An Examination of Self-Esteem and Empowerment of African American Female Youth in an After School Program

Abstract

Abstract:This study investigated self-esteem and empowerment in three African American female cohort groups in an after school program. A sample of 136 students in the after school program comprised the three one-year female and male cohort groups. For this study, 71 African American females in the female cohort groups were analyzed. Social Cognitive Theory and Resiliency Theory were used to explore factors potentially influencing self-esteem and empowerment of an at-risk African American female population, with the after school program serving as a protective factor. Participants completed the Rosenberg Self-Esteem Scale and the Developmental Assets Profile (DAP), but only DAP empowerment items were analyzed. No significant differences were found in selfesteem levels for the three separate female cohort groups. However, evidence was found for a positive correlation between self-esteem and empowerment. Study conclusions identify implications for after school program staff as they identify needs and conduct youth programs accordingly.

Evaluation of Youth Empowerment Projects From an Educators’ Perspective

“…Specifically, educators have stated that the most favorable scenarios for working on youth empowerment are those of the dimensions of Responsibility and Self-sufficiency, coinciding with Bulanda (2008;cited in Bulanda & Johnson, 2016). It must be said, however, that many other studies (Morton & Montgomery, 2012;Wagaman, 2011;Law et al, 2019;Unroe et al, 2016) also highlight Self-Esteem. In our analysis, Self-Esteem is not one of the dimensions most valued by the team of educators, although the correlation of the indicators reveals how the indicators of this dimension would work mostly in relation to other indicators that favor empowerment.…”

“…The study detected that the most important results of such programs are selfesteem and self-efficiency but reveals insufficient evidence of the impacts of YEPs. The study by Unroe et al (2016) also highlights the correlation between self-esteem and empowerment within participating cohort groups in an afterschool program. The same results are to be found in Wagaman (2011), who added social capital, the ability to solve problems, and the feeling of safety.…”

“…Unlike other proposals for the evaluation of youth empowerment, more focused on program impacts (Wagaman, 2011;Morton & Montgomery, 2012;Unroe et al, 2016;Nicholas et al, 2019;Law et al, 2019), the tool applied in this research seeks self-assessment by educators of the youth project itself. This evaluation is proposed to improve actions, highlight the value of these programs and identify the elements or processes that need to be fostered to improve the empowerment of young people.…”