TY - JOUR
T1 - Positive Youth Development Among Diverse Racial–Ethnic Children
T2 - Quality Afterschool Contexts as Developmental Assets
AU - Smith, Emilie Phillips
AU - Witherspoon, Dawn P.
AU - Wayne Osgood, D.
N1 - Publisher Copyright:
© 2017 The Authors. Child Development published by Wiley Periodicals, Inc. on behalf of Society for Research in Child Development
PY - 2017/7/1
Y1 - 2017/7/1
N2 - Positive youth development (PYD) deserves more empirical attention, particularly among children of diverse racial–ethnic backgrounds. Given the need among families for monitoring and supervision during out-of-school time, community-based afterschool is a potentially promotive ecological setting. This study explores the quality of afterschool experiences upon PYD. This multimethod study includes over 500 elementary school children in Grades 2–5 (Mage = 8.80, SD = 1.12). The sample comprises of 49% White, 27% African American, 7% Latino, and 17% mixed race/others with 45% free/reduced lunch eligible children. In multilevel models, independently observed quality across time positively impacted competence, connection, caring for all youth, and cultural values for racial–ethnic minority youth. Afterschool fosters PYD, including sociocultural dimensions, when comprised of appropriately structured, supportive, and engaging interactions.
AB - Positive youth development (PYD) deserves more empirical attention, particularly among children of diverse racial–ethnic backgrounds. Given the need among families for monitoring and supervision during out-of-school time, community-based afterschool is a potentially promotive ecological setting. This study explores the quality of afterschool experiences upon PYD. This multimethod study includes over 500 elementary school children in Grades 2–5 (Mage = 8.80, SD = 1.12). The sample comprises of 49% White, 27% African American, 7% Latino, and 17% mixed race/others with 45% free/reduced lunch eligible children. In multilevel models, independently observed quality across time positively impacted competence, connection, caring for all youth, and cultural values for racial–ethnic minority youth. Afterschool fosters PYD, including sociocultural dimensions, when comprised of appropriately structured, supportive, and engaging interactions.
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U2 - 10.1111/cdev.12870
DO - 10.1111/cdev.12870
M3 - Article
C2 - 28653405
AN - SCOPUS:85021325766
SN - 0009-3920
VL - 88
SP - 1063
EP - 1078
JO - Child development
JF - Child development
IS - 4
ER -