Determinants of After-School Programming for School-Age Immigrant Children

Autor/in	Greenberg, Joy P.
Titel	Determinants of After-School Programming for School-Age Immigrant Children
Quelle	In: Children & Schools, 35 (2013) 2, S.101-111 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1532-8759
DOI	10.1093/cs/cdt002
Schlagwörter	Academic Achievement; Immigrants; Student Characteristics; Family Income; Social Work; Family Characteristics; After School Programs; National Surveys; Mothers; Ethnicity; Educational Background; Educational Quality; Access to Education + Suchen Sie Ihr Suchwort? Schulleistung; Immigrant; Immigrantin; Immigranten; Familieneinkommen; Soziale Arbeit; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Mother; Mutter; Ethnizität; Vorbildung; Quality of education; Bildungsqualität; Education; Access; Bildung; Zugang; Bildungszugang
Abstract	The purpose of this study was to examine the child and family characteristics that predict enrollment in after-school programming for school-age children of immigrant and nonimmigrant families. Although much is known about the beneficial effects of after-school programming for children and youths, the literature focused on immigrant children--the fastest growing segment of the youth population today--is limited. Using 2005 National Household Education Survey data, this study compares the effects of child and family characteristics on enrollment in a nationally representative sample of 7,694 school-age children. Results from this study add to the current body of research on after-school programming and suggest that the importance of mother's immigrant status did not vary according to demographic characteristics such as ethnicity, household income, and education. However, children of immigrant families were found less likely to be enrolled in after-school programming than their native-born counterparts. In light of these results, social work practice and policy must address access and affordability of quality after-school programming for all school-age children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10