Lessons beyond the Classroom Setting: Civic Lessons beyond the Classroom Setting: Civic Competencies in YouthCompetencies in Youth

Activist Groups as Antecedents to Civic EngagementActivist Groups as Antecedents to Civic Engagement

Jose Maria Diestro Jr Jose Maria Diestro Jr

Lessons beyond the Classroom Setting: Civic Competencies in YouthLessons beyond the Classroom Setting: Civic Competencies in YouthActivist Groups as Antecedents to Civic EngagementActivist Groups as Antecedents to Civic Engagement

School is an established or organized society that School is an established or organized society that constitutes a very large number or innumerable constitutes a very large number or innumerable opportunities for the youth.opportunities for the youth.

Focusing on civic competencies and the Focusing on civic competencies and the subsequent civic engagement alters the common subsequent civic engagement alters the common standard or scale of measurement in determining standard or scale of measurement in determining successful students.successful students.

In this paper, experiences of student activists are In this paper, experiences of student activists are examine systematically to emphasize the examine systematically to emphasize the competencies that develop in them.competencies that develop in them.

Theoretical and Empirical ConceptsTheoretical and Empirical Concepts Youth Development PerspectiveYouth Development PerspectiveThe concept of positive youth development by Larson & Wood (2006). Youth The concept of positive youth development by Larson & Wood (2006). Youth

are highly responsible for their own developmentare highly responsible for their own development Larson (2000) suggests that initiative is an important factor. Initiative is Larson (2000) suggests that initiative is an important factor. Initiative is

developed when intrinsic motivation, concentration and, most importantly, developed when intrinsic motivation, concentration and, most importantly, agency (resources) are present (and enhanced) in a particular activity. agency (resources) are present (and enhanced) in a particular activity.

Larson (2000) suggests that initiative is an important factor. Initiative is Larson (2000) suggests that initiative is an important factor. Initiative is developed when intrinsic motivation, concentration and, most importantly, developed when intrinsic motivation, concentration and, most importantly, agency (resources) are present (and enhanced) in a particular activity. agency (resources) are present (and enhanced) in a particular activity. 

Larson (2000) suggests that initiative is an important factor. Initiative is Larson (2000) suggests that initiative is an important factor. Initiative is developed when intrinsic motivation, concentration and, most importantly, developed when intrinsic motivation, concentration and, most importantly, agency (resources) are present (and enhanced) in a particular activity. agency (resources) are present (and enhanced) in a particular activity.

The youth recognized themselves as responsible for gaining these The youth recognized themselves as responsible for gaining these developmental experiences. In other words, they see themselves as actively developmental experiences. In other words, they see themselves as actively participating for their own development. participating for their own development.

Activities in youth activist groups may be different from the common Activities in youth activist groups may be different from the common structured experiences of most youth. structured experiences of most youth. 

Theoretical and Empirical Theoretical and Empirical ConceptsConcepts

Views on Civic EngagementViews on Civic Engagement Civic engagement is a prosocial behavior (Balsano,2005)Civic engagement is a prosocial behavior (Balsano,2005)

The focus of the study is to examine the experience of the youth to The focus of the study is to examine the experience of the youth to understanding civic engagement.understanding civic engagement.

To investigate the meanings adults and the youth themselves attach To investigate the meanings adults and the youth themselves attach to youth civic engagement, an approach by Andolina et.al suggested to youth civic engagement, an approach by Andolina et.al suggested that youth civic engagement translates to the youth’s yearning to that youth civic engagement translates to the youth’s yearning to make a difference. Adults regard their efforts as a desire for a sense make a difference. Adults regard their efforts as a desire for a sense of communityof community

Diverse ways: The internet and many other technologies like Diverse ways: The internet and many other technologies like cellphones. cellphones.

Moreover, Andolina et al. suggests that the youth seem to distance Moreover, Andolina et al. suggests that the youth seem to distance themselves to political matters.themselves to political matters.

In this paper, we refer to these skills as civic competencies. These In this paper, we refer to these skills as civic competencies. These competencies involve understanding government functions (civic competencies involve understanding government functions (civic knowledge) and acquiring the skills (civic skills) that will enable each knowledge) and acquiring the skills (civic skills) that will enable each citizen to participate in governance effectively.citizen to participate in governance effectively.

Theoretical and Empirical Theoretical and Empirical ConceptsConcepts

Views on Civic EngagementViews on Civic Engagement How civic engagement is fostered and sustained ? These contexts are,

conceptually, where the youth develop the much needed competencies: the dynamics of group interactions (either with fellow youth or adult partners) and the influence of social institutions

Requirements for facilitating civic engagement in the youth: Opportunities from the community and social recognition

“adolescents may be highly motivated but without clear pathways for involvement, they will not necessarily become engaged. Sustained engagement requires supportive environments that provide structure, opportunities to participate in decision making, and clear roles for young people.” - Yahalem and Martin (2007: p. 809). If they are properly attended to, the youth may see a successful pathway towards civic engagement. If otherwise, they become impediments to it (Canimo and Zeldin, 2002 & Balsamo, 2005).

Theoretical and Empirical Theoretical and Empirical ConceptsConcepts

Activist Group as a Context for Activist Group as a Context for Developing Civic CompetenciesDeveloping Civic Competencies

Civic competencies are therefore more specific to a particular group of youth who are involved in a particular social context

Those who are genuinely involved in civic acts may either be supporters or detractors of the government. These civically active youth are evident throughout our history and contemporary studies on youth activism

Youth ownership and adult supervision should be balanced in youth programs in order to ensure higher success in positive youth development (Larson, Walker, & Pearce, 2005). In the context of the active Filipino youth, this balance is seen more among the student activists.

MethodMethodParticipantsParticipants

16 university students (from state university in Sta. Mesa, Manila and Morayta, Manila) were recruited through the assistance of key informants. 

Six student activists were recruited for the interview (3 males and 3 females). Ten participants (7 males and 3 females) were recruited for the 2 sessions of focused

group discussion.

Age rage: 19-24 years old were recruited for interview session. And 17-23 years old were recruited for FGD. 

Majority of them (67%) were students from state university in Sta. Mesa, Majority of them (67%) were students from state university in Sta. Mesa, ManilaManila 

MethodMethod

ProcedureProcedure

The present study used an ethnographically oriented approach All the six interviews were conducted in the various nooks of the student

activist. The researcher made use of guide questions Two FGD sessions were conducted primarily to validate responses dervied

from the interview sessions. The first FGD session, composed of 5 males, was conducted at Morayta,

Manila The second FGD session, was conducted at the student council office at the

state university in Sta. Mesa, Manila. Participant observation was a third additional method in the present study.

Notes about the researcher's experience were written on a regular basis from the start of the immersion until the last visit.

MethodMethod

Data AnalysisData Analysis Thematic analysis was used to extract emerging themes Thematic analysis was used to extract emerging themes

from the data. Data segments, meaningful narratives of from the data. Data segments, meaningful narratives of the participants, were lifted from the transcriptions the participants, were lifted from the transcriptions according to the area being asked in the question. according to the area being asked in the question. - Similarities in the clustered and the contrasts were - Similarities in the clustered and the contrasts were reconciled. All the formed themes were then subjected to reconciled. All the formed themes were then subjected to a validation process. a validation process. 

Results and DiscussionsResults and Discussions Thematic analysis suggests that relationships and participation practices

become meaning in the context of giving and receiving criticisms, understanding and transcending contradictions. 

These two emerging themes are considered developmental practices throughout the participation of student activists. 

Participation of student activists has four phases: entry, broadening Participation of student activists has four phases: entry, broadening of awareness, self transformation, and being a model activist. These of awareness, self transformation, and being a model activist. These phases are considered developmental. phases are considered developmental.

Results and DiscussionsResults and Discussions Four PhasesFour Phases1. Entry Phase  - They were uncertain about many things; whether or not they will

join, the nature of the group, and whether they could live up to the expectations. They were only curious in joining and what is is store for them. They only view the group as a venue where they could exercise their leadership skills. significant relationships found in this phase are focused on the new activists and a more experienced, usually older activist.

2. Broadening of one's awareness Phase - the new student activist becomes more aware of social issues and political flaws from which each issue is rooted. Broader awareness is therefore facilitated by the continuous participation. During this phase, it is apparent that the new student activist has developed initiative in doing the expected tasks for the group's activities. Criticisms during this phase will come from other activists within the group and across other activist

   

Results and DiscussionsResults and Discussions

Four PhasesFour Phases3. Self-transformation phase - the student activist has developed a new

sense self embedded in the group. Evident changes in the student activist's way of living become a mark of their improvement according to the standards of the activist groups. Relationships of student activists grow broader during this phase. The main objective is to become one with the masses. During this phase, the student activist becomes more and more self-regulating and self-maintaining.

4. Being a model activist phase - means being one with the masses, the poor. This is the phase where the student activist prioritizes his tasks and roles in the group more than anything else. Criticisms become less to the self and more to new student activist

Civic CompetenciesCivic Competencies

Communal orientation, public Communal orientation, public speaking, flexibility, time speaking, flexibility, time management, perspective-taking, management, perspective-taking, giving and receiving criticisms and giving and receiving criticisms and struggle against contradictions are struggle against contradictions are among these competencies.among these competencies.

Civic CompetenciesCivic Competencies

Communal Orientation - Communal Orientation - Participation of Participation of student activists is based on their own student activists is based on their own volitionvolition

Public Speaking - Public Speaking - One of the important tools One of the important tools used by student activists is their articulate used by student activists is their articulate way of speakingway of speaking

Flexibility in work and with people - Flexibility in work and with people - Success Success in performing the tasks in the group in performing the tasks in the group requires flexibility in work and with the requires flexibility in work and with the people whom they interact. Flexibility in people whom they interact. Flexibility in work means being capable of performing work means being capable of performing many tasks.many tasks.

Civic CompetenciesCivic Competencies Time management- Time management- By now, it is already clear that By now, it is already clear that

student activists are expected to perform many tasks. student activists are expected to perform many tasks. As such, it is imperative that they manage their time As such, it is imperative that they manage their time well.well.

Perspective-taking. - Perspective-taking. - Student activists, other than Student activists, other than their high regard for a communal society, see things their high regard for a communal society, see things differently. Happenings in society are scrutinized to differently. Happenings in society are scrutinized to include the socio-political details.include the socio-political details.

Give and Accept Criticisms- Give and Accept Criticisms- it is a form of an it is a form of an assessment of practices performed in relation to assessment of practices performed in relation to group goalsgroup goals

Against Contradictions - Against Contradictions - Hindrances and challenges Hindrances and challenges appear in all phases of a student activist’s life. appear in all phases of a student activist’s life. Responses to these contradictions will determine Responses to these contradictions will determine whether or not the student activist will continue to whether or not the student activist will continue to participateparticipate

Discussions and ConclusionsDiscussions and Conclusions The student activist soon becomes sufficiently capable and thus become

independent from a model. It is more on becoming on equal level of understanding. This is the ideal environment for a positive youth development.

The experience of student activists is considered cyclical which consequently explains the continued proliferation of youth activism in the Philippines up to this day.

It is apparent that communal orientation and perspective-taking are among the most unique developmental experiences in the context of student activists.

Giving and receiving criticisms and addressing contradictions are also considered unique developmental experiences among the student activists. Based from student activists’ experience, these two competencies could be considered negative experiences

Additionally, it is clear that some competencies, particularly public speaking and flexibility, are also common to other youth groups (Dworkin et al., 2003). However, it should be noted that these competencies are not for self-gain.

When compared to the majority of the students, student activists have both the benefits of their school’s influence and the group’s influence. However, empirical basis for this comparison must be establish before it can be considered conclusive

Implications and Future DirectionsImplications and Future Directions

Civic competencies acquired by student Civic competencies acquired by student activist groups suggest uniqueness of their activist groups suggest uniqueness of their developmental experiences in a particular developmental experiences in a particular context. Future researchers might want to context. Future researchers might want to look into other youth-oriented groups like look into other youth-oriented groups like SK, YFC & Streetchildren in shelters.SK, YFC & Streetchildren in shelters.

In the context of activist groups, the Filipino In the context of activist groups, the Filipino youth learns different meaning to concepts youth learns different meaning to concepts like public service and leadership. Public like public service and leadership. Public service, from the activist groups’ service, from the activist groups’ perspective, entails a genuine perspective, entails a genuine understanding of needs of the masses.understanding of needs of the masses.