseph

doi:10.1300/j125v10n03_03

Cited by 21 publications

(19 citation statements)

References 42 publications

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“…Similarly, Peterson and Hughey (2004) found that gender moderates the relationship between social cohesion and the intrapersonal component of PE. , who were extending Zimmerman and colleagues ' (1992) analysis, found that African Americans scored higher than Caucasians on the interactional component of PE, and Peterson and Hughey (2002) found that socioeconomic status (SES) moderates the relationship between perceptions of organizational characteristics and the intrapersonal component of PE. Finally, although not tested in a multivariate model, Peterson and colleagues' (2006) study displays significant bivariate correlations between subscales of the intrapersonal component of PE and demographic variables including gender, education, and income.…”

mentioning

confidence: 83%

Social class as moderator of the relationship between (dis)empowering processes and psychological empowerment

Christens

Speer

Peterson

2011

Journal Community Psychology

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This study examined whether social class moderated the relationship between empowering and disempowering processes and psychological empowerment (PE) in a sample of individuals from five community organizing initiatives (N 5 490). Hierarchical regression analyses were used to test the relationship between community participation (CP) and alienation on the intrapersonal and interactional components of PE. For the intrapersonal component of PE, CP and alienation were, respectively, positive and negatively predictive. Social class was positively related to the intrapersonal component of PE, and no interaction effects were detected. For the interactional component of PE, CP was not a significant predictor, and alienation was a significant positive predictor. Social class was a negative predictor, and interaction effects between independent variables were detected. These paradoxical relationships between social class and the components of PE are pertinent to empowerment theory and measurement. Implications for social policy, community interventions, and evaluation are explored. C

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confidence: 83%

Social class as moderator of the relationship between (dis)empowering processes and psychological empowerment

Christens

Speer

Peterson

2011

Journal Community Psychology

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“…The distinction is that individual notions of empowerment are missing clear links to empowerment at other levels of analysis (i.e., group, community). Psychological empowerment has been theorized with these links clearly in mind (Zimmerman 1990) and has been studied using data collection and analysis at multiple levels (e.g., Peterson and Hughey 2002). Conceptual frameworks for psychological empowerment and empirical studies have identified behavioral, relational, cognitive, and emotional components (Christens 2012;Zimmerman 1995).…”

Section: Empowermentmentioning

confidence: 99%

“…In empowerment theory, these levels (psychological, organizational, community) are held to be inextricable (Rappaport 1981;Zimmerman 2000), and research has examined the relationships between, for instance, empowerment and sense of community at an organizational level and empowerment at the psychological level (e.g., Peterson and Hughey 2002). This ecological orientation is not universally understood by those invoking ''empowerment'' in research or practice, and many of the uses of the term that have been critiqued as having ''lost their power'' are those that have ignored the ecology of empowerment in favor of an individualistic approach.…”

Section: From Empowerment To Critical Consciousnessmentioning

confidence: 99%

Empowerment and Critical Consciousness: A Conceptual Cross-Fertilization

2015

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Empowerment and critical consciousness are concepts with shared roots. Both are associated with attempts at overcoming oppression and fostering human development, community participation, and wellbeing. Both concepts have been influential in theoretical accounts and empirical studies of youth civic development. This is particularly true in studies of young people's involvement and leadership in change efforts such as community organizing, activism, and social movements. The differences between the concepts, however, are often difficult to discern, even for those conducting research informed by these concepts. For instance, although critical consciousness provides a greater relative emphasis on cognitive aspects of civic development in contrast to empowerment's accentuation of emotional aspects, both have been theorized as overarching conceptual frames spanning emotional and cognitive aspects of civic development. In this article, we examine these two kindred concepts and their associated bodies of research literature. Our analysis identifies opportunities for cross-fertilization between critical consciousness and psychological empowerment that can lead to more holistic understanding of youth civic development.

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“…Initially, the concept was defined as an internal process, through which weak social groups acquire strength (Solomon, 1985;Staples, 1990). Broader definitions, however, relate to empowerment as a resource that helps people gain control over their lives, and applies to contexts that are not necessarily characterized by weakness (Peterson & Hughey, 2002). As a resource, empowerment has been portrayed as a sense of control over the environment, which is generated when people feel they are performing a task that has social value (Solomon, 1985).…”

Section: The Ontogenic Systemmentioning

confidence: 99%

Predicting Responses to Volunteering among Adolescents in Israel: The Contribution of Personal and Situational Variables

Kulik

2007

Voluntas

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The study examined positive and negative responses to volunteering (satisfaction with volunteering, perceived contribution to beneficiaries, and burnout) among 102 adolescents in Israel. The conceptual framework for explaining those responses was the ecological approach to the study of human development. In that context, the paper deals with the combined contribution of two ecological systemsâ€''the ontogenic system and the microsystem. The ontogenic system included sociodemographic variables (gender and religiosity), as well as empowerment resources. The microsystem included variables related to family context (parental volunteer activity and family support for volunteering), as well as to the context of volunteer activity (perceived rewards, difficulties with volunteering, and professional supervision). Sociodemographic variables and difficulties in relations with the provider organization predicted burnout, whereas rewards and professional supervision predicted satisfaction with volunteering. Empowerment contributed most to explaining volunteersâ€ TM perceived contribution to the beneficiaries of services.Résumé Cette étude a examiné les réponses positives et négatives du bénévolat (satisfaction du bénévolat, contribution perçue par les bénéficiaires et effet d'usure) parmi 102 adolescents en Israël. Le cadre conceptuel permettant d'expliquer ces réponses a été l'approche écologique à l'étude du développement humain. Dans ce contexte, l'étude traite de la contribution combinée de deux systèmes écologiques -le système ontogénique et le microsystème. Le système ontogénique inclut les variables socio-démographiques (genre et religion), ainsi que les ressources en initiatives. Le micro-système incluait des variables liées au contexte familial (l'activité de bénévolat parental et le support familial pour le bénévolat), ainsi que le contexte de l'activité de bénévolat (les résultats positifs perçus, les difficultés liées au bénévolat et la supervision professionnelle). Les variables socio-démographiques et les difficultés en relation avec l'organisation prédit l'effet d'usure, tandis que les résultats positifs et la supervision professionnelle prédit la satisfaction du bénévolat. L'initiative a contribué le plus pour expliquer la contribution perçue par les bénévoles aux bénéficiaires des services. Resumen El estudio examinaba las respuestas positivas y negativas (satisfacción, aportación percibida por los beneficiarios y desgaste) que, ante el voluntariado ofrecían 102 adolescentes israelitas. El marco conceptual para justificar estas respuestas es el enfoque ecológico en el estudio del desarrollo humano. En este contexto, el trabajo trata de las influencias combinadas de dos sistemas ecológicos: el sistema ontogénico y el microsistema. El sistema ontogénico incluía variables sociodemográficas (sexo y creencias religiosas), así como recursos de atribuciones de poder. El microsistema incluía variables relacionadas con el ámbito familiar (actividad voluntaria de los progenitores y apoyo de la familia al voluntariado)...

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Tailoring Organizational Characteristics for Empowerment

Cited by 21 publications

References 42 publications

Social class as moderator of the relationship between (dis)empowering processes and psychological empowerment

Social class as moderator of the relationship between (dis)empowering processes and psychological empowerment

Empowerment and Critical Consciousness: A Conceptual Cross-Fertilization

Predicting Responses to Volunteering among Adolescents in Israel: The Contribution of Personal and Situational Variables

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