University of New Hampshire Carsey School of Public Policy PHOTO COURTESY OF APPALSHOP Strategies to Strengthen Youth Leadership and Youth Participation Opportunities in Central Appalachia Spring 2015 Rebecca O’Doherty Ada Smith Ben Spangler Elandria Williams Katie Richards-Schuster carsey.unh.edu 2 CARSEY SCHOOL OF PUBLIC POLICY Introduction Youth participation, as a field of practice and subject of study, draws on directions in health planning, social Appalachia is at an economic crossroads. Coal min- policy, community development, and youth develop- ing is decreasing as our country increasingly relies ment practice; interdisciplinary research in social work, on natural gas and other alternative forms of energy. public health, and community planning; and recognition Because of these changes, the Appalachian region by the United Nations Convention on the Rights of the has lost thousands of its most high-‐ paying jobs, Child (Checkoway, 1995, 1998; Finn & Checkoway, 1998; causing other sectors to suffer—and although these Checkoway & Richards-Schuster, 2001, 2003; Checkoway industries are well known for their “boom-bust” et al., 2003; Mullahey et al., 1999; Rajani, 2000). cycles, the future of another “boom” for Central Although some view young people as problems or Appalachian coal is unlikely. With this economic victims, a youth participation approach views young reality in mind, everyday conversations include the people through a lens of citizenship with agency and region’s future. What kind of economy can be made as contributors to the development and change of their in Appalachia? What type of future do residents communities and institutions (Finn & Checkoway, want? How should local governments deal with the 1998; Finn, 2001; Kurth-Schai, 1988). lack of appropriate infrastructure and educational Youth participation engages a youth development institutions given the economic challenges already continuum that distinguishes youth as participants facing the region? Leadership is essential when con- from youth as partners or leaders (Hart, 1997; Pittman sidering these questions. & Fleming, 1991). For this project, we were interested Appalachia is facing a vacuum of new leader- in examining the role of youth as partners or leaders ship to move forward. Now is the time to specifi- rather than youth as participants in programs. Too cally develop and encourage youth leadership in the often, any activity that engages young people is labeled region, inviting young people to sit at decision mak- youth leadership. This distinction fails to capture the ing tables and allowing them to speak directly to the potential of actual youth leadership to contribute to type of communities in which they want to remain. positive social change. Youth engagement and youth In Appalachia, critical youth leadership is important development activities are an important part of the but few opportunities and organization spaces exist youth development continuum. However, actual youth to help understand and promote its value. leadership requires an intentional focus on developing Youth participation is a process of involving young this leadership using a number of different environ- people in the institutions and decisions that affect ments, training, experiences, mentorships, and strate- their lives. It is a process that builds the individual gically sequenced learning experiences. capacities and abilities of youth while contribut- The Central Appalachian region is an ideal location ing to collective community development. The for employing youth participation and youth leader- youth participation process in rural communities ship strategies. Because of the many challenges facing of Central Appalachia is a unique vehicle for help- the region, rural communities need young people ing young leaders develop the abilities, desire, and who are dynamic and who can be entrepreneurial vision to move past the barriers with which they in new approaches to community development and are confronted in everyday life. Youth participation community change. Coupled with this need is the includes young people taking initiative and organiz- long and diverse history of social action in the region, ing around policy, community building, and social which informs youth leadership practices with cultur- change issues that concern them; youth participation ally specific practices and assets. Furthermore, youth also occurs when adults involve them in proceed- participation represents a key strategy for building ings of public and community agencies and institu- the civic infrastructure needed for leadership and cre- tions—and when youth and adults work together in ating sustainable community development necessary intergenerational partnerships (Checkoway, 1998; to lift communities out of poverty (Richards-Schuster Checkoway & Richards-Schuster, 2006). & O’Doherty, 2012; Fisher & Smith, 2012). CARSEY SCHOOL OF PUBLIC POLICY 3 Report Purpose and Structure Transnational corporate ownership—and exploita- tion of the region’s natural resources—complicit with The purpose of this study was to assess opportunities local, state, and federal governments has siphoned for strengthening youth leadership and participation in off the region’s wealth and abetted corporate abuse the Central Appalachian region. In particular, we sought of the land and people. Harlan County, Kentucky, for to understand and document the range of activities example, has produced more than 1 billion tons of coal and strategies in the region as well as understand the in the past century, yet today it is one of the poorest nuances involved in promoting and sustaining youth counties in the nation. leadership opportunities. Through interviews with key Historically, the energy industry has used various leaders in the region, we explored critical themes for methods to maintain control of the region’s towns, strengthening youth leadership. To highlight the poten- stores, schools, doctors, churches, media, and local and tial and opportunities for future development, we share state politicians. A deliberate lack of investment in the a case study of an innovative approach to nurturing and area has discouraged any meaningful economic devel- sustaining youth leadership. We conclude with a set of opment alternatives to the energy industry and has left recommendations for consideration by policy makers residents and politicians with a sense of dependency and stakeholders interested in developing sustainable on extraction industries (such as, mining, drilling, and youth leadership practices in Central Appalachia. forestry) as the only economic engines. This explicit The report includes the following sections: agenda to separate Appalachian people from the 1. Background and Context opportunities and tools necessary to participate in gov- 2. Approach and Methodology erning their communities has contributed to a pattern 3. Examining the Region: Exploring Youth of chronic poverty, high unemployment, low literacy, Leadership Opportunities lack of essential services, and environmental degrada- 4. Understanding and Assessing Youth Leadership: tion. Poverty in the region is multilayered and cyclical. Key Themes From Interviews Developing positive models of community leadership 5. Strengthening Youth Participation: A Case Study and social change agencies for a new generation is one of the Stay Together Appalachian Youth (STAY) pathway to breaking the cycle. Project Levels of youth participation have historically fol- 6. Strengthening Youth Leadership in the Region: lowed the patterns of governmental and philanthropic Recommendations investments on local, state, and national levels. The 7. Conclusion year 2013 marked the fiftieth anniversary of the War on Poverty, which invested in regional entities such as Background and Context Appalshop and youth enrichment and literacy programs. Fifty years later, Central Appalachia has made economic Youth participation in leadership and organizing in gains but still trails the rest of the country. In the 1970s the region stems from the need for resistance and and 1980s, communities responded to destructive and renewal in Appalachian communities. The region has exploitative mining and extraction industries, lack of a long history of activism and grassroots organizing. public health care, and limited opportunities for early Today, the work of youth is fueled by this legacy of and higher education with infrastructure improvements resilience and creativity. The communities of Central in the form of community centers, civic organizations, Appalachia have long been rich in natural resources, head start programs, cooperatives, rural health clinics, heritage, and culture; however, many of its people workers’ unions, Black and Brown Lung Associations, are economically poor. Appalachian youth grow up Appalachian studies programs, and more. in communities with an average high school comple- Youth leadership development programs and youth tion rate of 68 percent and college completion rate organizing groups such as Big Creek People in Action of 7 percent. Roughly 17 percent of the residents live in McDowell County, West Virginia; Direct Action in poverty and youth are disproportionately affected Welfare Group in Charleston, West Virginia; the Young (Appalachian Media Institute, N.D.). in the Restless Program at the Highlander Research 4 CARSEY SCHOOL OF PUBLIC POLICY and Education Center in New Market, Tennessee; unions, and youth philanthropy initiatives—or as an and YouthBuild across the region were born from the employee learning marketable skills. An investment in energy, resources, and community engagement of the young people—and the programs developed for them and previous decades. by them—must be at the heart of our public budgeting, Local governments, state governments, and philan- financing, and community philanthropy. thropic organizations were forced to change funding strategies to meet basic infrastructure needs for the fol- Approach and Methodology lowing reasons: (1) the policies of the North American This project sought to assess strategies for youth partici- Free Trade Agreement (NAFTA), which drove the few pation and youth leadership in Central Appalachia. Since manufacturing jobs in the region to the global South; (2) the beginning, this was a community-based approach, disinvestment by national philanthropy; (3) push back drawing its leadership from the community and engaging by coal companies; and (4) the region’s elite. At the same a team in the research, analysis, and writing process. time, community change at the grassroots level was deval- The project involved a three-stage methodology: (1) ued. The remnants of these efforts remained from the an initial mapping and examination of youth leadership late 1990s to the early 2000s, but generational corruption, efforts in the region, (2) identification of key organizations passivity, and communities struggling to meet basic needs for further examination, and (3) in-depth interviews with created new challenges in participation and investment. key youth and adult leaders to illuminate central themes A lack of civic participation and civic infrastructure around youth leadership and to assess issues for strength- means communities are struggling to simply articulate ening leadership and engagement in the region. and recognize the varied issues in the region, and they We conducted in-depth interviews with ten young lack the resources and systems to begin to resolve these people and adults involved in select efforts. The inter- issues. However, the region is rich in environmental and views assessed leadership needs and gaps and explored cultural assets, artistic heritage, and kinship support net- factors that impact youth leadership in the region and works—all of which youth can employ in addressing the strategies for strengthening youth leadership opportu- challenges in their communities (see Fisher, 1993; nities in the future. Fisher & Smith, 2012). The interviewees were identified by gathering a list of Since 2000, civic participation has been revitalized in youth leaders who were active in the region during the the region through the fight against mountaintop removal last five years, particularly ones who were leading youth and outmigration—and through the fight for economic programs we had already identified. We then narrowed and community sustainability. These fights are similar the list to select interviewees from all of the five target to the fight against strip mining and the fight for com- states: West Virginia, Kentucky, Tennessee, Virginia, and munity health in the 1970s. Young people are engaged North Carolina. When possible, we selected newer lead- in intergenerational partnerships around food systems, ers and at least one leader who was more established in broadband Internet access, alternative energy sources, the organization. public education, and an interest in forms of economies The interviews were conducted by one of the members that mirror traditional economies such as “mom and pop” of the team from the region. Each interview focused on a businesses, community canneries, and gardens. set of semistructured questions about youth leadership. In When young people are invested in developing wise particular, we asked the following questions: solutions for the future, their leadership helps their Appalachian communities respond to enormous chal- • What are some strategies for youth participation lenges; thus, their communities not only survive but and youth leadership at the community level? also thrive. By working with intergenerational partners, • What are the specific strategies youth employ, youth see how they can be a part of new approaches to and what lessons can be learned from them? the region—the choices are broadened. Youth develop • What are the effects of these initiatives on the the critical analysis skills to see beyond the challenges and youth who participate, their organizations, and employ asset-based problem solving strategies to per- their communities? sistent community issues. Youth and young adults must become invested as participants, owners, and deciders. • Who are the youth who participate, and how This can occur through advisory boards, youth credit do they participate? What roles do adults and CARSEY SCHOOL OF PUBLIC POLICY 5 community members play? What are the pat- TABLE 1. ORGANIZATION LOCATION terns of participation among young people? • What are some specific strategies for recruiting and engaging young people in the community? • What are some organizational structures for sustaining youth participation in Central Appalachia in order to effect the systemic change we need? In this exploratory examination, we found 36 • What structures do adults establish for involv- programs that had a focus on youth leadership and ing young people, and what structures do young development. Of the 36, we found that the major focus people establish on their own? was primarily on civic and environmental issues. Other • What is needed to strengthen youth participa- programs focused on the arts, community develop- tion in the region? What are the gaps? What are ment, media and technology, empowerment, first- the policy implications? generation college students, and LGBTQ issues. Table 2 Each interview lasted about 50 minutes. Interviews shows the findings of the organizations. reflected the diversity across the region and were con- ducted until we achieved a basic saturation of ideas. TABLE 2. PROGRAM FOCUS We recorded and transcribed interviews for accuracy, and utilized a grounded approach to analyzing the data, looking for patterns and range in the interviews to develop codes. We re-reviewed the data to code quotes and develop the themes. Memos were used to further develop the themes. Drawing on a community-based process, the themes were discussed, analyzed, and checked by mem- bers of the team, who represented key partners in youth leadership and community engagement in the region. Our findings are divided into two sections: (1) an examination of the region and exploratory analysis of youth leadership opportunities and (2) themes from Our exploratory examination revealed that many interviews with key informants in the region. organizations provide programs to and for youth but few promote or engage young people as leaders with a youth- Examining the Region: Exploring led or intergenerational approach (see Table 3). Leadership Opportunities TABLE 3. ORIENTATION TO YOUTH Our assessment process began with an exploratory examination of the Central Appalachian region to document and capture the range of youth leadership and youth participation programs across Eastern Tennessee, Central Kentucky, West Virginia, and North Carolina (see Table 1). We followed a snowball sample approach beginning with known organiza- A “welcoming approach” was found in most orga- tions and foundations as a source for additional nizations, which reflected an organization’s willing- recommendations. ness to work with young people in some way. “Youth While we recognize that this examination was not programs” were defined as programs that were exhaustive and our approach may have missed some directly providing youth activities. “Youth-led” pro- youth leadership opportunities, it was a helpful tool grams reflected organizations that have an explicit in guiding our inquiry. 6 CARSEY SCHOOL OF PUBLIC POLICY description of youth leadership, youth staff, or youth Theme No. 1: Complexity of Involvement and roles in their work. “Intergenerational” represented Scarcity of Opportunities organizations that provide opportunities for youth Despite the critical realities and issues facing young and adults to work together. people in the region, many young people are neither We also found that these organizations are often in actively engaged in leadership nor working for change. partnership with one another through state/regional The lack of engagement is because little opportunity for affiliations or through shared programming, but engagement exists—not because of a lack of passion or they are often at a geographic distance from one interest in change. another—making it potentially difficult for young people to connect. Among these partnered groups “Lack of public spaces” are efforts to build networks and create opportuni- Often this lack of engagement starts with the inability ties for young people to link to one another, but to connect with communities concerning public issues. many of these opportunities are in the earliest stages One interviewee described this as “a lack of public space of development (see Table 4). in communities.” This interviewee added, “So when those get created you have the ability to have conversa- TABLE 4. TYPE OF ORGANIZATION tions, you have the ability to move things forward. We definitely need more spaces where this happens.” Another interviewee stated, “I think for the most part kids feel stuck and feel like there aren’t many options. I don’t think there are a lot of organizations that are trying to reach out to young people in a mean- ingful way. What has a much stronger hold on young people is media and consumerism . . .” These opportunities, although in various stages of Although interviewees discussed the lack of public development, offer promise for what could be created spaces, they also expressed the desire for spaces that are to support and strengthen youth participation and specifically designed for young people to connect with leadership in the Central Appalachian region. one another. One interviewee took this idea further, stating that such spaces should be designed for and by Understanding and Assessing Youth youth themselves—creating a more inviting and mean- Leadership: Key Themes From Interviews ingful youth-structured space. Unfortunately, access to resources and financial capacity persist as barriers. To help illuminate the findings, and to study the issues They don’t have resources to offer spaces to that emerge concerning youth leadership in the region, their friends to come and hang out other than we conducted in-depth interviews with ten key youth like basements of their parent’s house. I don’t and adult leaders in the region. think young people want to go to places that In general, the interviewees discussed four critical adults have structured for them. . . . So, I think themes for assessing and understanding youth leader- spaces for young people to come together need ship possibilities: to be developed by those people and they don’t 1. The complexity of involvement for youth and the have the resources to do so. scarcity of opportunities Another added, “Having that space for young adults 2. The importance of adult involvement and the also shows that we don’t want to be left out of the challenges policy stuff, like even though it can sometimes get 3. The opportunities and potential for intergenera- tedious . . . we still want to be consulted . . . because tional work 4. The importance of creating spaces for networking we live here, too.” and engagement for youth CARSEY SCHOOL OF PUBLIC POLICY 7 “There are a lot of issues”: The effects of economic and themselves on their feet. I think maybe creating geographical realities on youth opportunities for like maybe paid positions for young people here. The lack of public spaces for the community, and for youth specifically, is also affected by the challenges (Talking about youth): They don’t have anything and economic realities facing families and the region. to look forward to. It’s not like there is a mass job These tough realities often lead to disenfranchisement market. They, you know, go to school . . . you’re and/or create added obstacles to working for change. either doing well or you play sports . . . so just having a space—that’s giving a whole new world As one interviewee elaborated: of things . . . I think that young people and older folks alike are really disenfranchised and they have reason Others added interesting ideas about microfinancing to be. There are a lot of issues here and everyone for projects or finding creative artisan opportunities. is dealing with a lot of family problems . . . there’s However, at least one interviewee noted that, to date, some specific hurdles to be jumped in getting funds have been unavailable for “people who want to young people involved . . . and not just involved get off their feet.” but like dedicated to staying here and working “If you leave, you’re a success”: Complexity of staying home and around issues. working for change The interviewee added: The challenge of engagement and involvement is also When you have all these things going on like tied to a complex understanding of what constitutes your family doesn’t have money, you don’t success. Many of the interviewees discussed the notion have money. You can’t just sit around on the that success is often tied to leaving home. That is, they couch. . . . You have all these problems and are deemed successful if they do not stay involved in you’ve got to figure out how to work on you, the community but leave home for other opportuni- not the community. So I think there are a lot ties. However, if they leave home, they are often viewed of obstacles. . . . It would be nice to see more as disconnecting and disengaging from the values and young people involved [in rural organizing] beliefs of the community. but it’s not going to happen unless someone As one interviewee stated: makes it a priority because they just don’t, they’re not knocking down the door, and I was raised to believe that if you leave, they’re not sitting around waiting. you’re a success, like that’s success. Leaving East Kentucky is successful even if you’re in Another noted the challenge of transportation: Lexington sweeping floors. If you’re out of this I think that transportation is just a challenge region, that’s how my family thought of it . . . and so what it means to come up and down but then it’s this double-edge sword—if you left hills and where things have to be and where you’re above your raising. Don’t get above your things are located. Some things aren’t located raising and take off. So it’s just like this really in relation to areas. They’re located really far odd, false-start economy. away from where people are. Another added: Interviewees raised the point that any future leader- Young people are more confused now than ship trajectories must be tied to economic realities and they’ve ever been. It’s not just here but it’s Central be linked to employment, stipends, or other sources Appalachia and other rural places. We’re at an of income. Some of the interviewees talked about the economic sadness, so to speak . . . I think it’s a big potential for paid positions: deal to grow up here and to know that what your It’s one of the big obstacles that young people grandparents did or what your parents currently don’t have funding and they don’t have resources do is not what you’re going to be able to do. And to get spaces or get themselves on their feet so if it is, you’re not going to do it like they did it. that they can think of other things than getting 8 CARSEY SCHOOL OF PUBLIC POLICY The implication is that opportunities for leadership So this new community center is kind of a pair must focus on commitment to change in the region with a greenhouse and garden, but the idea while re-envisioning the notion of success. Any efforts is to be . . . part of economic development, to engage and strengthen youth leadership must you could say, reviving the economy as best it understand the complexities and realities facing young can, working with young people—that is one people in the region (Richards-Schuster & O’Doherty, of the key goals of the community center . . 2012). Despite these complexities, youth leadership is . and also just the fancy terms in grants but critical for the region. As one interviewee noted, “We local building leadership, local leadership, but have to figure out some way to get these folks together really just the idea that if someone has an idea and support each other in staying here. That’s not hap- they can make it happen and there are people pening on any kind of big scale . . .” to work with them to make it happen and if you see something you want to do, you can In-depth focus: Finding ways to link passion—“Creating the come to this group and say ‘I have this really community greenhouse” good idea’ and there will be people who want This excerpt from one of the interviews shows the to jump on board and work with you. That it importance of helping young people link passions to would be kind of this like jumping-off point actions. In this quote, the young person discussed the or a place similar to what you were talking burnout that has come along with more traditional about Appalshop. . . . Um and that from there, forms of civic engagement such as writing letters to anything can happen, once you have a group editors or signing petitions, especially when people feel of people together who are active and see that that those forms of engagement never lead to change. things can take off and hopefully they will then Instead this interviewee wanted to think about other like that’s just creating a healthy structure for forms of activism that connect to people’s passion. any kind of change people want. So basically the idea was ‘Well, we all really Theme No. 2: The Role of Adults—Possibilities do want to do a lot. Wow, we do have a lot in for the Future and Challenging Tradition common, we should keep meeting. Let’s start with something small to prove ourselves, that A major theme in the interviews was the role of adults— we are able to accomplish something and work as mentors, supporters, and barriers to the engagement of from there.’ That was something everyone youth. It is important to understand that adults are critical wanted to do, something small and concrete to re-envisioning the potential for youth leadership, but and build from there. I think that was really the they also represent one of the major barriers to this vision. key is that people are so tired of larger symbolic “The elders have a voice.” gestures, like this is a culture. This is one [of] the things I love most about it, like you do it, The interviewees often linked the barriers and chal- put your hand where your mouth is, like make lenges to that of tradition and culture—one in which it, don’t just talk about it, don’t ask someone adults are often viewed as elders and young people are else to do it for you, don’t beg your politician. often viewed as children without a voice: You want to be able to create it yourself. So we I mean I know when I was younger and I know built a greenhouse. And then from there started what I observed of the young people here, until a talking about building a community center certain age they don’t really see you as a voice at and Emily was visiting and realized there was all. They don’t recognize you. And it’s not in a way access to this grant and what would people like that’s cruel. It’s just that that’s the way they talk it to be, and everyone started talking about a and what they do . . . the elders have the voice. kitchen and then a center that could offer all this other stuff. So it really kind of took off, and (Discussing what is needed): Valuing young meetings started picking up, and we ended up people, because if you don’t actually value them, having like 20 to 25 people consistently at every you aren’t going to really care what they think. meeting, which is really good for here. CARSEY SCHOOL OF PUBLIC POLICY 9 A tradition in which young people are often not everyone else. I think there has to be some part- expected to have a voice creates complications for nerships, intergenerational to some level. building a pipeline for youth leadership and engage- The last interviewee’s optimism showcases the other ment. One person stated: side of adult engagement with youth in the region. I do not feel empowered to give my opinion Many interviewees noted the challenges presented by because I’m younger or less experienced. . . . adults who draw on traditional perspectives of youth It’s just really intimidating to work on commu- and do not “hear them” as participants, but there were nity issues with folks you know are way more others who pointed to the role adults have in helping experienced than you, especially if you con- youth engage in community work. They talked about tribute something a couple times and someone these adults as mentors who saw youth as leaders. says ‘we already tried that and it didn’t work.’ According to the interviewees, in order to be con- Then you’re less likely to contribute because nected with community projects, it was important that your ideas are kind of shot down. adults sought out, asked, and engaged youth. For them, they had important adults in their lives who helped Another added, “Having people just listen is something them see potential in themselves as leaders. that is just not taught, not taught in general to most.” Another interviewee noted that dissonance can lead Being “asked and encouraged” some young people to disengage or “stop pushing” to One young man talked about getting involved in a be involved: community leadership training program because he [It’s] the combination of Appalachian passiv- was “asked and encouraged and had an open mind ity and the southern hospitality meet, which about trying something I’d never done before . . . so it means you’re, you might only push so far even started out with me saying, ‘I’m not sure but I’ll give it though you should be pushing. People only a shot” with the encouragement of various people and push so far and they say forget it. then after I figured out that hey, I did it. I survived and I was successful and it made me want to keep doing it.” “Hey, this is what we want to do.” He continued to discuss his mentor and the role she Any future effort to engage young people in leadership has played in building his confidence: “She always gets and community change needs to focus on strengthening me into things I’ve never done before but after I’ve done intergenerational partnerships and building the connec- it, I acquire so many new skills and kind of get the boost tions between youth and adults. As interviewees noted: of ‘I can do this’ and the whole self-confidence thing.” I think it boils down to them just not knowing Being a role model for others that young people are interested. . . . The need for self-confidence among youth is another I think young people have to do a better job essential element of any strategy promoting youth of letting them know what you want to do leadership. Young people need confidence in their because if you don’t say it, they’re just going to own voice and potential, and peer role models can help take for granted that you are young and that make that happen: you are not interested . . . so it’s up to them to I think historically that a lot of young people seek out young people, but it’s up to us if they around here just don’t have people who think don’t seek us out to say ‘hey this is what we they’re worthy of anything . . . I actually think want to do, can you make it happen?’ it’s the young people, who they are, what they I think that older people have to realize that want to give or not give, that really molds what what is in the present is not in the future. . . . other young people want to do and also what We can write plans and lay out stuff all day long, staff want to do. but unless it’s a success to who it is about or has I really had to assert myself in a way that something to do with who it is about or if they I never expected as an intern to get some [youth] don’t have a voice in it, then we’ve done changes made . . . but at the same time, I’m nothing but write a bunch of stuff on paper like 10 CARSEY SCHOOL OF PUBLIC POLICY also kind of learning from people—so it’s “Don’t want to let up space” kind of a difficult balance between trying to However, some of the interviewees acknowledged that bring new ideas and recognizing that I might intergenerational cultures can be a challenge for many have some good ideas, but also from learn- long-term social justice organizations: ing from other people and just kind of being I think the other part that is just real, is that a a student. lot of these social justice organizations are led by people who founded them. . . . [That] in Theme No. 3: Opportunities for Intergenerational its own self is a challenge when young people Engagement want to take leadership and they want to get Linked to the concept of youth self-confidence is the involved, they hit a wall because of the people ability for adults to value young people as contribu- who’ve been around forever who don’t want tors. Adults who do not view young people with a to let up space. role or valuable perspective alienate young people I wouldn’t be doing this work if I didn’t have even further from engagement at any level. This is older people mentor me. I hear older people often one of the most essential components of youth being very excited—saying we’re so excited leadership being actualized. you’re here. We’re exhausted. We need you to For example, interviewees noted, “I think older continue to do this work. . . . Of course there’s folks talking to younger folks as their peers and like also the issue of older people not be willing really asking them what they want and not hav- to pass the torch to the next generation even ing a predetermined idea about what they need is though they are saying they want to. probably a good starting point.” Discussing what is needed, another said, “Valuing young people, “Seeing potential in young people” because if you don’t actually value them, you aren’t going to really care what they think.” A common theme in the interviews was that regard- These two quotes suggest that genuine intergen- less of structure, young people need adults or young erational engagement is lacking. For sharing to take adult staff members who can help them visualize their place, youth want to know that their ideas and input potential and build the skills needed to navigate their are valued. The interviewees provided an important leadership within organizations and the region. This lesson about authentic engagement between adults type of mentoring can turn emerging leaders into and youth, facilitated by valuing the role and opin- strong, creative decision makers—something needed ions of young people. in a region with a difficult history of exploitation. A few of the interviewees described the potential Ultimately, intergenerational engagement with sincere of intergenerational models for building an organi- transparency will be essential for building sustainable zational culture that values the role of youth: leadership pipelines in Appalachia: I think if more organizations would take Seeing potential in young people to do this advantage of people . . . who do intergenera- kind of community work and engaging those tional teaching and workshops about how to you see who could possibly have an interest include it in their organizations, then I feel and even going after the people who may not they’ll see the value of including young people. show an interest because you never know they just might like it. I really value the knowledge of older people and the vivacity of youth—and when we can I guess giving more skills to the people who are work together it makes us so much stronger because I would like to see young people create because we all have so much to learn from programs instead of it always coming from one another and so much to offer each other. older people and I guess you do that by giving I think young people could do some of this people skills . . . so, I think giving people the stuff on their own but it will be more fruitful full scope of what it takes to do the things that when we work together with older folks. they’ve been going to and then from there they can start creating their own programs.