Positive Youth Development and Participation in an Urban Debate League: Results from Chicago Public Schools, 1997-2007

Autor/inn/en	Anderson, Susannah; Mezuk, Briana
Titel	Positive Youth Development and Participation in an Urban Debate League: Results from Chicago Public Schools, 1997-2007
Quelle	In: Journal of Negro Education, 84 (2015) 3, S.362-378 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2984
DOI	10.7709/jnegroeducation.84.3.0362
Schlagwörter	Extracurricular Activities; Psychological Patterns; Social Influences; Urban Areas; Academic Achievement; Citizen Participation; Debate; Student Participation; Learner Engagement; Youth Programs; At Risk Students; Racial Differences; Socioeconomic Influences; Illinois (Chicago) + Suchen Sie Ihr Suchwort? Außerunterrichtliche Aktivität; Sozialer Einfluss; Urban area; Stadtregion; Schulleistung; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Debating; Streitgespräch; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Jugendsofortprogramm; Rassenunterschied; Sozioökonomischer Faktor
Abstract	Research suggests that participation in co-curricular and extracurricular activities improves students' academic outcomes, but less is known about the mechanisms by which these programs impact students' educational trajectories. This study examines psychosocial factors linking participation in an urban debate league (UDL) and academic performance in a large prospective study of students in the Chicago Public Schools (N = 12,197) over a nine-year period. School, social, and civic engagement were higher among debaters than non-debaters, but mediation analysis indicated these indicators of engagement only partially explained the academic effects of UDL participation. This article discusses study implications for co-curricular programming, in particular as they relate to efforts to close racial/ethnic and socioeconomic disparities in educational attainment. (As Provided).
Anmerkungen	Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail: journalnegroed@gmail.com; Web site: http://www.journalnegroed.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01