Olivia Hsu

11/11/2015
LDRS 1015
Citizenship
Most Americans rarely question their citizenship and the conditions that apply to it. It
seems like a universal understanding that if you were born in the United States or have certain
papers, then you are a complete citizen, and there is nothing more to do. However, is there more
to citizenship than that? We seldom consider if we are active citizens. While the term may just
seem to represent a community member who is involved, there is quite a large amount of
research and reflection that has ultimately shaped the definition of active citizen. It involves a
person who knows their values (and their communitys) and is held accountable in enacting
change to make their visions a reality.
The Active Citizens Continuum is one of the easiest ways to truly understand the
difference between an active citizen and the other community members (Alternative Breaks). It
describes members, volunteers, and conscientious citizens as the people that have an
increasing amount of knowledge and involvement in their surroundings, respectively, but have
yet to become a full active citizens, in which community becomes a priority in values and life
choices (Active Citizens Continuum, Alternative Breaks). This makes it important to note that
although a person may not consider themselves an active citizen, they could be somewhere in the
middle of the scale that involves volunteering or understanding social issues.
What sets these members apart is their dedication to the greater good of the community.
As visible in the Social Change Model, and individual must share the values of their small
groups and community if they want to see change occur (University of Rhode Island). If one
person is instead focusing on their own self-interests, they will either face failure or a lack of
support from the people around them. However, in order for any improvements or changes to
occur, we must first understand our values and goals. In his book, James Kouzes provides some

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interesting questions that may get ideas flowing about our true intentions, including: What gives
me the courage to continue?, How much do I understand what is going on?, and How solid
is my relationship with my constituents? (Kouzes, 5). These questions allow us to reflect and
connect with our neighbors, while looking deeply into the problems at hand.
Monique Lanoix defines an active citizen as a competent adult who can work and
organize his life and formulate some vision of his personal good (The Citizen in Question).
She too emphasizes the importance of a valid, clear end goal. While her definition may seem
more individualistic, we are able to use those internal motivations to invigorate those around us.
Mark Zimmerman says that psychological empowerment is what drives community engagement
(Psychological Empowerment). This involves feeling capable of making change yourself,
while collectively engaging in community actions and understanding your environment. This
type of attitude can easily be attained by meeting with other members of the society and learning
about their trials and tribulations.
However, even if we are fully aware of our surroundings and the actions that need to be
taken, humans are often afraid to act on them. Kathe Callahan, in her research, found that full
active citizenship is nearly impossible. She studied this topic in the democratic government
system, but it is applicable in many areas, in the way that she describes human intentions. People
often lack the time, knowledge, and personal motivation or are either to passionate and selfish
or too passive and apathetic (Callahan, Citizen Participation). Members that put their needs
above their neighbors are certainly not at the last level of the Active Citizens Continuum
(Alternative Breaks). It is often difficult to encourage humans, who are naturally selfish, to think
of others, but in Mary Piphers experiences with community action, she found a way that worked
well for her community (Reluctant Activists). Pipher found that although people are generally

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reluctant activists, when you pair solid information with suggestions for actions to take, people
are encouraged to make a difference (119). This is an understandable viewpoint, because the time
that people are most engaged with an issue is when they are emotionally connected with it, when
they first learn of it, or when they are provided with evidence of its harm. Then, when paired
with action suggestions, it is easy for citizens to carry out the work at hand, because they know
exactly what to do.
While ideal, this method may not always be available to our communities. Instead,
members of society should always put their groups interests first, according to Peter Block
(From Leadership to Citizenship). He believes that by having the freedoms and privileges that
society gives us, we have a sort of responsibility to uphold. We should act within the boundaries
of our communitys interests and be accountable to them as a price of our freedom (Block, 3).
Similarly, I feel grateful for my opportunities at Virginia Tech, at home, and as a United States
citizen. I try to live up to each of these groups standards and find myself interested in their affairs
and wellbeing by voting, staying informed, and participating in community events. However, I
do not believe that I hold myself fully accountable to each of these groups. That can be a tough
task to ask of anyone, especially for affairs affecting the United States, but I can easily promote
the formation of new attitudes and responsibilities within my smaller communities at Virginia
Tech, like SERVE, University Honors, and the freshman class.
Virginia Tech is the perfect place to begin to co-create new social realities (Kouzes). So
many people live in Blacksburg, and since most of them are fairly young, they should be
concerned with the social conditions that they will have to endure for the next few decades.
Soon, most of us will be out in the workforce, and the concepts of public policy, taxes, and

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working conditions will be all the more real to us. If students want to have a good foundation set
for them, they must begin to shape it now.
While many college students may have different opinions and ideals, most can agree that
it is important for us to express those thoughts and spread awareness of significant issues. To
become a more active citizen, young adults could start with small tasks, like voting for political
offices or joining clubs that are focused on a social issue. Clubs for equal rights, volunteering, or
the environment all allow citizens to become more active in their community. They can also
become more informed. Since moving to VT, I have rarely watched any television, and
unfortunately, my main news source is Facebook. However, one of my classes requires me to
read a few articles from the Wall Street Journal weekly to keep up with current events in the
business world. This assignment has become very helpful in keeping me updated and helping me
form opinions about topics in class discussions, but I should still attempt to be more intent on
watching or reading the news.
Students can combine these attempts of citizenship with service work to live out Ut
Prosim, Virginia Techs motto. Almost every organization at VT that I have encountered so far
has had a community service aspect in its activities. Whether a construction group, the outdoor
club, or a Greek organization, each one has tried to give back to the New River Valley in a way
that suits their interests. I always knew that Virginia Tech had a unique motto that was dedicated
to helping others, but after moving here I have been able to notice and experience it firsthand.
Students are encouraged by staff and administration to become involved, know their facts, and
act on them; they encourage active citizenship. Whether its being polite to elders, holding the
door for someone, or completely devoting their time to a project that drives them, students have
adopted Ut Prosim as a way of life.

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However, there is always more that can be done. I can encourage other students to
become more active in our community be setting an example for them. As a member of SERVE
and other service organizations, I feel that I can be held accountable for inspiring others. I would
really enjoy leading a VT Engage service trip next year if possible. It would provide me with
both leadership experience and a service trip that I am passionate about. On the trip, I would be
able to directly communicate with other students to learn about their interests, involvements, and
goals for citizenship. It would be a small sort of mentorship where I could share my thoughts on
the community while gaining from other perspectives and backgrounds.
I am still attempting to make my way to the last phase of the Active Citizens Continuum,
too. I am not the most educated on social issues, but I do have the urge and passion to work to
help others. I believe this marks me as a Volunteer on the continumm, but I am working my way
towards Conscientious Citizen. This transition has allowed me to learn more about my new
community and the issues that are important to the people of the New River Valley. Through
SERVE and other clubs, I have become more aware of the internal battles that people face when
facing volunteerism. Now that I have a better understanding of criticisms, leadership values, and
human intentions, I can easily formulate problems around me and the best attempt to get people
involved and caring.
Since August, I have become interested in one topic in particular equal education. As a
member of Students Helping Honduras, I am planning to travel to Central America in December
to help build schools for the people in need. Honduras is the most dangerous country outside of a
warzone, and children are often too afraid or unable to attend school there. With the help of this
nationwide club, Hondurans are increasingly able to form new relationships and learn new
things. I would have never been able to locate Honduras on a map before this semester, and I had

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never volunteered for equal education before, but after seeing the impact that the club had made
on my peers, I knew it was the perfect group for me.
I am already more informed on equal education than before this semester, but I would
really like become an Active Citizen on the continuum by the spring. I believe that travelling
over winter break will be an eye-opening experience for me that will make me feel more grateful
and appreciative of my privileges, but I can also work for the cause here at home. Even in
Montgomery County, I am sure that there are students that are not receiving the proper education
that todays society requires. I would like to become more informed on this topic and see if there
are any local groups that are working to solve the issue. Everyone deserves a basic education.
Elementary and middle school is where I made my first friends, learned to read and write, and
began communicating with teachers and other elders. An education is not just about the
textbooks and the pencils, but rather the fundamental human experiences of curiosity and
routine.

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11/11/2015
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Works Cited
"Active Citizens Continuum." Alternative Breaks. N.p., n.d. Web. 2 Nov. 2015.
<http://www.alternativebreaks.org/wp-content/uploads/2014/06/Active-CitizenContinuum-2012-2.pdf>.
Block, Peter. "From Leadership to Citizenship." Insights on Leadership: Service, Stewardship,
Spirit, and Servant-leadership. Ed. Larry C. Spears. New York: Wiley, 1998. N. pag. Print.
Callahan, Kathe. "Citizen Participation: Models and Methods." International Journal of Public
Administration 30.11 (2007): 1179-196. Taylor & Francis Online. Web. 2 Nov. 2015.
<http://www.tandfonline.com/doi/full/10.1080/01900690701225366>.
Kouzes, James M. "Leadership Is Everyone's Business." The Leadership Challenge. N.p.: n.p.,
1987. N. pag. Print.
Lanoix, Monique. "The Citizen in Question." Hypatia 22.4 (2007): 113-29. Wiley Online
Library. Web. 2 Nov. 2015. <http://onlinelibrary.wiley.com/doi/10.1111/j.15272001.2007.tb01323.x/full>.
Pipher, Mary. "Reluctant Activists." The Impossible Will Take a Little While. N.p.: Basic, 2004.
113-21. Print.
"The Social Change Model." N.p., n.d. Web. 2 Nov. 2015.
<http://www.mu.uri.edu/leadership/pdfs/The%20Social%20Change%20Model%20of
%20Leadership%20Development.pdf>.
Zimmerman, Marc A. "Psychological Empowerment: Issues and Illustrations." American
Journal of Community Psychology 23.5 (1995): 581-99. Springer Link. Web. 2 Nov. 2015.
<http://link.springer.com/article/10.1007/BF02506983>.