Literaturnachweis - Detailanzeige
| Autor/in | Browne, Daniel |
|---|---|
| Institution | Wallace Foundation |
| Titel | From Access to Equity: Making Out-of-School-Time Spaces Meaningful for Teens from Marginalized Communities. Considerations |
| Quelle | (2022), (6 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Equal Education; After School Programs; Minority Group Students; Access to Education; Inclusion; Mentors; Educational Policy; Educational Practices |
| Abstract | Afterschool, summer and other out-of-school-time (OST) programs provide young people with a range of opportunities. Youth participants can build positive relationships with peers and adults, develop and hone academic and other skills, and engage in apprenticeships and other forms of intergenerational learning. However, there is a persistent and widening gap between the OST opportunities available to young people from low-income households and those available to their more affluent peers. This brief summarizes findings from Wallace-commissioned research about key challenges and promising practices toward equity in out-of-school-time programs engaging historically marginalized youth populations. This report captures the ideas and recommendations gleaned from a literature review and interviews with OST policy influencers, program directors, youth workers, and scholars across the nation. [For the companion brief, "Youth Perspectives on Designing Equitable Out-of-School-Time Programs," see ED618775.] (ERIC). |
| Anmerkungen | Wallace Foundation. 5 Penn Plaza 7th Floor, New York, NY 10001. Tel: 212-251-9700; Web site: http://www.wallacefoundation.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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