Master of Science, The Ohio State University, 2023, Agricultural Communication, Education and Leadership

Social capital theory has been studied for decades; one perspective is it's the attainment of resources through collective action. Volunteerism connects to social capital where social responsibility is derived, and volunteering opportunities can develop a network. The Community Capitals Framework (CCF) is a framework that assesses seven different types of capital, with social capital being the initiating factor for the CCF outcomes. Through a qualitative approach using narrative inquiry, nine participants of six youth-serving organizations described their connections with youth and community. A total of 72 themes emerged and seven categories were formed from these themes including; opportunities (it's the intersection of experience and exposure where this intersection creates possibilities.), connections (the linkage between two people where volunteers build relationships and capacity for youth.), environment (the place to belong where spaces are cultivated to serve and empower youth as well as consisting of constructive factors for youth building agency, autonomy, and meeting physical needs.), social responsibility (The responsibility of the volunteer is to be a good community member and showing up for the youth, by leading, guiding, and educating.), growth and development (youth and volunteers learning together.), trust (innately present and integrated), and self-efficacy (the outcome of how to navigate the world). Key findings defined themselves as reflective, community shaping and building, growth, purposeful, authentic, and safe. The findings led to a call for improved diversity and representation efforts amongst volunteering for youth, the bridging between youth and high-level leadership, and a space for youth to just be and exist. This research describes non-familial adult volunteer's connections with youth and community. Recommendations for research are to examine if we help youth feel safe, do we cultivate safe spaces for youth, and, how can we increase n (open full item for complete abstract)

Committee: Dr. Shannon G. Washburn (Advisor); Dr. Julie M. Fox (Committee Member); Dr. Jera E. Niewoehner-Green (Committee Member) Subjects: Agriculture; Communication; Education; Educational Leadership; Individual and Family Studies

Master of Arts (MA), Ohio University, 2012, History (Arts and Sciences)

This thesis will acknowledge and explore how, since the 1980s, both state and nation-wide 4-H programs have worked with each other, utilized the others' ideas, and revolutionized how 4-H has changed to reach youth from all areas of the country. In a survey of historical research, and by utilizing primary source materials from the 1980s and 1990s, I will explain how 4-H shifted to a scientific and technological focus that would promote its organization to a plethora of youth. By covering this topic, this thesis will thoroughly explain how 4-H personnel reached out to new demographics through innovative programming and adapted to growing change.

Committee: Katherine Jellison (Advisor); Paul Milazzo (Committee Member); Kevin Mattson (Committee Member) Subjects: Education History; History