Gullan Rebecca L, Power Thomas J, Leff Stephen S
Gwynedd-Mercy College, Gwynedd Valley, PA, USA.
The Children's Hospital of Philadelphia, Philadelphia, PA, USA.
J Adolesc Res. 2013 Nov 1;28(6):664-689. doi: 10.1177/0743558413477200.
Despite considerable fiscal and structural support for youth service programs, research has not demonstrated consistent outcomes across participants or programs, suggesting the need to identify critical program processes. The present study addresses this need through preliminary examination of the role of program empowerment in promoting positive identity development in inner-city, African American youth participating in a pilot school-based service program. Results suggest that participants who experienced the program as empowering experienced increases in self-efficacy, sense of civic responsibility, and ethnic identity, over and above general engagement and enjoyment of the program. Preliminary exploration of differences based on participant gender suggests that some results may be stronger and more consistent for males than females. These findings provide preliminary support for the importance of theoretically grounded program processes in producing positive outcomes for youth service participants.
尽管对青年服务项目给予了大量财政和结构支持，但研究并未表明不同参与者或项目能取得一致的成果，这表明有必要确定关键的项目流程。本研究通过初步考察项目赋权在促进参与一项试点学校服务项目的市中心非裔美国青年积极身份认同发展中的作用，来满足这一需求。结果表明，那些体验到项目具有赋权作用的参与者，除了对项目的总体参与度和享受程度外，在自我效能感、公民责任感和种族认同感方面也有所增强。基于参与者性别的差异的初步探索表明，某些结果对男性而言可能比女性更显著、更一致。这些发现为基于理论的项目流程对青年服务参与者产生积极成果的重要性提供了初步支持。
