Positive Youth Development: Minority Male Participation in a Sport-Based Afterschool Program in an Urban Environment

Autor/inn/en	Fuller, Rhema D.; Percy, Vernon E.; Bruening, Jennifer E.; Cotrufo, Raymond J.
Titel	Positive Youth Development: Minority Male Participation in a Sport-Based Afterschool Program in an Urban Environment
Quelle	In: Research Quarterly for Exercise and Sport, 84 (2013) 4, S.469-482 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0270-1367
DOI	10.1080/02701367.2013.839025
Schlagwörter	Minority Groups; Youth Programs; Males; Participation; After School Programs; Athletics; Urban Areas; Hispanic Americans; African Americans; Motivation; Persistence; Elementary School Students; Middle School Students; Disadvantaged Youth; Academic Achievement; Interviews; Parents; Competence; Physical Fitness; Interpersonal Competence; Nutrition; Self Esteem; Self Concept; Cognitive Ability; Caring; Skill Development; Connecticut; Connecticut Mastery Testing Program + Suchen Sie Ihr Suchwort? Ethnische Minderheit; Jugendsofortprogramm; Male; Männliches Geschlecht; Teilnahme; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Leichtathletik; Urban area; Stadtregion; Hispanic; Hispanoamerikaner; Afroamerikaner; psychologische; Motivation (psychologisch); Ausdauer; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Benachteiligter Jugendlicher; Schulleistung; Interviewing; Interviewtechnik; Eltern; Kompetenz; Leistungsfähigkeit; Interpersonale Kompetenz; Ernährung; Self-esteem; Selbstaufmerksamkeit; Selbstkonzept; Denkfähigkeit; Care; Pflege; Sorge; Betreuung; Kompetenzentwicklung; Qualifikationsentwicklung
Abstract	Purpose: As there is little research that investigates the experiences of minority boys participating in youth development programs (Fashola, 2003), the current research focused on a sport-based youth development program for early adolescent Black and Latino boys in Hartford, CT. Specifically, the present study explored (a) what attracted minority boys to participate in youth development programs, (b) what kept them involved, and (c) whether their involvement translated into positive developmental outcomes. Method: The study used semistructured individual interviews to collect data from 8 participants and their parents. The research team deductively coded interviews in accordance with the a-priori framework of the Five Cs and Sixth C of youth development (i.e., competence, character, caring, confidence, connection, and contribution; Roth & Brooks-Gunn, 2003). In addition, interviews were deductively coded to investigate why participants became involved in the program and why they continued participation. Results: Findings from the study indicated that participants became involved with the Sport Hartford Boys (SHB) program mainly due to its emphasis on sport-related activities. Moreover, findings related to the youths' continued involvement revealed their value for the SHB program as a safe place that kept them out of trouble and provided experiences that led to positive personal development. Furthermore, results indicated that participation in the program facilitated the development of each "C" of youth development. Conclusion: By promoting positive relationships and providing opportunities for self-exploration in a safe and trusting environment, afterschool programs can cultivate positive youth development in minority boys, at least in the short term. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10