Designing Culturally Responsive Organized After-School Activities

Autor/inn/en	Simpkins, Sandra D.; Riggs, Nathaniel R.; Ngo, Bic; Vest Ettekal, Andrea; Okamoto, Dina
Titel	Designing Culturally Responsive Organized After-School Activities
Quelle	In: Journal of Adolescent Research, 32 (2017) 1, S.11-36 (26 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0743-5584
DOI	10.1177/0743558416666169
Schlagwörter	Culturally Relevant Education; Social Class; Educational Finance; After School Programs; Outcomes of Education; Standards; Student Diversity; Educational Quality; Teaching Methods; Cultural Awareness; Skill Development; Educational Benefits; Adolescents + Suchen Sie Ihr Suchwort? Social classes; Soziale Klasse; Bildungsfonds; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Lernleistung; Schulerfolg; Standard; Quality of education; Bildungsqualität; Teaching method; Lehrmethode; Unterrichtsmethode; Cultural identity; Kulturelle Identität; Kompetenzentwicklung; Qualifikationsentwicklung; Bildungsertrag; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher
Abstract	Organized after-school activities promote positive youth development across a range of outcomes. To be most effective, organized activities need to meet high-quality standards. The eight features of quality developed by the National Research Council's Committee on Community-Level Programs for Youth have helped guide the field in this regard. However, these standards have largely been defined in terms of universal developmental needs, and do not adequately speak to the growing ethnic and racial diversity within the United States, which is further complicated by issues of power and social class differences. Given U.S. population shifts and after-school funding priorities, the time has come to consider new ways to provide organized after-school activities that are responsive to youth's culture and everyday lives. The goal of this article is to explore how we can help ensure that after-school activities are culturally responsive and address the specific needs of the youth who participate in these activities. Based on theory and empirical evidence, we provide proposed practices of cultural responsiveness for each of the eight features of quality for program structure and staff. The article concludes with future directions for research and strategies to implement culturally responsive practices and harness resources. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01