Opportunity Gaps in Out-of-School Learning: How Structural and Process Features of Programs Relate to Race and Socioeconomic Status

Autor/inn/en	McNamara, Anne R.; Akiva, Thomas; Delale-O'Connor, Lori
Titel	Opportunity Gaps in Out-of-School Learning: How Structural and Process Features of Programs Relate to Race and Socioeconomic Status
Quelle	In: Applied Developmental Science, 24 (2020) 4, S.360-375 (16 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Akiva, Thomas)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8691
DOI	10.1080/10888691.2018.1513794
Schlagwörter	After School Programs; Race; Socioeconomic Status; Low Income Students; African American Students; Racial Differences; Equal Education; Program Descriptions; Teacher Background; Teacher Student Relationship; Learning Activities + Suchen Sie Ihr Suchwort? After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Rasse; Abstammung; Socio-economic status; Sozioökonomischer Status; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Rassenunterschied; Teacher student relationships; Lehrer-Schüler-Beziehung; Lernaktivität
Abstract	Out-of-school learning programs can be a context for positive development and learning for children and youth. However, research points to potential racial and socioeconomic disparities, or opportunity gaps, in this context. In this study, we use survey and video data from 106 staff across 30 out-of-school programs to examine how three features, staff, activities, and adult-child interactions, differ based on the racial and socioeconomic makeup of programs. We find that staff at programs serving children from low-income families on average have less experience and education. Also, programs serving children from African American and low-income families tend to offer more academic-focused activities. Finally, we found no differences in adult-child interaction quality across programs in the sample. Our findings suggest that a racial and socioeconomic opportunity gap may exist in the out-of-school context. This has implications for educational equity and the positive development of children that participate in this context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01