Public Speaking Programs for 4-H Youth – Systematic Translational Review
Bronfenbrenner Center for Translational Research
Mary Maley, Margaret McCarthy, Elise Paul
December, 2014
Research Question: Do public speaking programs support academic or workforce readiness for 4-H youth participants?
Background: 4-H is a nationwide youth development organization that is partnered with the cooperative extension system of land-grant universities. 4-H offers clubs, camps and programming for youth from ages 5-21 in topics such as science, citizenship and healthy living. One of those programs focuses on public speaking, with activities that include demonstrations, illustrated talks, dramatic interpretation and formal speeches. While there is individual and anecdotal evidence supporting the positive effects of participation in this program, a Systematic Translational Review was conducted to identify the research describing positive outcomes for youth participants in academic or workforce readiness.
Methods: A literature search of databases in the fields of communication, business and education was conducted in 2014. Databases included ERIC, Academic Search Premier, SocIndex, Web of Science,
EBSCO Host. In addition, the Journal of Extension was identified by the practice partnership team as a key resource not already included in the sources listed. Search terms included variations of youth/adolescent/teen and public speaking/presentation and value/outcome/benefit. Results were limited to peer-reviewed papers published since 1990 in the United States. Abstracts were scanned by the research team for relevance. Exclusions were made for papers with a focus on speech pathology, and medical interventions for speech related anxiety. A total of 55 papers were included for further abstraction. Sixteen of those specifically addressed 4-H public speaking programs. Others identified outcomes in areas aligned with 4-H public speaking goals, such as communication, planning, leadership and/or self-confidence. In addition, eight papers described anxiety, fear or stress as connected to the experience of public speaking.
Results: Former 4-H members who have participated in projects that include public speaking consistently rank improvement in public speaking skills as a valuable life skill gained (Boleman et al.,
2008; Boyd et al., 1992; Cano & Bankston, 1992; Diem & Devitt, 2003; Fox, Schroeder, & Lodl, 2003;
Laughlin et al., 2005; Maass, Wilken, Jordan, Culen, & Place, 2006; Ripberger, Devitt, & Gore, 2009;
Seevers & Dormody, 1995; Ward, 1996). Parents of current and former members also rank public speaking skills as an influential life skill gained through 4-H participation (Radhakrishna, Foley, Ingram, &
Ewing, 2013). Public speaking is also rated as a topic that youth would like to see in future 4-H programs
(Acosta & Holt, 1991) and as a reason for program participation (Gill et al., 2010; Kolodinsky et al.,
2002). Other youth mentorship programs that emphasize public presentations have reported similarly positive youth outcomes, such as increased self-confidence and better public speaking skills (Davalos &
Haensly, 1997; Mutchler, Anderson, Grillo, Mangle, & Grimshaw, 2006).
Academic and Workforce Readiness: The development of teamwork, critical thinking skills and communication skills may be enhanced by the teaching of debate in the middle school context, and may assist in meeting Common Core standards regarding argumentation (Burek & Losos,2004). Academic gains associated with public speaking participation are also seen in the high school setting. In one study using a large urban sample, participation in extracurricular organized debate activities had a doseresponse relationship to positive high school academic outcomes, including graduation rate and college readiness, even after controlling for 8th grade academic characteristics (Mezuk, 2009). Mitra and

Serriere (2012) conducted a case study of 6 elementary school girls who participated in a project to change the school lunch options, which included making presentations to the entire student body, oral presentations to and surveys of individual classes, and meetings with the school principal and lunch supervisor. The authors report positive findings for five key developmental assets. A peer education program that trained 10th to 12th graders in Canada to perform an hour-long dramatic presentation about environmental issues resulted in growth in the behavioral, affective and cognitive domains for presenters. Participants reported growth in the areas of leadership, teamwork, presentation skills, sense of empowerment and interpersonal relationships as well as changes in their knowledge and behavior regarding environmental issues (De Vreede, Warner & Pitter, 2014). In addition, college students who had public speaking training demonstrated improved writing skills in the areas of organization, formatting and stylistic choices, and the ability to communicate messages with more clarity and fluency (Hooly, 2007; Yun 2012,). These skills translate into the world of business, where clear oral communication is valued (Heinz, 2013; Yale 2014).
Anxiety: Fear of public speaking is one of the most common social fears in both adolescents and adults
(Esau, Conradt & Petermann, 1999; Ruscio et al., 2008; Wittchen, Stein & Kessler, 1999). One of the key developmental tasks of adolescence is the shift in social orientation from parents to peers. (van den Bos, de Rooj, Miers, Bokhorst & Westenberg, 2014). Those entering adolescence are particularly vulnerable to negative peer evaluations due to a heightened stress-response to social evaluation and the greater impact of peers on their lives (Stroud, et al., 2009; van den Bos, de Rooj, Miers, Bokhorst & Westenberg,
2014). However, exposure to public speaking activities has been shown to reduce public speaking anxiety in both community and clinical settings (Botella et al., 2001; Hindo & Gonzales-Prendes, 2011).
Bottom Line: While public speaking has been shown to enhance short term, self-reported outcomes in several 4-H youth development domains, no systematic reviews or randomized control trials were identified that specifically examined educational or career outcomes related to participation in 4-H speaking projects. However, results suggest that public speaking experience enhances communication, leadership, planning and writing. Some participants experience anxiety with public speaking, which has been shown to be reduced with practice and experience.