Community-based Afterschool Programs Research Articles

Affirming Community Cultural Wealth of Chicana/o and Latina/o Youth in a Community-Based After-School Program

Affirming Community Cultural Wealth of Chicana/o and Latina/o Youth in a Community-Based After-School Program

After-School Connectedness, Racial–Ethnic Identity, Affirmation, and Problem Behaviors

After-school programs are potential contexts that may promote positive youth development (PYD) and reduce problem behaviors among African American children. One way after-school programs may be associated with reduced problem behaviors is by fostering an affirming sense of identity. Prior research on racial–ethnic identity among African American children and adolescents has shown that a positive and affirming sense of identity is related to less maladaptive coping, yet little is known about how after-school programs may foster an affirming sense of identity and lead to reduced problem behaviors. The current study adds to this discourse by investigating how children’s connection to staff and peers in after-school settings is associated with racial–ethnic identity (as measured by racial–ethnic affirmation) and reduced problem behaviors. Participants were 186 African American children ages 7–11 (M = 8.44; SD = 1.10) who completed surveys in the LEGACY Together Afterschool research project. Data were collected at 55 community-based after-school programs. Results indicated that positive racial–ethnic affirmation mediated the association between after-school connectedness and problem behaviors, such that child-report of connectedness—that is feeling safe and happy in the after-school programs—was directly related to positive racial–ethnic identity and indirectly to reduced problem behaviors. These findings underscore the importance of supportive after-school programs that encourage meaningful interactions among staff and children that are nurturing and affirming to children’s identities.

No Laughing Matter: Why Educators Need to Take Humor More Seriously

Humor may make people laugh, but linguistically it is no laughing matter. This paper proposed to the educators, teacher preparation programs, and educational researchers who need to take humor and the related phenomenon of play more seriously in their approach to understanding the dynamics of classroom interaction and how challenging humor and play can be to interpret and navigate as they unfold spontaneously in teacher-student interactions. This study aimed to identify the kinds of metacommunicative awareness that teachers, particularly novice educators, need to develop to navigate the interactions they engage with successfully. Meta communicative awareness referred to a deep-seated understanding of how meaning in interaction is constructed and an ability to step outside one’s immediate interpretive frame. The study was conducted between 2016 and 2018 in a community-based afterschool program. The program serves adults and children in the surrounding area who identify as Bangladeshi. The data were collected through audio-recorded interviews with 18 university participants, approximately 40 hours of audio-recordings of homework help sessions, samples of university students’ notes and reflective writing from their time as volunteers, and samples of the children’s schoolwork. The homework helpers were undergraduate and graduate students from two universities. Some of the homework helpers were pursuing master’s degrees in education. They aspired to careers as teachers, and others had volunteered for the program to fulfil institutional community service requirements. At the program, these homework helpers were referred to as “volunteers,” and they occupied both the institutional and interactional role of “educator” concerning the children. It can be concluded that humor and play-interpreted talk in educational settings quite challenging. Moreover, a failure to recognize talk as play could have serious consequences for what ultimately happens between teachers and students and how they come to see one another.

The \u201cHaves, Have Some, and Have Nots:\u201d a Latent Profile Analysis of Capacity, Quality, and Implementation in Community-Based Afterschool Programs

Implementation of evidence-based practices is a critical factor in whether afterschool programs are successful in having a positive impact upon risk reduction and positive youth development. However, important prevention research reveals that contextual and organizational factors can affect implementation (Bradshaw & Pas in School Psychology Review, 40, 530–548, 2011) (Flaspohler et al., in American Journal of Community Psychology, 50(3-4), 271-281, 2012) (Gottfredson et al., Prevention Science, 3, 43–56, 2002) (McIntosh et al., Journal of Positive Behavior Interventions, 18(4), 209-218, 2016) (Payne in Prevention Science, 10, 151–167, 2009). Using a latent profile approach (LPA), this paper examines multiple organizational and neighborhood contextual factors that might affect the degree to which afterschool programs effectively implement evidence-based practices in the context of a cluster-randomized trial of the Paxis Good Behavior Game (PaxGBG). The Interactive Systems Framework (ISF) explores dimensions of capacity that might matter for prevention efforts. As expected, we found that well-resourced and high-quality programs performed well in terms of implementation (the Haves) and, in neighborhood contexts rich in racial-ethnic diversity. Yet, we found that some programs with less physical and material capacity (the Have Nots), demonstrated greater program quality (i.e., supportive adult and peer relationships, engagement, a sense of belonging) and implementation, relative to programs with better capacity (e.g., space, material resources, staffing, and leadership, the Have Somes). While capacity matters, intentional prevention initiatives that seek to promote evidence-based practices are helpful to sites in supporting organizations that might otherwise fail to provide quality programming for youth. This paper addresses a conundrum in prevention science, namely, how to make programming accessible to those who need it with a focus on organizational processes, program quality, and implementation of evidence-based practices.

“Doing Our Part”: What Motivates Black Family Engagement in an After-School Program

Researchers have demonstrated that Black caregivers (a) are more likely than caregivers of any other race to enroll their children in after-school programs, (b) face considerable challenges finding quality after-school programs, and (c) consider family engagement to be a hallmark of quality after-school programs. To date, however, researchers have largely ignored the voices of Black caregivers about what motivates and enables them to engage with their children’s after-school programs. As a result, after-school program staff report continued challenges effectively engaging Black families. The current case study aims to address this gap in the literature using evidence from participant observations, interviews with program staff, and focus groups with caregivers from the Downtown Boxing Gym, a community-based after-school program in Detroit, Michigan that primarily serves Black youth. Results suggest caregivers were largely motivated to engage with the program because of the gains they observed in their children and themselves, causing them to feel thankful and sparking a desire to give back. Caregivers also named specific program practices that made it easier for them to participate, including explicit expectations and requests for family engagement and multiple ways for them to participate. Implications for increasing family engagement at other after-school programs are discussed.

Teaching personal and social responsibility after school: A systematic review

Background: Teaching Personal and Social Responsibility (TPSR) has been studied and implemented through physical activity in different backgrounds for over three decades. However, there is no systematized review in the literature concerning the after-school context.
 Aim: Conducting a systematic review of literature on after-school interventions based on the TPSR model.
 Methods: This study was driven by the following research questions: Which were the conclusions regarding the implementation of TPSR in after-school settings? Which research methodologies have been used to assess TPSR in after-school time settings? Which results related to TPSR were reported in after-school time settings? Cochrane protocol guidelines were followed. Papers were selected by two independent researchers, with Cohen’s Kappa value of 81%.
 Results and discussion: Twenty-seven papers were selected, thirteen of which were reported with high scores. Most interventions were conducted in the USA on community-based after-school programs, lasting more than nine sessions, and led by school staff who prepared physical activities for youngsters from disadvantaged communities. Most of the reported studies resorted to qualitative methodologies. Some gaps were detected, such as lack of systematization of methods, lack of validity and reliability. Personal and social benefits were found. Other results were grouped into leadership, staff-youngsters relationship, values, transference, and impact on staff lives.
 We recommend future studies in the after-school context extend to extend to other countries, with more detailed descriptions of the specific used methods.

Resettled Burmese Refugee Youths’ Identity Work in an Afterschool STEM Learning Setting

ABSTRACTYouth from nondominant racial and linguistic backgrounds often have limited access to school science learning opportunities. Afterschool settings may provide learning environments in which they improve science knowledge and construct positive science identities. With this premise, our research team designs and provides a community-based afterschool program that engages resettled Burmese refugee youth in Science, Technology, Engineering, and Mathematics (STEM) learning. In this article, the authors seek to understand how refugee youth utilize their funds of knowledge and what identities were foregrounded in the program. The authors adapt a microethnographic perspective in their research and review video recordings of participants’ engagement through multimodal discourse analysis. Their analysis suggests that youth crafted creative ways to participate in the science discourse, such as (1) blending joking and laughter with science discourse to negotiate their identities with each other and with an otherwise intimidating discourse, (2) utilizing place-based ethnic practices and knowledge in participating in science discourses, and (3) coordinating turn taking and responding to others’ ideas that makes the learning environment safe and inviting to all. The authors discuss insights that can potentially advance our understanding of refugee youth identities and transform our ways of supporting their science learning.

A videogame intervention for tobacco product use prevention in adolescents

PurposeThis pilot study evaluated the short-term effects of an interactive videogame on changing adolescent knowledge, beliefs and risk perceptions, and intentions to use e-cigarettes, cigarettes, and other tobacco products. A secondary aim was to evaluate players' game experience. MethodsParticipants (N = 80 11–14 year olds) were recruited from 7 community-based afterschool programs in New Haven, Connecticut and Los Angeles, California. The design was a single group pre-post design with replication. A pre-test survey was administered that included demographic variables and knowledge, risk perceptions, beliefs, and intentions to use e-cigarettes, cigarettes, and other tobacco products. An interactive videogame focusing on risky tobacco use situations was subsequently played in four 60-min sessions over a four-week period, followed by a post-test survey. Analyses included paired t-tests of pre-post videogame change, regression analyses, and path analyses testing mediational effects of beliefs and risk perceptions on the relationship between knowledge and intentions. ResultsThe videogame changed knowledge of e-cigarettes and other tobacco products (p's < 0.001), risk perceptions of cigarettes and e-cigarettes (p < .01 and p < .001, respectively), and beliefs about e-cigarettes and other tobacco products (p's < 0.05), but not intentions. Older adolescents reported greater e-cigarette knowledge and risk perceptions (p's < 0.05), and females reported greater risk perception of cigarettes (p < .05). Beliefs mediated the relationship between knowledge and intentions to use e-cigarettes (indirect effect p < .05). ConclusionResults suggest that brief exposure (4 h over 4 weeks) to a videogame focused on changing knowledge and attitudes towards tobacco products may have a promising effect on preventing risk for early adolescent tobacco product use, particularly for e-cigarettes.

Effects of an Afterschool Early Literacy Intervention on the Reading Skills of Children in Public Housing Communities

Afterschool programs (ASPs) in the United States have been implemented in low income neighborhoods to enable at-risk youth to access educational support services to increase academic skills. However, mixed findings about the ASPs positively affecting academic performance suggests a need for additional evaluative studies. The current study examines the effects of literacy training on the reading skills of kindergarten to third grade students who were enrolled in a community-based ASP in four public housing neighborhoods. Participants received structured literacy and reading training, individual tutoring, and a choice-based book distribution program. Assignment to treatment and comparison groups was based on residence in public housing neighborhoods. We implemented a quasi-experimental design to compare improvements in reading proficiency among ASP literacy program participants in four public housing neighborhoods and a comparable group of students residing in two other public housing neighborhoods without this ASP. Participants were enrolled in grades K to 3 (n = 543). The study lasted for 4 years, and an intent-to-treat approach was used to analyze outcomes. Mixed-effects models indicated that among a full sample and propensity-score matched sample, ASP participants demonstrated significantly better reading proficiency than comparison group participants over time. Study findings provide preliminary evidence that it is possible to impact reading proficiency for very high-risk students in the early grades of elementary school. ASPs that target literacy among low-income students could play an important role in boosting student achievement, and therefore in narrowing the achievement gap as young people progress through school.

Improving Literacy Outcomes for At-Risk Kindergartners through an Afterschool Tutoring Program: Results from a Feasibility Study

Background: Students from low-income backgrounds are at-risk for academic difficulties. Although a considerable number of students from this population attend community-based afterschool programs, little is known about their effectiveness in promoting academic learning. The purpose of this feasibility study was to examine the impact of an afterschool tutoring program on the literacy skills of kindergartners and youth from low-income homes. Method: This study incorporated a quasi-experimental pre-posttest design that included 10 kindergartners and 13 youth who participated in the program and a comparison group of 10 kindergartners. Following completion of an assessment battery, kindergartners and youth read in dyads for 10 weeks after which they were re-assessed on the same measures. Results: Kindergartners who participated in the program had significantly greater gains in phonological awareness as compared to the comparison group. Although participants described that the program was beneficial, no other comparisons on scores for kindergartners or youth reached statistical significance. Conclusions: These results provide evidence that this brief, low-cost program may have a positive effect on aspects of participants’ reading skills. This is one avenue that may narrow the achievement gap for at-risk students, although additional research is warranted. These findings support that providing students from at-risk backgrounds with experiences that target academic skills, specifically literacy, outside of the traditional school context may enhance educationally relevant learning.

“People Hide, But I'm Here. I Count:” Examining Undocumented Youth Identity Formation in an Urban Community-School

This article sheds light on the educational trajectories of undocumented youth who engage in forms of organizing through a community-school partnership in an urban public school in Chicago. Drawing on data from an ethnographic study in an urban public high school, readers learn that undocumented youth gain a positive sense of identity and belonging to their school and community by participating in a community-based after-school program called The Dream Act Club. First, the article argues that undocumented youth participation in community organizing helps them make sense of their identity in relation to the larger community and societal context. Second, the article argues that social spaces like The Dream Act Club provide networks of support and what Levinson calls (2001) “intimate cultures,” enabling undocumented youth to accomplish two things (a) critique and dismantle negative stereotypes around the undocumented status that are perpetuated through the media and political figures on a larger scale, and through school-based personnel perceptions’ of undocumented youth on a local, school level; and, (b) critique larger immigration policies through community organizing efforts. By situating these powerful narratives of undocumented youth in the context of current issues in immigration policy, I (they/we) can write against the negative discourses that circulate in the national immigration debate in the United States about undocumented youth. These narratives enable us to consider the voices and needs of undocumented youth through their eyes. Their narratives challenge educators, researchers, and policy-makers to humanize the complicated identity formation processes in contentious political climates to better understand their social worlds and impoverished realities.

Qualitative Needs Assessment: Pedagogical and Pragmatic Considerations for Afterschool Nutrition Education Programs

Little information is available about planning effective nutrition education in afterschool settings. The purpose of this study was to examine the perspectives of teachers and afterschool program coordinators on the positive aspects and challenges of afterschool education for middle school-aged children in order to guide the development of a nutrition education (NE) curriculum. Thirty-minute semi-structured in depth interviews with a purposeful sample of 4 teachers and 8 afterschool program coordinators were conducted. Teachers had an average of 12.6 years of teaching experience; and program coordinators were selected from non-profit and public sectors with experience serving at-risk youth. Interviews were audio-recorded, transcribed verbatim, and analyzed using inductive content analysis to identify, count, and compare themes. Content analysis of themes was performed using QSR-NVivo. Themes were organized into two meta-themes: pedagogical elements for successful learning with this age group; and pragmatic considerations for hosting NE programs in the afterschool context. Four pedagogical elements were derived as specific and essential for afterschool programing: the importance of student-centered learning, such as “voice and choice” activities; use of scaffolding strategies; differentiation strategies to engage different intelligences; and tailoring activity duration to be developmentally appropriate. Pragmatic considerations included: essential elements, such as developing culturally relevant educational materials; and logistics, such as working within the financial, time, and space constraints of community-based afterschool programs. The insight gained from this study lays the foundation for understanding the necessary components for well-implemented and effective interventions for youth-focused NE programs in community-based afterschool settings.

Staff's perceptions of the use of evidence-based physical activity promotion strategies for promoting girls’ physical activity at afterschool programs: A qualitative study

There is a need to improve girls’ physical activity (PA) in afterschool programs as girls’ PA levels are consistently lower than boys’. An evidence-based professional development framework, the 5 Ms, has been effective in helping staff to improve PA in both girls and boys but further improvements in girls’ PA are needed. Little is known about staff's perceptions of using PA promotion strategies to promote girls’ PA. Therefore, the purpose of this study was to explore staff perceptions of the use of evidence-based PA promotion strategies for promoting PA in girls. Semi-structured interviews were conducted with staff from three community-based afterschool programs located within a school setting (n=18). Data were analyzed using the process of immersion/crystallization. A majority of staff had some knowledge of PA promotion strategies but few staff consistently utilized these strategies and a majority felt several strategies were unnecessary (i.e., having a PA policy). Newer staff reported depending on senior staff to promote PA in girls. Overall, findings suggest that staff's perceptions may impact their use of PA promotions strategies. The results of this study will contribute to the enhancement of an existing staff training framework (the 5 Ms) to improve girls’ PA in afterschool programs.

The Accordion Effect: Is Quality in Afterschool Getting the Squeeze?

Community-based afterschool programs remain places that support youth development. However, in most places quality is getting the squeeze, making it more difficult to meet the growing needs of youth and parents. This article describes the impact of increased external and regulatory pressures that have taken hold at a time of reduced financial and social capital. In this article, we name the factors that are creating what we call The Accordion Effect and describe its ‘squeezing’ impact on quality programming. We conclude with recommendations for reclaiming quality youth work, a practice that we believe must remain holistic and emergent.

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.

Self-Esteem and Feelings of Community Connectedness of At-Risk Adolescents Attending Community-Based Afterschool Programs

This research investigated the relationship between adolescent afterschool program attendance, self-esteem and feelings of community connectedness. Thirty-nine of the 61 at-risk adolescents enrolled in two federally funded, community based afterschool programs participated in the study. Participants completed a 10-item self-esteem questionnaire and a 5-item section of the Youth Involved in Community Issues Survey (YICI) to measure perceptions of community connectedness. Attendance records were also collected from the sites. Data were analyzed using Pearson Correlations. Results indicated that there was not a significant relationship between the total variables. The individual item analysis, however, did find a significant relationship between adolescent community connectedness and self esteem items. Findings suggest that there is a relationship to be explored and strengthened through means of community outreach for adolescents. Conclusions from this study have important implications for youth practice. Specifically, program leaders need to help adolescents get involved in the community as contributing members.

Friendship Intimacy Exchange Buffers the Relation between ADHD Symptoms and Later Social Problems among Children Attending an After-School Care Program

The friendships of children displaying symptoms of attention-deficit/hyperactivity disorder (ADHD) have been understudied, particularly in comparison to the domain of peer rejection. This study tested whether friendship intimacy exchange buffers the prospective relation between ADHD symptoms and social problems 1 year later in a sample of children attending a community-based after-school program. Children (N = 131; 53 % boys; 66 % African American) ranging from 5 to 13 years of age participated in this study. At baseline, children reported on friendship intimacy exchange with their identified best friend, and program staff rated children on ADHD symptoms and social problems. Staff ratings of children’s social problems were collected again 1 year later. Multiple regression analyses indicated that, after controlling for demographic variables and baseline social problems, friendship intimacy exchange significantly moderated the association between ADHD symptoms and social problems at the one-year follow-up. Specifically, the relation between ADHD and social problems was no longer significant for children reporting high levels of friendship intimacy exchange. This moderation was not further qualified by either child age or sex, although boys were more likely than girls to report low rates of friendship intimacy exchange. These findings indicate the importance of friendship intimacy for children displaying ADHD symptoms, who often experience significant peer problems. Friendship quality may be a promising target for prevention and intervention efforts in mitigating some of the long-term social problems associated with ADHD symptomatology, and future research is needed to extend these findings to other domains of friendship quality and clinical samples of children with ADHD.

A Toolkit to Promote Fidelity to Health Promotion Interventions in Afterschool Programs

Community-based obesity prevention efforts are an essential component of a public health approach to obesity and chronic disease risk reduction. Afterschool programs can participate by providing healthy snacks and regular physical activity. Although efficacious obesity prevention strategies have been identified, they have not been widely implemented. The authors describe the development of A+, a quality improvement (QI) toolkit designed to help YMCA afterschool programs implement healthy eating and physical activity guidelines. YMCA of the USA Health Promotion Standards for afterschool sites specify eliminating sugar-sweetened beverages and trans fats; providing fruits, vegetables, and water; and ensuring at least 30 minutes of physical activity daily. Field tests of A+ indicated that a QI toolkit for community-based afterschool programs can be implemented by a program director across multiple program sites, responds to programmatic needs, appropriately identifies barriers to improvement, and permits development of locally appropriate improvement plans. The QI approach holds promise for public health efforts and for field research to evaluate promising interventions by helping ensure full implementation of health promotion strategies.

A New Measure for Assessing Youth Program Participation.

Participation in after-school programs is an important lever to improve adolescents' health and well-being; however, well-defined measurement of the quality of participation in these programs is limited. The present study validated a newly designed measure of participation in a sample of urban youth enrolled in community-based after-school programs. Exploratory and confirmatory factor analyses were used to test the structure of the 20-item Tiffany-Eckenrode Program Participation Scale (TEPPS). Results suggest that the scale is comprised of four subscales (Personal Development, Voice/Influence, Safety/Support and Community Engagement). The TEPPS was also correlated with several commonly used measures of program participation. Findings from this paper provide support for the use of the newly designed scale as a valid and reliable measure of quality program participation by youth.

Examining the Potential of Community‐Based After‐School Programs for Latino Youth

Results are presented from two pilot studies examining the potential influence of community-based after-school programs (ASPs) on regionally diverse Latino youth of varying ages. Study 1 examined relations between dimensions of ASP attendance and content, and ethnic identity development, and self-worth in urban Latino adolescents. In this study, higher ratings of the ASP's emphasis on ethnic socialization were associated with a more developed ethnic identity, while greater intensity of ASP participation and perceptions of ASP quality were associated with higher levels of self-worth. Study 2 examined relations between ASP participation and development of concentration and emotion regulation skills in rural Latino grade-school youth. In this study, youth who regularly attended the ASP demonstrated significantly better concentration and regulation skills than those who did not regularly attend, if they exhibited preexisting concentration and regulation problems. Findings illustrate how ASPs with varying strategies, activities, and assessment tools can be evaluated in the interest of designing future large-scale investigations into ASPs and Latino positive youth development.