Comparing Three Overnight Summer Camp Experiences for Marginalized Middle School Students: Negative, Neutral, and Positive Results

Autor/inn/en	Smith, Bradley H.; Kim, Hanjoe; Esat, Gulden; Izuno-Garcia, Amy K.; Meinert, Allison; Banks Hawthorne, Dejon; Vazquez, Mariana; Gonzalez, Jorge
Titel	Comparing Three Overnight Summer Camp Experiences for Marginalized Middle School Students: Negative, Neutral, and Positive Results
Quelle	In: Journal of Experiential Education, 45 (2022) 2, S.136-156 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Smith, Bradley H.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-8259
DOI	10.1177/10538259211030529
Schlagwörter	Resident Camp Programs; Summer Programs; Youth Programs; Racial Bias; Ethnicity; Socioeconomic Status; Social Bias; African American Students; Hispanic American Students; Middle School Students; Program Effectiveness; Recreational Activities; Summer Schools; Experiential Learning; Disproportionate Representation; Grade 7; Grade 8; Grade 6; Wyoming; Texas + Suchen Sie Ihr Suchwort? Sommerkurs; Jugendsofortprogramm; Racial discrimination; Rassismus; Ethnizität; Socio-economic status; Sozioökonomischer Status; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Freizeitgestaltung; Summer school; Experiental learning; Erfahrungsorientiertes Lernen; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 06; 6. Schuljahr; Schuljahr 06
Abstract	Background: Summer camps can promote positive youth development. Unfortunately, racial, ethnic, and economic disparities contribute to inequities in camp participation and related research on marginalized youth. Consequently, it is not clear what types of camping programs work best for marginalized youth. Purpose: To conduct a quasi-experimental comparison of three summer camps described as experiential education camp (EEC), recreational camp (RC), and integrated didactic and experiential camp (IC). Methodology/Approach: Black and Latinx middle schoolers completed summer camps with the support of a community organization that also provided social-emotional learning classes during the school year. Findings/Conclusions: Dependent sample t tests and effect size comparisons on self-report collected before and after the camp showed that the EEC had small negative effects, the RC had neutral or mixed effects, and IC had positive effects. Implications: Overnight summer camp interventions can have a range of effects based on the type of activities and procedures. Outcomes may be improved by integrating didactic lessons with experiential education. Other explanations, such as positive behavioral supports and relationships with adults on the trip, could also account for differences in outcomes. Further research is needed to establish best practices for overnight camps to support the positive development of marginalized youth. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01