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Peer reviewed
Download full textMuno, Ann – Afterschool Matters, 2014
In this article, the author describes a Seattle-based nonprofit organization, Powerful Voices, designed to help girls realize their dreams, engage their communities, and shape a better world. One among many efforts to address the equity gap for girls of color, Powerful Voices intertwines gender- and race-specific practices with evidence-based…
Descriptors: Females, Youth Programs, Gender Issues, Skill Development
Worker, Steven M.; Smith, Martin H. – Afterschool Matters, 2014
A wide variety of out-of-school time (OST) programs across the U.S. offer science education opportunities that cover many scientific disciplines and use diverse pedagogical practices (National Research Council [NRC], 2009). However, to improve youth's scientific literacy, OST educators need to "have the disposition and repertoire of…
Descriptors: After School Programs, Science Education, Science Process Skills, Skill Development
Mosatche, Harriet S.; Matloff-Nieves, Susan; Kekelis, Linda; Lawner, Elizabeth K. – Afterschool Matters, 2013
While women's participation in math and physical science continues to lag to some degree behind that of men, the disparity is much greater in engineering and computer science. Though boys may outperform girls at the highest levels on math and science standardized tests, girls tend to get better course grades in math and science than boys do.…
Descriptors: Females, After School Programs, Engineering, Males
Devaney, Elizabeth; Smith, Charles; Wong, Kenneth – Afterschool Matters, 2012
Over the past 10 years, afterschool and youth development programming has moved from providing childcare for working parents to being an integral component of the learning day, supporting the academic, social, and emotional development of young people. An important part of that transition has been a growing emphasis on improving program quality.…
Descriptors: Administrators, Educational Quality, Total Quality Management, After School Programs
Markowitz, Ellen – Afterschool Matters, 2012
Self-esteem has been problematic for researchers because it is complex, stable, and hard to measure. When assessing the self-esteem of out-of-school time (OST) program participants, some researchers may think their instruments will not detect changes, either because the program does not last long enough to make a difference or because self-esteem…
Descriptors: Females, After School Programs, Researchers, Athletics
You
Walker, Kathrin C.; Saito, Rebecca N. – Afterschool Matters, 2011
Research demonstrates that involvement in high-quality youth programs benefits young people personally, socially, and academically. Yet many families--particularly low-income and minority families--are unsatisfied with the quality, affordability, and availability of options in their communities. Participation rates are especially low for youth who…
Descriptors: Youth Programs, Adolescents, Youth, Learner Engagement
