"Let's Hang Out!": Understanding Social Ties among Linguistically Diverse Youth in Urban Afterschool Programs

Autor/inn/en	Hwang, Sophia H. J.; Cappella, Elise; Kieffer, Michael J.; Yates, Miranda
Titel	"Let's Hang Out!": Understanding Social Ties among Linguistically Diverse Youth in Urban Afterschool Programs
Quelle	(2021), (17 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Hwang, Sophia H. J.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Social Behavior; Student Diversity; Urban Areas; After School Programs; Social Networks; Hispanic American Students; African American Students; Elementary School Students; Social Capital; English (Second Language); Native Speakers; Peer Relationship; Low Income Students + Suchen Sie Ihr Suchwort? Social behaviour; Soziales Verhalten; Urban area; Stadtregion; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Social network; Soziales Netzwerk; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; African Americans; Afroamerikaner; Sozialkapital; English as second language; English; Second Language; Englisch als Zweitsprache; Muttersprachler; Peer-Beziehungen
Abstract	This study examines the associations among cross-linguistic social ties, individual-level social network and demographic characteristics, and academic and social-emotional outcomes in a sample of third to eighth grade Latine and Black youth attending urban afterschool programs. Guided by social capital and social learning perspectives, this study is one of the first to explore the associations of social ties among Spanish-speaking bilingual youth and native English-speakers in the afterschool setting. We found that youth who have more ties in the classroom social network have more cross-linguistic connections than would be expected given the afterschool classroom composition. Moreover, having more cross-linguistic ties at the start of the year was associated with higher academic and social self-concept in the spring, adjusting for baseline skills and other covariates. These findings suggest that cross-linguistic ties in the afterschool setting may contribute to positive social and developmental outcomes in late childhood and early adolescence. [This is the online version of an article published in "Social Development."] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01