ERIC Number: EJ1147163
Record Type: Journal
Publication Date: 2017
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0009-3920
EISSN: N/A
Positive Youth Development among Diverse Racial-Ethnic Children: Quality Afterschool Contexts as Developmental Assets
Smith, Emilie Phillips; Witherspoon, Dawn P.; Osgood, D. Wayne
Child Development, v88 n4 p1063-1078 Jul-Aug 2017
Positive youth development (PYD) deserves more empirical attention, particularly among children of diverse racial-ethnic backgrounds. Given the need among families for monitoring and supervision during out-of-school time, community-based afterschool is a potentially promotive ecological setting. This study explores the quality of afterschool experiences upon PYD. This multimethod study includes over 500 elementary school children in Grades 2-5 (M[subscript age] = 8.80, SD = 1.12). The sample comprises of 49% White, 27% African American, 7% Latino, and 17% mixed race/others with 45% free/reduced lunch eligible children. In multilevel models, independently observed quality across time positively impacted competence, connection, caring for all youth, and cultural values for racial-ethnic minority youth. Afterschool fosters PYD, including sociocultural dimensions, when comprised of appropriately structured, supportive, and engaging interactions.
Descriptors: Youth Programs, After School Programs, Elementary School Students, Grade 2, Grade 3, Grade 4, Grade 5, Program Effectiveness, Competence, Interpersonal Relationship, Caring, Cultural Awareness, Minority Group Students, Social Development, Interaction, Observation, Statistical Analysis, Online Surveys
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 2; Primary Education; Early Childhood Education; Grade 3; Grade 4; Intermediate Grades; Grade 5; Middle Schools
Audience: N/A
Language: English
Sponsor: National Institute on Drug Abuse (DHHS/PHS)
Authoring Institution: N/A
Grant or Contract Numbers: R01DA025187