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Putting democracy into practice: a study of community projects

Putting democracy into practice: a study of community projects. 6 th Annual CHSR meeting San Diego, CA June 5, 2004. Shirley Girouard, RN, PhD, FAAN Associate Professor SCSU Department of Nursing. THE DEMOCRACY FRAMEWORK. An informed & active citizenry

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Putting democracy into practice: a study of community projects

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  1. Putting democracy into practice: a study of community projects 6th Annual CHSR meeting San Diego, CA June 5, 2004. Shirley Girouard, RN, PhD, FAAN Associate Professor SCSU Department of Nursing

  2. THE DEMOCRACY FRAMEWORK • An informed & active citizenry Benchmark 1: knowledge and interest Benchmark 2: participation & commitment • Political order based on social equality & protection of individual rights Benchmark 3: social & economic equality & opportunity Benchmark 4: tolerance & diversity • Political order based on community & individual values & needs Benchmark 5: our “commonweal”

  3. STUDY PURPOSE To assess community projects in relation to the democracy benchmarks This is one component of a larger evaluation of PLTI.

  4. RESEARCH DESIGN & METHODS • Descriptive study • Content analysis of 333 written reports of community projects

  5. RESEARCH QUESTIONS • · Did the community projects use knowledge about democracy?(Benchmark #1) • · Was interest in communities reflected in the projects?(Benchmark #1) • · Were projects focused on participation and commitment to public life or sense of community?(Benchmark #2) • · Did projects foster social equality and opportunity?(Benchmark #3) • · Were tolerance and diversity issues addressed?(Benchmark # 4) • · What shared values or public good was addressed by the projects?(Benchmark #5)

  6. FINDINGS: PROJECT FOCI

  7. Sample Projects: early child care & education Parent support & involvement in education(n=37) New educational programs (n=15) Language & culture (n=12) School reform & funding (n=12) Early childhood education (n=9) Promoting reading (n=9) Tutoring & mentoring (n=8) After school programs (n=6) Citizenship & workforce preparation (n=6)

  8. Sample Projects: Health • Preventive health care initiatives (n=17) • Mental and emotional health (n=10) • Substance abuse prevention (n=8) • Children w/special health care needs (n=8) • Environmental health (n=4)

  9. Sample Projects: Safety • Roads and transportation (n=15) • Neighborhoods & parks (n=12) • Violence prevention & victim support (n=10) • School health and safety (n=5)

  10. Benchmark 1: knowledge & interest • 100% of projects reflected knowledge re gov’t. • 100% of projects were citizen participation • 23% of projects used media

  11. Benchmark 2: participation & commitment • All illustrated participation in & commitment to community • 49% involved grass roots advocacy • 23% specific to voter participation or gov’t service • 14% specific to youth civic engagement • 4% other

  12. Percent grass roots advocacy projects for benchmark # 2 indicators

  13. Benchmark 3: social & economic equality & opportunity • 17% of projects specific to this benchmark through education, support & policy development • Other related projects: literacy; language skills; parenting; & life skills

  14. Benchmark 4: tolerance & diversity • 19% of projects specific to this benchmark (increasing involvement, new programs, awareness activities) • Diversity of participants as direct effect

  15. Benchmark 5:“our commonweal” • All can be regarded as promoting shared values & public good • 14% specifically formed groups to bring parents and others together to improve outcomes for children

  16. Exhibit 3-12 M. Solloway, PhD, Principal Investigator

  17. DISCUSSION/IMPLICATIONS • Parents can become effective participants in democracy • Civic knowledge and skills can be learned & applied • Structures, processes & outcomes can be changed through parent involvement • Program holds great promise for improving child outcomes

  18. For additional information about the PLTI: The Connecticut Commission on Children www.cga.state.ct.us/coc/plti.htm This study is part of a larger evaluation by M. Solloway, PhD, Principal Investigator

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