The events of September 11th have deepened our sense of identity as Americans, and have led many to call for a renewed commitment to the promotion of civic and national values as a principled response to the terrorist assault on American ideals. We echo this call, but ask that Americans seek to promote civic development in all our citizens. In our view, many low-income, urban youth are not receiving this opportunity. The consequence is that once they become adults they are unable to make the kinds of contributions that improve their communities.

There are a number of factors that work against poor, urban youth achieving the healthy, constructive, adulthoods that parents everywhere want for their children. Urban youth live in neighborhoods in which they are exposed to high levels of crime and violence. They attend schools characterized by poor performance and high dropout rates. Many urban youth lack ready access to medical and dental care, and as a result suffer a variety of problems easily preventable by early treatment. As detrimental as these factors are to the development of youth, we believe that the lack of opportunities for urban youth to develop civically is equally (if not more) damaging. Without good citizens there are no good communities.

What does it mean to be a good citizen? Is it simply a matter of voting in local, state and national elections, putting the stars and stripes on the bumper of one's car, and knowing all the words to the Star Spangled Banner? The value of these behaviors and knowledge is debatable, however most would agree that part of being a good citizen has to do with the contributions one makes to benefit their community. Valuable contributions include donating blood, organizing a Neighborhood Watch, or serving on the Parent Teacher Association (PTA). Neighborhoods (and countries) in which many individuals coordinate their actions to make these types of valuable contributions to their communities are deemed to have high levels of social capital. And this is important because social capital is the fuel that sustains democracies.

But where does one learn how to be a good citizen? Social science research suggests that youth learn to be good citizens from a number of sources. One of the most important is the youth organizations that promote civic attachment. Organizations such as the Boys and Girls Clubs, the Girl Scouts, and 4 H Clubs promote civic attachment in three ways. First, they provide a forum for youth to contribute to the welfare of others through community service activities such as working at a food bank and helping to feed the homeless. These experiences form the foundation for the development of a sense of oneself as a citizen who can provide real assistance to others. Secondly, these organizations provide opportunities for youth to form relationships with civically engaged adults, and it is in these relationships that youth learn the skills necessary to participate in the complex societies in which they live. Third, these organizations provide contexts for groups of youngsters to work collaboratively with each other.

Unfortunately, in places like Detroit, North Philadelphia, and Camden, NJ there are relatively few opportunities for youth to participate in these types of organizations. A growing body of research argues that youth in these urban communities are just as inclined as their suburban counterparts to perform community service, join clubs, and play on teams. They simply have fewer opportunities to do so.

One factor that explains this disparity in opportunities is the amount of funding that is available for things like extracurricular activities at school. For example, in the 2000-01 school year the city of Camden, NJ budgeted $74 per child for extracurricular activities. Three miles away the affluent suburb Cherry Hill budgeted more than three times that amount for extracurricular activities ($238 per child). For every dollar spent on extracurricular activities in Camden, three are spent in Cherry Hill.

Another factor has to do with the disparity in the number of adults available to run youth groups in urban and suburban neighborhoods. Data from the 2000 Census show that there are fewer adults per child in central cities than in suburban areas. For example, adults (18 and older) make up 70% of the population in the city of Detroit. That means on average, there are about two adults per child (70 adults/30 children = 2.33). In the nearby suburb of Birmingham, Michigan, where adults make up 79% of the total population, there are nearly four adults for every child (79 adults/21 children = 3.76). Locally, the city of Chester has the same ratio as Detroit. In the nearby suburban enclave of Radnor the ratio is four adults per child. As compared to the central cities, suburban children have almost twice the number of adults to structure youth groups and from whom they can learn the lessons of citizenship.

A number of urban residents, academics, policymakers, and community activists are seeking ways in which to improve the quality of life for those living in central cities in this country. Improving schools, building community gardens, reducing crime in neighborhoods, and improving housing are some of the goals-and all of these are worthwhile. However, we also need to focus our efforts on creating opportunities for poor urban youth to develop as citizens. Let's make sure that our plans for revitalizing American values include providing genuine opportunity for urban youth.

References:

Hart, D., Atkins, R., Ford, D. (1998). Urban America as a context for the development of moral identity in adolescence. Journal of Social Issues, 54(3), 513-530.

Hart D. & Atkins, R. (in press). Civic Competence in Urban Youth. Applied Developmental Science.

Yates, M. &Youniss, J. (1998). Community Service and Political Identity Development in Adolescence. Journal of Social Issues, 54(3), 495-512.

Sullivan, J. & Transue, J. (1999). The Psychological Underpinnings of Democracy: A Selective Review of Research on Political Tolerance, Interpersonal Trust, and Social Capital. Annual Review of Psychology, 50, pp.625- 650.

Related Websites:

Census data on cities and suburbs: http://factfinder.census.gov
Data on extracurricular activities and school districts: http://www.state.nj.us/njded/reportcard/index.html