"After the School Day, What's Next?": Exploring Refugee Youths' Engagement in After-School Programs

Autor/in	Cureton, Ashley
Titel	"After the School Day, What's Next?": Exploring Refugee Youths' Engagement in After-School Programs
Quelle	In: Journal of Adolescent Research, 38 (2023) 6, S.1114-1141 (28 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cureton, Ashley)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0743-5584
DOI	10.1177/07435584221144952
Schlagwörter	Refugees; After School Programs; Student Participation; Adolescents; Coping; Homework; Familiarity; Community Organizations; Cultural Influences; High School Students; Illinois (Chicago) + Suchen Sie Ihr Suchwort? Flüchtling; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Bewältigung; Hausaufgabe; Cultural influence; Kultureinfluss; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin
Abstract	After-school programs can provide important contexts for youths' development and well-being. While these programs have the potential to serve as an anchor for refugee youth, previous research cites challenges with their access and engagement with them. Drawing on the Positive Youth Development Framework, which offers a lens on how after-school programs are complementary to refugee youth development and well-being, this study explores refugee youths' motivation and engagement in after school activities. In-depth interviews were conducted with 30 refugee youth between the ages of 14 and 17 years old who resettled into Chicago. First, refugee students were involved in school-based programs with the goal to share cultural and racial identities, process past traumas, and manage homesickness. Second, refugee youth preferred to seek out homework assistance from stakeholders associated with refugee-led organizations instead of school staff due to their high level of familiarity and trust with them. Finally, refugee youth participated in community-based organizations that encouraged their engagement in civic activities. Recommendations are offered about how schools and community partners can assist refugee students in becoming more involved with after-school programs. This research sheds light on how after-school specialists and educators can offer comprehensive after-school programs to this understudied population. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01