Bridging Intergroup Difference in a Community Youth Program

Watkins, Natasha D.; Larson, Reed; Sullivan, Patrick

doi:10.1177/0002764207306066

Cited by 58 publications

(62 citation statements)

References 31 publications

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“…Larson and Hansen (2005), drawing on in‐depth interviews and observations, found that participation in an organizing campaign contributed to the development of strategic thinking, such as how to locate information, frame messages with policymakers, and respond to unexpected contingencies. Additional studies have linked youth organizing experiences to increased civic efficacy (Gambone, Cao Yu, Lewis‐Charp, Sipe, & Lacoe, 2004; Kwon, 2006) and intergroup understanding (Watkins, Larson, & Sullivan, 2007).…”

Section: Organizing As a Context For Positive Youth Developmentmentioning

confidence: 99%

“Power in Numbers”: Youth Organizing as a Context for Exploring Civic Identity

Kirshner

2009

J of Research on Adolesc

102

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This study examines civic identity exploration among African-American and Asian-American urban youth who participated in a grassroots organizing campaign to improve their local high schools. Drawing on 9 months of ethnographic fieldwork and interviews with participants, the study found that the campaign provided a venue for participants to wrestle with contrasting perspectives about the relationship between the individual and the broader public. The first perspective, which I call atomism, described local social relations as individualistic and self-interested. The second perspective, which I call collective agency, emphasized that people should work together toward common goals and that the more people who were involved, the more powerful the effort would be. Implications of youth organizing for civic identity formation are discussed.

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Section: Organizing As a Context For Positive Youth Developmentmentioning

confidence: 99%

“Power in Numbers”: Youth Organizing as a Context for Exploring Civic Identity

Kirshner

2009

J of Research on Adolesc

102

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“…Having a sense of “social support” was one indicator of good emotional adjustment among activists in Pancer et al.’s () study, mirroring our “Safety in numbers theme.” Watkins et al. () showed how developing relationships with people one doesn't normally interact with helped to “bridge intergroup difference” (p. 380). This links to the current study which appears to have helped young activists interact with people they usually do not mix with, albeit with students from different year groups as opposed to different ethnic backgrounds, as in Watkins et al.’s () study.…”

Section: Discussionmentioning

confidence: 99%

In it together: Exploring how belonging to a youth activist group enhances well‐being

Montague

Eiroá-Orosa

2017

Journal Community Psychology

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Despite some evidence that being an activist, particularly during adolescence, can positively affect well-being, activism has been relatively neglected in both psychology and youth civic engagement research. This study aimed to address this gap by exploring how being an activist as a teenager can positively affect personal development and well-being. Seven focus groups comprising adolescent human rights activists were conducted in classrooms throughout the United Kingdom. Inductive thematic analysis was used to identify four dominant themes-A place to go, Power in numbers, Skillingup, and In it together-which are discussed in relation to existing literature. Because findings from this study suggest that there are a number of positive psychological benefits to being a youth activist, implications for psychology and youth civic engagement are also considered. INTRODUCTIONAccording to the literature, being an activist can have a number of psychological benefits such as developing a sense of mastery and displaying higher levels of subjective vitality (e.g., Gilster, 2012;Klar & Kasser, 2009). Because adolescence is such an important developmental phase of life (e.g., Marcia, 1966), being an activist as a teenager could have particular benefits for well-being and personal development such as developing a sense of belonging and sociopolitical awareness (e.g., Morsillo & Prilleltensky, 2007). Activism would therefore seem a relevant research area for psychology and related fields such as "youth civic engagement." However, there are still gaps in the research on the positive effect of activism on adolescent well-being within the fields of psychology and youth civic engagement in that both have tended to focus primarily on "service-giving" activities such as volunteering and have not necessarily recognized activism as a distinct activity worthy of separate study in its own right (Gilster, 2012;Watts & Flanagan, 2007). This study hopes to address these gaps by exploring how being involved in activism can affect the well-being and personal development of youth activists.A broad view of the term well-being is used for the purposes of this study. While the focus has been firmly on the subjective psychological well-being and personal development of the participants, our conceptualization goes (Shamir, 1990), resilience (Zimmerman et al., 2013) and empowerment (Kieffer, 1984), as outlined in a number of community-oriented well-being models (Di Martino, Eiroa-Orosa, & Arcidiacono, 2017 that activism is a distinct activity that involves engaging critically in projects that try to change the community or societal status quo as opposed to service-giving activities such as community volunteering which tend to work within the current social system. However, others have conceptualized activism as falling under the general concept of volunteering (e.g., Wilson, 2000). The rest of this section is dedicated to an overview of relevant research on activism, as defined above, followed by the specific research question and rationa...

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“…These experiences provided youth with opportunities to bridge individual differences. In their research Watkins, Larson, & Sullivan (2007) have reported that students learned about teamwork through their involvement in the team.…”

Section: Discussionmentioning

confidence: 99%

Life Skills Acquired in Relation to Teaching Methods Used Through Swimming Context

Bayyat¹,

Orabi²,

Altaieb³

2016

ASS

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This study aims: (1) to examine life skills acquired by students attending different levels of swimming courses.(2) To investigate the relation between teaching/learning methods used by swimming teachers and the level of life skills acquired. The population of this study were students who attended one of the three levels of the swimming courses in the Faculty of Physical Education /University of Jordan (n= 236). The sample of the study consisted of 142 students. Both "Life skills through swimming context scale" and "Teaching/ Learning methods in swimming context scale" were used to collect the required data. The data was analyzed using descriptive and statistical analysis. Results showed that the sample acquired the life skills through swimming context on a high level scale. Students believed that communication and self-confidence/self-esteem were the most important skills acquired (86%), followed by teamwork (85%), decision-making/responsibility (84%) and problem-solving (80%). There was a significant relation between life skills acquired and the teaching/ learning methodologies used including brainstorming, demonstration and guided practice, small groups, games and situation analysis. Therefore swimming context using the efficient participatory teaching methods proved to have a positive effect on life skills and youth development.

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Bridging Intergroup Difference in a Community Youth Program

Cited by 58 publications

References 31 publications

“Power in Numbers”: Youth Organizing as a Context for Exploring Civic Identity

“Power in Numbers”: Youth Organizing as a Context for Exploring Civic Identity

In it together: Exploring how belonging to a youth activist group enhances well‐being

Life Skills Acquired in Relation to Teaching Methods Used Through Swimming Context

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