That the internet has reduced the community involvement of youth

Youth and adults have identified a variety of motivators for volunteering or becoming active in their communities. These have included practical assessments of their activities, such as: to meet school requirements; hopes of getting higher grades in a particular class; improving their chances of getting into college; or as an entry to a desired job (Andolina, Jenkins, Keeter, & Zukin, 2002). Motivations can also be the result of more practical conditions, such as a need to develop job contacts and enhance existing skills. In geographic areas where employment opportunities are limited, voluntary activities can offer a valuable alternative to paid employment (Clary, Snyder, & Ridge, 1992; Independent Sector, 2001). Youth also report becoming active for self-actualization (recognition, raise self-esteem) and social responsibility (setting an example, public duty) (Clary, Snyder, & Ridge, 1992; Independent Sector, 2001). Feelings of efficacy (Clary, Snyder, & Ridge, 1992; Sherrod, Flanagan, & Youniss, 2002), having responsibility/leadership (Kubisch, 2005), and the need to be taken seriously (Flanagan & Van Horn, 2001) have all emerged as important reasons why youth pursue community involvement. Finally, activeness in the community is facilitated by youth participation in community-based groups. Interaction between social groups promotes awareness of needs and helps identify volunteer opportunities (Wilkinson, 1991; Luloff & Swanson, 1995). Overall, a variety of motivations are present that shape civic behavior. Included are traditional factors (motivations and sociodemographics), but also the extent to which people interact with each other. Despite the influences and motivations, significant obstacles exist that inhibit, and often discourage, community activeness among youth. Among the leading obstacles prevalent in the research, not being taken seriously, not being asked, and not being assigned or having an identifiable role are consistently noted in the research literature (Independent Sector, 2001). Felix (2003) identified other challenges to youth involvement in communities, including a lack of communication and awareness of opportunities, turf issues among organizations competing for youth participants, youth fears of speaking out, lack of diversity, and adultism or the systematic mistreatment of young people simply because of their age. Other factors such as lack of transportation (Scales & Leffert, 1999), lack of time (Sherrod, Flanagan, & Youniss, 2002), and not being sure of the benefits of their contributions (Israel, Coleman, & Ilvento, 1993) can limit the active involvement of youth. Scales & Leffert (1999) identified four key barriers that keep youth from participating in activities: lack of interesting programs, transportation problems, lack of knowledge about programs, and cost. Similarly, community organizations may be uncertain of the role or impact that youth may have in their efforts (Israel, Coleman, & Ilvento, 1993). Viewing young people as transient, participating in too many other activities, and having less predictable schedules, community organizations may exclude youth. Last, the extent to which youth can contribute to the decision making process of organizations and play an active role in program/policy development is important in shaping youth involvement. The views and opinions of others, namely authority figures, can greatly influence youth community involvement. Youth report a greater likelihood of becoming involved if their participation is valued by parents, teachers, community leaders, etc. (Camino, 2000; Fogel, 2004; Jarrett, Sullivan, & Watkins, 2005). The receptivity of authority figures can play a central role in youth efficacy, their engagement, and their continued involvement in the community. Historically, previously held negative beliefs by both youth and adults (Jarrett, Sullivan, & Watkins, 2005; Zeldin, 2004) have created a disconnection between youth involvement and youth-adult partnerships in the community. Often, youth have not been viewed as essential contributors to society, mainly due to stereotypical images and misconceptions of their age and developmental capacity. The period of intense emotional changes during adolescence helps contribute to the lower expectations of youth from adults and subsequent decreased opportunity for youth to participate in community activities (Camino & Zeldin, 2002). Such conditions have led to a lack of recognition and receptivity by adults, and often, the wider community. The increasing presence of youth in the development process and the establishment of youth-adult partnerships have created an environment where communities are more receptive. The active involvement of youth highlights their value and provides an opportunity to erase negative stereotypes. Recent research has focused on such positively held adult notions of youth and their relationship to encouraging youth involvement. Zeldin (2002) reported that many adults perceive adolescents as being capable of contributing to their communities, performing well in community positions, and taking proactive approaches to their life development. This receptiveness opens the door to long-term youth involvement, while also facilitating greater appreciation for the youth contribution to the community by adults (Camino, 2000).