The aim of this study was to use existing research, along with qualitative narratives from young people about their development as conservation leaders, to develop an integrated model of conservation leadership. Existing research offers insight into why youth come to appreciate and protect nature. What's missing are studies focusing on the developmental processes that prompt young people's emergence as conservation leaders with the capacity to take on these roles. To address this gap, the current study focused on what youth do as they develop from individuals who care about the environment to people who practice conservation to conservation leaders.
Seventy-six adolescent and young adult participants and alumni of a national conservation leadership program (Student Conservation Association) participated in this study. Participants represented a range of ages: 49% were 15 - 17 years; 51% were 18 or older. Participants also represented different levels of experience in nature settings and were engaged in different programming levels with the Student Conservation Association. Interviews and focus group discussions were used to gather information about participants' perceptions of how they changed as a result of their immersive conservation experience and what elements of the experience were important to producing that impact. From the participants' responses, the researchers identified three domains of conservation leadership development: actions, motivations, and understanding. These domains served as the foundation of an emerging developmental model of conservation leadership. After conducting a literature review on the development of conservation attitudes, behaviors, and leadership, the researchers compared and refined their emerging model with past research.
The model of conservation leadership proposed by the researchers has four phases: seed, sprout, bloom, and propagate. The three domains -- action, motivation, and understanding – are components of each phase. The model depicts the development of conservation leadership as an ongoing and cumulative process. According to the model and the research supporting it, the pathway through which conservation leadership unfolds is predictable and ordered. It also indicates that experience may be a more critical element than age in promoting growth through the phases.
In addition to instigating further research, this model can also be useful to youth development programs in their efforts to promote conservation leadership. Attending to all three domains (action, motivation, and understanding) can support movement along the developmental path.
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