Research News You Can Use

Volume 2, Number 3    Summer 2003

Note from Nayda

This is the second year (third quarterly issue) of our series of research newsletters for use in your programs. We all appreciate your input and suggestions. We are very happy that our research newsletter has been so useful. For your convenience, the name of each contributor is linked to their e-mail address.

Thank-you to all faculty who contributed this issue.

Dr. Nayda I. Torres, Professor and Chair, Department of Family, Youth and Community Sciences

Older Adolescent Well-Being and Authoritative Parenting

A research study was conducted on 660 students during freshman orientation at a large mid-south university (mean age = 17.9) in order to determine the relationship between parenting style and the overall well-being of adolescents. The five parenting styles employed in the this study were authoritative, authoritarian, mid-range, indulgent, and neglectful. Using student's self-report, the researchers assigned students to one of the parenting styles and also classified them into two broad categories of overall well-being: physical and psychological.

Parenting Styles

Parenting style was defined as the manner in which parents treat, communicate with, discipline, monitor and support their children. The approach used in this study to identify parenting styles examined two aspects of parent behavior: parental responsiveness and parental demandingness. The former refers to the degree to which parents attend to their children's needs in an accepting, supportive manner. The latter refers to the extent to which parents expect and demand mature, responsible behavior from their children. Utilizing a self-report parenting style index, participants responded to a series of questions related to responsiveness and demandingness.

Adolescents in this study rated their parents in responsiveness and demandingness answering a series of questions. A score was derived from their answers and the adolescents' parents were then categorized into parenting style groups. Authoritative parents were those in the high groups on both demandingness and responsiveness. Authoritarian parents were those high on demandingness, but in the low group on responsiveness. Indulgent parents were high on responsiveness, but low on demandingness. Neglectful parents were low on both demandingness and responsiveness. The mid-range parents, were those who fell within the middle group on both demandingness and responsiveness.

Adolescent Well-Being

This research study defined over-all well-being using seven dependent variables that were categorized into two constructs: physical well-being and psychological well-being. Physical well-being components included alcohol use, social problems related to alcohol use, illegal drug use, and health maintenance (e.g., exercise, sexually appropriate behaviors, leisure activities, healthy eating habits, stress management, smoking habits). The psychological components included negative affectivity (depressed mood and loneliness), self-esteem, and identity development (e.g., gender roles, personal values, independence, and individuality). A series of indexes were utilized to score all seven variables.

Results

The prediction that adolescents from authoritative homes reported greater physical, psychological and overall well-being when compared to adolescents reared by the other four parenting styles was supported. In addition, female adolescents from authoritative homes experienced the greatest levels of well-being when compared to adolescents reared by all the other parenting styles. Regardless of parenting style, females reported greater physical well-being than did males. However, there were no significant differences between genders for psychological well-being.

This study found that male adolescents reared by authoritative parents reported significantly greater physical well-being than adolescent males from neglectful homes. Yet, older adolescent males reared by indulgent parents were the only group that reported significantly greater psychological well-being than did those adolescent males reared by neglectful parents.

Implications for Extension Professionals

This research provides a correlational relationship among the well-being scores of college freshman who characterize their parents as authoritative, authoritarian, mid-range, indulgent, or neglectful. Findings indicate a strong need to educate parents with regard to the best practices in rearing their children in order for their adolescents to reach high levels of physical and psychological well-being.

Given these findings, what can Family and Consumer Science faculty do to support families with adolescents? The following are possibilities:

  • Continue to provide parent education programs emphasizing the importance of adapting more authoritative-like parenting skills.
  • Disseminate these research findings in newsletters to make parents mindful of the importance of practicing open communication, firm, consistent discipline and having warm and supportive relationships with their children.
  • Collaborate with other community organizations that serve parents and adolescents in disseminating these findings and working with them in enhancing their programs.

Source: Slicker, W. K., and Thornberry, I. (2003) Older adolescent well-being and authoritative parenting. Adolescent & Family Health,3(1);p 9-19.

Written by: Dr. Millie Ferrer Professor, Human Development

What We Can Learn from Adolescents about Youth Activities: Participation in Extracurricular and Community-Based Activities Provides Specific Growth Experiences

There is little debate remaining in the field of youth development that youth activities (sports, organizations, arts groups, etc.) provide a rich context for positive youth development. Research has focused on proving the point that there is a strong relationship between adolescents' participation and longitudinal studies (Eccles & Barber, 1999; Larson, 2000). The next step in research is to move toward the science-based practice toward a critical examination of the processes that facilitate the occurrence of development in these activities and explore the types of developmental changes that are salient within the context of youth activities (Benson & Saito; 2000; Roth et al., 1998; Dworkin, Larson & Hansen, 2003).

So far, we know that activities provide a unique setting for adolescents and that they consistently report experiencing both high and low motivation and high concentration, indicating emotional and cognitive engagement. Adolescents are, therefore, likely to be producers of their own development within the context of activities (Larson, 2000; Silbereisen et al., 1986) since in all likelihood, they are actively involved in constructing their own personal growth.

Research has identified six developmental processes that may occur in youth activities:

  1. Identity work. By trying out different youth activities, adolescents are using these activities as a primary source of material for identify exploration (Youniss et al., 1999).
  2. Initiative development. Youth identify and acquire skills that will help them direct their attention and effort over time toward a challenging goal (Larson, 2000)
  3. Emotional competency. The development of emotional skills such as controlling impulses, managing feelings and reducing stress have been identified as objectives for prevention and positive youth development programs (Catalano et al., 1999).
  4. Forming new connections and learning about peers. By joining a new team, club or activity, adolescents are adding to their peer friendship network (Brown, 1990).
  5. Development of social skills. Youth activities provide opportunities for youth to develop leadership skills, learn to work with others and develop social competencies (Catalano et al., 1999).
  6. Acquiring social capital. Relationships with adult leaders provide social capital such as knowledge (Dubas & Snider, 1993), career awareness and access to jobs (McLaughlin, 2000), valuable connections to community members (Jarrett, 1995) and playing an important role in middle and high school students' success (Israel, Beaulieu and Hartless, 2001). For example, students who had parents that expected high achievement and talked with the youth have higher 8th grade test scores, larger gains on test scores from grades 8 to 12, and were less likely to drop out of school (Israel and Beaulieu, 2003).

One recent study (Dworkin, Larson & Hansen, 2003) utilized focus groups to explore whether and how adolescents experience these six developmental processes and other domains of growth experiences. Ten high school focus groups were conducted with 55 adolescent participants who were identified by school counselors as being active in extracurricular activities and articulate. The mean age was 16 (range 14-18) and 56% were self-identified as White, 22% as African American, 4% as Asian and 18% as biracial. Participants identified the types of activities they were involved in as: 72% sports; 60% performance or fine arts and 83% clubs or organizations. Participants engaged in a discussion of the types of growth experiences (those that taught them something or expanded them in some way) that they had in one youth activity of their choice.

What Adolescents Had to Say about Growth Experiences in Activities

1. Identity work: Youth reported the following processes in activities:

  • Trying new things,
  • Gaining self-knowledge, and
  • Learning limits.

These responses suggest that activities can provide them with material and experiences that allow them to reflect on who they are.

2. Initiative development. Adolescents provided four themes that suggest different types of learning processes in this domain:

  • Learning to set realistic goals,
  • Learning effort and perseverance,
  • Learning to manage time, and
  • Taking responsibility for oneself.

3. Emotional competency. Adolescents, particularly girls, reported learning experiences in this domain. These included:

  • Learning to control anger and anxiety,
  • Preventing emotions from interfering with attention and performance,
  • Acquiring strategies for managing stress, and
  • Learning to use positive emotions constructively.

4. Forming new connections and learning about peers. Adolescents reported three themes related to new peer relationships and developing a deeper understanding of peers:

  • Interacting with peers who would normally be outside their existing network,
  • Experiencing increased empathy and understanding, and
  • Coming to experience loyalty to and intimacy with peers.

5. Development of social skills. Adolescents described four themes of developing the processes of social skills:

  • Learning to work together as a group or team,
  • Learning about leadership and responsibility,
  • Learning to take and give feedback, and
  • Learning communication skills.

6. Acquiring social capital. These experiences were described in personal accounts and included:

  • Learning about the community and how it operates and
  • Experiencing support from leaders and community members.

In nearly all their personal accounts, the adolescents described processes in which growth evolved from their own thoughts and actions and from making choices from what adults tried to teach them. As the processes of growth were clearly described, they emerged in the self-portrayal as agents of their own development.

Implications for Youth Activity Leaders

  • Help youth teach themselves by providing youth-centered programs in which adolescents can take responsibility. This will empower the youth to take full advantage of the six developmental processes that may occur in youth activities.
  • Be responsive and provide activities with appropriate structure, challenge, and support. This will particularly allow the youth to enhance certain developmental processes, such as initiative development, social skills, and identity work, culminating in enhanced identity development and the acquisition of social capital.
  • Design programs to help youth grow in their experiences in these activities. All of the developmental processes may be tapped if youth programs are designed such that they can become actively involved in constructing their own personal growth.

By finding out from adolescents what they have gained from youth activities, youth development professionals, Extension agents, parents and program developers can truly tap the six developmental processes and expand the opportunities made available for youth to experience personal growth in all these areas.

References

Benson, P. & Saito, R. (2000). The scientific foundations of youth development. In Jaffe, N., and Marquis, J. (eds.), Youth Development: Issues, Challenges and Directions. Public/Private Ventures, Philadelphia, PA, pp. 126-147.

Brown, B.B. (1990). Peer groups and peer cultures. In Feldman, S.S., and Elliot, G.R. (eds.), At the Threshold: The Developing Adolescent. 11:425-450.

Catalano, R., Berglund, M., Ryan, J., Lonczak, H., and Hawkins, D. (1999). Positive Youth Development in the United States: Research Findings on Evaluations of Positive Youth Development Programs. U.S. Department of Health and Human Services, Seattle, WA.

Dubas, J.S. and Snider, B.A. (1993).The role of community-based youth groups in enhancing learning and achievement through non-formal education. In Lerner, R.M. (ed.), Early Adolescence: Perspectives on Research, Policy, and Intervention. Erlbaum, Hillsdale, NJ, pp. 150-174.

Dworkin, J.B., Larson, R. & Hansen, D. (2003). Adolescents' Accounts of Growth Experiences in Youth Activities. Journal of Youth and Adolescence, Vol. 32, No.1, February 2003, pp. 17-26.

Eccles, J.S. & Barber, B.L. (1999). Student council, volunteering, basketball, or marching band: What kind of extracurricular matters? J. Adolesc. Res. 14: 10-43.

Israel, G.D. & Beaulieu, L.J. (2003). Laying the Foundation for Employment: The Role of Social Capital in Educational Achievement. Paper presented at the Conference on "Promoting the Economic and Social Vitality of Rural America: The Role of Education," in New Orleans, LA, April 14-15, 2003.

Israel, G.D., Beaulieu, L.J. & Hartless, G. (2001). The Influence of Family and Community Social Capital on Educational Attainment. Rural Sociology, 66(1): 43-68.

Jarrett, R.L. (1995). Growing up poor: The family experiences of socially mobile youth in low-income African American neighborhoods. J. Adolesc. Res. 10-111-135.

Larson, R. (2000). Towards a psychology of positive youth development. Am. Psychol. 55: 170-183.

McLaughlin, M.W. (2000). Community Counts: How Youth Organizations Matter for Youth Development. Public Education Network, Washington, D.C.

Roth, J., Brooks-Gunn, J., Murray, L., and Foster, W. (1998). Promoting healthy adolescents: Synthesis of youth development programs. J. Res. Adolesc. :8:423-459.

Silbereisen, R.K., Eyferth, K., and Rudinger, G. (eds.) (1986). Development as Action in Context: Problem Beahvior and Normal Youth Development. Springer, New York.

Youniss, J., McLellan, J.A., Su, Y., and Yates, M. (1999). The role of community services in identity development: Normative, unconventional, and deviant orientations. J. Adolesc. Res. 14:248-261.

Written by: Dr. Rose Barnett Assistant Professor, Youth Development and Public Policy

The Family Life Education Needs of Mid-Life and Older Adults

This entry into Research News You Can Use describes two related research reports published recently in Family Relations (Ballard & Morris, 2003 and Morris and Ballard, 2003). Reporting on the same research project Ballard and Morris (2003) describe the results of a needs assessment designed to identify key family life education topics of interest among mid-life, older, and oldest-old adults. In the same issue, Morris and Ballard (2003) identify the best methodologies to use when conducting family life education for the same populations of older adults.

Procedures Articles 1 and 2

The researchers used a mail survey to determine the educational needs and the most appropriate strategies of program delivery for older adults. For the 1st article they developed a list of 29 topics of interest through a review of the gerontology and family life education literature. Participants were asked to rate their levels of interest on 20 family life education topics by responding on a Likert scale ranging from 4 (very interested) to 1 (not at all interested). Demographic data regarding age, roles and gender was used for both aspects of this research.

A similar review of the literature was used for the 2nd article but focused instead on the educational gerontology literature. Fifteen instructional techniques were identified and measured using a 4-point Likert scale ranging from 4 (very helpful) to 1 (not at all helpful). Nine environmental considerations were also assessed.

Sample Articles 1 and 2

Random sample of adults aged 50 and over was divided into 4 subgroups: 50-64 (mid-life), 65-74 (young-old), 75-84 (old-old), and 85+ (oldest-old).

47% married
25% widowed
91% parents (average of 2 children)
81% grandparents (average of 4 grandchildren)
9% did not complete high school
27% completed high school
25% completed some college
9% completed college
18% completed some graduate work
29.4% income $15,000-$34,999
26% income more than $35,000
40% caregivers
68% retired
76.6% owned home

Theoretical Perspectives Article 1:

Three aspects of the life course perspective were used to guide this research: 1) multiple time clocks, 2) social ecology, and 3) heterogeneity. Ontogenetic time, or chronological time, measured in years (AGE) is highly correlated with physical health and may direct the educational needs of older adults. Generational time deals with roles (MARITAL STATUS, PARENT, GRANDPARENT, CAREGIVER, RETIREE, WORKER) held by older adults at various stages in life. While often related to age, these roles may occur "on-time" concurrent with their age peers or "off-time," such as early widowhood. Finally, historical time reflects the period in history through which the individual has lived. Individuals who pass through historical times together (DEPRESSION, VIETNAM WAR, ETC.) are known as a "cohort." It is important to take each of these descriptors of age into consideration when planning educational programs.

Research Question Article 1

For what topics in family life education do mid-life and older adults report a need and interest? What gender, age and role differences are there in those perceived needs?

Result Article #1

Topics of Interest by Category

 Health & Well-Being

Nutrition and health

Fitness and exercise

Positive aspects of aging

Physical changes of aging

Myths and realities of aging

Depression

Leisure opportunities

 Practical Aspects of Aging

Disabilities

Care for family member

Medication management

Adult day care

Grieving and loss

Alzheimer's disease

Managing worries

 Family & Relationships

 

Grandparenting

Sexuality

Relating to adult children

Widow/ Widowerhood

Strengthening marriage

 Resource Management

Living wills

Estate planning

Retirement

Long-term care

Family communication

 Negative Aspects

 

Alcoholism

HIV/AIDS

Elder abuse

Discrimination

 

Topics of Interest by Rank

1st Nutrition and health

16th Grieving and loss

2nd Fitness and exercise

17th Managing worries

3rd Positive aspects of aging

18th Grandparenting

4th Physical changes of aging

19th Medication management

5th Living wills

20th Retirement planning

6th Leisure opportunities

21st Strengthening marriage

7th Alzheimer's disease

22nd Age discrimination

8th Long-term care

23rd Widow/widowerhood
9th Adjusting to disabilities

24th Elder abuse

10th Depression

25th Sexuality

11th Relating to adult children

26th Adult day care

12th Myths and realities of aging

27th Menopause and hormones

13th Family communication

28th HIV/AIDS

14th Caring for a family member

29th Alcoholism

15th Estate planning

 
 

Topics of Interest by Role Status
Caregiver Caring for family member
Adult day care
Grieving and loss
Living wills
Depression
Stress management
Medication management
Spouse Marriage enrichment
Sexuality
Grandparent Grandparenting
Parent Communicating with adult children
Retiree Retirement planning

Topics of Interest by Gender

  • Women more interested in practical aspects of aging.
  • Men more interested in family and relationship issues.

Topics of Interest by Age

  • Mid-life adults more interested in resource management than old-old.
  • Mid-life adults more interested in negative aspects of aging than old-old and oldest-old.
  • Mid-life adults more interested in HIV/AIDS than other groups.

Implications for County Extension Faculty

When choosing programs for older adults it is important to consider chronological age, roles and historical cohort of the population. Specifically:

1. The educational needs of mid-life adults differ from those of older adults

  • Age alone is not enough to determine educational needs.
  • An individual's 'roles' (marital status, caregiver, parent, grandparent) guide their educational needs.

2. One's development in an historical context (Depression, Vietnam War, etc) guide educational needs.

3. Men's interest in family relationships is NOT a typo! Numerous research projects have found that it is common for older men to move their focus inward to family and relationships later in life.

Instructional techniques and environmental considerations in family life education programming for mid-life and older adults

Research Questions Article 2

What are older adults' preferences for instructional strategies and techniques in programs? What environmental considerations (e.g. lighting) do older adults perceive as important in influencing their attendance, participation and satisfaction with programs? How do differences between age cohorts impact instructional preferences?

Theoretical Perspectives Article 2

The authors of article 2 state that "Adult educational and developmental theories are useful for guiding research into conducting family life education programs for older adults. The theory of adult education suggests that unique instructional techniques and environmental considerations affect older adults' interest and participation in family life education." They also identify 5 theoretical implications to consider when planning programs for older adults:

  1. Older adults should be involved in planning and implementing programs. Programs should be learner driven.
  2. Acknowledge diversity among older adults (i.e. geographic location, family context, age, knowledge, skills, and varied experiences).
  3. Education should be empowering for older adults.
  4. Promote learning pattern continuity -- determine ways in which groups of older adults have been successful learners in the past and use the same techniques in the present.
  5. Remove stereotypes and belittling attitudes from the learning environment; develop greater understanding of human development; adopt learning methods and curricula that enhance the learning potential of older adults.

Fifteen instructional techniques were identified and measured using a 4-point Likert scale ranging from 4 (very helpful) to 1 (not at all helpful). Nine environmental considerations were also assessed.

Instructional Techniques by Category
 Group Instructional Strategies  Independent Use Strategies  Computer Use
Discussion Magazines Internet (World Wide Web)
Lecture Newsletters Computer program for home use
Support groups or small group interaction Brochures or pamphlets Computer program used in classroom setting
Learning with others of the same age Self-help books
Journal writing Television
Videos

 

Rankings of Instructional Techniques

1st Newsletter

2nd Brochures or pamphlets

3rd  Self-help books

4th Television

5th  Magazines

6th   Videos

7th   Learning form others of same age

8th   Lecture

9th  Discussions

10th  Support groups or small-group interaction

11th Visual aids (e.g. charts, handouts, overhead transparencies)

12th Journal writing

13th Computer program for home use

14th  Computer program used in classroom setting

15th  Internet (World Wide Web)

Age Comparisons

  • Mid-life adults ranked time schedule as the most important environmental factor -- presumably because of work schedules.
  • Oldest-old were most concerned with locations with no stairs and minimal background noise.

Environmental Factors by Gender

Using a 4-point Likert-type format the authors explored the importance of nine environmental factors. Responses ranged from very important to not at all important.

Comfortable chairs*
Convenient parking*
Good lighting
Time of day*
Length of program
Temperature of room
Minimal background noise
Room near bathroom*
Location with no stairs
*Women more interested than
men in these categories.

Implications for Extension Educators

1. Environmental factors are important

  • Adult setting versus 'student' setting
  • Support comfort and accessibility
  • Minimize interruptions and distractions

2. Independent-use instructional strategies received highest ratings

  • Sample preferred newsletters

3. More print materials related to topics of interest for these age groups should be developed and made easily available

  • Work places, senior centers, retirement communities, doctors' offices, community centers and area businesses
  • Font is important for printed materials
  • Courier, Times New Roman, Arial fonts
  • 10, 12 and 14 point fonts
  • avoid dark green, blue and violet colors

4. Computers received low ratings in terms of usefulness as an information source

  • Mid-life adults more interested in computers than old, older and oldest-old.
  • Mid-life adults interested in synchronous learning environments:
  • virtual classrooms, audio or videoconferencing, Internet telephony and two-way live broadcasts of lecture.

5. Comparisons by age and gender support the idea of learning diversity within mid-life and older adults.

6. Advance organizers (e.g. outlines, notes, lists of facts, pre-adjunct questions, or concepts that help learners connect or remember information) are important to help older adults bridge prior knowledge and new knowledge.

References:

Ballard, S. & Morris, M. (2003). The family life education needs of mid-life and older adults. Family Relations, 52(2), 129-136.

Morris, M. & Ballard, S. (2003). Instructional techniques and environmental considerations in family life education programming for mid-life and older adults. Family Relations, 52(2), 167-173.

Written by: Dr. Carolyn S. Wilken ), Ph.D., M.P.H., Associate Professor, Extension Specialist, Gerontology

Higher Education Borrowing

Summary

Over the past two decades the rate at which high school graduates attend college has been growing.  And no wonder, as of 1997, people who held bachelor's degrees received a much bigger paycheck than those individuals with only a high school diploma.  In fact college graduates earned on average, 77% more than individuals who only had a high school diploma. The likelihood of a high school graduate attending and graduating from college is dependent upon the student's and/or the student's family's economic background. In the year 2000-2001 it cost on average $8,470 to attend a public institution for one year and $22,541 per year to attend a private institution.

Over the past 25 years there has been a shift in federal student aid from a grant-based system to a loan-based system, thus changing the way education is financed.  Remember government insured educational loans cannot be discharged through bankruptcy; therefore student loans must be repaid.

The greater the potential future income for students the more likely the student was to borrow money and the greater the amount of the loan.  White students borrowed more than non-white.  In addition the larger the family the more likely the family is to finance higher education through loans.

Implications for Extension Programming

There are two specific implications for Extension Programming:

  1. The study reflects the need for educational programs encouraging families to begin saving early for college education for their children. These programs can include various instruments available for these savings. 
  2. The study also reflects the need for public policy education regarding the funding of higher education and the alternatives for financing higher education.

Source:  "Higher Education Borrowing" a study by Kyung-Wook Cha and Robert O. Weagley published in Financial Counseling and Planning the Journal of the Association for Financial Counseling and Planning Education. Vol 13 (1), 2002.

Written by:  Dr. Jo Turner, CFP, Professor, Family and Consumer Economics

Kitchen Ventilation Can Impact Indoor Air Quality

The impact of indoor air quality on health has gained national attention. Buildings are constructed tighter. Heated debates and lawsuits are developing between insurance companies and consumers over liability coverage for mold and mildew in the home. Incidences of asthma and respiratory problems are increasing, especially among children and the elderly.

It is becoming very clear that conditions within the home have a major impact on air quality and contribute to health problems of the family. There are things that consumers can easily do to reduce health risks associated with indoor air quality.

Biological pollutants occur naturally and are in the air everywhere. Problems arise when these naturally occurring substances grow in abundances and create high concentrations. To grow and reproduce things such as mold, mildew and dust mites need high humidity and warmth. Mold and mildew spores are in the air everywhere, both indoors and out-of-doors.  They thrive when the humidity is over 60 percent. Dust mites do well when the humidity is above 45 percent. These pollutants like the same temperature that people find comfortable. Thus the easier variable to control is humidity.

Most consumers are unaware of the many sources of humidity in their homes. The Canada Mortgage and Housing Corporation (2002) estimates that the various routine activities of occupants of a home produce 2 to 10 gallons of moisture each day.  These include things like bathing, food preparation and laundry. People themselves also give off moisture. For example, a family of 4 generate about 3 pints of moisture each day. Plants, exhausts from appliances, and the use of gas appliances (stove, etc.) create moisture. The use of natural gas generates more moisture than the use of electricity. (The gas burns to create water vapor and carbon dioxide.)

It is not surprising that the kitchen and bathroom generate more moisture than other rooms in the home.  What is surprising is the amount of moisture these two rooms create. The University of Minnesota estimates that cooking dinner for a family of 4 releases 1.22 pints of water in the air. This amount is doubled if gas appliances are used. A 6-inch pan of water boiling for 10 minutes on an electric stove releases 0.57 pints of moisture if the pan is uncovered and 0.48 pints if the pan is covered. On a gas stove the amount of moisture almost doubles! Other moisture sources include the dishwasher (1.05 pints) and the refrigerator defrosting (1.03 pints per day). Consider the fact that it takes only 4 to 6 pints of water vapor to raise the humidity level of a 1000 square foot home by 5 percent. Of course the bathroom is also a major source of moisture. It includes showers, baths, and commodes where a bowl of water sits and evaporates throughout the day.

There are ways to reduce the release of moisture in the home. One way is to use an exhaust ventilation system located near the cooking area in the kitchen. The fan mounted in a hood above the stove is usually more effective than a ceiling or wall exhaust fan. The hood mounted exhaust system can use either an updraft or a downdraft system.

The downdraft systems are all recirculating systems. A recirculating system pulls the air through a filter to remove the grease and/or odors and then recirculates the air. This type system is the least expensive. It does not remove the moisture and heat from the recirculated air. 

The updraft exhaust system removes air, moisture and heat as well as the grease and odors.  The range hood with an exhaust fan vented to the outside (updraft) is considered the most effective type of system because the hood helps capture the pollutants and the updraft exhaust fan removes the air from the room. It is especially important to use this type system with gas stoves since they generate more moisture and pollutants.

Implications for Extension Programs

This information is usable with housing programs that address household air quality. Since indoor moisture is so important in controlling the growth of mold and mildew in the home two things should be stressed. When selecting an exhaust fan, select an updraft type (vented to the outside) to remove the moisture and other pollutants.  (Downdrafts do not remove the moisture.)

Secondly exhaust systems should be used! A study by Virginia Tech surveyed 708 people. There were 78 household interviews and 630 telephone interviews. The households were 21 percent single, 36 percent couples and 39 percent families. Of these 77 percent were homeowners living in single-family homes. Forty-two percent lived in homes less than 10 years old and 33 in homes over 30 years old. The ages of the respondents ranged from 19 to 87. All prepared meals.

  • 68% cooked complete meals 5 or more times per week
  • 84% had electric ranges
  • 92% had microwave ovens

Most of the participants in the survey (92%) reported having a kitchen ventilation system of which 64% were an updraft exhaust system with a hood. Seventeen percent were unsure if their systems were updraft or downdraft. An astounding number, only 8% of the participants reported using their exhaust systems regularly. The exhaust systems were viewed as a temporary tool to use to remove smoke, odors or grease splatters. They were not seen as part of a system to remove moisture from the home.

Most respondents reported they do not use their exhaust systems often because of the noise. Extension has the opportunity to help consumers see the system as one additional way to remove moisture from the home and to improve indoor air quality. Manufacturers should be urged to produce quieter systems, systems with fans and motors that make very little noise.

Source: Parrott, Kathleen, (January 2003), JoAnn Emmel, and Julia Beamish, The Forum for Family and Consumer Issues, 1/2003/vol.8.No1.

Written by:  Mary N. Harrison, Professor, Consumer Education

Community Foundations: A Growing Resource for Community Development

Carman, J.G. (2001) Community Foundations: A Growing Resource for Community Development. Nonprofit Management and Leadership, 12 (1), 7-25. 

This article suggests there is a natural fit between the purpose of community foundations and the philosophy of community development.  First it is important to know that community foundations are different from other philanthropic organizations and that the foundations are well positioned to promote community development.  Community development corporations (CDCs) are seen as the organization most responsible for community development and the linkage between CDCs and community foundations is a strong one.  The author states that both CDCs and community foundations are:  (a) place based and each is accountable to groups of people living in specific geographic areas, (b) both are dedicated to increasing community capacity for solving local community problems, (c) both bring people together to work toward the collective good.  CDCs and other community foundations are supporting the work of community development.

The community development model has changed from the time it was initiated in the 1960's with public and private efforts to revitalize urban neighborhoods.  The premise of the community development model is that citizens and residents of the affected neighborhoods should have a say in creating and carrying out the programs in the neighborhood. Because the residents are local, these groups know best the resources that are needed and how they should be used.  Changes in the funding strategies have started with a top down federal program to more locally driven initiatives that rely on non-profit community based organizations to deliver services.

Three characteristics distinguish community foundations from other types of foundations. 

  • Other foundations are created from the wealth of a single donor, family, or corporation. In contrast the community foundations endowments are made up of many different donors. 
  • Community foundations serve specific geographic communities or localities.
  • Community foundations must meet the "public support test" to maintain their tax status as a public charity.  They must receive continuous financial support from multiple donors.  Donations can come in a variety of forms including cash, securities, stock, life insurance, real estate and personal property.  These donations are then invested with earnings distributed in the form of grants.  Funds are distributed as discretionary based on the foundation's mission and philosophy, special interest funds for a specific interest area, designated funds to benefit a specific nonprofit organization, and donor advised funds that allow donors to make ongoing recommendations for the grants derived from the invested funds.

Community foundations serve the community at large by providing access to accumulated capital and promoting the community's philanthropic interests.  These efforts support local leadership and the nonprofit infrastructure in the community.

Community foundations support community development in a variety of ways.  For example, they can:

  • Use their discretionary funds to provide operating support for CDCs.
  • Use discretionary funds as matching funds for grants requiring matching funds for projects at the local level. 
  • Provide a home for donor-advised funds dedicated to neighborhood-based development. 
  • Provide technical assistance to community-based organizations.
  • Identify niche opportunities in the community and act as a convener.
  • Support CDCs through program-related investments typically related to housing and community development projects. 

The implications noted by the author are relevant for county Extension offices involved in community development.  The fit between purpose of community foundations and the philosophy of community development is also a fit with the purpose and philosophy of Cooperative Extension.  For example, Cooperative Extension works within the community and is accountable to local groups and organizations.  Cooperative Extension works for the good of the community with emphasis on specific target groups or issues.  Community foundations and Cooperative Extension share common interests.  It behooves the county Extension faculty with interests in community development to become aware of and familiar with the community foundations in the community or region in which they operate.  According to the author of the article, this inquiry should begin by consulting The Foundation Directory which provides information about many thousands of foundations, their location, purpose and contact information. 

The following information is provided by:

Carole A. Oglesby
Executive Assistant for Special Projects
Research & Graduate Programs
256 Grinter Hall ** POB 115500
University of Florida
Gainesville FL   32611-5500

The Web site for "private foundations" on The Foundation Center's Web site: http://fdncenter.org/funders/grantmaker/gws_priv/priv1.html

Look at the bar on the left side and click on "Grantmaker Web sites"; this will bring up a submenu of the different types of foundations, including "Community Foundations":

http://fdncenter.org/funders/grantmaker/gws_comm/comm.html

(click on the state of interest to read more about the community foundations in that state)

Foundation Center Cooperating Collections are arranged alphabetically by the city/community in which they are located. Those collections marked with an asterisk ( * ) have sets of private foundation information returns (IRS Forms 990-PF) for their state and/or neighboring states. It is recommended that you call the collection in advance of a visit to determine hours and availability of resources.  Participating libraries in Florida are listed at: http://fdncenter.org/collections/ccfl.html

The Foundation Directory Online is accessible by subscription: http://fconline.fdncenter.org/

This article was summarized by Dr. Elizabeth Bolton with excerpts included from the article.  Carole Oglesby contributed the information about accessing information on community foundations.