Developmental Changes in Impacts of an Antipoverty Experiment on Low-Income Children's Structured Out-of-School Time

Autor/inn/en	Epps, Sylvia R.; Huston, Aletha C.; Bobbitt, Kaeley C.
Titel	Developmental Changes in Impacts of an Antipoverty Experiment on Low-Income Children's Structured Out-of-School Time
Quelle	In: Developmental Psychology, 49 (2013) 9, S.1763-1774 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/a0030978
Schlagwörter	Low Income Groups; After School Programs; Poverty; Intervention; Adults; Children; Adolescents; Participation; Age Differences; Gender Differences; Parents; Skill Development; Family Income; Employment Programs; Barriers; Developmental Stages; Community Centers; Clubs; Athletics; Religion; Program Effectiveness; Longitudinal Studies; Rating Scales; Statistical Analysis; Individual Characteristics; Ethnic Groups; Racial Differences; Educational Attainment; Wisconsin + Suchen Sie Ihr Suchwort? After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Armut; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Teilnahme; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Eltern; Kompetenzentwicklung; Qualifikationsentwicklung; Familieneinkommen; Employment program; Employment programme; Employment programmes; Beschäftigungsprogramm; Club; Klub; Leichtathletik; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Rating-Skala; Statistische Analyse; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Ethnie; Rassenunterschied; Bildungsabschluss; Bildungsgut
Abstract	The experiment reported here tested impacts of New Hope, an employment-based poverty intervention for adults on developmental patterns of children's participation in structured out-of-school activities, using a cross-sequential design spanning ages 6 through 19. New Hope increased participation in activities (lessons, sports, religious, clubs, community centers, service). Its effects did not vary significantly across age, time of measurement, or gender, lasting well beyond parents' eligibility for program benefits. Overall participation peaked in early adolescence, declining thereafter. Policies that enhance participation during middle childhood may have long-term benefits because structured activities can provide opportunities for skill development and adult supervision that may be especially useful for children from low-income families. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01