Pathways to community leadership: Transitions, turning points, and generational continuity

References

• Abbott, A. (1997). On the concept of turning point. Comparative Social Research, 16, 85–106.
   Google Scholar
• Abramowitz, S. I., & Nassi, A. J. (1981). Keeping the faith: Psychosocial correlates of activism persistence into middle adulthood. Journal of Youth and Adolescence, 10(6), 507–523. https://doi.org/10.1007/BF02087943
   PubMed Web of Science ®Google Scholar
• Adriansen, H. K. (2012). Timeline interviews: A tool for conducting life history research. Qualitative Studies, 3(1), 40–55. https://doi.org/10.7146/qs.v3i1.6272
   Google Scholar
• Benson, P. L., Scales, P. C., Hamilton, S. F., Sesma, A., Jr., Hong, K. L., & Roehlkepartain, E. C. (2006). Positive youth development so far: Core hypotheses and their implications for policy and practice. Search Institute Insights & Evidence, 3(1), 1–13.
   Google Scholar
• Ballard, P. J., Hoyt, L. T., & Pachucki, M. C. (2019). Impacts of adolescent and young adult civic engagement on health and socioeconomic status in adulthood. Child Development, 90(4), 1138–1154. https://doi.org/10.1111/cdev.12998
   PubMed Web of Science ®Google Scholar
• Ballard, P. J., Malin, H., Porter, T. J., Colby, A., & Damon, W. (2015). Motivations for civic participation among diverse youth: More similarities than differences. Research in Human Development, 12(1–2), 63–83. https://doi.org/10.1080/15427609.2015.1010348
   Web of Science ®Google Scholar
• Bloemraad, I., & Terriquez, V. (2016). Cultures of engagement: The organizational foundations of advancing health in immigrant and low-income communities of color. Social Science & Medicine (1982), 165, 214–222. https://doi.org/10.1016/j.socscimed.2016.02.003
   PubMed Web of Science ®Google Scholar
• Brinkmann, S., & Kvale, S. (2015). InterViews: Learning the craft of qualitative research interviewing (3rd ed.) SAGE Publications.
   Google Scholar
• Brown, S. R. (2004). Introduction: Generational continuity and change. Policy Sciences, 37(3–4), 207–208. https://doi.org/10.1007/s11077-005-6180-y
   Web of Science ®Google Scholar
• Byrne, L., Stratford, A., & Davidson, L. (2018). The global need for lived experience leadership. Psychiatric Rehabilitation Journal, 41(1), 76–79. https://doi.org/10.1037/prj0000289
   PubMed Web of Science ®Google Scholar
• Camino, L. A. (2000). Youth-adult partnerships: Entering new territory in community work and research. Applied Developmental Science, 4(sup1), 11–20. https://doi.org/10.1207/S1532480XADS04Suppl_2
   Google Scholar
• Carey, R. L., Akiva, T., Abdellatif, H., & Daughtry, K. A. (2021). ‘And school won’t teach me that!’ Urban youth activism programs as transformative sites for critical adolescent learning. Journal of Youth Studies, 1–20, 24(7), 941–960. https://doi.org/10.1080/13676261.2020.1784400
   Web of Science ®Google Scholar
• Clarke, V., & Braun, V. (2017). Thematic analysis. The Journal of Positive Psychology, 12(3), 297–298. https://doi.org/10.1080/17439760.2016.1262613
   Web of Science ®Google Scholar
• Colby, A., & Damon, W. (1992). Some do care: Contemporary lives of moral commitment. The Free Press.
   Google Scholar
• Deterding, N. M., & Waters, M. C. (2021). Flexible coding of in-depth interviews: A twenty-first century approach. Sociological Methods & Research, 50(2), 708–739. https://doi.org/10.1177/0049124118799377
   Web of Science ®Google Scholar
• Dixon, E., & Piepzna-Samarasinha, L. L. (Eds.). (2020). Beyond survival: Strategies and stories from the transformative justice movement. AK Press.
   Google Scholar
• Ekström, M., & Östman, J. (2013). Family talk, peer talk and young people’s civic orientation. European Journal of Communication, 28(3), 294–308. https://doi.org/10.1177/0267323113475410
   Web of Science ®Google Scholar
• Fendrich, J. M. (1974). Activists ten years later: A test of generational unit continuity. Journal of Social Issues, 30(3), 95–118. https://doi.org/10.1111/j.1540-4560.1974.tb00729.x
   Web of Science ®Google Scholar
• Finlay, A. K., Flanagan, C., & Wray-Lake, L. (2011). Civic engagement patterns and transitions over 8 years: The AmeriCorps national study. Developmental Psychology, 47(6), 1728–1743. https://doi.org/10.1037/a0025360
   PubMed Web of Science ®Google Scholar
• Finlay, A., Wray-Lake, L., & Flanagan, C. (2010). Civic engagement during the transition to adulthood: Developmental opportunities and social policies at a critical juncture. In L. R. Sherrod, J. Torney-Purta, & C. A. Flanagan (Eds.), Handbook of research on civic engagement in youth (pp. 277–305). John Wiley & Sons, Inc. https://doi.org/10.1002/9780470767603.ch11
   Google Scholar
• Flores, K. L., & Matkin, G. S. (2014). “Take your own path": Minority leaders encountering and overcoming barriers in cultural community centers. Journal of Cultural Diversity, 21(1), 5–14.
   PubMedGoogle Scholar
• Freire, P. (1968/2000). Pedagogy of the oppressed. Continuum.
   Google Scholar
• Gordon, I. J. (1976). On the continuity of development. Childhood Education, 52(3), 123–128. https://doi.org/10.1080/00094056.1976.10728281
   Google Scholar
• Harding, J. (2006). Questioning the subject in biographical interviewing. Sociological Research Online, 11(3), 16–25. https://doi.org/10.5153/sro.1411
   Web of Science ®Google Scholar
• Hareven, T. K., & Masaoka, K. (1988). Turning points and transitions: Perceptions of the life course. Journal of Family History, 13(1), 271–289. https://doi.org/10.1177/036319908801300117
   Google Scholar
• Knight Abowitz, K., Raill-Jayanandhan, S., & Woiteshek, S. (2011). Public and community-based leadership education. In N. V. Longo & C. Gibson (Eds.), From command to community: Redefining leadership education in colleges and universities. Tufts University Press.
   Google Scholar
• Krauss, S. E., Collura, J., Zeldin, S., Ortega, A., Abdullah, H., & Sulaiman, A. H. (2014). Youth-adult partnership: Exploring contributions to empowerment, agency, and community connections in Malaysian youth programs. Journal of Youth & Adolescence, 43(9), 1–13. https://doi.org/10.1007/s10964-013-0027-1
   PubMed Web of Science ®Google Scholar
• Luluquisen, M., & Pettis, L. (2014). Community engagement for policy and systems change. Community Development, 45(3), 252–262. https://doi.org/10.1080/15575330.2014.905613
   Google Scholar
• Mahatmya, D., & Lohman, B. J. (2012). Predictors and pathways to civic involvement in emerging adulthood: Neighborhood, family, and school influences. Journal of Youth and Adolescence, 41(9), 1168–1183. https://doi.org/10.1007/s10964-012-9777-4
   PubMed Web of Science ®Google Scholar
• McAdam, D. (1990). Freedom summer. Oxford University Press.
   Google Scholar
• Miranti, R., & Evans, M. (2019). Trust, sense of community, and civic engagement: Lessons from Australia. Journal of Community Psychology, 47(2), 254–271. https://doi.org/10.1002/jcop.22119
   PubMed Web of Science ®Google Scholar
• Naples, N. A. (1992). Activist mothering: Cross-generational continuity in the community work of women from low-income urban neighborhoods. Gender & Society, 6(3), 441–463. https://doi.org/10.1177/089124392006003006
   Web of Science ®Google Scholar
• Oliveira, Í. M., Porfeli, E. J., Céu Taveira, M., & Lee, B. (2020). children’s career expectations and parents’ jobs: Intergenerational (dis)continuities. The Career Development Quarterly, 68(1), 63–77. https://doi.org/10.1002/cdq.12213
   Web of Science ®Google Scholar
• Penhune, V., & de Villers-Sidani, E. (2014). Time for new thinking about sensitive periods. Frontiers in Systems Neuroscience, 8, 55. https://doi.org/10.3389/fnsys.2014.00055
   PubMedGoogle Scholar
• Preskill, S., & Brookfield, S. D. (2008). Learning as a way of leading: Lessons from the struggle for social justice. Jossey-Bass.
   Google Scholar
• QSR International (2021). NVivo (released in March 2020). https://www.qsrinternational.com/nvivo-qualitative-data-analysis-software/home
   Google Scholar
• Roberts, S. O., Weisman, K., Lane, J. D., Williams, A., Camp, N. P., Wang, M., Robison, M., Sanchez, K., & Griffiths, C. (2020). God as a white man: A psychological barrier to conceptualizing black people and women as leadership worthy. Journal of Personality and Social Psychology, 119(6), 1290–1315. https://doi.org/10.1037/pspi0000233
   PubMed Web of Science ®Google Scholar
• Rossi, G., Lenzi, M., Sharkey, J. D., Vieno, A., & Santinello, M. (2016). Factors associated with civic engagement in adolescence: The effects of neighborhood, school, family, and peer contexts. Journal of Community Psychology, 44(8), 1040–1058. https://doi.org/10.1002/jcop.21826
   Web of Science ®Google Scholar
• Sampson, R. J., & Laub, J. H. (2005). A life-course view of the development of crime. The ANNALS of the American Academy of Political and Social Science, 602(1), 12–45. https://doi.org/10.1177/0002716205280075
   Web of Science ®Google Scholar
• Schutz, A. (2011). Power and trust in the public realm: John Dewey, Saul Alinsky, and the limits of progressive democratic education. Educational Theory, 61(4), 491–512. https://doi.org/10.1111/j.1741-5446.2011.00416.x
   Google Scholar
• Southby, K., South, J., & Bagnall, A. M. (2019). A rapid review of barriers to volunteering for potentially disadvantaged groups and implications for health inequalities. VOLUNTAS: International Journal of Voluntary and Nonprofit Organizations, 30(5), 907–920. https://doi.org/10.1007/s11266-019-00119-2
   Web of Science ®Google Scholar
• Starr, J. M. (1994). Peace Corps service as a turning point. International Journal of Aging & Human Development, 39(2), 137–161. https://doi.org/10.2190/1206-9618-DFJ2-M6TX
   PubMed Web of Science ®Google Scholar
• Stewart, A. J., & Kuenzi, K. (2018). The nonprofit career ladder: Exploring career paths as leadership development for future nonprofit executives. Public Personnel Management, 47(4), 359–381. https://doi.org/10.1177/0091026018783022
   Web of Science ®Google Scholar
• Tagg, S. K. (1985). Life story interviews and their interpretation. In M. Brenner, J. Brown, & D. Canter (Eds.), The research interview: Uses and approaches (pp. 163–199). Academic Press, Inc.
   Google Scholar
• Terriquez, V., & Kwon, H. (2015). Intergenerational family relations, civic organizations, and the political socialization of second-generation immigrant youth. Journal of Ethnic and Migration Studies, 41(3), 425–447. https://doi.org/10.1080/1369183X.2014.921567
   PubMed Web of Science ®Google Scholar
• Thomas, L. E. (1971). Family correlates of student political activism. Developmental Psychology, 4(2), 206–214. https://doi.org/10.1037/h0030453
   Web of Science ®Google Scholar
• Thompson, J. (1999). Inherited obligations and generational continuity. Canadian Journal of Philosophy, 29(4), 493–515. https://doi.org/10.1080/00455091.1999.10715989
   Web of Science ®Google Scholar
• Tivaringe, T., & Kirshner, B. (2021). Learning to claim power in a contentious public sphere: A study of youth movement formation in South Africa. Journal of the Learning Sciences, 30(1), 125–150. https://doi.org/10.1080/10508406.2020.1844713
   Web of Science ®Google Scholar
• Van Til, J. (2009). A paradigm shift in third sector theory and practice: Refreshing the wellsprings of democratic capacity. American Behavioral Scientist, 52(7), 1069–1081. https://doi.org/10.1177/0002764208327675
   Web of Science ®Google Scholar
• Wray‐Lake, L., & Abrams, L. S. (2020). Pathways to civic engagement among urban youth of color. Monographs of the Society for Research in Child Development, 85(2), 7–154. https://doi.org/10.1111/mono.12415
   PubMed Web of Science ®Google Scholar
• Wray-Lake, L., & Syvertsen, A. (2011). The developmental roots of social responsibility in childhood and adolescence. In C. Flanagan & B. Christens (Eds.), Youth development: Work at the cutting edge. New Directions for Child and Adolescent Development, 134, 11–25. https://doi.org/10.1002/cd.308
   Google Scholar
• Wray-Lake, L., Flanagan, C. A., Benavides, C. M., & Shubert, J. (2014). A mixed methods examination of adolescents’ reports of the values emphasized in their families. Social Development, 23(3), 573–592. https://doi.org/10.1111/sode.12065
   Web of Science ®Google Scholar
• Wray‐Lake, L. (2019). How Do Young People Become Politically Engaged?. Child Development Perspectives, 13(2), 127–132. 10.1111/cdep.12324
   Web of Science ®Google Scholar
• White, E. S., & Mistry, R. S. (2019). Teachers’ civic socialization practices and children’s civic engagement. Applied Developmental Science, 23(2), 183–202. https://doi.org/10.1080/10888691.2017.1377078
   Web of Science ®Google Scholar
• Zaff, J. F., Kawashima-Ginsberg, K., Lin, E. S., Lamb, M., Balsano, A., & Lerner, R. M. (2011). Developmental trajectories of civic engagement across adolescence: Disaggregation of an integrated construct. Journal of Adolescence, 34(6), 1207–1220. https://doi.org/10.1016/j.adolescence.2011.07.005
   PubMed Web of Science ®Google Scholar
• Zeanah, C. H., Gunnar, M. R., McCall, R. B., Kreppner, J. M., & Fox, N. A. (2011). VI. Sensitive periods. Monographs of the Society for Research in Child Development, 76(4), 147–162. https://doi.org/10.1111/j.1540-5834.2011.00631.x
   PubMed Web of Science ®Google Scholar
• Zeldin, S., Christens, B. D., & Powers, J. L. (2013). The psychology and practice of youth-adult partnership: Bridging generations for youth development and community change. American Journal of Community Psychology, 51(3–4), 385–397. https://doi.org/10.1007/s10464-012-9558-y
   PubMed Web of Science ®Google Scholar