How Youth-Staff Relationships and Program Activities Promote Latinx Adolescent Outcomes in a University-Community Afterschool Math Enrichment Activity

Autor/inn/en	Soto-Lara, Stephanie; Yu, Mark Vincent B.; Pantano, Alessandra; Simpkins, Sandra D.
Titel	How Youth-Staff Relationships and Program Activities Promote Latinx Adolescent Outcomes in a University-Community Afterschool Math Enrichment Activity
Quelle	In: Applied Developmental Science, 26 (2022) 4, S.619-637 (19 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Soto-Lara, Stephanie) ORCID (Yu, Mark Vincent B.) ORCID (Simpkins, Sandra D.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8691
DOI	10.1080/10888691.2021.1945454
Schlagwörter	Adolescents; Hispanic American Students; After School Education; Mathematical Enrichment; Teacher Student Relationship; School Community Programs; Outcomes of Education; STEM Education; Social Emotional Learning; Interpersonal Competence; California + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; After-school programs; After school programs; Out of school education; Out-of-school education; Außerschulische Jugendbildung; Teacher student relationships; Lehrer-Schüler-Beziehung; Lernleistung; Schulerfolg; STEM; Interpersonale Kompetenz; Kalifornien
Abstract	Youth-staff relationships and program activities are important elements in designing high-quality afterschool activities that promote a broad range of outcomes. Using a qualitative approach, Latinx adolescents were interviewed (n = 28, 50% girls) about their experiences in a university-based afterschool math enrichment activity. Findings under the first goal of the study suggest that Latinx adolescents perceived changes in their math-specific outcomes (e.g., problem-solving skills), future science, technology, engineering, and mathematics (STEM) pathways (e.g., envisioning a future career), and social-emotional skills (e.g., relationship skills) as a result of participating in the activity. Under the second goal of the study, findings identified the specific practices that adolescents thought promoted those outcomes, including incorporating advanced math concepts and engaging in collaborative learning, engaging in campus tours and informal conversations, and using culturally responsive practices. The findings from this study can be leveraged by scholars and educators to design, further strengthen, and evaluate high-quality afterschool activities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01