When an article appeared in the Bozeman Daily Chronicle in 1996 about the frustration local skateboarders faced over a lack of skateboarding opportunities, few imagined that 4-H would provide a solution. But the 103-year-old youth development program has continued to evolve to meet changing community needs since its inception in 1902. With its foundation still rooted in traditional agricultural projects like horses and livestock, 4-H is, and always has been, adaptable enough to remain vital even in urban settings. 4-H members may now enroll in out-of-school programs like dogs, cats, photography, computer science, and even skateboarding. The age-old life skills of learning personal responsibility, a strong work ethic, and how to create positive change within your community is instilled through both traditional programming and innovative projects. The key ingredient remains youth leadership and youth involvement.
In Bozeman, Montana, like many communities around the country, skateboarders were not welcome in most areas around town. Skateboarders can by very destructive and some don't respect private property. The benches and marble ledges in Bozeman were discolored, worn, chipped, and rounded. If you sat on one of the benches, you might stand up to find your pants carrying large deposits of aluminum alloy from the trucks of skateboards.
With all this in mind, the Gallatin County 4-H Program, with the assistance and guidance of the State 4-H Office at Montana State University, stepped in to lend a hand. The immediate needs were clear: provide kids with a place to skate and teach skateboard etiquette. After a large town meeting where more than 200 young people and concerned citizens aired their opinions, a committee of youth and adults was created to approach the County Fair Board. Using the Montana 4-H Youth/Adult Partnership model, youth testimony was instrumental in gaining permission to skate once a week in an exhibit building at the fairgrounds. Almost immediately, some 120 kids were showing up each week and skating under the instruction of college-aged volunteers. Many brought ramps and obstacles.
The 4-H program had three major goals: create positive relationships between young people and caring adults, ensure a youth voice in the decision making process, and require an educational focus to the 4-H skateboarding project. The first two goals were being met, but the third goal prompted a nationwide search for a skateboarding curriculum. That search came up empty and, with input from youth, Gallatin County 4-H developed the nation's first skateboard curriculum book. The curriculum defines four skill levels for both street and ramp skating and brought education and leadership development to the forefront of the skateboarding project. The book was published in 1998 and is now being used in 45 other states, Canada, England, Fiji, and South Africa.
Eventually, all the ramps stored at the fairgrounds became a real eyesore. The fair board recommended building a trailer to store and move the ramps more easily. The trailer idea took off and the volunteer instructors and 4-H kids designed one that is collapsible and becomes a ramp itself. The sides come off and can be laid down to make a pyramid with a flat top.
But skateboarders still didn't have a place to skate outside of the one-night-a-week 4-H program. Another committee of youth and adults was formed and charged with the mission of building a skate park in Bozeman. A park design was drawn up and constructive meetings with the city commission and parks and recreation board began. Initially a few city council members proposed that the park be located in an industrial area of the community and out of sight. This raised considerable concern among the skaters, parents, and others involved in the project. It was feared that the park would become a hangout for less desirable influences and out of sight of the police. Many skaters shared the feeling of not being accepted as a legitimate part of the community. Youth testimony for a more centralized location was compelling and soon the City of Bozeman granted permission for the committee to begin raising money for a skate park to be built in a commonly traveled area of town. The 4-H name was used as the nonprofit umbrella and all donations were tax deductible. The park cost about $80,000 and was turned over to the city for maintenance and liability.
The skate park process took 18-24 months and the services of a professional park contractor from Florida were commissioned to do the cement work. The use of a professional turned out to be a wise move because poorly poured concrete can crumble quickly in a northern climate. The park has been a wild success and there are kids using it at all daylight hours.
A lot of issues were resolved through the 4-H skateboarding project, but the most satisfying aspect has been witnessing the developmental progress of youth as they learned how to face a local challenge; gain an understanding of the planning, governmental, and fundraising process; and constructively speak their minds in an attempt to create positive change within their community.
The philosophy of the Montana 4-H Youth/Adult Partnership model is best described in the words of Dr. Kirk Astroth, Director of the Montana 4-H Center for Youth Development:
"Young people are not only the hope of the future, but also the promise of today. Our society and our state cannot hope that youth will emerge as tomorrow's leaders, or even as citizens prepared to initiate positive social change, if we do not bring them to the governance table, engage them in civic life, and empower them to address the issues that concern them most.
"Like other states, Montana's youth make up one-fourth of the state's population, yet they are often the least represented of any groups. Young people, for example, have no lobbyists, no political-action committees, no votes, and no direct representation in state or national legislative bodies. Young people are directly affected by many public and private policy decisions (for example, curfew laws), but typically their views on those issues are neither heard nor solicited. Even public schools -- ostensibly designed for their benefit and edification -- fail to involve youth in governance roles. Teenagers are generally not viewed as serious citizens with an interest in public issues, and therefore most units of government do not seek their input. Even many 'youth-serving' organizations have failed to transform themselves into 'youth-driven' organizations, still treating young people as either objects or recipients rather than as partners.
"A number of studies have shown (e.g. Astroth, 1996; Zeldin, McDaniel, Topitzes & Calvert, 2000; Zeldin, 2002; Calvert, Zeldin & Weisenbach, 2002; Camino & Zeldin, 2002; Innovation Center for Community and Youth Development, 2003; Innovation Center for Community and Youth Development, 2004) that when young people are actively engaged in meaningful ways in organizations, both the organizations themselves and the young people benefit beyond expectations.
"Young people have much to offer to their communities, organizations and schools. Rather than stereotyping youth as 'at-risk' and full of limitations, this proposed project helps adults from a variety of organizations and contexts see youth as positive contributors today full of skills and talents."
Todd Kesner is the Montana State University 4-H Extension Agent for Gallatin County, Montana. He received a Bachelor of Science Degree from Michigan State University in 1987, a teaching certificate in secondary education from Ferris State University in 1989, and a master's degree in Adult and Community Education from Montana State University in 1999. He has been involved in 4-H youth development work in both Michigan and Montana has experience in many non-traditional 4-H projects including sailing, soccer, hockey, swim school, kayaking, and skateboarding over his 16-year career. Kesner may be reached by phone at 406-582-3280 or by e-mail at tkesner@montana.edu.
