December 1, 2021

Latinx Civic Engagement: Building, 

Connecting, and Expanding

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Office of Research and Evaluation (Evaluation@cns.gov)

Igniting the Volunteering and Participation of Youth, Adults, and Seniors
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Welcome!

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Latinx Civic Engagement: Building, Connecting, and Expanding

Igniting the Volunteering and Participation of Youth, Adults, and Seniors

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Andrea Robles, Ph.D.

Manager, Office of Research and Evaluation

AmeriCorps

Welcome
Data on Latinx Volunteering 

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More to know...

For example, 

How does volunteering vary by 

community? 

Are the questions capturing a variety 

of volunteering behaviors? 
Recommendations for better and 

different measures 

Civic Engagement and Social Cohesion 

(2014) 

https://www.nap.edu/catalog/18831/civicengagement-and-social-cohesionmeasuring-dimensions-of-social-capital

Snapshot of Research Grantees: 

https://www.americorps.gov/granteessponsors/research-evaluation/granteeprofiles
Introductory Remarks: Amy Ramos, Ph.D., Senior Research Consultant, Harder+Company

Community Research

Speakers:

• Suzanne Pritzker, Ph.D., and Team, Associate Dean for Academic Affairs and Associate 

Professor, University of Houston

• Marisol Clark-Ibáñez, Ph.D., and Team, Senior Team Professor, Department of Sociology, 

California State University San Marcos

Reflections:

• Victor García, Ed.D., Director, California Campus Catalyst Fund, Immigrants Rising

• Angelica Razo, Texas Director, Mi Familia Vota

Q&A Discussion: Andrea Robles, Ph.D., Research and Evaluation Manager, AmeriCorps

Agenda 

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Latinx Civic Engagement: Building, Connecting, and Expanding

Igniting the Volunteering and Participation of Youth, Adults, and Seniors

7

Amy Ramos, Ph.D.

Professor of Psychology, Grossmont College

Senior Research Consultant, 

Harder+Company Community Research

Introduction Remarks
Suzanne Pritzker, Ph.D., Associate Dean for Academic 

Affairs and Associate Professor, University of Houston

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Navigating Facilitators & Barriers to Latinx Youth Civic 

Engagement: Exploring Youth-Driven Strategies

Latinx Civic Engagement: Building, Connecting, and Expanding

Igniting the Volunteering and Participation of Youth, Adults, and Seniors

Dennise Moreno Katherine Avila Becca Saenz
Dec. 1, 2021

9

Navigating Facilitators & Barriers to 

Latinx Youth Civic Engagement: 

Exploring Youth-Driven Strategies

This material is based upon work funded by the Office of Research and Evaluation at AmeriCorps (formerly known as the Corporation 

for National and Community Service) under Grant No. 17REHCO001 through the National Service and Civic Engagement research grant 

competition. Opinion or points of view expressed in this document are those of the authors and do not necessarily reflect the official 

position of, or a position that is endorsed by, AmeriCorps.”
Led By:

− Youth Experts, Houston & Denver

Community Partners:

− Mi Familia Vota – TX

− Mi Familia Vota – CO

− The Bridge Project

Project Background

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Project Purpose:

To learn directly from Latinx teenagers 

how they think about and experience 

these questions:

1. What is civic engagement?

2. What facilitates civic 

engagement?

3. What serves as barriers to civic 

engagement?

4. What are practical strategies for 

encouraging Latinx youth civic 

engagement?
• Youth-focused “Community-Based Participatory 

Research” method:

• Two 8-person Youth Expert teams – in Houston & 

Denver:

• Trained in the research process

• Designed, recruited for & conducted focus 

groups with peers

• Participated in data coding and interpretation

• Identified data-grounded implications

• Presented findings

• 108 Latinx teens participated across 25 focus 

groups

Project Approach

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A range of contexts in Latinx youth’s lives encourage 

AND discourage their engagement

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Economic and Political Contexts 

Sociocultural Context

Community/Neighborhood

School

Family

Peers 

Individual - Latinx youth
Individual Context
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Facilitators/Barriers

Lived experiences

Knowledge about issues, how to create change

Personal motivations

(Dis)interest

Hope/hopelessness, fears

Strategies
“Change happens when people get angry or lose hope...and 

so, people are getting angry. So, as long as they know that 

there's a safe space where people just like them want the same 

thing, they'll come together for sure. They just need to know that 

a place, a safe place exists... So long as they know that there's a 

safe place that they don't consistently have to go to, when they 

want to they can go to, it for sure will grow.”

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Youth-Driven Strategies

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Create safe spaces for engagement:

• Where youth don’t need to feel scared; everyone is welcome

• Teen-relatable, focus on youth-identified problems

• Specifically serving youth of color

Increase youth’s civic knowledge:

• Use technology to share personal stories; how issues affect youth; how youth can 

create change

• Share specific ways youth can get involved, impact issues they care about

• Explain youth’s rights as students, immigrants

Promote positive youth-focused messaging:

• Focused on youth’s civic duty, potential impact

• Amplify youth voices, ability to make change

• Treat youth seriously, show their voices will be heard
The Peer Context
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Facilitators/Barriers

Peer (dis)encouragement

Peers sharing ideas, engaging collectively

Peer energy around engagement

Peer perceptions of engaged youth

Wanting to see peers step up

Strategies
“And, we started having more meetings...I would attend because I 

was interested. And since I've got interested and some of my friends, 

"What are you doing? Why?" So, I guess they came interested to what 

I was doing. I told them about it, and I guess that's why they got in it. 

That's how my other friends got to go to D.C.... So, I guess if 

somebody's curious or wants to join, you have to sit down with them 

and actually talk about it, give out details.”
Youth-Driven Strategies: Peers

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Communicate civic information directly to youth:

• In-person, peer-to-peer opportunities, where youth can share:

• Civic information, power, and change strategies

• Personal stories about civic passions and successes

• Specific action steps on how to get involved; especially without placing oneself 

or family at risk

Facilitate shared peer experiences:

• Support opportunities for shared knowledge, experiences; encouraging each others’ 

participation

• Create supportive spaces so youth don't feel alone in taking action
The Family Context
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Facilitators/Barriers

Family members’ experiences

Family role models

(Dis)encouragement around civic activities

Fears, safety concerns

Making things better for younger family 

members 

Strategies
“I think that getting the parents informed...for example, in my case, 

when it comes to politics my parents are very much, like, scared. I 

guess it’s a topic we don’t really discuss a lot because...just a lot of 

different opinions and discussions. And, I feel like if other adults that 

knew more about this reached out to parents like mine...just inform 

parents and then parents would be more involved, which therefore 

could go to the students as well or, like, their children, which would 

get just a lot of people more involved.”

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Youth-Driven Strategies: Families

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Use family-based approaches to engagement:

• Family-friendly communications help parents understand youth civic opportunities 

• Intentionally bring parents on board: 

• Show them positives of civic engagement 

• Encourage pride in children's civic involvement

• Help them see their children have a voice, can make change

• Inform about impact, safety

Use clear, accessible communications:

• Include Spanish-language explanations, so parents understand, provide permission

• Address parental fears directly

• Facilitate parent-to-parent outreach about civic activities
The School Context
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Facilitators/Barriers

Adult messages around youth voice, 

action

(Un)engaged adult models

Information, opportunities for involvement

Pressure to put academics first

Strategies
“We should have like conversation here at school at least once a 

month....about something that is going on. “We want to know how 

you’re doing. We want to know, do you want to do something about it? 

Do you want to do something as a whole as a school? Protest? Do you 

want us to do community service?” ...If everyone at the school are, like, 

motivated and are doing something then they’ll be, like “Ok, let’s go. 

Might as well.” So like it’s a party, a quinceañera. If everyone at school is 

going, obviously most of the people are gonna be, like, “Oh, so like let’s 

go, my friends are there, all my friends are there.” So if it’s the same thing, 

like, for the school, like, if the principal and all the teachers...let’s all go to 

this protest....” 

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Youth-Driven Strategies: Schools

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Foster school cultures that promote safe engagement spaces:

• Support students to use their voices for action

• Build student awareness of their civic rights

• Facilitate classroom-based activities to inform youth about current issues, 

opportunities to get involved

• Support student-led programming, without barriers to participation

Create school-based civic opportunities:

• Assemblies focused on current events, civic engagement; Latinx youth examples

• Teachers, principals involved in civic actions with youth 

• Encourage voter registration

• Step-by-step guidance, connecting civic knowledge to real impacts

• Civic-oriented school clubs
The Community/Neighborhood 

Context
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Facilitators/Barriers

(Un)engaged adult models

Adult messages around youth voice

Community resources for involvement

Community-specific issues

Strategies
To see that they have effort. That they are willing to try and make those 

changes to stay in that one spot and not try to change it all...them 

constantly working with us or like volunteers helping out or something 

you know, I don't know. To see the consistency, to see that they 

actually mean it, that they actually want to help us do something.
Youth-Driven Strategies: Communities/Neighborhoods

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Provide community-based opportunities for engagement:

• Increase youth awareness of community issues, ways to make community change

• Intentionally foster youth involvement:

• Provide transportation

• Encourage peer-to-peer word of mouth

• Highlight personal benefits of engagement 

• Youth-friendly, non-intimidating communication

Adopt a community focused approach:

• Help community members recruit, support each other in community change

• Be consistent, stay involved through change efforts

• Community-grounded programs that promote youth leadership
Sociocultural Context
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Facilitators/Barriers

Social environment (racial/ethnic dynamics, age, 

demographics)

Cultural norms, beliefs, values

Fear of going against the norm

Cultural and media influences

Strategies
We use a lot of social media and maybe we can use that as a 

reference to show all the situations that are going on. Like, maybe 

someone can do a YouTube video of immigration, to show how they 

really fight for their rights and that they’re not just here to be lazy. And 

for mental health – they also had a TV show last year.... And I think we 

need more of that in this world, because we need to get the word out 

that it’s not just immigration, depression. It can be anything else.

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Youth-Driven Strategies: Sociocultural Context

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Engage all youth in civic engagement:

• Treat youth seriously; don’t seek to change youth's minds

• Bring youth of all races together for collective change efforts

• Foster participation among youth in high school and middle school

• Let youth know immigration status does not hinder ability to create change

• Survey youth who are not involved to understand why

Use media, social media, videos to share information:

• Promote organizations that engage youth in civic activities

• Share ways youth can get involved, how civic actions impact their lives

• Build awareness about youth-relevant current issues, ways others take action
Economic and Political Context
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Facilitators/Barriers

Political: • Polarization, presence (or not) of political discussion • Perceptions of political leaders • Policies related to immigration; youth involvement • Political efficacy

Economic: • Economic dynamics in society; poverty • Work responsibilities • Transportation access

Strategies
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Youth-Driven Strategies: Political & Economic Context

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Build supportive political communities:

• Create inclusive organizations, bring people of all races together to make change

Reduce economic costs to engagement:

• Offer clubs with no cost to join or participate

• Provide transportation and free food

• Provide financial incentives for youth who participate in civic activities
Implications for Engaging Latinx Youth: Cross-Strategy 

Principles

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Safe and 

supportive 

spaces

Youth-led 

spaces

Reducing 

institutional 

barriers to 

participation

Positive 

messaging and 

modeling

Accessible, 

communitytailored 

information
1. Snapshot of AmeriCorps' research grantee activities: https://www.americorps.gov/granteessponsors/research-evaluation/grantee-profiles (under 2017 Cohort - University of Denver & 

University of Houston)

2. Promoting Latinx Youth Civic Engagement: Issues for School Settings (infographic): 

https://www.dropbox.com/s/68rexrpwvmkmnpd/Latinx%20Youth%20Schools%20Draft_Practiti

oner%20Focus.pdf?dl=0

3. Promoting Good Trouble: Latinx Youth-Driven Change Strategies for Civic Engagement and 

Activism (infographic): 

https://www.dropbox.com/s/f0ix5vlv4c9w0uv/Latinx%20Youth%20Driven%20Change%20Strat

egies%20Infographic_YouthPractitionerDraft.pdf?dl=0

Resources
Marisol Clark-Ibáñez, Ph.D., Professor. Department of 

Sociology California State University San Marcos

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Cultivating Civic Engagement with Latinx Immigrant 

Adults, Families, and Elders

Latinx Civic Engagement: Building, Connecting, and Expanding

Igniting the Volunteering and Participation of Youth, Adults, and Seniors

Michelle RamosPellicia, Ph.D.

Valentina MartinezRodriguez
Cultivating Latinx Civic Engagement: 

San Diego County

Building, Connecting, and Expanding: 

Igniting the Volunteering and Participation of Youth, Adults, and Seniors

AmeriCorps' Research & Evidence Webinar

Office of Research & Evaluation

December 1, 2021

National Latino Research Center

California State University San Marcos
TEAM MEMBERS

• Founder, PI, and Director: Arcela Nuñez-Alvarez, Ph.D. 

• Faculty and PI: Marisol Clark-Ibáñez, Ph.D.

• Faculty Researcher: Alicia Gonzales, Ph.D.

• Faculty Researcher: Michelle Ramos Pellicia, Ph.D.

• Researcher: Ana Ardón, M.A.

• Research: Noemi Jara, M.A. 

• Evaluator: Amy L. Ramos, Ph.D. 

• Coordinator: Lilian Serrano 

• Coordinator: Flor Alvarez 

• Project Assistant: Valentina Martinez-Rodriguez 

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San Diego County, California

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Defining Civic Engagement

 Civic engagement can be 

an abstract concept. 

 We offered a simple 

definition: 

 People or groups find 

ways to improve their 

community and social 

institutions. 

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Overview of 

Latinos & 

Civic Engagement

Civic engagement among Latinx lags White, 

Asian, and African American counterparts 

across every form of participation in California 

and nationally (Garcia Bedolla, 2012; Abrajano

& Alvarez, 2010). 

Nationally & State: Latinx are the most 

“civically alienated” group and the “least likely 

to be broadly engaged” (Sullivan & Godsay, 

2014) and least likely to vote in CA (Baldassare 

et al., 2020). 

Locally – Latinx slowly increasing civic 

engagement in San Diego county; younger 

voters leading the increase (Galdaméz et al., 

2021). 

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Cultural Wealth Framework

Strength-based framework that highlights the importance of beliefs and practices originating from 

the family and culture. (Yosso, 2006) 

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Cultivando Liderazgo, 

Cultivating Leadership

(2015-2018)

 Brings to life the principles of 

democracy and the role of civil society 

in shaping government and policies to 

create change. 

 Funded by AmeriCorps' Office of 

Research and Evaluation.

 To examine traditional and nontraditional forms of civic engagement 

in Latinx communities. 

 To understand the efficacy of the CL 

curriculum.

 To document the many ways in which 

the Latinas & Latinos engage in 

solving problems in their 

neighborhoods and in the region.
Cultivando

Liderazgo

Curriculum

Meets CA Department of Education 

Standards on Civics 

Connects students’ lives to 

government structures 

Enacts democratic processes to 

enhance civic knowledge of students

Facilitate actual and direct 

engagement

Based on democratic, civil, and 

human rights principles

1
Measuring Civic Engagement

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 200-question survey

conducted in one-onone interview format

 Survey assesses civic 

engagement 

attitudes, knowledge, 

and behavior, and 

measures CL 

curriculum content
CL Data Collection

305 surveys 

collected when 

participants began 

their participation

Surveys collected 

from 2016 to 2018. 
CL PARTICIPANTS’ DEMOGRAPHICS

ETHNICITY & GENDER

• 73% FEMALE

• 95% Mexican, MexicanAmerican, Chicana/o

• Central Americans from 

Guatemala, El Salvador, and 

Honduras.

AGE

• Elders 47% (n=144) (50+ yrs)

• Millenials 28% (n=84) (18-29 

yrs)

• Adults 16% (n=50) (30-49yrs)

• Youth 9% (n=27) (17 yrs or 

younger)
CULTIVANDO 

LIDERAZGO 

STUDENTS 

ARE 

CIVICALLY 

ENGAGED

79.8% Registered to vote

64% voted during an election

92.7% planned to vote or voted in 2016 

presidential elections in November

47% volunteered to inform neighbors about 

services or resources in my community
CIVIC QUIZ RESULTS 

• Significant improvement 

and knowledge gains for 

all participants.

• Overall quiz performance 

reveals a 10 percent gain in civics knowledge: 76 at 

baseline to 85 percent 

after the completion of 

the class.

• Some differences:

• Rural

• Access to and use 

of Technology

• Knowledge of English

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Latinx Immigrant Elders

2017-2021: Cultivando Sabiduría / Cultivating Wisdom
Cultivando Sabiduría

- Honors elders’ life experiences.

- Cultivates learning, wellness, community 

leadership, and civic engagement.

- 300 students (2017-2020).

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THE STUDENTS

• Female (80.8%) 

• Male (19.2%)

• 67% are 55-65 years old

• 80% report no or little help with 

activities of daily needs 

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Life-long learners

• Spanish is spoken most often 

(97.3%)

• 12.3% speak English 

fluently

• 73% employed

• 80.8% income of less than 

$2,500/month

• 57.5% have elementary level 

education

• 98.6% Immigrants

• 41% citizens

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Letras y Palabras - Somos Multilingües (We are Multilingual)

Letras y Palabras - Spanish Literacy Learning with Elders

Tecnología – Cell Phone and Tablets 

Tecnología – Computers and laptops 

Manualides (jewelry making, knitting, quilting groups)

Civic Engagement, Government & Voting

“Going to school”

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Students came to Cultivando Sabiduría with low 

levels of formal education.

Elders reported working in Mexico as children and 

adolescents, so were unable to attend school.

Now, they are finally able to become students.

Civic participation is dependent on literacy (Nash, 

2010).
Doña Alicia 

•“Estoy aprendiendo a leer y a escribir

otra vez. Eso me hace sentir bien como

nunca fui a la escuela. Me siento

contenta ahí, seguir estudiando. No 

importa mi edad, porque yo quiero salir

adelante. Para darle un ejemplo

también a los hijos y a los nietos, que 

uno no se rinde.”

• “I am learning to read and write all 

over again. I feel like I never even went 

to school. I feel happy there to 

continue my studies. It does not matter 

my age, because I want to get ahead in 

life. I want to be a good example for 

my children and grandchildren, that 

they should never give up.”

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Doña Carmen

• “Me siento muy muy orgullosa y para 

que sepan mis hijas que no tuve

escuela pero ahora de mis 79 años lo 

logro lo que me propongo. Me 

encanta ser promotora de EMASS 

porque aprendo y ayudo a mi 

comunidad.”

• “I am very proud and for my daughters 

to know that I did not have any 

schooling but at 79 years old I am 

achieving my goals that I set out for 

myself. I love being a promotora for 

EMASS because I am learning and I 

am helping my community.”

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More on Sabiduría

• Cultivando Sabiduría - Program Overview 

and Application Guide

• Cultivando La Lectura - Community Spanish 

Literacy Workbook

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Resources 

• Free resources 

• Guidebook and Overview of Cultivando Sabiduría

• Community Literacy Workbook in Spanish by Dr. Gonzales 

• Videos of our projects 

• Visit: https://www.csusm.edu/nlrc/publications.html

• Publication about Cultivando Liderazgo: 

https://journals.iupui.edu/index.php/muj/article/view/21758

• Publication about Cultivando Sabiduría under review
¡Let’s Connect! 

• National Latino 

Research Center

• Dr. Konane Martinez

• kmartine@csusm.edu
Latinx Civic Engagement: Building, Connecting, and Expanding

Igniting the Volunteering and Participation of Youth, Adults, and Seniors

69

Victor García, Ed.D.

Director, California Campus Catalyst Fund

Immigrants Rising

Reflections

Angelica Razo

Texas State Director

Mi Familia Vota
Latinx Civic Engagement: Building, Connecting, and Expanding

Igniting the Volunteering and Participation of Youth, Adults, and Seniors

70

Andrea Robles, Ph.D.

Manager, Office of Research and Evaluation

AmeriCorps

Questions and Discussion 
Suzanne Pritzker: spritzker@uh.edu

Marisol Clark-Ibáñez: mibanez@csusm.edu

For more information

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Thank You!

• Recording will be available at 

AmeriCorps Impact Webinars

For more information on AmeriCorps Research and Evaluation: evaluation@cns.gov

Latinx Civic Engagement: Building, Connecting, and Expanding

Igniting the Volunteering and Participation of Youth, Adults, and Seniors