Camp as an Institution of Socialization: Past, Present, and Future

Abstract

Background: Summer camps are perhaps the most expansive outdoor experiential education (OEE) context in the United States today; yet, camp participants are overwhelmingly White and able-bodied, with most coming from middle-to upperincome earning families. Purpose: In response to Warren, Roberts, Breunig, and Alvarez's question "What will it take before OEE programs become genuinely accessible to all who want to participate?" (p. 98), we explore issues of access, equity, and inclusion within the institution of camp. Methodology/Approach: We present a historical review followed by three case studies that demonstrate how some camps address access, equity, and inclusion in the past and today. Findings/Conclusions: Camps in the United States have shaped young people for over a century through powerful socializing factors, but there is much to be done to ensure camps are truly accessible and inclusive for all. Implications: Our case studies demonstrate specific ways camps can address appropriation of Native American culture and ensure inclusion of transgender youth and youth without the resources necessary to attend camp. We also discuss ways to promote equity across social identities and through environmental justice.

Urban Youth Perspectives on the Benefits and Challenges of Outdoor Adventure Camp

“…Additionally, OAC activities are often fun and promote youth engagement through youths' own volition, thereby fostering initiative (Larson, R. W., 2000). However, a growing body of research questions whether these outcomes and program elements would apply for youth from culturally diverse backgrounds (Browne et al, 2019).…”

“…Engagement in quality youth programs is beneficial for all youth (e.g., Roth & Brooks-Gunn, 2016). However, participation rates in quality experiences for youth of color, especially those from lower-income urban backgrounds, are relatively low compared to White youth (e.g., Browne Gillard, & Garst, 2019;Fredericks & Simpkins, 2012). Youth of color and urban youth also spend less time in the outdoors and report more constraints to nature-based recreation than White youth (Larson, L. R., Green & Cordell, 2011;Larson, L. R. et al, 2018;Matz, Stieb, & Brion, 2015).…”

“…These camps exemplify many characteristics of positive youth development (PYD) programs (Sibthorp & Morgan, 2011), fostering personal growth in outcomes such as empowerment, positive values, and positive identity (Norton & Watt, 2014;Thurber, Scanlin, Scheuler, & Henderson, 2007) and creating experiences that promote life skills (e.g., Hattie, Marsh, Neill, & Richards, 1997). However, not much is known about the conditions that promote positive outcomes in adventure programming (Deane & Harré, 2014), especially for diverse groups of youth (Browne et al, 2019). There is a need for more information about the impacts of "less structured, but intense activities" (Rose-Krasnor & Ramey, 2018, p. 688).…”

“…OACs may differentially impact youth of color as well (Green, Kleiber, & Tarrant, 2000;Warren et al, 2014). Few studies have examined how urban youth of color engage with OACs (Browne et al, 2019;Norton & Watt, 2014).…”

Cultural Immersion Camps and Development of Ethnic Identity in Asian American Youth

“…In the United States, the camp experience is a powerful setting for young people's socialization processes, due to the role of peers and caring adults in the camp context (Browne, Gillard & Garst, 2019). Culture camps provide a socialization experience and camps need to apply a more culturally sensitive perspective regarding emotional management and socialization processes (Baden, 2015;Yamaguchi et al, 2016).…”