Positive Youth Development among Diverse Racial-Ethnic Children: Quality Afterschool Contexts as Developmental Assets

Autor/inn/en	Smith, Emilie Phillips; Witherspoon, Dawn P.; Osgood, D. Wayne
Titel	Positive Youth Development among Diverse Racial-Ethnic Children: Quality Afterschool Contexts as Developmental Assets
Quelle	In: Child Development, 88 (2017) 4, S.1063-1078 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.12870
Schlagwörter	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 + Suchen Sie Ihr Suchwort? Jugendsofortprogramm; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Kompetenz; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Care; Pflege; Sorge; Betreuung; Cultural identity; Kulturelle Identität; Soziale Entwicklung; Interaktion; Beobachtung; Statistische Analyse
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01