Cosa juzgada en los procesos colectivos

Formal participation is the active participation in organized activities. In most studies of social capital, engagement in these formal activities is measured by membership in groups and leadership roles assumed therein. These formal groups can encapsulate both cognitive and structural elements and allow access to and mobilization of various informational, educational, and financial resources. Cognitive aspects of participation in formally organized activities at the University is used by emerging adults as a tool to make social connections when they first arrive at school, and over time, reinforces these social connections, increases opportunities for informal socialization, and creates a social network that can be utilized for support. On-campus formal participation addressed by students included participation in social, service or volunteer,

political, religious, and academic organizations, institutions and clubs. Structurally, participants saw participation in these formal activities as a way to meet new people with similar interests. The University actively encouraged students to become involved in formal organizations, and often sanctioned student organizations through events during new student orientation and allowing groups to actively advertise on campus.

Formal participation in organized groups from students’ hometowns was rarely continued as a way to stay connected to the hometown community once emerging adults arrived on

campus. Generally, students discontinued formal participation in activities at home with two exceptions. Three participants indicated that they would occasionally go home and participate in training or recreational activities as high school alums with sports teams. Second, students who were reluctant or unable to participate in religious activities on campus, often continued to participate in religious or spiritual activities at home.

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Religious participation was not perceived to be formally sanctioned by the University, but participants stated that there were opportunities for students to get involved in almost any form of religious activity that they might want to join in the surrounding community. Most indicated that although they might have an interest in religious or spiritual activities, or they knew someone personally who participated in activities local to the University, that they did not choose to participate themselves. Reasons such as they liked to sleep in on Sunday after a night out (structural element related to time), or that they did not feel comfortable walking in to a religious facility to which they did not already belong or know anyone (cognitive feelings of belonging and trust) were cited for non-participation. However, when discussing religion and spirituality at home, participants were much more likely to say that they would attend religious services with family.

“I just like spending time with them and like sharing I don’t know like spirituality and stuff that you have and you have to commit like I don’t say prayers and stuff to myself at all but

when I’m at church and just like your with them and you are kind of like more nicely dressed and it’s just like nice family environment I guess”- Participant 3, Group 6

“I feel like when we all go it makes my parents feel happy you know where all here and it just makes everybody seem happier so…”- Participant 4, Group 6

“When college students go back home I think they may be more motivated to go with their family and people who they grew up with and love so I feel like when they are home that’s where the

better opportunity is.”- Participant 12, Group 8

“Agree with #12. I go to church all summer and came here and kind of looked around for a church. I was baptized greek orthodox but later I would rather go to an Assemblies of God church. I liked that better. My mom was in that kind of church when she was younger. I went here a couple times but it didn’t feel like my home church. Everything was the same, but it still

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Volunteerism and Philanthropy (Kappa .97)

The emerging adults in this study expressed three different viewpoints on volunteerism and philanthropy while at college. First, some students expressed cognitive reasons to volunteer and used volunteerism as a means to connect to the University and the surrounding community and as a path to personal growth. The second set of students expressed general apathy toward volunteering and would only do so when forced to either through sanctions imposed by the University for policy violations (the issue of forced participation is discussed in greater detail below). The final group participated in formal volunteer activities as a requirement of their major course of study. Both force and required service learning represent structural aspects of volunteer participation.

"I think they only volunteer if it is a requirement. Extra credit. I work with the boys and girls clubs and the only reason they volunteer is if they are with a fraternity or sorority."- Participant

3, Group 3

"I’ve seen a big influx of student volunteers, talking about student volunteer work. I believe if there were more opportunities, you would see more volunteering and stuff. But that’s just from

the new student’s point of view."- Participant 4, Group 9

As with participation in other formal activities, this group of participants most often did not continue volunteer activities in their hometowns after leaving to attend college. The

importance of volunteerism at home was mixed. Several participants indicated that they participated in volunteer activities at home (when in high school) as a means to improve their chances of college admission. Others talked about the relationship between volunteerism and religious participation. Finally, some saw volunteering as a more informal event involving helping out neighbors when needed, but not as a formal activity of collective action.

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"I think it meant more to me in high school, I did a lot of volunteer stuff in high school, I enjoyed it. I don’t have motivation now. I volunteered at the humane society. Transportation here,

unless I can get my sister to take me and she’s to difficult to. "- Participant 1, Group 3 "I joined a catholic church here, and go to one at home, and to go through confirmation you have to have a bunch of community service hours. Obviously the idea is to get you hooked on it,

and so after that. I love volunteering, in my hometown in general. If there was a needy family someone who went to our high school went to Afghanistan and got shot and was paralyzed and

so the entire community came together for that."- Participant 3, Group 4

"[At home it is] just a smaller neighborhood and I’m trying to think of what I’m trying to say… I’d say people back home are kind of … there not really going and looking for people that need help and there not required to do it like some people are up here. Random acts of kindness week,

supposed to be kind this week."- Participant 4, Group 5 Civic Engagement (Kappa .97)

Civic engagement includes the participation in formalized political activities such as voting, participating in rallies, writing editorials and civic officials, and campaigning. In this group of participants, most were interested in participating in national elections, such as the general election for president, and thought their vote was important, but were unable to vote in the 2008 election because they were too young. One group indicated that they did not feel that national elections were geared toward college-aged individuals and that most of the issues being debated were pertinent to older adults. They indicated that if they were to vote, they were more likely to do so at home because they felt more empowered and informed (cognitive). They often knew local candidates personally (if from a small community) or felt more informed about issues relevant to their hometown communities.

"I would be more apt to vote in my hometown than here because I know more of what is going on and what vote is going to effect something."- Focus Group 4, Participant 4

"I don’t really know anything about politics. If I was old enough I would have voted for the president, I don’t even know who I would have voted for but I would have voted."- Focus Group

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Several students indicated that they were members of student political groups such as the Young Democrats. The focus groups happened to coincide with campus student government elections and students were aware of active campaigning at the institution. They indicated that they were more likely to vote if someone they knew personally was running for student

government office, but were willing to sign a petition to get someone on the student government election ballot regardless of whether or not they knew them personally. However, when asked if they knew what the student government of the college did, almost unanimously, students did not know. Generally, they did not feel empowered to write or approach elected campus officers with their concerns or feel empowered through them to make changes at the University level. On yet a more localized level at the campus, those who lived in residence halls did feel empowered to approach their hall council should an issue arise (structural). Finally, of note, none of the

students who participated in the focus groups who lived off campus participated in neighborhood associations or political action groups in the local community within which the University is located.