Through the Eyes of the YouthThrough the Eyes of the Youth Experience with Programs at the Crissy Field Experience with Programs at the Crissy Field

CenterCenterUsing the Focus Group TechniqueUsing the Focus Group Technique

Nina S. Roberts, Ph.D.Nina S. Roberts, Ph.D.Assistant Professor & Principal InvestigatorAssistant Professor & Principal Investigator

Inspiring Young Emerging Leaders (I-YEL) encourages, Inspiring Young Emerging Leaders (I-YEL) encourages, prepares, and challenges young people from diverse prepares, and challenges young people from diverse backgrounds to be advocates for environmental and social backgrounds to be advocates for environmental and social change. change.

I-YEL is youth initiated, designed, and coordinated. They I-YEL is youth initiated, designed, and coordinated. They receive support and training in planning and implementing receive support and training in planning and implementing projects that create positive change in their communities. projects that create positive change in their communities. Through leadership development, career exploration, and Through leadership development, career exploration, and goal setting, I-YEL participants acquire the skills goal setting, I-YEL participants acquire the skills necessary to be the leaders of today and the future.necessary to be the leaders of today and the future.

http://www.crissycorkboard.info/iyel/http://www.crissycorkboard.info/iyel/

Inspiring Young Emerging LeadersInspiring Young Emerging Leaders

Urban Trail BlazersUrban Trail Blazers

Middle-school students Middle-school students spend summers outdoors spend summers outdoors with a team of others their with a team of others their age having fun, learning age having fun, learning new skills, and experiencing new skills, and experiencing their national park.their national park.

Participants go on trips Participants go on trips throughout the state as well throughout the state as well as visiting various national as visiting various national parks. They also participate parks. They also participate in 3-day excursion away in 3-day excursion away from the city. from the city.

Process OverviewProcess Overview

Agree on project goals, timeline, and budgetAgree on project goals, timeline, and budget Decide on methodologyDecide on methodology Involve Center staffInvolve Center staff Conduct brief literature review Conduct brief literature review Organize and prepare supplies/materials neededOrganize and prepare supplies/materials needed Conduct focus groupsConduct focus groups Data analysisData analysis Reporting and presentationsReporting and presentations

Study PurposeStudy Purpose

Conduct evaluation research Conduct evaluation research of two youth programs and of two youth programs and understand the program understand the program impacts and leadership impacts and leadership development at the Center.development at the Center.

Incorporate evidence-based Incorporate evidence-based information and evaluative information and evaluative research results into park research results into park management planning and management planning and decisions for the Golden Gate decisions for the Golden Gate National Recreation Area. National Recreation Area.

Examine the Examine the impactimpact of of Center programs on the Center programs on the youth involved as well as on youth involved as well as on their ability to their ability to influence influence their peers and otherstheir peers and others to be to be better stewards of GGNRA. better stewards of GGNRA.

Determine if, and how, Determine if, and how, youth experience any youth experience any behavior changesbehavior changes as a as a result of their participation.result of their participation.

Understand how the Understand how the program affects youth program affects youth academic and future career academic and future career choices.choices.

Study Study ObjectivesObjectives

Methodology and Data CollectionMethodology and Data Collection(Decide based upon program goals!)(Decide based upon program goals!)

Focus Group: A qualitative approach for Focus Group: A qualitative approach for studying ideas in a group context and proved studying ideas in a group context and proved means of identifying depth of meaning.means of identifying depth of meaning.

Interviews engage 8-12 people as a powerful Interviews engage 8-12 people as a powerful means to understand depth of experiences, means to understand depth of experiences, assess services, or test new ideas.assess services, or test new ideas.

Group interaction is effective to produce data Group interaction is effective to produce data and insights that would be less accessible and insights that would be less accessible without the dialogue found in a group.without the dialogue found in a group.

Timeline and BudgetTimeline and Budget

Focus group interviews would occur in July Focus group interviews would occur in July and August 2006and August 2006

Data analysis = Fall 2006 (thru December)Data analysis = Fall 2006 (thru December) Budget: $ 23KBudget: $ 23K

P.I. and graduate student salaryP.I. and graduate student salary Office supplies/materialsOffice supplies/materials Transportation/mileageTransportation/mileage Food/snacks for 4 focus groupsFood/snacks for 4 focus groups Printing costsPrinting costs

Involve Center StaffInvolve Center Staff

WHOWHO I-YEL and UTB program directorsI-YEL and UTB program directors Center DirectorCenter Director Field (“line”) staff and program leadersField (“line”) staff and program leaders

HOWHOW Set up rooms, logisticsSet up rooms, logistics Communicate with youth leadersCommunicate with youth leaders Review/agree on focus group questionsReview/agree on focus group questions Respond to general program inquiries (as needed)Respond to general program inquiries (as needed)

Conduct Brief Literature ReviewConduct Brief Literature Review

Try to uncover a few studies, or Try to uncover a few studies, or as much as possible, about what as much as possible, about what has previously been done has previously been done (investigated) regarding your (investigated) regarding your topic of interest. topic of interest.

Find other sources of information Find other sources of information about these topics of interest. about these topics of interest. See how any or all fits within See how any or all fits within your project.your project.

Key topics for youth study:

Experiential learning and urban youth Service learning and youth Healing the broken bond between youth and nature

Supplies / MaterialsSupplies / Materials

Audio tape recorder, microphone, cassette Audio tape recorder, microphone, cassette tapestapes

Notepads, pensNotepads, pens

Sign in sheet for the kidsSign in sheet for the kids

Healthy snacks – feed them!Healthy snacks – feed them!

Focus GroupsFocus Groups (broadly speaking!)(broadly speaking!)

AdvantagesAdvantages

Low cost and quicker Low cost and quicker resultsresults

Facilitator can probeFacilitator can probe High in face validityHigh in face validity Socially-oriented Socially-oriented

procedureprocedure Ability to stimulate ideas Ability to stimulate ideas

and experiences among and experiences among participants by allowing participants by allowing spontaneity and candor.spontaneity and candor.

DisadvantagesDisadvantages

Interviewer should be Interviewer should be carefully trainedcarefully trained

Groups can be difficult Groups can be difficult to assemble (unless to assemble (unless “convenience sample”)“convenience sample”)

Risk of increased “social Risk of increased “social desireability”desireability”

Analysis can be arduous Analysis can be arduous and time consuming and time consuming (qualitative data)(qualitative data)

Focus Group ProcessFocus Group Process

Confirm semi-structured questions (prepared Confirm semi-structured questions (prepared in consult with staff) are all set.in consult with staff) are all set.

Arrange dates, times, locations for session(s)Arrange dates, times, locations for session(s) Purchase healthy snacksPurchase healthy snacks Organize audio equipment, supplies, etc.Organize audio equipment, supplies, etc. Conduct interviews…Conduct interviews…

Process (cont’d) –Process (cont’d) – Conduct InterviewsConduct Interviews

Introductions (self, GRA), youth participatingIntroductions (self, GRA), youth participating Welcome and thanks for participationWelcome and thanks for participation Overview of topic & why we’re hereOverview of topic & why we’re here Brief discussion of “ground rules” Brief discussion of “ground rules” (Examples)(Examples)

Guarantee confidentialityGuarantee confidentiality Speak one at a timeSpeak one at a time Seeking comments across the spectrum (+ and -)Seeking comments across the spectrum (+ and -) Okay to feed off each other in terms of thoughts, Okay to feed off each other in terms of thoughts,

etc.etc. Must ensure conversation flows and all kids get Must ensure conversation flows and all kids get

involvedinvolved Thanks and closureThanks and closure

Data AnalysisData Analysis“Good analysis is as free from bias as possible”“Good analysis is as free from bias as possible”

It all begins with your research questions! It all begins with your research questions! Constant comparison technique Constant comparison technique (Glaser & Straus, 1967)(Glaser & Straus, 1967)

Identify (uncover) “themes, issues, and patterns” for each question using inductive process.

Refine the categories Comparisons made both within and between

youth groups to look for similarities and differences.

Analysis (Analysis (cont’d)cont’d)

For basic evaluation - Engage in a “data reduction”

process in whatever way you are comfortable with!

Example of simple technique:

1. Read through detailed notes or transcripts of the dialogue,2. Identify the major themes in answers to each question, 3. Support themes with anonymous quotes, and4. Summarize or “top-line” your findings.

ParticipantsParticipants

DateDate GroupGroup# of # of

ParticipantParticipantss

Age Age RangRang

eeGenderGender Years in ProgramYears in Program Ethnicity / RaceEthnicity / Race

7/22/07/22/066

I-YELI-YEL 1313 16 - 16 - 1818

9 - 9 - FemaleFemale

4 - Male4 - Male

7 - Two years7 - Two years

4 - Three years4 - Three years

2 - Four years2 - Four years

Asian (n = 5) Chinese 4, Filipina Asian (n = 5) Chinese 4, Filipina 11

Asian mixed Chinese/Vietnamese Asian mixed Chinese/Vietnamese 11

Latino (n = 4) Salvadorian 1, Latino (n = 4) Salvadorian 1, Nicaraguan 1, Guatemalan 1, Nicaraguan 1, Guatemalan 1, Latin mixed 1Latin mixed 1

African American (n = 2) African American (n = 2) Eritrean 1, African American Eritrean 1, African American mixed 1mixed 1

White 1White 1

7/26/07/26/066

UTB UTB Focus Focus Group Group

# 1 of 2# 1 of 2

1111 11 - 11 - 1414

5 - 5 - FemaleFemale

6 - Male6 - Male

9 - One year9 - One year

2 - Two years 2 - Two years

Asian (Asian (n n = 3) Chinese, Asian = 3) Chinese, Asian mixed mixed ((n n = 2) Chinese German, = 2) Chinese German, Japanese/CaucasianJapanese/Caucasian

Hispanic mixed (Hispanic mixed (n n = 3) = 3) Mexican/Salvadorian (2) Mexican/Salvadorian (2) Mexican/Irish 1, Mixed unknown Mexican/Irish 1, Mixed unknown 1 1 African American mixed 2, African American mixed 2, African American/Spanish 1, African American/Spanish 1, African American/ Filipina 1African American/ Filipina 1

7/27/07/27/066

UTB UTB Focus Focus Group Group #2 of 2#2 of 2

1212 11 - 11 - 1414

5 - 5 - FemaleFemale

7 - Male7 - Male

8 - One Year8 - One Year

1 - Two Years1 - Two Years

2 - Three Years2 - Three Years

1 - Four Years1 - Four Years

Asian = 8Asian = 8

African American = 2African American = 2

Latin = 1Latin = 1

Latin mixed = 1Latin mixed = 1

8/8/068/8/06

I – YEL I – YEL AlumniAlumni 77

18 - 18 - 2222

2 - 2 - FemaleFemale

5 - Male5 - Male

4 - one year in I-4 - one year in I-YELYEL

2 - two years in I-2 - two years in I-YELYEL

1- three years in 1- three years in I-YELI-YEL

Asian (n = 4)Asian (n = 4)

ChineseChinese

Caucasian (White) = 2Caucasian (White) = 2

Mixed Race = 1Mixed Race = 1

Results and FindingsResults and Findings

Common Themes Across All GroupsCommon Themes Across All Groups

1. Connection to program & park1. Connection to program & park

2. Program impact2. Program impact

3. Motivation to join3. Motivation to join

4. Social growth4. Social growth

5. Personal growth5. Personal growth

6. Topic specific education6. Topic specific education

7. Improved school performance7. Improved school performance

8. Desire to increase outreach efforts8. Desire to increase outreach efforts

9. Contribution to the environment9. Contribution to the environment

10. Healthy lifestyles10. Healthy lifestyles

Results: Urban Trail BlazersResults: Urban Trail BlazersOverview of Focus GroupsOverview of Focus Groups

These kids exhibited interest and concern for the These kids exhibited interest and concern for the natural environment. Most students suggested more natural environment. Most students suggested more than one motivation to join the program (e.g., “help the than one motivation to join the program (e.g., “help the environment, family influence, get out of the house”).environment, family influence, get out of the house”).

For this group, it was more important to see tangible For this group, it was more important to see tangible results from what they did. The UTB are in a results from what they did. The UTB are in a developmental stage where having a good time, developmental stage where having a good time, experiencing “fun”, is a clear personal objective. experiencing “fun”, is a clear personal objective.

The group dynamics for these kids is challenging, yet The group dynamics for these kids is challenging, yet they seek to experience new and positive relationships.they seek to experience new and positive relationships.

““Learning” is relative to interests and current Learning” is relative to interests and current development in their stage of life.development in their stage of life.

I-YEL HighlightsI-YEL Highlights

Bring back info to their Bring back info to their communitycommunity

Importance of sharing Importance of sharing knowledgeknowledge

Educate other peopleEducate other people Advocate on behalf of Advocate on behalf of

environmentenvironment Get to see the bigger Get to see the bigger

picturepicture Starts to feel natural to Starts to feel natural to

care about the environmentcare about the environment

““The first two years here The first two years here I learned more than in I learned more than in four years in high school. four years in high school. Here Here I learn through young I learn through young people, there’s less people, there’s less pressure and we are pressure and we are learning from each other learning from each other not just from a teacher.”not just from a teacher.”

~Nicaraguan male, 18 years old, ~Nicaraguan male, 18 years old, 3 years in the program3 years in the program

Enriched knowledge and awareness of Enriched knowledge and awareness of surroundings; increased confidence in activismsurroundings; increased confidence in activism

I-YEL Alumni HighlightsI-YEL Alumni HighlightsProgram ImpactProgram Impact

Ability to speak up on behalf of the environment.Ability to speak up on behalf of the environment. To challenge people about their attitude towards To challenge people about their attitude towards

the environment.the environment. Significant increase in self-esteem.Significant increase in self-esteem. Improved relationship with parents.Improved relationship with parents. Increased ability to see the “big picture” of Increased ability to see the “big picture” of

environmental and social justice issues.environmental and social justice issues.

* * * * * * * ** * * * * * * *““I don’t just act or behave differently, I live differently. AndI don’t just act or behave differently, I live differently. And

more appropriately I live better than I used to…”more appropriately I live better than I used to…”

~ 20 year old, Mixed-race female, three years in I-YEL, one year ~ 20 year old, Mixed-race female, three years in I-YEL, one year with UTB as Assistant Leaderwith UTB as Assistant Leader

report your outcomes

use your findings

Reporting

were objectives met? Y/N (if not, find out why!)

who are you reporting to?

how will you present your data?

how will you report your findings? (written, presentation, both)

conclusions / recommendations?

Nina S. Roberts

San Francisco

San Francisco

State University

State University

Thanks Thanks !!