Poster #120 - Adolescent Girls’ Contributions to Community and Society: Exploring Perceptions, Goals, and Motivations

• In Event: 3-159 - Poster Session 12
  In Poster Session: PS 12 Section - Moral Development

Integrative Statement

Theory and research on youth contribution stress the importance of active and engaged youth populations (Lerner, Dowling et al., 2003; Schmid & Lopez, 2011). As youth develop on positive trajectories, they engage in higher rates of contribution to self, family, community, and civil society (Lerner, 2004). Many youth believe it is important to participate in contribution-oriented activities, but not many are involved in personally meaningful forms of contribution (Hershberg et al., 2014; Zeldin et al., 2013). In order to engage youth in contribution, and thereby increase the likelihood that they will continue to contribute into adulthood, it is important to understand the processes involved in contribution, the ways in which adolescents experience contribution, and how they conceptualize their role in giving back to the community. In the present research, I addressed the following questions, focusing specifically on contribution to community and civil society: 1) How do adolescent girls experience contribution in their lives? (2) How do adolescent girls direct their contribution goals or efforts? To whom do they contribute, or want to contribute? (3) What motivations are associated with contribution goals or efforts for adolescent girls? Through in-depth semi-structured qualitative interviews, I investigated adolescent contribution in nine adolescent girls in high school. Protocol was developed, interviews were conducted, and transcripts were analyzed in accordance with the Listening Guide (Gilligan, Spencer, Weinberg, & Bertsch, 2006), a method for development and analysis of qualitative texts.

Themes derived from the transcripts indicated a range of experiences around contribution. Seven participants thought they could make a difference in their communities. Six of these participants qualified that their abilities to make a difference were restricted to small actions or interpersonal contributions, emphasizing that they would not know what to do on a larger scale. Three participants expressed feeling unable to make a difference at all with certain big issues (e.g. addressing discrimination). Seven participants described community service or donations as desirable and meaningful forms of contribution. Three participants talked about not having enough experience to know what to do to make a difference, indicating potential internalized ageism.

Participants described a range of motivations surrounding their current and future contributions. Four participants identified that being able to make a difference or contribute was a part of their idealized selves. Four participants connected their future career goals to being contributors. Two participants wanted to made a contribution, but were unsure of their future paths and so they could not make clear statements on how they would do so. For five participants, their goals for contribution were related to their identifications with various social categories (e.g. gender, sexual orientation). Six participants expressed caring about various social issues or human rights, which then connected to contribution and may motivate future contributions. Two participants talked about a connection to their community which fueled contribution goals. The results of this research provide evidence for the need to further investigate the complexities of adolescent contribution to community and society. Limitations and implications for future research, programming and policy will be discussed.

Author

• Stacy Morris, Arizona State University
  Presenting Author