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The 4-H Professional Research, Knowledge and Competencies (PRKC) is a professional development framework that can be used to identify competency gaps and training needs of 4-H professionals. The PRKC consists of 6 competency domains, 1 being access, equity, and opportunity (AEO). A tailored design method was used to gather data and sort the respondents between rural and urban community type. 4-H Extension agents serving urban communities perceived 12 out of the 14 AEO domain components as more important than agents serving rural communities did. The 2 AEO domain components that were not significantly different in perceived importance were values, norms, and practices and active listening. An essential element of the 4-H experience must include creating an environment where children and youth feel safe, included, and that they belong. The differences among 4-H youth development professionals' perceptions of the importance of the AEO domain components, based on their work location, warrants further review. Implications of this information could influence the competencies that Extension systems look for in hiring. Furthermore, educational workshops and trainings around AEO for existing youth workers may need to be evolved.

Several studies have shown that life skill development is positively related to 4-H club participation. However, this study indicates that even though the 4-H club program is available to all youth, fewer minorities choose to participate and, thus, lose the opportunity to benefit from the positive outcomes. Targeting specific diverse audiences has been a mandate for the 4-H and Youth Development Program since desegregation of the 1960s and efforts have been made to make educational programming available to everyone. Nonetheless, are current techniques being used effectively? Youth are not all alike and differences should be understood. This study gathered information that addressed some ethnic/racial issues pertaining to marketing the 4-H and Youth Development Program. It was determined that differences did exist for youth involved in the East Region 4-H and Youth Development Program and in order to market to the specific audiences, certain media should be used.

This study examined the effect of service activities on the development of leadership life skills in youth and (queried) if having a reflection component as part of the activity makes a difference. Additionally, the study examined the impact of selected demographics including age, gender, type of service completed monthly and 4-H membership on the development of leadership life skills. Participants in the study were from two samples. One group represented the El Paso National Youth Service Day, the other represented the District 11 4-H Leadership Lab in Branham, Texas. Participants were randomly assigned to a control (no reflection) or treatment (with reflection) group. Youth participants self rated their leadership life skills using a 33-question post-test only questionnaire. Demographics were reported in nine additional questions. The major findings of the study are as follows: 1) Overall, the participants reported their perceived leadership life skills to be high in four of the five subscales; 2) The inclusion of a reflection component did not significantly affect perceived leadership life skills; 3) Type of service, whether direct or indirect, had a significant impact on perceived leadership life skills; 4) 4-H membership had a significant impact on the Personal Leadership Development subscale.