{"id":132,"date":"2018-12-07T06:10:35","date_gmt":"2018-12-07T14:10:35","guid":{"rendered":"http:\/\/blogs.oregonstate.edu\/youththriving\/?p=132"},"modified":"2019-02-08T12:46:20","modified_gmt":"2019-02-08T20:46:20","slug":"on-looking-at-the-4-h-thrive-model-through-an-equity-lens","status":"publish","type":"post","link":"https:\/\/dev.blogs.oregonstate.edu\/youththriving\/on-looking-at-the-4-h-thrive-model-through-an-equity-lens\/","title":{"rendered":"On Looking at the 4-H Thriving Model through an Equity Lens"},"content":{"rendered":"

\"\"Food for Thought Friday
\n<\/strong><\/h2>\n

By Guest Blogger Dr. Nia Imani Fields<\/em><\/p>\n

4-H Specialist, <\/em>University of Maryland Extension 4-H Youth Development
\n<\/em><\/p>\n

My name is Nia Imani Fields and I am a 4-H Specialist in Maryland. I am passionate about increasing access to positive youth development opportunities for youth who have historically been overlooked. There is a popular saying \u201cIt\u2019s not what you know, but who you know\u201d. This is true both in childhood and through one\u2019s adult life. The \u2018who you know\u2019 can be described as social capital\u2014the networks and relationships that allow one to better navigate the world we live in.<\/p>\n

4-H provides new opportunities for young people to increase their networks and self-efficacy\u2014the \u2018I can do it\u2019 and \u2018I have the support I need\u2019 feeling! These experiences can help youth thrive into adulthood.<\/p>\n

As we look at the 4-H Thriving Model, we have to be sure to look through an equity lens. Not all youth have the same access to opportunities and \u2018who you knows\u2019 to achieve the same outcomes and thrive through adulthood. Some youth for instance, don\u2019t have the connections to request assistance with a college scholarship, write a letter of recommendation for a job, or have awareness of national 4-H leadership opportunities that can lead to new sparks.<\/p>\n

As youth development educators, we have to intentionally and continuously look at our programs, practices, and policies to ensure they are equitable. This is critical if we believe all youth should fully benefit from and thrive within 4-H.\u00a0 As we think about the critical elements of 4-H program quality identified by Eccles and Gootman in their 2002 volume entitled Community Programs to Promote Youth Development<\/a> and described in the 4-H Thriving Model, here are some things to consider:<\/p>\n\n\n\n\n\n\n\n\n\n\n\n
8 Critical Aspects of Quality<\/strong><\/td>\nEquitable Considerations <\/strong><\/td>\n<\/tr>\n
Physical and psychological safety <\/strong><\/td>\n\u2026consider the youth\u2019s socioecological factors<\/td>\n<\/tr>\n
Appropriate structure <\/strong><\/td>\n\u2026that is culturally relevant<\/td>\n<\/tr>\n
Supportive relationships<\/strong><\/td>\n\u2026with diverse groups of youth & adults<\/td>\n<\/tr>\n
Opportunities to belong<\/strong><\/td>\n\u2026genuine and intentional belonging<\/td>\n<\/tr>\n
Positive social norms <\/strong><\/td>\n\u2026should not reinforce a hegemonic understanding of norms or behaviors<\/td>\n<\/tr>\n
Support for efficacy and mattering <\/strong><\/td>\n\u2026opportunities for critical thinking & social justice<\/td>\n<\/tr>\n
Opportunities for skill building <\/strong><\/td>\n\u2026through culturally relevant learning<\/td>\n<\/tr>\n
Integration of family, school and community<\/strong><\/td>\n\u2026strengthening networks and the \u2018who you knows\u2019<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

As we reflect on the 4-H Thriving Model alongside our programs, we should ask ourselves:<\/p>\n