May 1984 // Volume 22 // Number 3 // Feature Articles // 3FEA1
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How 4-H Helps Career Development
Abstract
Do 4-H programs oriented towards career exploration and leadership development have an impact during the adult years? Nebraska adults who were 4-H members think so.
The need for expanding career exploration into a 4-H project or activity1 began in the early 1960s when it was recognized that 4-H Clubs could provide a wider opportunity for career exploration than normally possible within the home and school.2 Since then, human interest articles have described how former 4-H members feel 4-H provided an opportunity for them to choose a career.3
These articles raise interesting questions for 4-H staff. How many former 4-H members feel their 4-H experience contributed to their selection of an advanced education and/or a career? Have 4-H experiences been influential in preparing individuals for leadership roles in adulthood? What benefits do former 4-H members feel the 4-H experience contributed to their adult roles? Do the 4-H leaders and Extension agents recognize the influence of 4-H activities on adulthood roles and how they can help young people understand and build on the opportunities offered them?
Nebraska Study
A recently completed Nebraska study surveyed former 4-H members 10 to 20 years after their 4-H experience. The study explored how adults, between the ages of 25 and 36, felt 4-H helped them select a career and assume adulthood roles.4
A mail questionnaire was developed using a Likert-scale format. Former 4-H members were asked how they felt their 4-H experience (a) contributed to their selection of an advanced education and/or a career and (b) helped them with leadership skills in their occupations and community activities.
Six counties in northeast Nebraska were identified through a stratified random sampling technique. History cards or yearly membership lists from these counties were used to identify all 4-H alumni born between 1944 and 1954. Individuals weren't eligible for the study if they were enrolled for only one year, enrolled as a television member, or enrolled as a special interest member. For the sample, 10% of the names from each county were randomly selected. Current addresses were traced and alternate names were randomly selected when addresses were unable to be obtained after two resources were checked.
Of the 488 questionnaires mailed, 318 (65.2%) were returned completed after 1 follow-up. The adulthood role factors were compared with years of 4-H membership and gender using chi-square at the .05 level of significance.
Findings
The major findings and conclusions of the study relating to adulthood roles and career development were:
- A substantial number of 4-H alumni felt 4-H activities and people involved with leading the 4-H program influenced their choice of a career (see Table 1).
- Club week (attended by 22 of the respondents) had a significant impact on career selection factors.5
- As individuals remained in 4-H over a longer number of years, they were more likely to indicate that 4-H influenced their choice of an area of study or their selection of an institution of higher education.
- Males were more likely to say that 4-H influenced their choice of: (a) a potential career, (b) an area of study for advanced education, (c) first occupation, and (d) subsequent occupations.
- As shown below, 4-H alumni responded positively when asked how helpful the overall 4-H activities were in preparing them for specific roles in adulthood.
Influences of 4-H on career decisions
| Career choice factors influenced by: | |||
| 4-H activities in general | 4-H leader | Extension Agent | |
| Potential career | 52% | 31% | 19% |
| An area of study for advanced education | 44% | 27% | 17% |
| An institution of higher education | 32% | 20% | 15% |
| First occupation | 40% | 21% | 13% |
| Subsequent occupation (s) | 41% | 20% | 13% |
| Adulthood Roles | Extremely or very helpful | Helpful | |||
| Making better use of one's time | 68% | + | 25% | = | 93% |
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| Working with people | 57% | + | 41% | = | 98% |
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| Conducting a business meeting | 49% | + | 45% | = | 94% |
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| Teaching one's children | 44% | + | 50% | = | 94% |
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| Raising a family | 43% | + | 50% | = | 93% |
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| Speaking before groups | 40% | + | 52% | = | 92% |
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| Setting up or starting one's first home away from home | 39% | + | 49% | = | 88% |
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| Involvement in community activities | 35% | + | 56% | = | 91% |
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| Using leisure time | 31% | + | 57% | = | 88% |
- 4-H alumni responded positively when asked how helpful specific activities were in preparing them for adulthood roles:
| 4-H activities | Extremely or very helpful | Helpful | |||
| Leadership and environment, and (conservation) camp | 53% | + | 34% | = | 87% |
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| Judging | 50% | + | 44% | = | 94% |
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| Demonstration or illustrated task | 46% | + | 46% | = | 92% |
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| Special career day programs | 37% | + | 47% | = | 84% |
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| Club tours | 34% | + | 57% | = | 91% |
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| Public Speaking | 33% | + | 61% | = | 94% |
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| District or county camps | 32% | + | 59% | = | 91% |
Recommendations
These findings suggest the following recommendations:
- Continue and expand career exploration opportunities into the ongoing 4-H program.
- Emphasize to leaders the importance of 4-H inproviding career exploration opportunities.
- Develop educational tools for leaders and agents to help young people explore career opportunities.
- Conduct training to provide leaders with the knowledge and experience for career exploration.
- Continue to build on the following educational concepts that help prepare individuals for adulthood roles:
- Use real-life experiences and let youth set their goals for achievement.
- Encourage individual initiative and provide opportunities to experience success.
- Use the demonstration method of teaching.
- Provide opportunities to practice democratic group action.
- Provide orpportunities for social development.
- Provide opportunities to become part of a program that benefits the community.
Summary
Career exploration is 1 of the 8 major program components identified for constructive action in 4-H for the third century.6 In the past, 4-H activities have provided opportunities for career selection and have been helpful as individuals assumed their adulthood roles.
4-H has a firm foundation on which to build its career development program. It can continue to be a dynamic program that complements the formal educational program to meet Recommendation 18 of 4-H in Century III:
... 4-H activities have provided opportunities for career selection and have been helpful as individuals assumed their adulthood roles.
Skills development and career exploration opportunities should be expanded, using all available community resources.
Footnotes
- George E. Russell and George T. Blume, "Taking a Look at Careers," Extension Service Review (March, 1960), pp. 52 and 54.
- Ralph W. Tyler, "The Educational Potential of 4-H," Extension Service Review (June, 1961), pp. 117 and 127.
- Robert Boardman, "4-H Opens the Door to Million Dollar Business," Extension Service Review (January, 1968), pp. 8-9; "4-H'ers and Alumni Enjoy Careers Through 4-H," National 4-H News (December, 1979), pp. 22-25, 35, and 38; Lori Pierce, "4-H: A Career Pathway," National 4-H News (August-September, 1981), p. 46; Bonnie Sarkett, "John Huston Speaks Out on 4-H," National 4-H News (May, 1977),pp. 16-22; and "Teens Speak Out," National 4-H News (November, 1973), p. 8.
- S. Kay Rockwell, Roy F. Stohler, and Louie Rudman, "4-H's Influence on Advanced Training, Careers and Leadership Roles in Adulthood" (Lincoln, Nebraska: Cooperative Extension Service, 1982).
- Club week, a week-long event, focused on personal development, citizenship, and career exploration.
- Extension Committee on Organization and Policy, 4-H in Century III(Washington, D.C.: USDA/SEA-Extension, no date).