A Cornell Study says smart people are less likely to hide behind corporate buzzwords

A teenager scrolls through their phone at the dinner table, barely looks up and answers questions with one-word replies. For many adults, that image has come to stand for a larger fear: that today’s young people are disconnected from others and may be uninterested in the world around them. Concerns about declining civic participation often deepen that worry.

As researchers who study adolescent development, we believe this picture is incomplete. Adults help shape the environments in which young people learn to contribute, or learn not to. In worrying that young people are disengaged from participating in civic society, adults may overlook both their own role in fostering engagement and the many ways young people are already contributing.

Youth civic and community engagement matters because it helps build skills, relationships and habits of participation that carry into adulthood. How do teens actually express their care for the world around them, and what helps them to do so?

What does engagement really look like?

When adults talk about “engaged” teens, they often picture a narrow set of activities: volunteering, joining clubs, leading student government, maybe attending a rally or organizing a fundraiser. Those forms of contribution to society matter. But they are not the whole story.

In two recent studies, we surveyed 723 American adolescents, with an average age of 15, to understand what predicts whether teens will contribute to society and what their contribution looks like.

In the first study, we identified four distinct patterns: Some teens were generally less engaged; this group represented 21% of our sample. Another 19% we called “Digital Advocates,” highly active online but less involved in face-to-face settings. A third group, 33% of our sample, we termed “Local Helpers,” more engaged in interpersonal and community-based helping. “Contributors” were our fourth profile type, making up 26% of our sample; they reported high engagement across all domains.

How do teens contribute to civic activities?

In a survey of 723 American adolescents, researchers noticed four distinct patterns of contribution. They divided the respondents into four profiles: those who were less engaged overall, those who engaged mostly online, those who focused on interpersonal helping, and those who were involved in multiple ways.

Our finding pushes back against a common adult assumption that “real” engagement has to look a certain way. It doesn’t. A teen sharing information online about where local families can access food assistance and a teen quietly checking in on a struggling friend are both contributing – just differently. Digital participation is not automatically shallow; for many young people, online spaces are where they learn about issues, form opinions and connect with others who share their concerns.

Crucially, these profiles were shaped less by demographics – age, gender or race and ethnicity – and more by whether our teen respondents had the personal and contextual supports that helped them act on what they cared about.

What supports adolescent contribution?

In our second study, we found that more-engaged young people reported higher levels of hope, purpose and critical consciousness, which together help explain why some adolescents are more likely to act on what they care about. Hope is the sense that the future can be better and that you can help make it better. Purpose is a stable sense of direction. Critical consciousness is a teen’s ability to notice and think critically about the social dynamics around them.

We were especially interested to see that purpose mattered not only when it was self-focused – wanting to succeed, build a career and so on – but also when it extended beyond the self, such as wanting to help others or contribute to something larger than one’s own interests.

That may sound obvious, but it has real implications. Adults often tell teens to “get involved” without helping them connect that involvement to a meaningful why. Our findings suggest young people are more likely to contribute when they feel hopeful about the future and when they see their lives as connected to others.

What adults can do

To help young people make a difference, first broaden your definition of contribution. The teenager organizing a school drive, the one helping a neighbor and the one making informative videos about a community issue are all contributing in real ways. Notice these efforts and support them in their chosen contribution.

You can also support adolescents in building the traits that make it easier for them to get involved and make a difference:

• Help young people develop a sense of purpose that goes beyond themselves. Ask questions like: What do you care about? What kind of difference do you want to make? Purpose-driven engagement tends to be more durable than participation that’s driven by obligation.
• Nurture hope. Young people are less likely to act when they feel that nothing will change. Adults can support hope by helping teens see realistic pathways for success and giving them opportunities to speak up or solve real problems in their schools and communities.
• Make space for critical consciousness. After-school programs, classrooms and youth groups can create environments where conversations about social issues are taken seriously and connected to real action. Young people need chances to talk about the world they see – and the world they want.

Teens often make a difference in ways that reflect both what they care about and how they are beginning to understand the world around them. Contributing is about more than just involvement in civic institutions; it can also look like helping a neighbor, speaking up for others or creating social media content that raises awareness about an issue. Instead of expecting teens to be checked out, caring adults can help them develop the skills and resources to contribute in any and all of these meaningful ways.

This article originally appeared on The Conversation. You can read it here.