Introduction to Civic Engagement:
Constance
Flanagan and Peter Levine (2010) are two researchers that explored civil
engagement among college and non-college students. Civil engagement is
"the form of joining community groups, volunteering to help neighbors,...
leading grassroots efforts to gain civil rights" as well as other
politically and socially active forms of engagement in the community (p. 160).
However, Flanagan and Levine (2010) as well as other researchers have observed
a decline in civil engagement in ten important ways: "belonging to at
least one group attending religious services at least monthly, belonging to a
union, reading newspapers at least once a week, voting, being contacted by a
political part, working on a community project, attending club meetings, and
believing that people are trustworthy" (p. 161). However, one area that
researchers have observed no decline in is volunteering. All of these areas,
then are the focus of researchers on asking youth transitioning to adulthood about
their civil engagement.
Importance of Civic Engagement:
Now
one question that I would also like to answer before I continue is "Why is
civil engagement important?"According to Flanagan and Levine (2010) civic
engagement "is important to the health and performance of democracy"
(p. 160). I agree with this importance because, as free citizens of the United
States, we need to make our voices heard and the problems in our communities
known to politicians and policy makers. The Civil Rights Movement is a good example
of this: the Jim Crow laws, Martin Luther King Jr., Malcolm X and
others engaged in Civil Engagement in order to
gain institutional rights for blacks. Although the U.S. isn't perfect
with its racist undertones and overtures in media and culture, we have come a
long way compared to what things looked like in the 20th century.
College students and colleges in Civil Engagement:
With
that aside, allow me to focus on the college student: in this portion I hope to
elaborate the importance that Flanagan and Levine (2010) address in students'
involvement in community service projects as well as other volunteer groups on
campus. On the other hand, if you are trying to find out more about civil
engagement for non-college attending individuals, then I would suggest that you
move past this portion and go to "Civil Engagement without going to
college: Its possible!"
For
college students, Flanagan and Levine (2010) observed they were much more
likely to be involved in community programs: but that was because colleges are
also more likely to have a large variety of courses and extracurricular
activities. On top of the offering of opportunities to be involved with civil
engagement, "most colleges and universities [in their mission statements]
contain some references to the civic preparation of younger generations"
(p. 169).
So
if you can invest in going to college: I would definitely get involved with any
college campus group that will encourage civil engagement. As a matter of fact:
volunteer projects and leadership positions in any organization will look great
on resumes and graduate school applications. It shows that you were willing to
invest time into the public community and balanced your time will with school,
volunteering, family, etc.
But
civil engagement is not limited to just volunteering in the community, other
aspects of civil engagement include "political discussion and debate on
campus, courses that impart civic skills, student-produced news media,
internships and study-abroad opportunities, and events and exhibitions meant to
serve communities" (p. 169). In other words, there are tons of
opportunities to become more globally aware, politically active and understand
that you can have an impact on your community!
Civil Engagement without going to college: Its possible!
So
for you non-college attendees: its OK! I just want to let you know that,
because I know that life is hard, but it is also what you make of it, if you
want to still want to learn, you can! There are tons of
opportunities that Flanagan and Levine (2010) talk about for you!
For
one, there is a bill that was signed by President Obama: It is called "the
Edward M. Kennedy Serve America Act" which basically addresses
"several issues concerning civic engagement and the prolonged transition
to adulthood" (p. 174). Unpacked, some of those "issues concerning
civic engagement" include what kind of civic engagement AmeriCorps members
can participate in, adding the number of slots available, as well as
benefits gained from being in the Corps, and where you will be stationed.
Location depends on which organization you join, but you can still be close to
family and serve the community that you are familiar with. Another few factors
that are addressed in the act include incorporating marginalized youth into the
AmeriCorps ranks, "[adding] new corps to address America's most pressing
needs in health care, education, the environment, emergency preparedness and
public service" (p. 174). In other words, the Edward M. Kennedy Serve
America Act added many benefits and services to the corps.
Also,
if you do decide to serve with the Corps you can receive $5,350 (this is almost
the same amount as a Pell grant would be), which can be used in a wider range
of institutions compared to before (Flanagan and Levine, 2010, p. 174).
For the Educator and Mentor: Encouraging your student to become part of
volunteer services in their church, community and school is one of the best
ways you can help them. Flanagan and Levine (2010) report, "becoming a
stakeholder in one's society develops through the accumulated opportunities to
be involved in groups and build civic identities and skills" (P. 166).
Although there are many disparities in resources and availability to lower
income communities, there are plenty of ways to get these youth involved and
thinking critically about how to become involved in their community to change
the lives of their children and community. Being involved with a program like
AmeriCorps or Youth Corps also encouraged individuals in disadvantaged populations
in thinking about education, employment (they were more likely to be in the
public sector), they also had more personal responsibility, and intentions to
vote (Flanagan and Levine, p. 173).
Benefits of Civic Engagement:
Specific
benefits of Civic Engagement are:
~
“Fulfillment of the human need to belong” (p. 161)
~
“Feel that life has a purpose beyond the pursuit of individual gain” (p. 161)
~
They become a contributing citizen
~
More likely to pass on this trait to their children (p. 166)
~
More likely to serve in the public sector (p. 173)
~
Reconsideration of vocational priorities (if volunteered in high school; p.
168)
~
May allow youth to slow down the pace of finding “the right job” (p. 168)
These
are but a few that Flanagan and Levine (2010) illustrate throughout their
paper. The overall message is this: volunteering is beneficial socially,
psychologically, and especially towards maturity as an adult.
Where you can get involved (specifically):
As
stated before, AmeriCorps “is a federal funding stream for several large
programs… whose members devote a year to service through local community
organizations and institutions. Participants… provide service in exchange for a
modest living stipend (enough to cover living expenses for most participants)
and an educational reward” (p. 172). In other words, Americorps, with all of
its branches is a great opportunity to support yourself and also get your
education paid for (even though it may not cover it fully).
Another
opportunity is the military: Flanagan and Levine (2010) observed in their
literature review that veterans were also more likely to engage in civic
participation in times of peace. Although medic or combat servicemen and women
are less likely to engage in civic engagement, those that participated in
“planning reconstruction and relief programs and canvassing residents’ needs
that could provide civic skills back home [in the U.S.]” (p. 171). In other
words, those that served in civilian areas overseas were also more likely to
participate in civil engagement here in the U.S. Being in the military also
created a confidence and leadership in their community.
The
third and last way that I can suggest to get involved is with a labor union:
Flanagan and Levine (2010) explain that labor unions are increasingly becoming
utilized by college-educated individuals instead of the non-college-educated
(p. 165). However, in “the 1970’s… almost 14 percent of young adults without
college experience belonged to unions, which promoted voting, leadership skills
and issue discussion among their members” (p. 165). And this can still be true
among non-college-educated youth today: the labor union is a perfect way to get
involved while receiving mentorship and encouragement to be active politically
and in the community.
A
list of other areas of involvement:
~Religions institutions
~Reading the newspaper for social
information
~Become educated about national and
public politics
~Vote
~(And the list of other “civic engagement” activities
listed in the introduction.)
Conclusion:
Well that's the culture of civic engagement and how it benefits the transition adulthood. I hope you can apply this tor your life in a beneficial way to your community. ~~Rebecca M. Jenn
Reference:
Flanagan, C. & Levine, P. (2010). Civic Engagement and the Transition to adulthood. The Future of Children. 20 (1),159-179. Retrieved Feb 15 2013 from Project Muse. http://muse.jhu.edu/journals/foc/summary/v020/20.1 .flanagan.html
