Embracing Diversity and Inclusion: An Organizational Change Model to Increase Intercultural Competence

Professionals in Extension who develop intercultural competence are better prepared to meet the needs of multicultural populations. This article addresses University of California Extension\u27s formation of an intercultural competence professional development initiative. We describe our use of an integrated conceptual framework that includes Hammer\u27s Intercultural Development Inventory (IDI) and Kotter\u27s eight-step organizational change process to institutionalize the initiative. IDI pretest and posttest results indicate that California 4-H professionals are more culturally competent. The impact of the initiative also is reflected in the significant growth (151% increase) in Latino youth participation in 4-H. We provide recommendations for replicating our effort

Youth Science Learning as/for Community Participation: Examples from Youth Participatory Action Research

Youth development programs often provide young people with science learning experiences. We argue for reframing youth science learning from a focus on individual scientific literacy to an emphasis on collective scientific literacy—community science—to support young people in using science to address issues in their lives and communities. We provide examples from youth participatory action research (YPAR), one community science pedagogical approach. The YPAR model supports youth in deciding upon an environmental, economic, or social issue; designing and implementing research; and using their research findings to improve their community. We implemented YPAR with eight cohorts of youth over three years at five schools in Northern California. Using data generated from educator interviews and youth focus groups and analyzed with inductive thematic analysis, we explored what youth and educators reported about science engagement and learning. While YPAR projects offered opportunities for youth to strengthen scientific literacy, youth did not join a YPAR program because it was science education. Instead, as youth selected a personally meaningful topic, they began to see how they might affect community change. Engaging learners in relevant educational experiences situated in authentic community issues may improve motivation for deeper and sustained participation in science learning. Our YPAR example demonstrated an approach to learning STEM in youth development programs by ensuring relevancy and connection to community

Adaptation of a culturally relevant nutrition and physical activity program for low-income, Mexican-origin parents with young children.

Latino children experience higher rates of obesity than do non-Latino white children. Family-centered nutrition interventions can slow the rate of weight gain in this population. Niños Sanos, Familia Sana (Healthy Children, Healthy Family) is a 5-year, community-based, participatory research study that targets rural Mexican-origin farmworker families with children aged 2 to 8 years in California's Central Valley. Adaptation of a culturally relevant obesity prevention program involved qualitative research to tailor key obesity prevention messages, pilot testing and implementation of key messages and activities at family nights, and continual modification to incorporate culturally innovative elements. Of the 238 families enrolled, 53% (125) attended the recommended minimum of 5 (of 10 possible) classes during the first year. A university and community partnership can guide development of a culturally tailored obesity prevention program that is suitable for reaching a high-risk Mexican-origin audience through cooperative extension and other public health programs

The Impact of the California Drought on Food Security among Rural Families of Mexican Origin

Introduction: The year 2015 marks the fourth year of a drought in California. With no signs of the drought improving, communities in California are left to prioritize their water usage. In the Central Valley, the limited water supply has forced farmers to prioritize on acreage and planting, decisions that trickle down and may impact farmworker families. Objective: The purpose of this study was to explore the impact of a drought in California on family decision-making and coping strategies in the context of broader community changes affecting rural families of Mexican-origin. Methods: This study recruited participants from the Niños Sanos, Familia Sana (NSFS, Healthy Children, Healthy Family) childhood obesity intervention study, conducted from 2011-2015. The primary occupation of two-thirds of the NSFS families was agricultural work. Based on the US Department of Agriculture 18-item food security assessment tool, a baseline household survey among 336 families in 2012 revealed that 45% of the households were food insecure. In 2015, a bilingual graduate student moderated four focus groups in a convenience sample of 26 NSFS families, who were recruited by promotoras (local lay workers). Males and females were assigned to different focus group discussions, each of which lasted 1 ½ hours. Two researchers reviewed transcriptions of the audio recordings and analyzed them for emerging themes. Results/Conclusions: In this Mexican-origin rural population, households headed by less educated mothers, older fathers, and adults engaged in farm work were most vulnerable to food insecurity. The focus groups revealed community changes including out-migration of families, increased food prices, and changes in employment (fewer hours, less predictable, need to travel further to find work). These changes have led families to shift their family decision-making and economize to cope with the unpredictable nature of the agricultural workforce. Paying bills and rent takes priority over food, clothing, medicine and other expenses. All groups mentioned having to deny child requests and family outings. Women noted increased stress on the family and concern about keeping families together. Men expressed the desire to avoid disruption to their children’s lives but were actively considering moving elsewhere. As a community, they have remained united and working together to withstand the challenges the drought has introduced

Volunteer Outcomes and Impact: The Contributions and Consequences of Volunteering in 4-H

Youth development volunteers are relied upon by many youth organizations to deliver educational programming, and consequently, fulfill organizations’ missions. Our study explored the consequences of volunteering in youth services by focusing on volunteer outcomes (consequences of volunteering on the volunteer) and volunteer impacts (volunteers’ contributions to the organization). We collected 1,245 open-ended responses to 2 questions from adults who served as volunteers in the University of California 4-H Youth Development Program. We applied iterative inductive thematic analysis without a pre-existing coding scheme to each question independently. Volunteers described their impacts on 4-H as expanding and maintaining programs for children, providing support to and teaching youth, and helping to realize youth outcomes. By volunteering, adults reported outcomes including developing skills, improving well-being, and deepening connections with others

UC 4-H youth spread the facts — not the disease — during COVID-19

The onset of the COVID-19 pandemic highlighted the need for education in disease transmission and prevention. In response, the University of California 4-H Youth Development Program implemented a virtual epidemiology project, based on resources developed by the Centers for Disease Control and Prevention (CDC) and collaborating agencies. The teenage participants were actively engaged in group lessons focused on epidemiology, immunology, vaccination, zoology, prevention strategies, related careers, and health communication. Surveys administered before and after the program showed an increase in knowledge about vaccinations and disease transmission and improved attitudes toward, and intentions to adopt, practices that reduce the spread of disease. They also showed increased self-efficacy and positive health behaviors (hand washing and mask use, and the intention to share what they learned in their communities). These findings contribute to the development of public health and epidemiological education programs for adolescents and programming that elevates youth as messengers of health information

Youth participatory action research: Integrating science learning and civic engagement

Strengthening young people's scientific literacy and civic engagement are important educational goals for Cooperative Extension. We implemented youth participatory action research (YPAR) projects over three years at five schools. The YPAR approach integrates science learning and civic engagement by empowering youth, with the help of adult facilitators, to decide upon a community issue to research, design and implement their research, and then plan a service project based on research findings to address the issue. We explored young people's and educators' perspectives on which project elements influenced youth participation, examined opportunities for youth science and civic-related learning, and asked educators to reflect on their own learning and development. Using data generated from youth focus groups and educator interviews, we found that YPAR grounds science learning in young people's lived experience. It also provides a meaningful approach to science learning through raising young people's critical consciousness of community issues. YPAR may be used in other extension programs to increase motivation for deeper and sustained participation in learning experiences

UC 4-H Volunteer Educators’ Guide: For Those Facilitating 4-H Educational Experiences 

This guide is for volunteers who facilitate educational experiences, designed to help them understand their role and responsibilities as a 4-H volunteer educator

Youth participatory action research: Integrating science learning and civic engagement

Strengthening young people's scientific literacy and civic engagement are important educational goals for Cooperative Extension. We implemented youth participatory action research (YPAR) projects over three years at five schools. The YPAR approach integrates science learning and civic engagement by empowering youth, with the help of adult facilitators, to decide upon a community issue to research, design and implement their research, and then plan a service project based on research findings to address the issue. We explored young people's and educators' perspectives on which project elements influenced youth participation, examined opportunities for youth science and civic-related learning, and asked educators to reflect on their own learning and development. Using data generated from youth focus groups and educator interviews, we found that YPAR grounds science learning in young people's lived experience. It also provides a meaningful approach to science learning through raising young people's critical consciousness of community issues. YPAR may be used in other extension programs to increase motivation for deeper and sustained participation in learning experiences