Community Programs to Promote Youth Development

Simon, Peter

doi:10.1097/00004703-200510000-00009

Cited by 4 publications

(13 citation statements)

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“…Bill and Juanita promoted a safe and welcoming environment that emphasized youth’s cultural values and linguistic abilities as assets. According to the NRC, “safety is essential for positive youth development” (Eccles & Gootman, 2002, p. 89), and developmental researchers maintain that unsafe school and neighborhood environments can potentially inhibit minority children’s development (García Coll et al, 1996; Stein, Gonzales, García Coll, & Prandoni, 2016). UY leaders legitimized youth’s cultural heritage and built meaningful bridges between youth’s home and program experiences, which promoted youth’s experience of safety in the program.…”

Section: Resultsmentioning

confidence: 99%

“…Frequent memoing helped to clarify the meaning within and distinctions between codes. At this stage, we also used axial coding strategies (Strauss & Corbin, 1990) to draw connections between codes and sensitizing concepts from existing literature, including the eight features suggested by the NRC (Eccles & Gootman, 2002) and Simpkins et al (2017). The final codes represent a set of culturally responsive practices used by leaders in UY.…”

Section: Methodsmentioning

confidence: 99%

“…Compared with schools, they are typically smaller and less institutionalized, have greater flexibility, and provide more opportunities for staff and youth to form strong relationships (Deutsch & Jones, 2008; Halpern, 2002). As with much discussion of youth programs, our examination of practices at UY was informed by the 2002 report of the National Research Council’s (NRC) Committee on Community-Level Programs for Youth (Eccles & Gootman, 2002). The report identified eight features of settings that research shows promote youth development: physical and psychological safety; appropriate structure; supportive relationships; opportunities to belong; positive social norms; support for efficacy and mattering; opportunities for skill building; and integration of family, school, and community efforts.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Across the educational and youth program literature, there is a recognition that cultural responsiveness requires adapting practices to the particular population of youth and community context (Eccles & Gootman, 2002; Erbstein & Fabionar, 2019; Simpkins et al, 2017). But in-depth discovery research is needed that examines how leaders adapt and implement culturally responsive practices to specific populations, such as Latinx youth in rural contexts.…”

Section: Literature Reviewmentioning

confidence: 99%

“…As discussed earlier, rural communities are important to study because they represent distinct contexts for Latinx youth and families due to geographic isolation, lack of services, and potential hostility toward newcomers (Crockett et al, 2016; Raffaelli & Wiley, 2013). We drew from the NRC (Eccles & Gootman, 2002), Simpkins et al (2017), and research by others: We used their findings and frameworks as “sensitizing concepts” (Strauss & Corbin, 2008) that helped us conceptualize and understand the culturally responsive processes associated with the practices we identified.…”

Section: Literature Reviewmentioning

confidence: 99%

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Leaders’ Cultural Responsiveness in a Rural Program Serving Latinx Youth

McGovern

Raffaelli

Garcia

et al. 2019

Journal of Adolescent Research

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To provide examples of culturally responsive practices used by leaders of a rural Latinx-serving youth program, this case study focused on a community youth program in a small, rural Midwestern town. Program leaders (one White man and one Latinx woman) were both middle-aged and had postsecondary degrees. Nine Latinx youth participants (four girls, five boys; Mage = 15.5 years) were primarily from Mexican immigrant families. Repeated semi-structured interviews were conducted with leaders and youth. Holistic analyses used grounded theory practices and focused on a subset of questions about cultural program experiences. Leaders of Unified Youth supported the positive development of rural Latinx youth through four categories of culturally responsive practices. They cultivated a safe space that affirmed youth’s cultural values and bilingualism; served as trusted allies for youth, connecting across shared experiences and helping youth process discrimination; promoted cultural awareness and appreciation while encouraging youth to explore cultural nuances; and supported youth’s leadership development and advocacy through community events promoting cultural awareness. These rich descriptions of practices contribute to our understanding of cultural responsiveness in context and can be used to inform research, policy, and practice with Latinx youth in rural communities.

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Section: Resultsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

See 3 more Smart Citations

Leaders’ Cultural Responsiveness in a Rural Program Serving Latinx Youth

McGovern

Raffaelli

Garcia

et al. 2019

Journal of Adolescent Research

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How challenges and peers contribute to social‐emotional learning in outdoor adventure education programs

Orson

McGovern

Larson

2020

Journal of Adolescence

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Introduction Many youth development programs view adolescents’ process of grappling with challenges as a major driver of social‐emotional learning. Our goal was to understand these processes as experienced and enacted by youth. We focused on the program Outward Bound in the United States because its students experience significant physical and social challenges and it has well‐developed staff practices for facilitating learning from challenges. Methods Group interviews were conducted with 32 youth (ages 14–18; 50% female), immediately following their completion of Outward Bound expedition courses. Students were asked to provide a detailed narrative account of an episode on course in which they learned from challenges. Grounded theory analyses identified three processes that contributed to learning. Results First, students, described developing skills for persistence through successfully enduring distress and a process of experimenting with new mindsets that helped them rise above their anxiety and distress. Second, we found that peers provided skillful and responsive on‐the‐spot support that motivated youth, helped them succeed, and scaffolded students’ learning strategies for dealing with physical, social, and emotional challenges. Third, we found that this peer support and scaffolding was animated by a culture of compassion and mutual commitment, which was cultivated by staff and embraced by youth. Conclusions These findings from Outward Bound illuminate a learning model that may be useful to other youth programs. This model combines intense challenges with attuned peer support for adolescents’ active processes of addressing and learning from challenges. We highlight program structures and staff practices that support these processes.

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Parental involvement in their adolescents’ organized youth programs: Perspectives from parent-adolescent dyads

Munoz

Raffaelli

2019

Applied Developmental Science

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Community Programs to Promote Youth Development

Cited by 4 publications

References 0 publications

Leaders’ Cultural Responsiveness in a Rural Program Serving Latinx Youth

Leaders’ Cultural Responsiveness in a Rural Program Serving Latinx Youth

How challenges and peers contribute to social‐emotional learning in outdoor adventure education programs

Parental involvement in their adolescents’ organized youth programs: Perspectives from parent-adolescent dyads

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