Youth are often disenfranchised in their communities and may feel they
have little voice. Since computers are an important aspect of youth
culture, they may offer solutions to increasing youth participation in
communities.
Objective
This qualitative case study investigated the perceptions of 19
(predominantly female) inner-city school youth about their use of
computers and the Internet in a school-based community development
project.
Methods
Youth working with public health nurses in a school-based community
development project communicated with local community members using
computer-mediated communication, surveyed peers online, built websites,
searched for information online, and prepared project materials using
computers and the Internet. Participant observation, semistructured
interviews, analysis of online messages, and online- and paper-based
surveys were used to gather data about youth’s and adults’ perceptions
and use of the technologies. Constant comparison method and
between-method triangulation were used in the analysis to satisfy the
existence of themes.
Results
Not all youth were interested in working with computers. Some
electronic messages from adults were perceived to be critical, and
writing to adults was intimidating for some youth. In addition,
technical problems were experienced. Despite these barriers, most youth
perceived that using computers and the Internet reduced their anxiety
concerning communication with adults, increased their control when
dealing with adults, raised their perception of their social status,
increased participation within the community, supported reflective
thought, increased efficiency, and improved their access to resources.
Conclusions
Overall, youth perceived computers and the Internet to be empowering
tools, and they should be encouraged to use such technology to support
them in community initiatives.
Keywords: Computers, Internet, adolescent, power, public health, schools, social change
Introduction
The
use of computers and the Internet can aid communities by supporting
communication and access to information, thereby building social capital
and community capacity [
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Computer-mediated communication can build community awareness,
encourage local decision making and dialogue between groups, and support
disadvantaged communities. Status barriers can be reduced [
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and online communication with disenfranchised groups, such as women,
people of color, and those with disabilities, can be promoted [
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Youth
are among the disenfranchised groups. Adults typically view youth as
the cause of community deterioration rather than as a community asset [
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Youth participation in their communities can positively influence
programs so that they are more responsive to youth’s needs [
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thereby promoting their health. Increasing youth community
participation, however, has been problematic. Since computers are an
important aspect of youth culture, they may offer solutions to
increasing and supporting community participation.
Youth have used computer technology to support various community projects [
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argues that electronic publishing has the potential to broaden the
reach of children’s voices and provide instant feedback. Cockburn [
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supports that children can use information and communication
technologies to increase their participation in public life through
better access to information, collective action, a more level political
playing field, and the ability to include their views in decision
making. Despite the claims of the benefits and barriers of computer
technology, no research was found that addressed its use in community
development work with youth.
The purpose of this
qualitative case study was to explore youth’s use and perceptions of
computers and the Internet as tools to support them in a school-based
community development project. Objectives were to examine how youth used
these tools and to explore youth’s perceptions of how the use of these
tools affected participation within their community and communication
with community members.
Methods
Study Design
This
case study was conducted in a Southwestern Ontario inner-city school.
Nurse facilitators (the school public health nurse, 2 senior nursing
students, and the author) worked with 19 well-functioning grade seven
and eight students for 12 weeks on a school-based community development
project. Criteria for eligibility included demonstrated responsibility
and the ability to manage academically by missing a 50-minute school
period three times per week. The principal saw the community development
project as an enrichment program for youth who could benefit from the
challenge. To increase project sustainability, it was decided to include
grade seven students who could carry on in the following school year.
The principal selected a group of 35 students in grades seven and eight
in consultation with teaching staff. Of the 35 who were selected, 23
consented to participate, and of these, 19 completed the project.
Parental consent was also obtained. Participants were primarily female
(79%, n = 15) and were evenly distributed between grade seven (n = 13)
and eight (n = 12), including 6 participants who were visible minorities
and 13 who were on the school honor roll. Many of the selected youth
held other duties in the school, such as office and lunch hour
supervision. A number of them came from single parent families.
Initially, the youth generally felt that they had little voice in their
community and were not trusted by adults [
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Over
12 weeks, facilitators and youth met during school hours, three days
per week, for one and a half hours each day. Youth identified needs and
assets of their school and neighboring community, prioritized problems,
and planned and implemented actions to improve their environment.
Community assessment activities included mapping where youth live, work,
learn and play; conducting a neighborhood walkabout; and photographing
images to illustrate community needs and assets. The youth participated
in a visioning session, interviewed key community members, conducted
face-to-face interviews, and surveyed peers online about their views.
Small groups of 4 to 8 youth worked on specific tasks with at least one
adult facilitator. Large group sessions were also held to define
community boundaries, decide on group goals, and share updates.
Occasionally, a group of 7 youth met independently to refine computer
and Internet skills and work on computer-based activities to support the
project.
Participants identified many health issues,
such as violence, drugs and alcohol, pollution, and smoking. They
eventually chose to work on “do-able” school improvements. They enhanced
the school’s general appearance by removing graffiti from school walls
and beautified the school environment through a small greening project.
They lobbied for improvements in washrooms and prepared two proposals:
to establish a student-run school store and student council. Factors
that enabled and constrained the community development process for youth
are described elsewhere [
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Youth
accessed 6 computers in the library that were used to (1) construct
websites containing their community assessment findings, (2) survey
peers online, (3) create documents, (4) access information and resources
through the Internet, and (5) communicate with each other, project
facilitators, school staff, and community members using a
computer-mediated communication system (FirstClass). This system, hosted
by the local university, was used because it provided a private
password-protected communication space for project participants.
Participants could write private email messages or post messages to the
group’s bulletin board, which could be viewed by all project
participants. Community members, who were trained and given access to
the system, could post and read all existing notes. This provided a
useful archive of all messages. An example of one youth’s message
enlisting help from an adult can be found in
Textbox 1.
Letter composed by a youth participant
Hello.
This is a message from the XXX School Community Development project.
Hopefully, you [have received] this message [that was] sent to XXX Park.
We have written this message to you in hopes that you will view our web
site and give us ideas on how to improve our school with our “Greening
and Cleaning” project to beautify our school. We could use any form of
help from you. Maybe some people who work there or volunteer could visit
XXX School and accompany us with some of the work. We are planning to
start planting a small garden this spring. Maybe you could be able to
help us plant and plan a long-term garden. Please e-mail us back, and if
you can find any time please visit our web site at
http://www.learnlink.mcmaster.ca/POWer.
Sincerely,
XXXX
Research Methodology
This qualitative case study used multiple methods of data collection, including participant
observation,
field notes, youth interviews (conducted individually, in pairs, or in a
group of 3), facilitator interviews (conducted individually), online-
and paper-based surveys, and quantitative analysis of computer-mediated
communication notes. Interviews were transcribed, reviewed, and edited
as needed.
outlines the timeline, method, and purpose of each data collection
method. Ethics approval was obtained from the University of Toronto,
Research Ethics Board.
Data collection methods and purpose, in chronological order
Richards
and Richards suggest “working up from the data” and later reflecting
and exploring it to form impressions and summaries [
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(p. 466). Qualitative coding of the interview transcripts, field notes,
and open-ended surveys was conducted using this approach. The constant
comparative method [
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was used to support the development of themes using qualitative
analysis software (ATLAS.ti, ATLAS.ti Scientific Software Development
GmbH, Germany). Two types of triangulation were used to build
credibility of the qualitative findings [
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One type used the constant comparison method, where themes were
identified repeatedly, thus satisfying the existence of the theme. The
second form was between-method triangulation. Interviews, participant
observation, paper-based and online surveys as well as analysis of
computer-mediated communication notes were used to gain an in-depth
understanding of the phenomenon in question. Data can converge to a
single proposition or demonstrate inconsistencies or contradictions.
These differing outcomes in the analysis are valuable to consider to
“construct meaningful propositions” or explanations about the data [
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Results
The
first section briefly reports on technology use by youth. Following
this, themes are presented related to youth’s perceptions. Quotes from
male youth are marked as such.
Use of Technology
Youth
worked with computer technology in varying degrees: 18 (94.7%) youth
developed Web pages, and 10 (52.6%) youth conducted an online survey of
their peers’ opinions about community needs and assets. Of the 177 notes
that were posted in the computer-mediated communication system, project
youth posted 117 (66.1%) notes, whereas adults posted 60 (33.9%) notes.
On average, youth created 6 notes (range 2-11, SD 2.4) and opened 20
notes (range 3-62, SD 15.7).
Youth’s Perceptions of Technology
Four
major themes describe youth’s perceptions of computer and Internet
technology used in the project: reduced social risk factors, increased
community participation, increased opportunity for reflection, and
increased resources (
Textbox 2). Inconsistencies are also presented.
Themes and subthemes of youth’s perceptions of computer and Internet technology
Reduced Social Risk Factors
Reduced anxiety
Increased control
Increased social status
Increased Participation in Community
Increased Opportunity for Reflection
Increased Resources
Reduced Social Risk Factors
Three
subthemes explain the major theme of reduced social risk factors. Youth
felt that using computers reduced their anxiety, increased their
control, and increased their social status.
Reduced Anxiety
Youth
wrote to adults online to get information and advice. For example,
youth emailed the local police liaison officer for ideas about vandalism
prevention in the school and contacted the local botanical gardens for
advice on plants suitable for a school greening project. Many youth felt
that writing to adults via the Internet significantly lessened their
anxiety compared to face-to-face or phone discussions. Youth were asked
how they felt about constructing online messages to adults. SL (male)
thought that “you wouldn't stutter or have trouble saying what you
want.” This was explored further in interviews. PF explained, “Usually
people get choked up over the [phone] line. If you write it, it is
easier to say things.” Two girls described their experience:
LP: [On the computer] it wasn't like when you’re in person. You’re kind of nervous with adults.
CB: You don't want to say the wrong thing.
LP: They get mad at you or something.
Computer-mediated
communication was seen as neutral ground between youth and adults. YB
(male) said, “If you talk face-to-face, it scares you.... On the
Internet, it's okay. You don't know them, they don't know you. You [get]
along.” Two youth who wrote to adult facilitators further explained the
safe online environment:
CC: On the computer you
can say whatever you want. But when you are face-to-face you are afraid
to tell [adults] what you want to do.... They might laugh at you. Laugh
in your face. Tell you to get lost....
CP: If you go up to any person and just start telling them you would probably feel shy....
CC: The computer was easier. You can say whatever you want.
Online
communication provided a safe way to initiate discussions with adults.
CP explained how it was easier to write to the project facilitators at
first. “We have to know the person before. We didn't know you guys and
we didn't start talking to you guys at first.” As NT (male) explained,
“[I’d rather] write [the police officer] an email first...because I
never met the guy.” TS composed notes to reduce her anxiety before
telephoning an agency. She preferred email because “I don’t have to
talk.”
Increased Control
Some youth spoke about feeling more in control
communicating with community members using computer-mediated
communication. As described by SL (male), it “gives you more of a
backbone.” Two youth appreciated being able to prepare their dialogue
carefully for adults.
SL (male) [When talking] you sound kiddish. If you don't write anything like...
SG: Big words.
SL (male) Yeah. I was ready to pull out a thesaurus and figure out what to say.
SG: I think, umm, it was better on the computer than talking because...
SL (male) It's like, umm. Uhuhuh mmm. When you're talking.
SG: Yeah exactly, they can't see you [online].
Youth
felt more prepared to talk to adults because they could read their
notes first. SL (male) stated, “It kind of gives you an idea of how they
talk and how they think.” Writing on the computer also allowed youth to
better prepare their notes. As MM noted, they could “spell check...and
make sure the grammar is right.” Having time to read other’s notes and
prepare their own gave youth a feeling of being more in control.
Increased Social Status
Communicating
via the Internet raised youth’s perception of their social status. Many
youth felt that they were more professional and were perceived as
having “smartness” (YB, male). CB preferred communicating with adults
online “because then people think you're smarter.” She later commented
that writing to the principal online promoted being heard: “It was more
professional.” A facilitator concurred that youth’s image was positively
influenced through the use of technology: “I think they would have been
seen differently by the community because they were using the
technology.... [They] were seen as a bit smarter, brighter.” Youth and
adults felt that youth’s credibility was also enhanced.
CP: [On the computer] adults know we're not just jokers around that do whatever they want.
CC: Yeah this isn't just kidding.
A
facilitator reflected that “It certainly lent more credibility to the
students' perception of what they were doing and external perceptions of
what the students were doing within the school.” MM corroborated this
view: “Sometimes they might not listen to you, because they hear your
voice or something. They will actually read what you write.... They
still know you're just a kid doing stuff. But they are more reading it,
because you are not actually there looking at them. They are actually
going to read it.”
Therefore using online communication
raised youth’s perception of their social status and professionalism,
in turn, increasing their credibility in the community.
Inconsistencies Regarding Increased Social Status
On
two occasions, youth interpreted online messages from adults as
negative and rude, leading to feelings of inferiority and low social
status.
SG: You're telling us to write proper and good and stuff, and then they come back and pretty much [call] us stupid.
SL (male) That's what I was thinking.
SG: Yeah, thanks for your support. We're retards!
In
one incident, a school police liaison officer replied to a youth’s
online question, “What would you change in the community?” The officer
replied, “Your first question is huge!! I need you to be more specific. I
would change a lot of things if I had the authority to do so....” SL
(male) interpreted this communication negatively: “[It] sounded like he
was getting rude on the thing. But it was just the way he was talking.
Sounded like he was saying...get smarter.” In another incident, US
(male) wrote to the school staff member asking, “What kind of things do
you think that this community needs?” The school staff member replied,
“Is this a wish list?” CP spoke about her perception of this message:
CP:
He is giving you these good ideas. And then after he says, “Is this a
wish list or something?” He should have put it down different. Not like
that. When you think of a wish list you think like, “Oh, I want this, I
want that.” Like you're being greedy.... You're not trying to be greedy.
You are just trying to help out.
The school staff member reflected on the incident:
school staff member:
You have to choose your words carefully because words can be perceived
differently. So in general, I'm quite careful with how I respond to
email, and I read everything over before I send it, just to make sure
the tone of it is the way I want it to be. But I think I was even a
little more careful with the kids….
Youth were careful
writing to adults. Although communicating online increased their sense
of control, US (male) noted that, “It's different writing to the
principal because I have to use proper grammar and stuff.... I was
careful.” SL also felt “kind of nervous. [I held] back what I was going
to [write]. Trying not to offend them.” A few youth felt awkward writing
to adults. “I was used to writing to [my peers]. It was hard to write
to someone older than I am” (BG). DC said, “I wasn't exactly worried,
but it was hard [because] I couldn't exactly think of what to put down.”
PF worried about the interpretation of her notes: “I don't know if they
will like it, if they will understand it…if it shows the whole
concept.” Thus, writing to adults was somewhat problematic for youth.
Although
youth perceived themselves as smarter in the online environment and
felt less anxiety overall, the process of online communication was not
stress free. To protect their anonymity, cyber names were used, such as
“Purrfection” and “Hellokitty.” This had the negative effect of reducing
youth’s credibility in the eyes of community members. One community
member was contacted by phone when an email response was not
forthcoming; this community member considered the youth’s email a prank.
To build credibility, youth began to describe the project in the body
of their emails and referred to the project website once it was
launched. This solved the problem.
Increased Community Participation
Youth
felt that technology helped to increase their participation in the
community. This is explained by three subthemes: sharing youth’s views
with the community, getting other’s opinions, and getting access to
influential people.
Sharing Youth’s Views With the Community
Youth
felt strongly that they could share their thoughts about their
neighborhood through websites. Willing youth were taught to construct a
simple website containing ideas about their neighborhood and
photographs. The Web pages reported on community problems, such as
pollution, bullying, violence, and smoking. Areas of pride, such as
their school, the local football stadium, and recreation center, were
also highlighted. Project progress was also reported. In the interview,
LP said, “We made websites so we could show people what we have done so
far in the project.” NT (male) felt that the Internet helped youth share
their ideas: “You can tell what we like and don't like about [our]
communities.” MM felt that “more likely [youth] are going to write out
what they think on the computer. They are not just going to come up and
tell you.” Photographs augmented youth’s stories.
LP: Because, you have pictures and stuff so kids could see. If there's just sentences and stuff it's like...
CB: It's hard to imagine that in your head.
LP: You might be thinking about something else but they're not talking about that. It might just sound like that.
CB: Yes. I just think [the website] communicated it very well.
Web
pages helped youth extend their reach into the community. CB explained,
“People understood you better I guess.... If we didn't have the
computers we wouldn't be able to reach the community that was the around
us.” Unfortunately, youth’s websites were not well publicized. They
were disappointed that only two school staff members reported visiting
the site. Despite this, given another opportunity, all youth stated that
they would build Web pages again. “It took us a lot of time [to build
websites]. It's worth it” (YB). Youth highly valued the potential global
reach of their ideas, even if it had no impact on the outcomes of the
project itself. One facilitator felt this itself was empowering for
youth:
facilitator: [Working with computers] made
them feel part of the bigger world. Whether or not they contributed to
the community…they were certainly communicating with people out there,
people that they might not have ever interviewed or connected with.... I
think these kids were empowered in the sense that they knew that their
work was displayed for the whole world to see, and I think that was
empowering alone....
Getting Others’ Opinions
Youth
gained peer input through the Internet, which helped them identify and
prioritize community needs. Students in grades six to eight were asked
to rate community problems and strengths in an anonymous online survey.
Youth visited the classrooms and invited their peers to participate. LP
wrote:
LP: [Computers] helped us...figure out
what we wanted to focus on. If we didn't have computers to do [online]
surveys, we would probably take twice as long to figure it out. And we
could chat with people to find out what they thought of what we have
done.”
Two youth debated benefits and limitations of online surveys.
CP:
[I liked the online survey] because we got to get to results. We got a
chance to use the survey to see the [opinions] of other people.
CC:
If we didn't have computers...we couldn't do as much as we did. Because
we couldn't get other people's opinions unless they wrote us a letter
or came face-to-face and talked to us.
CP: I
think it would be better with [face-to-face] interviews. You can get
more answers. If you just give them a choice out of 3…they might have
more to say. So on the computer, they can't write all their thoughts.
Despite
the limitations of forced choice surveys, the majority of youth felt
that computers helped them obtain other’s opinions about their
community. MM stated, “We learned to take everyone into consideration no
matter what they have to say. We learned that everything anyone says is
a good idea, because it is [their] idea.” Clearly, youth valued their
peer’s opinions and successfully included them in the project using
technology.
Getting Access to Influential People
Some
youth indicated that computers and the Internet provided access to
influential people. DC wrote, “[I think computers have helped us]
because we can ask important people if they have their own opinions on
this community like [the police officer]....” BG shared that “[computers
allowed] us to get important information from people outside of the
school to help us with our project.” PF explained, “Without the
computers, we would have never gotten replies and such from the [Royal
Botanical Gardens] or people like that.” Through youth’s Web pages,
communication notes, and the online survey, youth viewed computers and
the Internet as effective means to communicate with community members,
including influential adults, other youth, and the broader community.
Increased Opportunity for Reflection
As
a result of the asynchronous nature of computer-mediated communication,
writing thoughts online gave youth time to reflect. A few youth felt
that this helped clarify others’ ideas. LP explained:
LP:
We could look and then we could come on another day and we could
[write] to them about “What did you mean about that.” [Then we could
answer] “I think that's a good idea” or something.
MM agreed:
MM:
It's going to be the same thing as you are going to say. But when you
write it, you can think a lot more about what you are going to write.
You don't have to worry about them being right there. You can go back
and read it....
Facilitators observed that youth took
their time to communicate to adults online. A facilitator shared in her
interview that “[computers] gave [youth] a chance to generate responses
that were more thoughtful.” CC noted that online polling provided more
time for reflection compared to face-to-face interviews: “I think the
computer is easier because people get to think more. If you're face to
face…like if you're thinking a long time, people get might get bored of
me.” Technology provided more opportunity to think before acting.
Increased Resources
Participants
felt that computers increased resources. This is explained by three
subthemes: increased efficiency, increased access to informational and
material supports, and a permanent record of progress.
Increased Efficiency
Computers
and the Internet increased youth’s efficiency in accessing resources.
SL (male) felt that “you can get information faster and cheaper.” CP
explained, “The computer [online survey] gave you faster results.” MM
felt that technology provided a reliable and efficient means to
communicate:
MM: [By using computers] you know
it's going to get to them. If you just call and leave a message, you
have to worry about them calling you back. You can just check your email
to see if they emailed you back. No waiting for them to call you back
at a certain time.
Increased efficiency was also noted in a facilitator’s interview:
facilitator:
Email is quick and easy and accessible to everyone. At least that's the
perception I think most of these students had.... [Youth] were able to
write emails as soon as we found the sites that intrigued us or came up
with ideas, and it was a very quick way, again, to start that dialogue….
They were able to do things right away.
Youth, therefore, perceived a heightened sense of immediacy and access to quick feedback.
Information and Material Resources
Participants
felt that the Internet enhanced the group’s ability to search for and
access community agencies, information, and material resources. Some
youth searched for community contacts, such as the police and parks and
recreation staff. They gathered information about forming a school
council and starting a school greening project. MM felt that “[the
Internet] helped with all our information that we needed to explore.”
Youth successfully obtained material resources. LP stated, “[through
email we could] write to each other and to people [that] we needed
supplies from.” GC wrote, “I think the computers have helped to get
donations from other people.” PF wrote, “If we didn't have these
computers, we would have never been able to email all those people that
could help us.” The project website helped publicize their project
goals, which resulted in access to free resources. For example, the
Children’s Museum staff viewed the project website and then waived a
room booking fee for a group function.
Permanent Record of Progress
Some
youth felt that computer-mediated communication was valuable to
document and store information. SL (male) identified that “the program
holds information, [and] you can lose paper.” Later, he commented online
that “[computers] have helped us a lot by storing information….” MM
indicated that “we wrote a lot of our ideas on the computer, and with
that we can come back and read those ideas any time we want.... We will
never have to worry about forgetting them.” Thus, computer-mediated
communication maintained a permanent record of project communications.
Inconsistencies Regarding Computers and the Internet as a Resource
A
small number of participants generally disliked technology. They felt
that using technology was time-consuming. BM felt “the logging in would
take forever. And then you had all your mail you had to check. And then
you had to do what you had to do, and it would take forever.” GG spoke
about contacting the local park: “[I would prefer] to phone because it
will get there quicker.” SM, who was very artistic, shared the following
in the interview:
SM: I don't like computers. If
I would just [have] written it, it would have taken less time.... And
it takes a long time to get into the program and we had to cut and paste
it and all that stuff. I could have just written it and put it on
pretty paper.
Computers were not appealing to all
youth. Many justifiably complained about slow connections and the
Internet frequently being down.
Discussion
The
major themes and subthemes that have been presented closely parallel a
number of factors associated with powerlessness and empowerment in
Wallerstein’s Empowerment Education Model [
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Destroy user interface control28]. Therefore, these themes are interpreted using this model.
Textbox 3
lists factors from the model that appear congruent with the major
themes. The model supports the finding that youth perceived computers
and the Internet to (1) reduce certain social risk factors thought to be
associated with powerlessness and (2) to increase factors that are
associated with empowerment. Despite technology limitations, computers
and the Internet generally appear to be empowering tools for youth.
Major concepts from Wallerstein’s empowerment education model [
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Powerlessness
Empowerment
Overcoming Threats to Empowerment with Computers and the Internet
The
themes—reducing levels of anxiety, gaining control, and increased
social status—were related to online communication with adults. These
themes parallel social risk factors in Wallerstein’s model [
The
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namely high psychological demands, a feeling of low control, and being
low in social hierarchy. Reduction of these factors supports
empowerment. Computers and the Internet can, therefore, be viewed as
supportive tools for youth to overcome threats to empowerment. Youth
felt more confident, better prepared, and more knowledgeable about the
adults with whom they communicated online.
Others found similar benefits from working with technology. Resnick et al [
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worked with youth in computer clubhouse projects where design
experiences supported learning by giving youth a sense of control over
the learning process. In this case study, youth felt in control
communicating to adults online since they could manipulate the medium.
They also felt increased status. Similarly, in an online nurse
practitioner program, students identified that the novelty of taking a
computer-based course and greater computer knowledge raised their status
among their colleagues and families [
The
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Reductions of social status differences have also been noted in
computer-mediated communication research with adults in their work
environments [
The following
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Destroy user interface control7]. Further research into the impact of technology on communication processes between adults and youth is warranted.
Supporting Empowerment With Computers and the Internet
Wallerstein places emphasis on increasing participation in decision making to support empowerment [
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Youth felt an increased sense of participation with their neighborhood
and school community through online communication. They also gained
others’ perspectives using computer-mediated communication and online
polling and, more importantly, shared their personal views on Web pages
and in communication notes. Youth considered their website to be the
most valuable strategy to express their ideas to the broader community.
Resnick et al indicated that designing computer projects “facilitated
personal connections to knowledge, because designers often develop a
special sense of ownership (and caring) for the products (and ideas)
that they design” [
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Destroy user interface control19] (p. 270). Perhaps this explains, in part, the value that youth placed on this activity. Wong et al [
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indicated that designing Web pages was a popular activity in Michigan
elementary school computer clubs. They attributed this to three factors:
providing youth with an authentic learning experience, increased
participation with the broader community, and an increased sense of
achievement. Community practitioners are thus encouraged to support
youth in website creation.
This study supports websites as an effective narrative tool for youth. Rees [
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sees benefits from youth telling their story, in which a form of
narrative therapy occurs and mutual education and sharing between young
people and adults begins. Similarly, Schwab [
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reviewed community development initiatives and found that when youth
tell their story, they grow. Media tools such as journals, masks, and
drama that represent youth’s lives were identified as valuable tools for
self-expression and advocacy. Other creative methods include murals [
The
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Destroy user interface control33], zines (self-published magazines) [
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describe using photography as a voice for community issues and as a
method for participatory research and community assessment.
Most
youth reported showing their personal Web pages to family and friends
at home or at the public library. Despite the limitations for those
without home Internet access, the potential for broad community reach
through the websites and email was empowering. Wallerstein [
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indicated that stronger social networks support community empowerment.
Networks can be enhanced through websites and online communication.
Newer technologies such as Web conferencing and instant messaging have
this potential.
Computers and the Internet were viewed
by most youth as valuable resources. Wallerstein refers to a lack of
resources, such as finances or access to systems, as a risk factor
related to powerlessness, whereas access to resources supports community
empowerment [
The following
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button to revert the control to an accessible version.
Destroy user interface control28].
CB reflected that “I have learned that you can change your community if
you have a lot of resources and a lot of people to help.” Most youth
felt that computers increased their efficiency; gave them more control;
made information, people, and materials more accessible; and were useful
for storing their ideas. Some youth commented that the time afforded to
think and construct responses on the computer was beneficial. Bamberger
[
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described work with youth in student labs at the Massachusetts
Institute of Technology, which provided an environment for youth to
“catch up with their own understandings—slowing down events and actions
so as literally to grasp the ‘goings on’ of things and how they relate
to ideas” (p. 239).
Limitations of Computers and the Internet
Youth
noted limitations in using technology that had the potential to
increase their feelings of powerlessness. Although online communication
generally increased youth’s perception of social status, at times, youth
interpreted adults’ online comments as “put downs.” Community
practitioners are cautioned when working with youth to word their email
messages carefully. Care needs to be taken in selecting cyber names for
youth. Since youth participants selected creative cyber names (eg, Sir
Lancelot), their credibility was weakened. Further research into the
impact of adults’ different writing styles on youth’s perceptions, and
vice versa, is needed. Although synchronous communication was not used,
one youth suggested “chatting” with neighboring schools. There is
significant potential for synchronous communication to support community
networks. A Canadian study by Skinner et al [
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found that the quality of Internet access for health information and
resources was affected by privacy, gate-keeping, timeliness, and
functionality. It would seem reasonable to consider these factors when
applying computers and the Internet as tools to support future
youth-driven community development initiatives.
A few
youth indicated disinterest in computers and rarely chose to work with
them other than to build Web pages; they were also indifferent or
negative about the impact of computer technology on the project. Further
research into what limits youth’s engagement with computers, how
computers can be used to serve more authentic purposes in community
development, and how they can affect youth’s sense of empowerment is
needed.
Conclusions
Overall,
youth perceived computers and the Internet to be empowering tools in
this community development project. Youth felt better able to
participate in the community. The Internet provided a safe way to
communicate with the neighborhood and school community by supporting
youth’s ability to obtain others’ views and share their own. By
communicating online, youth perceived themselves to have higher social
status and increased credibility. The Internet’s potential to reach the
broader community was empowering in itself. Technology was viewed as a
useful resource that improved youth’s efficiency, supported critical
reflection, and created a permanent record of their work. Despite the
benefits, technical problems, computer access issues, the potential for
online miscommunication, and the potential to raise youth’s feelings of
inadequacy were drawbacks of using technology. This case study involved
mostly female students who were high academic achievers. Thus,
transferability of these results is limited to similar populations. It
is unknown how results might differ with students with lower academic
achievement or with a different gender mix.
