The passage of the Smith-Lever Act officially created the Cooperative Extension Service (CES), an organization dedicated to meeting peoples' educational needs in agriculture, home economics and related areas. The youth development program of the CES, 4-H, is the largest youth organization in the world. The 1994 4-H enrollment report stated that more than five and a half million youth nationwide were involved in some type of 4-H activity (USDA, 1995). The 1994 Tennessee 4-H enrollment report indicated that nearly 186,000 youth participated in a 4-H activity or program (Tennessee Agricultural Extension Service, 1995). Although the 4-H program is designed to reach youth aged nine to nineteen, a majority of the participants are aged nine to 12. Once youth enter their teenage years there seems to be a decline in 4-H enrollment. The 1994 Tennessee enrollment report indicated that only 11 percent of the total 4-H members were aged 14 or older (TAES, 1995). Additional information from a 1992 District III Tennessee report indicated that the retention of junior high (7th-8th grade students) and senior (9th-12th grade students) 4-H members was low (Jessee, 1993). Other state 4-H programs have also identified the issue of senior retention as an area of concern. Acosta and Holt (1991) noted that "Louisiana 4-H, as in some other states, has been faced with declining enrollment of youth aged 13 and over" (p.29). McAllister and Cress (1986) addressed the loss of teenage members in California. Why are older youth dropping out?

Throughout its history, 4-H along with other youth organizations has experienced a decline in enrollment and retention in older youth. In 1934 C.B. Smith stated "we are not unaware of the fact, however, that in club work, as in scout work, in church work, and in the schools, we lose many of our club members at the age of 15 or 16 and above. They drop out and we lose track of them . . . ( p.1). Many studies dating back more than 50 years have addressed this issue, yet, there still exists an unusually high percentage of drop-outs, especially during the teen years. Several studies have identified factors which tend to influence retention and all seem to revolve around the traditional 4-H program. For example, Ellis and Henderson (1993) found that rural youth are more likely to stay active in a 4-H program. This also tends to be the case with Tennessee. In 1994, more than 70 percent of the total 4-H members in Tennessee lived in a rural or farm setting.

Maurer and Bokemeier (1984) found that parents involved in adult organizations and clubs had a positive influence on their children’s decision to remain an active 4-H member. Also the study found that the higher parental income and educational level the more likely the 4-H member would remain active. Caplinger (1984) noted that sibling involvement had a positive influence with retention of 4-H members. Hartley (1983) found parental support and encouragement to influence re-enrollment.

Incentives, projects and competition are other areas which have received much attention from researchers concerned with 4-H retention. Forbes stated "Perhaps one type of individual finds greater satisfaction in the incentive structure offered in 4-H, while others seek a different type of challenge" (1992, p.37). While exploring 4-H projects, Norland and Bennett (1993) noted there was a very low relationship between 4-H member satisfaction and the number and types of projects taken. A recent survey in Tennessee found that 4-H agents feel awards and recognition possibilities are some of the strengths of the 4-H program (Meadows, 1995). Although competition is a major part of the 4-H program, many youth have mixed feelings toward this aspect of the program. A study conducted by The Pennsylvania State University (1974) determined many youth had negative attitudes regarding the 4-H emphasis on competition. Smith (1982) found that 4-H members like to compete more than non members.

In addition to these factors, youth interests, perceptions, and other factors have been determined as influences on 4-H retention. Yet the problem of low retention among older youth still exists.

The study reported in this paper was one part of a much broader analysis of teen 4-H enrollment issues and problems in Tennessee which addressed both rural and urban audiences as well as perceptions of Extension employees. Only the part of the study relating to rural teens is reported here. The purpose of this study was to determine factors which influence the retention of senior 4-H members in rural Tennessee. The findings of this study were used to help determine how senior 4-H (9th-12th grades) retention can be increased. The specific objectives of the study were:

1. Determine the types of activities teens prefer;

2. Determine what teens like/dislike about 4-H;

3. Determine reasons why teens drop out of 4-H; and

4. Determine what teens think would increase retention in the Tennessee 4-H
program.

Three focus groups were to be conducted in each of the three geographic regions (east, middle, and west) in Tennessee. However, because of a logistical conflict, one site was dropped for a total of eight focus groups. Different regions were selected because of the different perceptions teens might have regarding the 4-H program in Tennessee. The study dealt with youths' ideas, opinions, and attitudes. Therefore, the focus group research method was selected as the research method of choice. A focus group is a qualitative research method designed "to obtain perceptions on a defined area of interest in a permissive, non-threatening environment" (Krueger, 1994, p.6). Greenbaum stated that "when used appropriately, focus groups can be extremely effective in generating meaningful information about consumer attitudes toward a variety of topics" (1993, p.16). As mentioned earlier, the study was limited to rural teens no longer active in 4-H. The definition of rural was determined by referring to the 1991 Tennessee Statistical abstract which defined rural as an area with little or no urban influence. Areas considered urban or having urban influence were excluded from the sample. The remaining sites were then selected by random sample. Once these sites were selected, the appropriate Extension agents were contacted and asked to identify at least six to 10 former 4-H members who were enrolled in high school. These individuals were informed of the study by mail. The letter, parental and student consent forms outlined the study and other relevant issues such as consent and confidentially. The instrument used in the study was a researcher developed focus group questioning route. The design was based on the guidelines to conducting focus groups with youth provided by Krueger (1994). The questioning route was first piloted with a group of rural teens meeting the general profile of those participating in the study. Only minor modifications were made as a result of the pilot test.

The purpose of this study was to determine the factors which influence the retention of senior 4-H members in Tennessee. Review of the responses revealed several important factors to consider. When asked, it was determined that teens participate in a variety of activities both inside and outside the school system. Teens identified sports, church, school clubs, and jobs most often. Teens also indicated they were involved with more than one activity. Some specific responses were:

- School cheerleading and Gymnastics club

- Church and the FFA

- Basketball, volleyball, track, Just Say No

When asked about 4-H club activities, teens remembered participating in several activities. Most of the teens remembered participating in club contests (poster, bread baking, etc.), 4-H camp, and judging teams. Teens also revealed their feelings about each activity. For example, teens said:

- 4-H Camp was a blast

- Always made a poster about milk (negative tone)

- Making bread and working with cows

The responses to this question helped determine what teens remember about 4-H and to a degree how they felt about these activities. The question also provided a smooth transition into the next set of questions.

When asked which 4-H activities they enjoyed, students said they enjoyed camp, livestock activities, and getting out of class. Students also enjoyed club activities but to a lesser degree. Many students enjoyed 4-H because it got them out of class. After further probing it was determined that the teens liked getting out of class (beyond obvious reasons) to do different things. Students stated 4-H gave them the opportunity to try different things and to be a part of something new. The teens also enjoyed competition, winning, and the challenges provided by 4-H activities. Students also liked activities because they were fun, informative, different, and gave them a chance to meet other youth. Specific responses were:

- The survival skills at camp was [sic] a challenge

- Camp was way cool

- It was fun to do different things during school

When asked what things the teens remembered not liking about 4-H, most teens said they did not like the 4-H club structure and noted that there was a lack of seriousness from other students and teachers concerning the 4-H club. The teens said that the 4-H club was boring, too strict, and that the club structure allowed no time for fun things. Some responses were:

- We sat in the club and listened to her (agent) talk

- (Agent) too strict, wouldn't let you talk

- We got books and didn't know what to do with them

When asked about the perceived lack of seriousness from students and teachers, the teens said:

- No one ever took 4-H seriously

- Other students did not cooperate, they made fun of 4-H

- I never baked bread, that’s stupid

Although the students made some comments about 4-H activities, the stronger theme was with the 4-H club and the manner in which club activities were conducted.

After teens determined what things they did not like about 4-H, the next question to explore was "What did you not like about these activities?". Teens revealed several answers to this question. First, they said the rules associated with 4-H activities were too strict and this often limited participation from many 4-H members. The teens also felt officers and other 4-H activities lacked a purpose. Several students asked why 4-H agents changed every year and noted that this was another reason to not like 4-H. Other responses were:

- They (agents) made us do the activities

- Posters always dealt with farm stuff

- We wanted to do something, it’s our club not theirs

- Are agents supposed to change each year?

The Tennessee 4-H program has a strong association with the school systems. Many 4-H members are involved with 4-H during school hours. With this in mind it was no surprise to learn why 4-H members join. Most students joined 4-H because it is offered as a classroom activity and if you are in the school system you are a 4-H member. This issue of "blanket enrollment" also ties into the students lack of understanding about 4-H activities. Teens said:

- Everyone joined, we did not have a choice

- If you are in the 4^th or 5^th grade you joined

- We did not understand 4-H, we just did it

These statements also reinforced the negative opinion of students being pressured into participation in 4-H activities. Some students did say there were other reasons to be involved with 4-H; being involved with new activities, participate in livestock shows, and having fun. Other statements related to reasons for enrollment in 4-H were:

- I wanted to show my horse

- I like being around animals

- 4-H was the first opportunity to do something in school (activity)

Students joined 4-H for many reasons, but overwhelmingly these students joined because they were enrolled during school.

When the students were asked why some teens decide to not remain active in 4-H the issue of the 4-H image quickly emerged. Teens felt their peers saw 4-H as a childish activity. They also felt 4-H had a bad image with other teens. They added by saying that their friends were busy with other things such as jobs and sports. Other themes were "4-H was not fun" and "there was not enough contact time with agents." Some students thought that 4-H was not offered in high school. Specific comments were:

- 4-H is an elementary thing

- It’s not cool, if you’re involved you are not cool

- The activities are for little kids

- If you are in it, you'll be made fun of

Teens also indicated that 4-H was not offered in their school or they did not know about 4-H in school. Specific responses were:

- We don't have 4-H in school, I don't think it’s offered

- I never see our agent in school

- I would go to 4-H if it were in school

The issue of a 4-H image was further explored when teens were asked to determine what their friends think about 4-H. This question elicited several positive and negative responses. For example some teens said:

- They think it’s dirty and stupid

- It’s for nerds and geeks

- We don't talk about it (apathetically)

On the flip side, some students felt their friends had a positive image of 4-H. For example, students said:

- It (4-H) can help you go to college

- 4-H can help you get scholarships

- My friends have a positive image of 4-H, it was fun

Although these comments were not as common, it shows that some teens have a positive image of 4-H. However the childish image of 4-H was still a strong theme reinforcing the idea that many teens see 4-H as an activity for a younger audience. Many teens said they did not have any friends who were still members of 4-H and only a few were not sure if their friends were still involved.

One of the final questions asked was "What is your overall opinion of 4-H?". In the previous questions, teens were negative on several issues. Surprisingly, the teens had a very positive overall image of 4-H. Yet, the issue of 4-H being for younger youth was once again mentioned. Some of the comments made by the teens seemed to be given out of politeness. Examples of responses to this question were:

- It’s okay but it needs to be changed

- Good for elementary (kids)

- It’s okay but it needs to be worked on

- It’s a nice program, but it needs to be more mature

When asked, nearly all teens said that 4-H needed to improve the senior program. Probing from this question helped to lead students into the next question.

The final question was perhaps the most important questions on the questioning route. Teens were asked what they think should be done to keep more teens involved in the 4-H program. This question was designed to help decision makers in 4-H determine what approaches should be taken from the teens perspective. Very quickly four major themes emerged. First, teens identified marketing as an area where

4-H could make a positive impact on retention. Teens said that:

- Agents need to tell students about 4-H

- Tell them (students) about the programs

- Better marketing

Many of the teens expressed that most of the 4-H activities lacked a purpose. This could be attributed to a lack of marketing. Other issues related to marketing were discussed and will be examined later. Another issue was the types of programs offered to teens. Teens felt the 4-H program needed to offer more mature activities which better meet their needs and interests. Examples of this were:

- Offer more mature activities

- Go on Trips

- Discuss Careers and Jobs

- Offer programs we want to do

- Get more interesting stuff for high school students

The third issue identified was the issue of time. Many students suggested that 4-H needed to be offered during school. Students said:

- You will not pick 4-H over other things, do it during school

- 4-H can’t compete with other activities

- All high school students want to work

A final issue was the 4-H agents working with the teenage audience. The teens made several comments such as:

- The agent should be more like a friend than a teacher

- We need to be treated like adults, not kids

- Agents should remember what it is like to be a teen

Several of the students felt 4-H agents needed to be better trained to work with older youth.

Each of these four issues have implications for the senior 4-H program and, if addressed appropriately, should help to improve the program in Tennessee.

Marketing and Image

Teens identified marketing as a major area to address in order to increase retention in the 4-H program. The students noted a lack of purpose in the 4-H program, a lack of contact time with the 4-H agent, and a lack of knowledge concerning 4-H activities and programs. Students also held a strong perception of 4-H programs being designed for younger children. These are all issues related to marketing and image.

Students showed a definite lack of knowledge related to the purpose of the programs and activities offered in 4-H. Students also determined that many of the teens lack an understanding of the activities and programs offered in the 4-H program.

Another marketing related issue is the lack of contact between the teen audience and the 4-H agent. Because 4-H programs are offered in school for younger children, many 4-H agents spend time preparing and delivering programs to that audience. Also, many agents are not meeting the senior audience in school. Therefore, many of the students do not make a personal contact with the 4-H agent.

Image has been a concern with the 4-H program for many years. In other studies the farm image has been a major theme but that was not the case with this study. A few of the students mentioned the farm image but most identified the image of 4-H being a club for younger children as a concern which needed attention.

Teen Programs

Teens also stated that many of the 4-H programs did not appeal to them. They stated that these programs were too childish and not interesting to older youth. This issue has two areas which should be addressed. First the Tennessee 4-H program needs to address the issue of marketing. As stated earlier, many of the teens did not have a clear understanding of the types of activities and programs offered to the senior audience. This was reinforced in the findings when teens said they wanted to take trips and learn about career opportunities. Apparently the teens did not know that trips and career exploration are two major activities offered to teens in the Tennessee 4-H program. Perhaps the Tennessee 4-H program is offering the things which interest teens and they are not aware of them. If however, it is determined that the teens are not interested in the current 4-H programs then some new programs designed to meet the needs and interests of teens should be implemented. If this is the case, then the marketing of these new programs will once again become an issue.

Time

Most of the teens stated they would be involved in the 4-H program if they had more time. Many said that 4-H should be offered during school hours. The teens said several of the students would come to a 4-H meeting because they could get out of class and the students might decide that they like 4-H once they are there. This is an excellent recommendation except for the problem of having 4-H in school. In Tennessee and several other states, high schools utilize the block scheduling system. This is a system which does not allow time for many extracurricular activities such as 4-H. Therefore, if 4-H puts an emphasis on working with teens during school hours, much thought must be placed on how this is to be accomplished.

Agents

The students also discussed the Extension agent as someone who could make an impact on the retention of teens in the 4-H program. Most of the teens had negative perceptions regarding agents. They remembered agents as being controlling in the classroom and not giving the students an opportunity to share their ideas. They also perceived agents as individuals who pressured them to participate in activities they were not interested in doing. Teens said they wanted agents to be more understanding of their concerns. They also wanted someone who could be a friend and a teacher. They felt the agents did not care about working with teens or their opinions. Teens also thought that agents did not want to take time to work with them.

Programming Recommendations

The purpose of this study was to identify factors which would influence rural teen retention in the 4-H program. Several factors have been identified with four factors being paramount. The recommendations to increase retention can be even further simplified.

The 4-H agent is the foundation of any county 4-H program. Program success is determined by agent performance and that performance is hopefully enhanced by training received from the county, district, and state level. Therefore, it is essential that each agent be adequately prepared to work with each audience level (explorer, junior, junior high, and senior).It is apparent that 4-H agents need additional training which will assist them in successfully working with the teen audience. Agents will also need new curriculum materials and new ideas about how to approachthis audience. For reasons previously mentioned, the most difficult audience with which to work is the teen audience. Yet, not all of the recommendations will be directed toward the senior audience.

For example, the teens felt that 4-H lacked a purpose. This issue should be addressed in the early years of a student’s 4-H program. Agents need to provide the students with a clear understanding of the goals and purpose of the 4-H program while they are still active. If the students see a purpose or worth in the activity they will be more likely to stay actively involved. This too will assist in dealing with the issue of lack of understanding of the types of programs offered in 4-H. It should be noted that the agents themselves might not have a clear understanding of the purpose of these activities. This is why proper training in 4-H programming could be needed. In short, the agent will be required to spend more time communicating purpose and marketing programs to the students. Hopefully, this effort will help develop a better understanding for the 4-H member. Once the students understand the types of programs and activities offered they might decide that 4-H does indeed offer interesting and beneficial programs. If the students determine that these programs do not meet their needs or that the programs seem too immature, then some decisions about new programs should be made. This is apparently the case because most of the teens stated that the 4-H program was seen as a club for younger children. The students stated that they enjoyed being active and doing fun things which did not include sitting quietly and listening to others talk. There was a strong negative perception around the 4-H club. Perhaps this is where the idea of new programs and activities should begin. In order to successfully conduct programs for an older audience agents will need training in using new and different curriculum materials which should appeal to older youth. If no new materials exist, then a strong effort should be made to develop new materials. Agents also need to promote a positive caring image and provide the students with an opportunity to express their own ideas. This will also require more training in working with older youth.

The agents need to emphasize the purpose of 4-H and what activities are offered. They also need to consider new programs for older audiences who are not interested in the current programs and market these programs in a manner that is appealing to the teens. These programs need to provide teens with fun activities where interaction with others is encouraged. The agents also need to address the teens in a different manner than younger youth. Students in high school are very different from grade school students.

Because of the difficulty in working with teens during school hours, many senior 4-H programs have club meetings after school. This causes a problem with students who participate in other activities. As stated earlier, most students are involved with other activities. Therefore, it is difficult to maintain participation in 4-H and continue with these other activities. Most students felt that 4-H could not compete with other activities and that 4-H needed to be offered during school. Most 4-H agents do not see this as an option. However, if the agents were to make a greater effort to work in the high schools and develop a collaborative approach with teachers and administrators, this issue could be addressed. Also, the Tennessee 4-H program could help foster this effort by developingmore ties with the state board of education and providing agents with a curriculum which would enhance what the students are studying in school. This could also help with the marketing of the 4-H program. If the teachers and administrators see a worth in the program, they too will decide to participate. Agents will again need materials and training if this recommendation is to be successfully implemented.

In summary there are four major issues related to teen retention in the Tennessee 4-H program. If students are to remain active in 4-H, they need to have programs that meet their needs and interests. These programs should be designed and marketed in a way that is appealing to their age group. Programs do not have to be offered during school, but the agents need to make an effort to adequately expose 4-H and the programs to this audience. Also the agents need support from the state level with training and materials that will assist in working with this audience. With this in mind, the Tennessee 4-H program should:

1. Develop new programs and program delivery methods designed for teens. Although a number of possibilities exist in this area, a prime example of a new program delivery strategy would be the Sigma Lambda Chi 4-H organization developed by the University of Georgia Cooperative Extension Service. Sigma Lambda Chi 4-H is targeted toward students who are not attracted to a more traditional 4-H program. Yet, the program emphasizes service, leadership, and citizenship as does the more traditional program.

2. Market these new programs. Marketing of these new programs should encompass several methods or strategies. First, these programs should emphasize fun activities. Students stated the traditional 4-H program did not allow time for fun activities. By giving senior 4-H members fun social activities and educational experiences thru teen appropriate delivery methods, the image of the total 4-H program will change. Also, these programs need to give 4-H members the opportunity to have ownership in the club. Giving ownership will allow students to feel as though the club or program is actually theirs, not the Extension agent’s. Letting 4-H members decide what activities they want (within the program guidelines) and allowing them to plan and conduct these activities will enable the program to grow and become more acceptable and appealing to senior aged 4-H members.

3. Foster collaboration with schools. The Tennessee 4-H program is quite successful in working with and through elementary and middle schools. However, when students enter high school there is little or no opportunity to operate the 4-H program during school hours. This presents a barrier to working with the senior audience but there are some alternatives to consider. Four-H offers many projects and programs which could supplement classroom instruction. In addition, 4-H agents are trained in a variety of disciplines and have the resources to assist senior students in many ways. For example, students in classes such as Economics, Family Life, Biology and Home Economics could benefit from the expertise of an agent. Teachers and agents could work together to develop a more comprehensive educational experience for the seniors. By serving as a guest lecturer in the classroom agents could make great progress in promoting the 4-H program. This opportunity could be enhanced by agents offering their resources to teachers and informing teachers of the many Extension resources available. This will help promote 4-H and develop future opportunities to promote the 4-H program. In the future, the opportunity for teacher in-service related to 4-H could develop. This would be a prime opportunity to give teachers 4-H materials and programs to use during class. The teachers would then serve as 4-H in-class volunteer leaders.

4. Provide training and support for county 4-H agents. As stated earlier, before new programs are to be implemented, old programs need to be evaluated. Many 4-H agents work with programs that place a great deal of demand on their time. Adding more programs might compound this problem and cause agents to face more time management concerns. Once these programs are evaluated, ones which seem to no longer be needed should be discontinued. Also, many agents have little or no training in working with youth. In order to be successful, 4-H agents need to develop a better understanding of their audience. This should be done by offering formal coursework, in-services, and other professional development opportunities.

Recommendations for Further Study

This study has identified issues which need to be addressed in order to increase senior retention in the Tennessee 4-H program. However, this study has not answered all of the questions regarding this dilemma. Several other issues related to senior retention should be addressed. Some specific recommendations for further study are:

1) To determine perceptions of teachers and administrators concerning

the Senior 4-H audience;

2) To determine which current 4-H programs are no longer needed; and

3) To determine what type of training would be most beneficial to 4-H agents.

If the 4-H program is to continue as the largest youth organization in the world the current programs and their formats, delivery methods, and marketing techniques must be examined. It is unrealistic to think that all teens will stay involved in the 4-H program but it is feasible to think that a greater percentage of these teens could and will remain active if the programs offered meet their needs and interests, are presented in an appealing way and are presented by someone who understands teens.
 
 

Acosta, D.T. and Holt, B.A. (1991). Give teens the programs they want...and need. Journal of Extension, XXIX, pp.29-30.

Caplinger, C.L. (1984). Factors Related to Reenrollment of 4-H of Eight- Twelve-Year-Old Members. Unpublished Doctoral Dissertation, The Ohio State University, Columbus.

Ellis, A. and Henderson, J.L. (1993). Factors Associated with 4-H Enrollment Levels in the Alabama Cooperative Extension Service. Journal of Agricultural Education, 34, (1), pp.11-17.

Forbes, S. (1992). The 4-H Incentive System. Journal of Extension, XXX, p.37.

Greenbaum, T.L. (1993). The Handbook for Focus Group Research. New York: Lexington Books.

Hartley, R.S. (1983). Keeping 4-H Members. The Journal of Extension, XXI, pp. 19-24.

Jessee, C.M. (1993). Adolescence: A Study of Needs and Programs. Unpublished paper, The University of Tennessee, Knoxville.

Krueger, R.A. (1994). Focus Groups: A Practical Guide for Applied Research. Thousand Oaks, CA: Sage.

Maurer, R.C. and Bokemeier, J.L. (1984). How Mom and Dad Influence Participation. The Journal of Extension, XXII, pp. 19-23.

McAllister, T. and Cress, F. (1986). 4-H and Its Loss of Teenage Members: Why? 4-H Staff Newsletter, Cooperative Extension Service, The University of California, Berkeley.

Meadows, D.G. (1995). Priority Program for Senior (Teen 4-H) Members. Unpublished State-wide Questionnaire, The University of Tennessee Agricultural Extension Service.

Norland, E. and Bennett, M.B. (1993). Why Youth Drop Our of 4-H. Journal of Extension, XXXI, pp. 15-17.

Pennsylvania State University. (1974). Study of 4-H Youth and 4-H Programming. Extension Studies 49.

REFERENCES (Continued)

Smith, C.B. (1934). How Further May We Develop Our Rural Youth Work in the United States. Extension Service Circular 198, Washington, D.C. : USDA, June, 1934.

Smith, K.M. (1982). Selected Factors Related to 4-H Membership, Participation, and Retention of Eighth Grade Students in Bradley County, Tennessee. Unpublished Masters Thesis, The University of Tennessee, Knoxville.

Tennessee Agricultural Extension Service (1995). Some Tennessee 4-H Facts, Special Publication No. 249.

United States Department of Agriculture (1995). 4-H Youth Enrollment Report Fiscal Year 1994.
 
 
 
 

Steve Cole
The University of Georgia
Page last updated on 02-APR-2001
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