Predicting Youth Out-of-School Time Participation: Multiple Risks and Developmental Differences

Wimer, Christopher; Simpkins, Sandra D.; Dearing, Eric; Bouffard, Suzanne; Caronongan, Pia; Weiss, Heather B.

doi:10.1353/mpq.2008.0019

Cited by 22 publications

(13 citation statements)

References 46 publications

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“…The most heavily researched family predictor of participation is SES. As expected, research suggests that children from high-SES families are more likely to participate in after-school activities than are children from low-SES families (e.g., Dearing et al, 2009;Marsh & Kleitman, 2002;Wimer et al, 2008). Having a limited income can create barriers, as poor communities have fewer activities available (Furstenberg, Cook, Eccles, Elder, & Sameroff, 1999;Quiroz, 2000;Shann, 2001) and low-SES families have less money to spend on activities (Halpern, Barker, & Mollard, 2000;Shann, 2001).…”

Section: How To Design Programs To Successfully Recruit and Retain Youthmentioning

confidence: 59%

Promoting Positive Youth Development Through Organized After‐School Activities: Taking a Closer Look at Participation of Ethnic Minority Youth

Fredricks

Simpkins

2011

Child Dev Perspectives

139

110

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Abstract— Youth participation in organized after‐school activities provides opportunities for positive growth and development. Unfortunately, ethnic minority youth, especially those living in low‐income communities, participate in these activities at lower rates and less consistently than nonminority youth. This article reviews the research on the academic, psychological, and behavioral outcomes of participation in organized activities for African American and Latino youth. Second, it highlights individual and contextual factors associated with these youth’s initial and ongoing participation. It concludes by outlining the gaps in the literature on ethnic minority youth and articulates areas that require additional theory and research.

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Section: How To Design Programs To Successfully Recruit and Retain Youthmentioning

confidence: 59%

Promoting Positive Youth Development Through Organized After‐School Activities: Taking a Closer Look at Participation of Ethnic Minority Youth

Fredricks

Simpkins

2011

Child Dev Perspectives

139

110

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“…Findings indicate that adolescents with greater academic and social problems (child-level risks) and those from less supportive, involved, and engaged families (family-level risks) were less likely to participate in organized activities. The findings for school and neighborhood risks were less straightforward; they varied by age and activity type (Wimer et al, 2008). …”

Section: Programs As a Context Of Developmentmentioning

confidence: 99%

Evaluating youth development programs: Progress and promise

Roth

Brooks‐Gunn

2015

Applied Developmental Science

172

125

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Advances in theories of adolescent development and positive youth development have greatly increased our understanding of how programs and practices with adolescents can impede or enhance their development. In this paper the authors reflect on the progress in research on youth development programs in the last two decades, since possibly the first review of empirical evaluations by Roth, Brooks-Gunn, Murray, and Foster (1998). The authors use the terms Version 1.0, 2.0 and 3.0 to refer to changes in youth development research and programs over time. They argue that advances in theory and descriptive accounts of youth development programs (Version 2.0) need to be coupled with progress in definitions of youth development programs, measurement of inputs and outputs that incorporate an understanding of programs as contexts for development, and stronger design and evaluation of programs (Version 3.0). The authors also advocate for an integration of prevention and promotion research, and for use of the term youth development rather than positive youth development.

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“…More randomized experiments are needed to reach casual conclusions and in particular to rule out selection bias. Youth elect to join ASPs and comparing those who volunteer with controls who have not fails to address the variety of known individual and contextual factors that are linked to why some youth are interested in ASPs while others are not (e.g., Bouffard et al 2006;Mahoney et al 2009b;Wimer et al 2008). It is also important to not only collect baseline data on participants including information on their prior school performance and behavioral adjustment, but also, in control group designs, to test for pre-treatment equivalence and control for any initial differences that are present in subsequent statistical analyses.…”

Section: General Recommendations For Future Program Evaluationsmentioning

confidence: 99%

Developing and Improving After‐School Programs to Enhance Youth’s Personal Growth and Adjustment: A Special Issue of AJCP

Durlak

Mahoney

Bohnert

et al. 2010

American J of Comm Psychol

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Participating in after-school programs (ASPs) has become a common experience for children. This special issue provides a perspective on the current status of research on ASPs. This introductory article overviews the historical and current context of ASPs and then describes a developmental ecological model to guide research in this area. The model offers a framework from which to organize and synthesize the research presented in this issue. Key principles include a holistic view of development that recognizes interrelations between multiple domains of youth adjustment, attention to multiple, relevant factors within and outside of youth that affect development, examining the dynamic interplay between persons, program features, and other contexts over time, and understanding the active role of youth in affecting their own development. These principles are examined in relation to five main areas: youth characteristics, social ecologies, program features, participation, and short- and long-term outcomes. Recommendations for future research are discussed.

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Predicting Youth Out-of-School Time Participation: Multiple Risks and Developmental Differences

Cited by 22 publications

References 46 publications

Promoting Positive Youth Development Through Organized After‐School Activities: Taking a Closer Look at Participation of Ethnic Minority Youth

Promoting Positive Youth Development Through Organized After‐School Activities: Taking a Closer Look at Participation of Ethnic Minority Youth

Evaluating youth development programs: Progress and promise

Developing and Improving After‐School Programs to Enhance Youth’s Personal Growth and Adjustment: A Special Issue of AJCP

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