The impact of education on the participants' degree of involvement in 11 community development activities in Salem
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"The concept of participation has been a major concern in politics, voluntary organizations, the labor force, friendship associations, and community development. Each of these domains has its own operational definition of participation quite different from the others depending on specific contexts. In community development, as in the other domains, the goal is to optimize citizen participation. In order to do this successfully, it is necessary to know some of the social factors which influence participation. Therefore, it is important to study and understand these factors in order that optimization of citizen participation can be made easier and possible. Although many studies have been conducted to determine some of these factors, there is still a great need for studies of citizen participation in the domain of specific community development projects. Some studies of this phenomenon in the domains mentioned above have identified income, occupation, sex, age, social class, social status, and education as significant factors. Most of these studies, such as Milbrath (1965), Verba (1972), Almond (1963), deal with the relationship between social status, in which education is included, and participation. Their area of concern is mostly politics, voluntary organizations, social action groups and friendship associations. But few studies, if any, have yet dealt specifically with the influence of education on citizen participation in community development projects and programs. The main focus of this study is on determining the extent to which education influences citizen participation in community development projects or activities. The emphasis of the study is on informal patterns of participation observed among a population of participants in 11 community development projects which had taken place during a nine year period. This study has been divided into two sections. The first section deals with an attempt to investigate the impact of education on the participants' involvement in the 11 activities while at the same time controlling for age and sex. In this case participation is measured by computed participation scores for each participant and also making use of the participants' subjective ranking of their involvement in community development activities. The second section deals with an attempt at determining the extent to which the number of activities in which the participants got involved, the participants' involvement in meeting attendace, contributions, committee membership, and leadership role were impacted primarily by education and secondly by age and sex."--Introduction.
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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License.