After-school Settings Research Articles

Developing Critical Hip Hop Feminist Literacies: Centrality and Subversion of Sexuality in the Lives of Black Girls

The present article explores discourses surrounding the bodies of Black1 women and girls as they engage the meanings of Black womanhood in (American) society in an afterschool setting. Drawing on Black and hip hop feminisms, African American literacies, and critical discourse perspectives, the author analyzes two young girls' narratives, which reveal competing and controlling discourses of Black female sexuality. Bria's2 narrative of being sexually harassed by older boys while riding the bus is favorably assessed by the community of Black female interlocutors because she projects herself as asexual. Thus, the community of Black females bestows compassion upon her. Assata's narrative shares her budding womanhood and sexuality and is evaluated negatively by the group of Black females. Although both 11-year-old girls and the community of Black female interlocutors enact critical literacies amidst dominating racist, sexist, classist, and patriarchal discourses, their resistance strategies also perpetuate the very dominance they seek to oppose. Juxtaposition and critical analyses of the differential discourses invoked by the two narratives provide insight into the lived experiences of Black women and girls in relation to dominating discourses. As Black women and girls' sexual agency, desire, and early sexualization figure prominently in larger economies of power, knowledge, and society, their embodied and societal knowledge around these issues must be mined for the purposes of self-validation and the creation of new knowledge for collective empowerment (Hill Collins, 1991). Implications for critical literacy research, pedagogy, and theory are presented.

Quality of Afterschool Activities and Relative Change in Adolescent Functioning Over Two Years

Youth in Grades 6 and 7 (N = 186; 78% low-income; 74% non-White) reported the quality of their experiences in their primary afterschool activity over a two-year period. Youth reports of more positive experiences (a composite that included emotional support from adult staff, positive relationships with peers, and opportunities for autonomy) were associated with relative gains in work habits, task persistence, and prosocial behavior with peers as reported by classroom teachers. Examination of specific aspects of experience indicated that perceived emotional support from adult staff was more strongly associated with changes in adolescent functioning than the other aspects of program experience. These findings suggest that youth reports can provide a useful window into the quality of afterschool settings.

The impact of a technology-based mathematics after-school program using ALEKS on student's knowledge and behaviors

The effectiveness of using the Assessment and LEarning in Knowledge Spaces (ALEKS) system, an Intelligent Tutoring System for mathematics, as a method of strategic intervention in after-school settings to improve the mathematical skills of struggling students was examined using a randomized experimental design with two groups. As part of a 25-week program, student volunteers were randomly assigned to either a teacher-led classroom or a classroom in which students interacted with ALEKS while teachers were present. Student's math performance, conduct, involvement, and assistance was needed to complete tasks were investigated to determine overall impact of the two programs. Students assigned to the ALEKS classrooms performed at the same level as students taught by expert teachers on the Tennessee Comprehensive Assessment Program (TCAP), which is given annually to all Tennessee students. Furthermore, student's conduct and involvement remained at the same levels in both conditions. However, students in the ALEKS after-school classrooms required significantly less assistance in mathematics from teachers to complete their daily work.

Exploring Daily Physical Activity and Nutrition Patterns in Early Learning Settings: Snapshots of Young Children in Head Start, Primary, and After-School Settings

The purpose of this research project was to gain a greater understanding of daily routines of 4–7 year olds regarding physical activity and nutrition practices in typical early learning environments. The settings selected for this observational study included Head Start, primary, and after-school learning environments in a city in the southeast. Specifically, this exploratory study focused on the research question: What are typical daily physical activity and nutrition patterns in community-based early learning settings for young children 4–7 years of age in the United States? Two overarching themes were identified through data analysis: restriction of activity and restriction of physical movement. Results indicated that children in elementary school settings had fewer opportunities for indoor and outdoor physical activity than children in other settings and that children seek to be physically active and will do so when given the opportunity. Increasing time for both structured and unstructured physical activity and play for children ages 4–7 in early learning settings was recommended by the researchers.

Measuring Collective Efficacy Among Children in Community‐based Afterschool Programs: Exploring Pathways toward Prevention and Positive Youth Development

Collective efficacy refers to a perceived sense of connectedness and willingness to intervene among youth, and is a potential aspect of positive youth development (Larson in Am Psychol 55:170-183, 2000; Lerner et al. in Child Dev 71:11-20, 2000; Sampson et al. in Science 277:918-924, 1997). Theoretically, those who feel connected to a group that is empowered to positively influence the behavior of their peers may demonstrate fewer problem behaviors. Few studies, however, have measured the impact of youth perceptions of collective efficacy. As a relatively new child-related research topic, there is much to be learned. One contribution to the foundation of this research agenda begins by evaluating the reliability and validity of a measure of collective efficacy with elementary children attending community-based afterschool programs. This paper describes the internal consistency reliability and various indicators of construct and concurrent validity of the Collective Efficacy Among Children Scale. The measure was found to have high internal consistency reliability. Construct validity was tested using exploratory factor analyses of collective efficacy including the dimensions of willingness to intervene and cohesion found in previous research (Sampson et al. in Science 277:918-924, 1997). Concurrent validity assessed relations between the scale and other measures in theoretically congruent ways. Using Hierarchical Linear Models to account for children's nestedness in after-school programs, connectedness was found to be more related to emotional adjustment, particularly children's prosocial attitudes (caring about others and sharing). Children's perception of the willingness of the group to intervene was found to be related to less problem behavior, (i.e. smoking tobacco, drinking alcohol, vandalism, and stealing). The implications suggest that future research should further explore children's collective efficacy, and ways to foster its development in youth-serving afterschool settings.

Utilizing 4-H in Afterschool Settings: Two Approaches for Integration

As our communities grow and change, afterschool programs represent an avenue to bring resources to populations which would otherwise not be available to them. Combining 4-H with the afterschool environment can be beneficial in supporting and raising the quality of afterschool programs being offered. This article explores the benefits and challenges of two approaches of implementing 4-H programming in afterschool settings: the 4-H managed program that is created and run solely by 4-H faculty and staff and the 4-H afterschool partnerships which are facilitated in partnership with existing afterschool programs. Regardless of the approach, combining 4-H with afterschool programs can strengthen well established programs and can enhance the quality of all afterschool programs.

Introduction to the Special Issue on “Social and Motivational Processes in After-School Settings: Bridging Gaps Between Theory, Research, and Practice”

This special issue of the Journal of Early Adolescence presents research exploring the social and motivational processes thought to contribute to early adolescent engagement and participation in after-school and out-of-school time as well as to targeted proximal and more distal developmental outcomes. Articles in the special issue address three broad themes, including (a) the role of internally and externally regulated motivation in joining programs and sustaining participation over time, (b) how programs may meet the developmental and relational needs of participants, and (c) social processes as mediators of proximal outcomes. Directions for future research on social and motivational processes in after-school programs are discussed.

Development and Use of an Evaluation Tool for Taste-Testing Activities by School-Aged Children

We describe the development and application of a teacher-administered tool for routine program evaluation of food-tasting activities among low-income children and adolescents in a classroom or afterschool setting. This six-item evaluation tool is intended to capture student willingness to try new foods and ask for them at home. Phase 1 involved one-on-one interviews to determine the feasibility of the taste test tool among nine elementary school teachers in 2009 (168 students) and a validation pilot study in 2010 among 114 school-aged students participating in a University of California Supplemental Nutrition Assistance Program Nutrition Education (UC SNAP-Ed) summer program. Phase 2 determined instrument reliability and compared student response by grade level and food category in a convenience sample of 514 UC SNAP-Ed classrooms in 2010-2011. The mean proportion of the classroom ever having tried the foods before was 0.62±0.33, and 0.77±0.27 were willing to ask for the foods at home (P<0.0001). Compared with younger students (preschool through sixth grade), older students (seventh through 12th grade) were less likely to try the foods in class and less willing to try them again or ask for them at home (P<0.05). Students reported significantly greater previous exposure and willingness to try the food again for fruits than for vegetables (P<0.0001). A teacher-administered taste test tool is feasible to use in a group setting and capable of yielding valid, reliable information to evaluate student response and to guide SNAP-Ed program delivery.

Combining Mentoring With Structured Group Activities

The current study explores the potential of one-on-one mentoring facilitated within a structured group format for developing connection and sustaining mentor-mentee relationships with early adolescent girls. Results from a mixed-methods study using survey and observational data reveal that college student mentors and their seventh grade mentees report moderate-to-high satisfaction with the group experience, with no mean differences between groups. Yet there were significant differences between groups in the group members’ (mentees) satisfaction with their one-on-one mentoring relationships. Although all groups demonstrated high levels of some positive social processes related to connectedness (e.g., fun), groups in which mentees’ reported higher levels of satisfaction with their one-on-one relationships engaged in more higher level positive social processes (e.g., caretaking). Groups in which mentee’s reported lower satisfaction with their one-on-one relationships demonstrated more negative social processes (e.g., disengagement). Implications for after-school settings are discussed.

Use of SPARK to Promote After‐School Physical Activity

The after-school period is potentially an important venue for increasing physical activity for youth. We sought to assess the effectiveness of the Sports, Play, and Recreation for Youth (SPARK) program to increase physical activity and improve cardiorespiratory fitness and weight status among elementary students after school. This quasi-experimental controlled study compared change in moderate to vigorous physical activity (MVPA), body mass index (BMI) z-score, and cardiorespiratory fitness (VO(2) ) over 5 months between students in after-school programs exposed to SPARK versus controls. Participants were fifth grade students at 3 intervention schools (N = 48) and 3 control schools (N = 52). There was no difference between groups in mean change in MVPA, BMI z-score, or cardiorespiratory fitness. After-school time dedicated to physical activity did not increase with the implementation of SPARK. Intervention students' self-assessment of their activity levels relative to their peers significantly increased compared to control students (p = .011). In this 5-month study, the SPARK program did not increase MVPA in the after-school setting. Increasing the amount of time dedicated to physical activity may be as important as the curriculum used to effectively increase physical activity after school.

Increasing Water Availability During Afterschool Snack: Evidence, Strategies, and Partnerships from a Group Randomized Trial

Providing drinking water to U.S. children during school meals is a recommended health promotion strategy and part of national nutrition policy. Urban school systems have struggled with providing drinking water to children, and little is known about how to ensure that water is served, particularly in afterschool settings. To assess the effectiveness of an intervention designed to promote water as the beverage of choice in afterschool programs. The Out of School Nutrition and Physical Activity Initiative (OSNAP) used a community-based collaboration and low-cost strategies to provide water after school. A group RCT was used to evaluate the intervention. Data were collected in 2010-2011 and analyzed in 2011. Twenty afterschool programs in Boston were randomized to intervention or control (delayed intervention). Intervention sites participated in learning collaboratives focused on policy and environmental changes to increase healthy eating, drinking, and physical activity opportunities during afterschool time (materials available at www.osnap.org). Collaboration between Boston Public Schools Food and Nutrition Services, afterschool staff, and researchers established water-delivery systems to ensure children were served water during snack time. Average ounces of water served to children per day was recorded by direct observation at each program at baseline and 6-month follow-up over 5 consecutive school days. Secondary measures directly observed included ounces of other beverages served, other snack components, and water-delivery system. Participation in the intervention was associated with an increased average volume of water served (+3.6 ounces/day; p=0.01) during snack. On average, the intervention led to a daily decrease of 60.9 kcals from beverages served during snack (p=0.03). This study indicates the OSNAP intervention, including strategies to overcome structural barriers and collaboration with key actors, can increase offerings of water during afterschool snack. OSNAP appears to be an effective strategy to provide water in afterschool settings that can be helpful in implementing new U.S. Department of Agriculture guidelines regarding water availability during lunch and afterschool snack.

Effect of a Garden-Based Nutrition Education Program on the Consumption of Fruits and Vegetables by Hispanic Children

Objective: A garden-based nutrition education program was developed to increase the fruit and vegetable intake among 6-to-12-year old children in an after-school setting in southern California. It was hypothesized that the intervention would increase intake and preference for fruits and vegetables. Methods: A 4-month curriculum using social cognitive theory was developed for participants at a Boys and Girls Club. A pre and post-test validated survey assessed measured fruit and vegetable intake and participants’ height and weight were measured to calculate BMI. We pilot tested an observational method of assessing snack preference. Results: Forty participants completed the study, 83% of which were Hispanic. Significant results were found in fruit and vegetable servings consumed daily (p

The Quest to Lava Mountain: Using Video Games for Dietary Change in Children

HIGH INTAKE OF SUGAR-SWEETENED BEVERAGES and energy-dense foods, as well as low intake of healthy foods such as fruits, vegetables, and whole grains, has been linked to childhood obesity in the United States.1,2 School and after-school settings are promising locations to promote healthy nutrition to children, but barriers such as the need to expend resources for staff trainings and frequent staff turnover hamper successful implementation.3 Innovative approaches are needed to mitigate these barriers while providing educational fidelity, seamless implementation within the school day, and minimal teacher oversight.

After-school setting, physical activity, and sedentary behavior in 5th grade boys and girls

After-school hours are considered critical for children's physical activity (PA) and sedentary behaviors (SB); however, whether the after-school setting influences children's activity patterns is unknown. This study examined the influence of after-school setting (i.e., parent report of the child's usual after-school setting) on 5th grade children's PA and SB, and differences by race/ethnicity. Boys whose parents reported they usually attended an after-school program had higher PA than boys who usually went home after school. A significant interaction between race/ethnicity and after-school setting showed that minority girls whose parents reported they usually attended an after-school program had higher PA and engaged in less SB compared with those who usually went home, whereas the activity patterns of white girls did not differ by after-school setting. Children's usual after-school setting affects their activity patterns; after-school programs may potentially increase PA in boys and minority girls.

Commentary: Creating Hybrid After-School Enrichment Activities

In this commentary we propose a collaborative strategy for the creation of informal learning activities in after-school settings that are also shared sites of learning, research, and development. We briefly trace the history of a research program—"UCLinks"—whose defining feature is a form of collaboration between institutions of higher learning and local community institutions responsible for youth in the afterschool hours. These collaborations thrive only to the degree that "mutual appropriation" can be negotiated between partners, and it is within mutual appropriation that new possibilities for creative cross-generational and cross-cultural informal learning activities are materialized.

Advocating widespread dissemination of physical activity programs in the afterschool setting: The need for more evidence

We would like to complement the recent article by Nigg et al. (2012) describing the dissemination of evidence-based physical activity and nutrition curriculum in the afterschool program setting—Fun 5 program. Such information is essential in the pursuit of translating effective evidence-based programming into general practice to improve the physical activity and nutrition of the millions of children enrolled in afterschool programs nationwide [1]. Additionally, this is particularly important given the number of recently introduced policies that explicitly focus on promoting physical activity and quality snacks for children within this setting [2, 3]. Yet despite this, several comments specific to physical activity need to be made prior to widespread adoption of the Fun 5 program.

Using the Interactive Systems Framework in Understanding the Relation Between General Program Capacity and Implementation in Afterschool Settings

The present study uses the Interactive Systems Framework (ISF) to understand how general capacity influences the implementation of prevention programs in afterschool settings. Eight afterschool sites received the Good Behavior Game (GBG) intervention, a program designed to foster supportive behavioral management and positive youth behavior. In line with the Prevention Support System component of ISF, the intervention afterschool staff were trained and received weekly on-site support from coaches in implementing the GBG. It was found that GBG implementation scores were greatest in afterschool programs that rated high on both organizational- and community-levels of general capacity; high scores on only one level of general capacity resulted in lower implementation scores. Thus, afterschool sites that were more organized, maintained adequate facilities, and developed strong linkages to individuals or organizations in the community scored highest in implementation fidelity and quality. This study highlights the importance of considering interactions among multiple levels of general capacity in efforts to promote evidence-based practices in afterschool settings. Caution should be taken in generalizing findings due to the small sample in this study.

Participating in science at home: Recognition work and learning in biology

AbstractThis article presents an analysis of the longitudinal consequences of out‐of‐school science learning with a conceptual framework that connects the intentions of youth to their participation in science. The focus is on one girl's science activities in her home and hobby pursuits from fourth to seventh grade to create an empirical account of how youth gain access to scientific knowledge and science practices in informal learning environments. The analysis uses fieldnotes, videotape recordings, and transcripts centered on the epistemic, social, and material resources related to learning in biology. The focal participant of the study, Penelope, engaged with animal activities in her home and hobby pursuits in ways that overlapped scientific practice. She (1) engaged in observational inquiry, (2) used media to understand animal behavior, (3) tinkered with feeding to keep her animals healthy, and (4) manipulated her animals and animal‐related artifacts to create routines and safe indoor habitats. Penelope used these four competencies to gain access to new science learning situations in school and afterschool settings. Yet, as she participated in science practices around animals, she sought to be recognized as uninterested in science. Instead, she used her talk and activities to be recognized in animal caretaking roles in the settings that mattered to her. Penelope's behavior of distancing herself from science while still seeking out experiences to learn about animal biology shows that recognition work is a complex negotiation between aspects of one's self and of science. Implications to theories are drawn related to science education and recognition work. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 597–630, 2012

Successful dissemination of Fun 5 — a physical activity and nutrition program for children

Examine the Reach, Effectiveness, Adoption, Implementation, and Maintenance (RE-AIM) of an evidence-based physical activity and nutrition curriculum disseminated to after-school programs. Program components included nutrition, physical activity, and sustainability, adapted to after-school settings and disseminated across 4years (2004-2008). The RE-AIM framework was used to evaluate dissemination quality through direct observations, surveys, and interviews. In the final year, the Fun 5 program was implemented in 90% (>22,000 students) of Hawai'i after-school sites. Despite substantial annual increases in program reach, implementation and adoption remained consistently effective, and students' physical activity levels during program activities peaked in the final year. Further, evaluations demonstrated strong long-term program sustainability potential. The Fun 5 program demonstrated promise for long-term maintenance with potential for a public health impact among Hawai`i after-school students. Future emphasis on wide-spread program dissemination is encouraged, bridging research and community efforts to improve our children's health and impact public health.

Kunskapsmöjligheter i svenska fritidshem

Title: Knowledge possibilities in the Swedish afterschool settings Abstract: This article discusses how the Swedish afterschool settings can be understood as a pedagogic practice. Interviews and field observations with teachers and children were analyzed from a discursive and network perspective. The teachers articulated a discourse about a professional competence to control the organization of the activities in relation to ideals and practical conditions. In practice, however, the children negotiated, challenged and developed the activities in ways that went beyond what was planned and possible to articulate, evaluate and control. The article proposes a pedagogy for the afterschool setting that is built on teachers and children’s joint descriptions of the knowledge possibilities that are ongoing produced in the activities.