Parental feelings regarding factors in influencing and benefits derived from 4-H club participation by junior high and senior age members and former members of Grundy County, Tennessee

The purpose of this study was to determine the feelings of parents of 4-H members and dropouts about 4-H in Grundy County, Tennessee. Twenty-five parents of 4-H members and a like number of parents of drop outs were randomly selected and interviewed during 1978 and 1979. Parents were questioned concerning parental characteristics, attitudes toward, knowledge of, and expectation of 4-H, to discover important factors influencing membership or non-membership in 4-H.

The median age of all parents was 40 years. Parents from the two groups differed little in marital status or income level. However, place of residence was mainly rural farm for most 4-H members, as opposed to rural, non-farm for dropouts. The parents of 4-H members had been active in 4-H themselves more often than the parents of dropouts.

Parents had a fair general knowledge of 4-H. Local events were better known than County, District, State, or National events. Parents were not "unhappy" about their children joining 4-H. They felt 4-H was a useful learning experience, both for skills, and for personal development. Parents felt that more 4-H meetings should be held.

The children of parents who themselves were involved in 4-H work tended to remain in 4-H longer. A majority of parents were willing to help with 4-H events, if asked.

The earlier children joined 4-H, the more likely they were to stay in longer. If a child and/or his parents were involved in other clubs and organizations, he was more likely to join and remain in 4-H. The more personal attention (i.e. home visits, etc.) a child received from the 4-H agent, the more likely he was to remain in 4-H.

On the negative side of the coin, it appeared that active involvement in organized sports was likely to interfere with a child's 4-H involvement. Parents felt that the two greatest benefits of 4-H for their children were character building and new learning experiences.

Parents felt that the 4-H program could be improved by (1) keeping parents better informed, (2) having more meeting places, (3) getting to know the agents better, (4) removing the "grammar school" image of 4-H, (5) building interest, and (6) getting more people involved. Recommendations were made for use of findings and further research.