With permission from the school principal, students in grades 6–12 at Penquis Valley School were given a link to an anonymous, electronic survey in February 2019. Participation was voluntary. Penquis Valley School had 130 students in these grades during 2018-2019, 103 of which took the survey for a participation rate of 79%. Every question was optional, so the number of responses varies by question. Fact sheets for all schools and each county are available online at: https://digitalcommons.library.umaine.edu/rural_youth_futures

Abrams, Jesse

Bernsen, Nicole

Capodilupo, Liz

Carleton, Alexa

Crandall, Mindy

Ellison, Autumn

Leahy, Jessica

English

University of Maine

The University of Maine DigitalCommons@UMaine Rural Youth Futures School of Forest Resources Fall 9-19-2020 Penquis Valley School (ME) Mindy Crandall Jessica Leahy Nicole Bernsen Jesse Abrams Autumn Ellison See next page for additional authors Follow this and additional works at: https://digitalcommons.library.umaine.edu/rural_youth_futures  Part of the Educational Sociology Commons, Forest Sciences Commons, and the Rural Sociology Commons This Fact Sheet is brought to you for free and open access by DigitalCommons@UMaine. It has been accepted for inclusion in Rural Youth Futures by an authorized administrator of DigitalCommons@UMaine. For more information, please contact um.library.technical.services@maine.edu. Authors Mindy Crandall, Jessica Leahy, Nicole Bernsen, Jesse Abrams, Autumn Ellison, Alexa Carleton, and Liz Capodilupo 0 50 100 150 200 250 300 3500 10 20 30 40 50 60 70 80Q42 family structureQ43 how far parents went in schoolDon’t know or N/AWent to school, don’t know how farGraduated from college or moreWent to college, didn’t graduateFinished high schoolDid not finish high school24% 28% 4% 18% 4% 22%16% 22% 12% 20% 27%4%0 10 20 30 40 50 60 70 80Q44 Do parents work for pay0 50 100 150 200 250 300 350Don’t know or NADoes not have a jobNot working now, but looking for a jobYes, multiple jobsYes, one part-time jobYes, one full-time jobRetired64% 9% 4% 11%35% 13% 8%2%17%17%8%1%5% 6%Gender that you identify as: Category that best describes you:What level of education did your parents or guardians, whom you live with, complete?Mom, dad, or guardian:Second mom, dad, or guardian:Describe the family structure you live with:0 50 100 150 200 250 300 350Q42 family structureCouch surf or other Live with grandparents Single parent, dad Single parent, mom2-parent, step family 2-parent, biological parents 0 10 20 30 40 50 60 70 80Q42 family structure“other” Single parent, mom2-parent, step family 2-parent, biological parents Two-Parent with biological parents 53 65%Two-Parent with step family  7 9%Single-parent with mom only 11 14%Single-parent with dad only  2 2%Primarily live with grandparents 1 1%Primarily live with foster family 1 1%Primarily live with a friend's family 0 0%"Couch surf" multiple places 0 0%Other (please specify)  6 7%Live with foster family (1%)Live with friend’s family (1%)23%43% 9% 16%4%4%Do your parents or guardians work for pay?Mom, dad, or guardian:Second mom, dad, guardian:Choose not to respond (2%)Non-Binary (8%)Trans (1%)Female (51%)Male (43%)Don't know (2%)Two or more races/ethnicities (17%)White/Caucasian (61%)Native American (6%)Latino/Hispanic (14%)Black/African American (1%)Asian (1%)050100150200250300350400No(13%)Yes (85%)Don't knowNoYesDon't know (2%)No(13%)Yes (85%)No(12%)Yes (87%)Don't know (1%)Perception of family finances:020406080100None(64%)None(71%)1 (12%)2 (6%)3 or more (11%)Dont know/choose not to answer(44%)More than enough for food & bills(17%)Enough for food & bills(32%)Not enough for food & bills (7%)School changes from moving in past 5 years:EcosystemWorkforce ProgramDon't knowNoYesNoYesTwo or more races/ethnicitiesWhite/CaucasianNative AmericanLatino/HispanicBlack/African AmericanAsianChoose not to respond (2%)None of these (1%)Trans (2%)Female (48%)Male (46%)050100150200250300350400020406080100None(64%)None(71%)1 (12%)2 (6%)3 or more (11%)Dont know/choose not to answer(44%)More than enough for food & bills(17%)Enough for food & bills(32%)Not enough for food & bills (7%)SCHOOL CONTEXTTwo or more races/ethnicities (10%)White/Caucasian (79%)Native American (5%)Latino/Hispanic (1%)Black/African American (4%)Asian (1%)A s rural communities face changes in local economies, populations, and workforce needs, what does the next generation of residents and workers value and want? That question was the motivation for the Rural Youth Futures project. Researchers and extension agents from several universities joined forces with local non-profits to find out what middle and high schoolers think in two forest-dependent regions: Piscataquis/Northern Somerset County in Maine and Coos County in Oregon. This is one in a series of fact sheets designed to present summary information to each participating school and county about the perceptions and aspirations of local youth.RURAL YOUTH FUTURES: PENQUIS VALLEY SCHOOLSURVEY RESULTS •  SUMMER 2020APPROACHWith permission from the school principal, students in grades 6–12 at Penquis Valley School were given a link to an anonymous, elec-tronic survey in February 2019. Participation was voluntary. Penquis Valley School had 130 students in these grades during 2018-2019, 103 of which took the survey for a participation rate of 79%. Every question was optional, so the number of responses varies by ques-tion. Fact sheets for all schools and each county are available online at: http://ewp.uoregon.edu/RuralYouth.DEM GRAPHICSBorn in Piscataquis or N. Somerset County:TOP 5 BARRIERS TOP 5 ACTIVITIESSCHOOL RESULTSWhat is the highest level of education that you a) want, and b) expect to complete?What could prevent you from going as far in school as you would like? Which of the following activities have you participated in the last year?High school2-year community college/trade school4-year college/universityGraduate, master's, or law programPh.D. program or medical schoolQ15a) Wantedb) ExpectedQ23 Want (big circle)Expect (small circle)28%10%13%48%24%23%14%17%22%3%a) Wantb) Expect0 20 40 60 80 100Q17  Hours on activities10 or more hours7-9 hours5-6 hours3-4 hours1-2 hours0 hoursWhich of the following activities have you participated in the last year? (Q16)Sports team (29%)Art or dance (25%)Attend community events (22%)Community service or volunteering (37%)Other school clubs (science/math, computer, debate, foreign language, etc.) (21%)Student council or government (18%)After-school or summer program (22%)0 hours  28 33%1-2 hours 20 23%3-4 hours 12 14%5-6 hours 4 5%7-9 hours 11 13%10 or more hours 11 13%I don’t participate in activities (22%)xxFFA or agriculture club (25%)Band or orchestra (24%)33% 13%13%5%14%23%0 20 40 60 80 100Q17  Hours on activities10 or more hours7-9 hours5-6 hours3-4 hours1-2 hours0 hoursWhich of the following activities have you participated in the last year? (Q16)Sports team (29%)Art or dance (25%)Attend community events (22%)Community service or volunteering (37%)Other school clubs (science/math, comput r, d bate, foreign language, etc.) (21%)Student council or government (18%)After-school or summer program (22%)0 hours  28 33%1-2 hours 20 23%3-4 hours 12 14%5-6 hours 4 5%7-9 hours 11 13%10 or more hours 11 13%I don’t participate in activities (22%)xxFFA or agriculture club ( 5%)Band or orchestra (24%)33% 13%13%5%14%23%On average, how many hours per week do you spend participating in all the above activites combined?Schools in rural communities are critical. They bring families together, support civic interaction, and foster workforce development. Schools also influence youth aspirations for future education. To learn more about these things in Piscataquis and Northern Somerset County schools, we asked students to tell us about their school experience and future goals, what they felt were barriers to those goals, and the extracurricular activities they participated in. Barriers (Q24)It costs too much (38%) I need to work after school (24 ) I’m not smart enough (25%) I’d need to move away to go to school (8%) I don’t have good enough grades (17%) On DutyOn DutyMore shops and retail storesMore lique­ed natural gas or pipeline developmentMore indoor recreation (hockey rinks, gyms)More restaurantsMore arts and culture$$D-U-HAULOn DutyHow much do you agree or disagree with the following statements about your school?7%15%21%31%12%Q15I am usually bored at school:0.0 0.2 0.4 0.6 0.8 1.0I like school:I get bullied by others at school:Agree DisagreeNeither agreenor disagree Don’t know13%26%60%3%48%24%25%1%54%26%19%1%TOP 5 WISHESCOMMUNITY RESULTSHow much do you agree or disagree with the following statements about your community:What would you like to see more of in your community? Where do you see your community in the future in terms of jobs and the economy?Where do you want to live and expect to live when you are 30 years old?Do you think the following are important problems facing your community?Increasing the number of young people and working families is a critical issue in many rural towns. Natural amenities and attachment to community can retain young people or attract in-migration. We asked students to tell us about their community to better understand what the community has to offer. We also asked them where they want to live in the future to see if there’s an interest in living in these places among young people.Q50.0 0.2 0.4 0.6 0.8 1.0This is a good place to grow up:I care about my community:I feel like I am part of my community:Agree DisagreeNeither agreenor disagree Don’t know5%17%32%46%2%10%25%63%1%27%30%42%Want ExpectSame town or nearby town as now 23%Other rural area in Oregon 10%City in Oregon 22%Rural area in another state 6%City in another state 24%Another country 15%Same town or nearby town as now 30%Somewhere else rural (not in a city) Oregon 13%City in Oregon 25%Rural area in another state 8%City in another state 20%Another country 5%Another countryCity in another stateRural area in another stateA city in MaineOther rural area in MaineSame or nearby town as now33%13%16%16%13%9%28%23%13%11%16%8%People not having enough moneyNot enough things to do in townNot enough jobsPeople moving awayPoor school qualityLack of public transportationDrug or alcohol abuseNot enough healthcare or doctorsNot enough outdoor activitiesNot enough affordable or good housingHomelessnessCrimePeople not having enough moneyNot enough things to do in townNot enough jobsLack of public transportationDrug or alcohol abusePeople moving awayNot enough healthcare or doctorsPoor school qualityNot enough affordable or good housingNot enough outdoor activitiesCrimeHomelessnessLack of public transportationDrug or alcohol abusePeople moving awayNot enough healthcare or doctorsPoor school qualityNot enough affordable or good housingNot enough outdoor activitiesCrimeHomelessnessPenquis Valley School “yes” responsesAll Piscataquis & N. Somerset County “yes” responses39%17%38%68%59%76%32%58%40%34%58%36%People not having enough money 55%Not enough things to do in town 55%Not enough jobs 50%47%Lack of public transportationDrug or alcohol abuse 45%People moving away 42%Not enough healthcare or doctors 33%Poor school quality 32%Not enough affordable or good housing 30%Not enough outdoor activities 28%Crime 17%Homelessness 16%More shops and retail stores (48%) More liqueed natural gas or pipeline development (63%) More restaurants (48%) More indoor recreation (hockey rinks, gyms) (51%) Training in hands-on skillsEducation or college adviceJob adviceHelp with job applicationsInterviewing skills$LNGMore arts and culture (52%) More shops and retail stores (63%) More restaurants (62%) More indoor recreation (hockey rinks, gyms) (63%) More medical care and hospitals (41%) More outdoor recreation (49%) MORE jobs &improvingeconomy24%21%26%30%22%25%24%28%Responses across the countySAME # of jobs & same economySchool district responsesLESS jobs &decliningeconomy Don’t knowMORE jobs &improvingeconomySAME # of jobs & same economyPenquis ValleySchool responsesFEWER jobs &decliningeconomy Don’t knowAll Piscataquis &Northern SomersetCounty responses13% 28% 28% 32%18% 30% 18% 33%The Rural Youth Futures project is funded by USDA National Institute for Food and Agriculture grant #2017-67023-26240. Project partners include: University of Maine, the University of Oregon’s Ecosystem Workforce Program, Coos Watershed Association (Oregon), the Appalachian Mountain Club (Maine), and Oregon State University. Header photo credit:  Mindy Crandall, Oregon State University. For more information on the project, contact Mindy Crandall, Oregon State University, mindy.crandall@oregonstate.edu. What sort of help would you like preparing for a job?Training needs? (Q37)Training in hands-on skills (43%)Interviewing skills (30%)Education or college advice (31%)Help staying organized (22%)Job advice (36%)Training in hands-on skills 194Education or college advice 179Job advice 168Help with job applications 139Interviewing skills 114Training in hands-on skillsEducation or college adviceJob adviceHelp with job applicationsInterviewing skillsSports team (45%)Help with job applications (23%)Public speaking etc (31%)01020304050607080Education Manufacturing Medical RetailYes No Don’t know27%58%15%21%56%23%17%62%21%21%58%21%Which of the following outdoor recreation activites have you done in the last year? (top ten):Visiting the beach 254Camping  225Hiking   212Fishing/ice shing 141Wildlife viewing 125ATV riding  111Canoeing or kayaking 106Clamming/crabbing  88Hunting  74Skateboarding 730 10 20 30 40 50 60Mountain bikingHuntingWildlife viewingSnowmobilingCanoeing or kayakingHikingATV ridingCampingVisiting the beachFishing/ice shingMountain bikingHuntingWildlife viewingSnowmobilingCanoeing or kayakingHikingATV ridingCampingVisiting the beachFishing/ice fishing 52%50%46%45%45%38%32%30%24%16%Training needs? (Q37)I don’t have enough money to get the education I need (30%)I’m not smart enough (17%)I don’t know the right people (23%)I don’t have the necessary skills (17%)Training in hands-on skills 194Education or college advice 179Job adv ce 168Help with job applications 139Interviewing skills 114Training in hands-on skillsEducation or college adviceJob adviceHelp with job applicationsInterviewing skills$I don’t have good enough grades (24%) It costs too much (45%) I don’t have enough good grades in school (13%)D-There aren’t enough jobs in that eld (18%)I won't be able to support myself with that job (15%)  they can be themselves in the outdoors here59%of students said44%of students saidthe outdoors here is the best place to do the things they enjoyDo you think the following things will prevent you from getting the job you want?Would you want to work in one of the following industries in this county?YOUTH PROGRAMMINGYouth today are the community’s future labor force. How prepared they feel, and how willing they are to work in local industries, influences their success in the workforce. We asked students to tell us about their career plans, including what barriers they may face and what training support they need. Because the outdoors is so important to our community, we also asked them about outdoor recreation activities that they participated in.Percentage of students who agree or strongly agree with statements about their attachment to the outdoors (top two):TOP 5 TRAINING NEEDSTOP 5 BARRIERSWhat would be your dream job when you are 30?For this question, students could type in any answer to the question of what their dream job would be. We wanted to get a sense of their ideal career aspirations. All responses were entered into a program that generated this word cloud, where the larger and darker an entry is, the more times it was mentioned by students. Some students didn’t name a particular job, but described in general what they hoped they’d be doing.

Penquis Valley School (ME)

https://digitalcommons.library.umaine.edu/cgi/viewcontent.cgi?article=1002&context=rural_youth_futures

Penquis Valley School (ME)

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