An Afterschool Program for Economically Disadvantaged Youth: Perceptions of Parents, Staff, and Students

Autor/inn/en	Hall, Katrina W.; Williams, Lunetta M.; Daniel, Larry G.
Titel	An Afterschool Program for Economically Disadvantaged Youth: Perceptions of Parents, Staff, and Students
Quelle	In: Research in the Schools, 17 (2010) 1, S.12-28 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1085-5300
Schlagwörter	Focus Groups; Disadvantaged Youth; Student Participation; After School Programs; Self Esteem; Academic Achievement; Parent Attitudes; Student Attitudes; Teacher Attitudes; Attendance Patterns; Enrichment Activities; Interviews; Economically Disadvantaged; Program Effectiveness + Suchen Sie Ihr Suchwort? Benachteiligter Jugendlicher; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Self-esteem; Selbstaufmerksamkeit; Schulleistung; Elternverhalten; Schülerverhalten; Lehrerverhalten; Bereicherungsprogramm; Interviewing; Interviewtechnik
Abstract	The present study investigated perceived effects of an afterschool program located in 6 Title 1 schools on students' achievement, self-esteem, and attitudes. Data sources comprised surveys (n = 257), 5 focus groups (n= 23), and an individual interview with the program director (n = 1). Survey data indicated overall satisfaction with the program. Perceptions of the program related strongly to student perceptions of personal and social variables. Parent perceptions did not vary across student participation levels, and differences in staff philosophies of education were unrelated to perceptions of program quality. Focus group data indicated that participants viewed the program as a safe haven and a means to improve academic and social skills. Student and parent focus groups indicated fondness for the staff, whereas staff and parent groups mentioned character development as a significant outcome. Findings supported the notion that afterschool programs are valuable to many children, especially those from economically disadvantaged backgrounds. Additionally, afterschool programs can provide children with more than academic services, such as character development, social skills, and safety. (Contains 3 tables.) (As Provided).
Anmerkungen	Mid-South Educational Research Association (MSERA). Web site: http://www.msera.org/rits.htm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10