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Researchers have theorized that programs to promote positive citizenship should begin with an opportunity for adolescents to participate in civic activities, such as community service or political volunteering. In this report, the authors expand this theoretical perspective by arguing that programs to promote positive citizenship may need to begin by focusing on: social interactions in youths' lives, such as interactions with parents and peers and on the culture in which youth are raised. The authors hypothesize that these informal interactions socialize or "prime" youth to have the motivation and values that subsequently lead to positive citizenship behaviors. To examine their hypothesis, the authors collected data during a period judged to be one which afforded an opportunity to participate in a positive citizenship activity salient to a large percentage of the sample population. The authors conclude that their findings contribute to the field of youth civic engagement by providing more concrete evidence for the unique effects that informal social interactions have on youth, above and beyond previous citizenship engagement, religiosity, parental education, ethnicity and gender. Additionally, the authors conclude that early adolescents who have altruistic values and a motivation to better society are more likely to engage in citizenship activities later in adolescence. More specifically for African American youth, ethnic-related experiences and attitudes that are salient or matter to the youths' self-concepts appear to be important predictors of later citizenship engagement. From this finding, the authors theorize the key component of ethnic socialization to be the salience of the socialization and the subsequent citizenship activity to the youth's self-concept. The results are discussed with regard to program and policy development as well as future research directions. (Contains 1 figure and 6 tables.) [This report was produced by the Center for Information and Research on Civic Learning and Engagement (CIRCLE).]

Researchers have theorized that programs to promote positive citizenship should begin with an opportunity for adolescents to participate in civic activities, such as community service or political volunteering. In this report, authors expand this theoretical perspective by arguing that programs to promote positive citizenship may need to begin by focusing on: social interactions in youths' lives, such as interactions with parents and peers; the environment in which youths live, such as neighborhoods and schools; and on promoting civic values. The authors hypothesize that these influences in early adolescence lead to civic engagement in late adolescence, and from late adolescence to young adulthood. A theoretical model from early adolescence to young adulthood is tested, incorporating insights from two previous studies of civic engagement. In a sub-analysis, authors examine the influence of ethnicity-related factors on civic engagement. Results conclude that: (1) Previous civic participation predicts future civic participation; (2) Social context influences youth civic engagement above and beyond previous civic participation; (3) Cultural context is important for policy makers and program developers to understand; (4) Promoting youths' values and goals could further promote youth and young adult civic behaviors; (5) More comprehensive measures of citizenship behaviors, attitudes and values should be created; and (6) There is not yet an understanding of how social capital promotes youth and young adult civic behaviors. (Contains 4 figures and 2 tables.) [The Center for Information and Research on Civic Learning and Engagement (CIRCLE) promotes research on the civic and political engagement of Americans between the ages of 15 and 25. Although CIRCLE conducts and funds research, not practice, the projects that they support have practical implications for those who work to increase young people's engagement in politics and civic life. CIRCLE is also a clearinghouse for relevant information and scholarship. CIRCLE is based in the University of Maryland's School of Public Policy.]

One of the critical elements of children's healthy development is the participation of parents in important activities in their children's lives. This research brief reports on the involvement of fathers in their children's lives. The brief focuses on the involvement of fathers who live with their children, including single fathers raising their children, in four key areas: (1) general activities; (2) school activities; (3) limit-setting; and (4) religious activities. The data sources were the 1997 Panel Study of Income Dynamics, the 1999 National Household Education Survey, and the 1996 National Longitudinal Study of Adolescent Health. Findings from these studies suggest that fathers are likely to be actively engaged in a variety of activities with their children at least once a week, ranging from 25 percent of fathers helping their children build or repair something to 72 percent talking with children about their family. In 1999, between 24 and 33 percent of fathers were highly involved in school activities, depending on the child's age. Fathers with higher levels of education were more likely to report high school involvement than were fathers with less education. More than half the fathers worked on homework with their child at least once a week. In 1997, fathers reported that they often or very often set limits for their children. Almost 30 percent of adolescents in 1996 reported attending a church-related event with their father in the past month. Fathers who were college graduates were more likely to engage their children in religious activities than fathers with less education. Both parents were more likely to provide religious guidance when children were between 11 and 14 years than when they were older. (Contains 30 endnotes.) (KB)

Although the last 100 years have seen dramatic improvements in the health of U.S. children, there remain racial and ethnic disparities. This research brief presents data illustrating improvements in children's health and the need for further progress. The brief also examines new morbidities among American youth, such as obesity, early sexual activity, and alcohol and drug use. Trends are described and presented graphically for the following, showing racial/ethnic differences: (1) life expectancy at birth; (2) infant mortality; (3) child death rates; (4) youth death rates; (5) deaths from pneumonia and influenza; (6) children's health status; (7) chronic health conditions; (8) child vaccinations; (9) median educational attainment; (10) child poverty; (11) median net worth of household; (12) children living in two-parent households; (13) families with three or more children; (14) unemployment among 20- to 24- year-old men; (15) substance use; (16) overweight adolescents; (17) sexual activity; (18) contraception use at first intercourse; and (19) gonorrhea. The report concludes by noting that remarkable success has been achieved in reducing infant and child mortality, and in eradicating or controlling major diseases and health conditions that could lead to death or disability. However, trends in risk-taking behaviors suggest that new approaches will be needed to reduce risk-taking and address racial and ethnic disparities. (KB)

Civic engagement that is, community service, political activism, environmentalism, and other volunteer activities provide needed services to community residents and psychological, social, and intellectual benefits to participants. A small but growing body of research suggests the likelihood that active involvement leads to healthy, active citizens. This synthesis of civic programs for youths provides specific information on the role civic engagement plays in helping young people develop a broad array of strengths and capacities. It focuses on youth outcomes in four domains: (1) educational achievement and cognitive attainment; (2) health and safety; (3) social and emotional well-being; and (4) self-sufficiency. The synthesis asks: What do civic engagement programs look like? What resources do civic engagement programs provide for promoting youth development? What impacts do civic engagement programs have on youth outcomes? and What characteristics of the programs seem to constitute effective civic engagement? The programs in the synthesis have been evaluated. Studies that use an experimental design (n=3) to test the impact of programs are emphasized because only experimental studies can yield causal evidence about what works, or does not work, to promote desired youth outcomes. Few experimental studies exist; however, so rigorous quasi-experimental studies (n=3) and nonexperimental studies (n=1) are also included. Appendix A contains program and study descriptions and evaluation, while Appendix B contains other activities offered by civic engagement programs. Lists nine program references. (Contains 1 figure, 6 tables, and 30 references.) (BT)

Although American youth seem to be knowledgeable about civic matters and say they wish to participate in civic activities, a relatively low percentage of youth are engaged in their communities. This review examines various antecedents of positive citizenship among 12- to 18-year-olds, focusing on proximal and distal influences on organized forms of service such as community service, political participation, and environmentalism. Emphasized in the review are studies that are rigorously implemented experimental evaluations of interventions and longitudinal studies using multivariate analyses to identify predictors of positive citizenship. The review notes that very little is known about the stability of positive citizenship and discusses individual differences in positive citizenship related to gender, ethnicity, culture/nationality, empathy level, and motivation. Also discussed are the influences of parents, particular political events, and civic engagement during high school in promoting later positive citizenship. Findings suggest that participating in a service-learning or service and mentoring program is associated with increased positive citizenship up to 6 months after completion of the program and that participating in a canvassing campaign increases political behaviors. Other issues considered in the review include school mandates for civic participation and the content of effective service-learning programs. Three program implications following from the review are presented: (1) programs should adopt multiple strategies in promoting positive citizenship; (2) adolescents need to feel engaged in activities; and (3) programs need to continue over the long-term. Recommendations for future research are also delineated. A table is appended delineating areas for targeted intervention activities, effective and ineffective program characteristics, and "best bets" for intervention. (Contains 59 references.) (KB)