Young Adults' Civic Engagement in Community-Based Organizations

Introduction

Since the 1970s, adults in the United States have become less civically engaged (Malin et al., 2017). Decreased engagement overall, but particularly in young adults, has led to individuals being less aware of Community-Based Organizations (CBOs) and the services they provide. Meanwhile, many researchers have found that civic engagement is “essential for the quality of democratic life” (Ferreira, et al., 2012, p. 599). Several studies by Youniss & Yates (1996, 1997) assert that civic participation provides an opportunity for developing youth responsibility in solving social and civic problems through self-awareness and identity development (p. 87). Malin et al. (2017) also states that the “transition out of high school is a particularly vulnerable time for civic development” (p. 1385). Therefore, it is appropriate to maintain civic engagement in college-aged adults so that they see firsthand the impact of their participation, develop their individual identities, and begin to see their role in their communities.

One way to maintain civic engagement is through service-learning opportunities that connect young adults to CBOs. CBOs value what young adults bring to their organizations and therefore are open to service-learning opportunities (Blouin & Perry, 2009; Geller et al., 2016). According to Blouin & Perry (2009), “highly motivated and creative students inspire staff, offer new ideas to improve organizational operations, and provide additional human resources that help community agencies expand their services” (p. 122). Youth participating in service-learning can provide a fresh perspective, and in some cases, a skillset that can help the CBOs’ clients, such as young people providing companionship to the elderly and teens speaking to children about drug and alcohol use (Geller et al., 2016). Due to constrained budgets and increasing demand for services, CBOs generally have programs or projects that can be fulfilled by students. CBOs can incorporate students into their everyday operations for program-oriented needs by identifying one-time program-oriented projects that the organizations have not had the capacity to complete (Blouin & Perry, 2009). Lastly, CBOs “consider education as a strategic way to educate a future generation of volunteers, donors, and board members” (Geller et al., 2016, p. 154).

Though there are many benefits to young adults engaging with CBOs through service-learning opportunities, it is not without some challenges. CBOs struggle with the reliability of college students, the short-term nature of their projects, and the time it can take to train a student (Blouin & Perry, 2009). CBOs also experience a power imbalance between higher education institutions and their communities, they do not feel listened to by the institution, and their priorities are often overlooked for the learning requirements of the course (Steiner, 2016). It is also sometimes difficult for the student to understand that the CBO may not be able to give them the attention and time they want because of their competing priorities and typically understaffed, under-resourced agencies (Dicklitch, 2005).

CBOs are a central part of local communities and address many social service needs, such as poverty, homelessness, mental health, public health, and youth engagement. Young adults may not recognize all the functions that CBOs, which often rely on donations and volunteerism, fulfill. With civic engagement on the decline for the past fifty years, it is imperative to continue to educate young people on these entities as well as how young adults’ knowledge and expertise can play a role in CBO's viability and sustainability.