Nov. 16, 2004

Remarks of David C. Hardesty, Jr.
President West Virginia University
NASULGC Cooperative Extension Section Meeting

4-H: Why I'm Involved!

Mahatma Gandhi said, "If we wish to create a lasting peace we must begin with the children."

In a world beset by terrorism, war, and intolerance, providing opportunities for youth to develop skills, healthy lifestyles, character and compassion is the most noble work imaginable.

This, for more than a century, has been the work of 4-H. It has been the work, specifically, of the nation's land-grant universities, in partnership with the federal government, state and local governments, the private sector, and volunteers.

The role of land-grant universities is pivotal. Cathann Kress, director of youth development at National 4-H Headquarters, has noted that the foundation of 4-H is the practical application of land-grant university knowledge, by youth, in their communities.

4-H is currently transforming the lives of 7 million youth across the nation. This is a mark of pride for land-grant universities, and especially for Extension personnel, who deserve the highest accolades for the work that they do.

As Extension leaders, I believe you are uniquely qualified to share the 4-H story with the general public. Today, I would like to suggest a couple of messages that I think you must communicate and several vehicles for doing so.

First, I think you must work to correct the misconceptions that still exist about 4-H. In many minds, 4-H is a program serving a largely white, rural population.

In fact, as you may know, fifty-seven percent of today's 4-Hers today are from cities, suburbs, and towns with populations greater than 10,000, and members of racial and ethnic minorities account for 31 percent of 4-Hers.

4-H reaches youth through traditional clubs, special interest groups, nutrition programs, school enrichment, after-school programs, camping, and many other delivery methods.

The popular image of 4-H curricula has been summed up as "cows and cooking." It's up to you to enlighten people about the diversity of learning experiences youth have in 4-H. We must communicate that 4-H is a community of young people across America who are learning citizenship leadership and life skills.

Of the program's broad curricular categories, Plants and Animals still attract the highest enrollment. But, Healthy Lifestyle Education, Personal Development and Leadership, and Science and Technology also enroll large numbers of youth.

In West Virginia, current projects educate students about computers, news reporting, money management, and recycling, as well as animal and plant science, clothing, and food preparation.

Second, in today's results-oriented society, I believe you must provide evidence that 4-H makes a real difference in the lives of youth. Luckily, you will find no shortage of studies to back up that claim.

Montana State University surveyed about 2,500 fifth, seventh, and ninth graders. 4-H participants were more likely to report that they succeed in school, act as leaders in their school and community, and help others in the community. They were less likely to report that they steal, use illegal drugs, smoke, engage in vandalism, skip school, or ride in a car with someone who has been drinking. They also expressed greater confidence in their ability to set goals, try new things, and accomplish things on their own. They are more likely to say they feel good about themselves and find meaning in their lives. They are more likely to report talking to their parents about important issues such as sex and alcohol. They also reported developing practical skills, such as public speaking and record-keeping.

A two-year study of youth in New York 4-H clubs found that youth in 4-H, compared to their peers, performed better in school and were more eager to help others.

A study of more than 760 Pennsylvania 4-Hers found that youth who had county leadership experiences rated high on life skills.

Youth involved in swine projects in Iowa said that participation had positive effects on their development of life skills

Fifty animal science project alumni in New Jersey said 4-H helped them develop life skills, including responsibility.

A survey of Wisconsin club leaders found that they believed participation improved youth's psychological, social, and intellectual development and that youth service was economically beneficial to the community.

4-Hers in Texas rated themselves higher than non-participants on teamwork, self-awareness, communication, leadership, and decision making.

An Ohio survey of school children found that 4-H positively influenced children's perceptions of competence, coping, and life skills

In the mid-1980s, Texas A&M University conducted a nationwide 4-H alumni study for the USDA. Among the findings:

4-H alumni were more involved in community activities than non-4-H participants.

4-H alumni highly rated the opportunity they had to develop communication, cooperation, and leadership skills in 4-H.

Learning to work with others was the personal skill alumni most valued from their 4-H experience.

The Canadian 4-H Council conducted a major alumni study in the 1990s. The study found that 4-H alumni were more educated and had higher household income levels than the general population. Almost three-quarters of respondents said 4-H was very beneficial to their later personal or career lives.

It is clear that the message we have to send about 4-H's role in youth development is a powerful one. How can we best communicate it?

First, I would strongly encourage you to do some kind of outreach to the public at least once every six months. Send out news releases and encourage reporters to experience programs first-hand. Place op-eds about the benefits of 4-H in leading state newspapers. Provide opportunities for the general public to learn about 4-H.

Second, educate your institution's internal audience about 4-H. Institutional presidents, in particular, should be aggressive advocates for the program. Help them play this role by encouraging them to familiarize themselves with 4-H. Invite them to club meetings, camps, and other venues at which they can talk to 4-Hers and volunteers.

Stress to them that they can learn things from 4-H that will benefit the entire institution. Experts such as Dale Lick have argued that, to remain relevant in the 21 st century, higher education must make a major paradigm shift: Institutions must transform their culture from a paradigm focused on providing instruction to one focused on producing student learning in a variety of ways. Lick has explained that the characteristics of a culture of learning include a student focus, faculty members serving as synthesizers and coordinators of learning, flexibility, multiple delivery systems and varied learning settings, innovative approaches, and distributed infrastructure. As you've probably noted, those characteristics sound an awful lot like what is already happening in 4-H. Let your presidents and other campus leaders know that 4-H can serve as a laboratory for exploring the implementation of a learning-centered paradigm. Their interest in 4-H will likely increase when they realize that a stronger relationship with Cooperative Extension can be mutually beneficial.

As the private sector partner of 4-H, the National 4-H Council is committed to increasing awareness of the program, so that more youth than ever can enjoy its proven benefits. The Council fully supports your work, and, under the outstanding leadership of president and CEO Don Floyd, I have no doubt that it will work tirelessly to help you spread the 4-H message.

Since 1927, 4-H's motto has been, "To make the best better." This is what 4-H encourages youth to do, and this is what you as Extension professionals do. You have the power to make our world a better place, by instilling positive values in America's young people.