Exploring What Teens Describe as Their Contributions in Teenagers-as-Teachers Programs

• In Event: Sociopolitical Context and Agency in Adolescence

Abstract

A promising approach to support positive youth development is having adolescents serve as a teacher for younger children. Through a qualitative interview study, we explored adolescents’ development in teenagers-as-teachers programs. We interviewed 32 teenagers (median age 15; 27 female, 5 male; predominantly Latino) about their experiences, growth, and participation serving as teachers for elementary-aged children during out-of-school time. Through thematic analysis, we identified codes, which we analytically sorted into indicators of contribution. Adolescents reported positive experiences, as they self-described their sense of agency, meaningfulness, and contribution.

Authors

• Anne M. Iaccopucci, University of California Agriculture and Natural Resources

• Steven Worker, University of California Cooperative Extension

• Marianne Bird, University of California Agriculture and Natural Resources

• Marcel Horowitz, University of California Agriculture and Natural Resources