Culturally Responsive Practices

Insights from a High‐Quality Math Afterschool Program Serving Underprivileged Latinx Youth

Datos Bibliográficos

ID11053239
AutoresMark Vincent B Yu (0000-0002-7964-4540, School of Education University of California, Irvine Irvine CA USA, autor de correspondencia), Yangyang Liu (0000-0002-8334-5121, School of Education University of California, Irvine Irvine CA USA), Stephanie Soto‐lara (0000-0002-1749-8576, School of Education University of California, Irvine Irvine CA USA), Kayla Puente (0000-0001-5173-6390, School of Education University of California, Irvine Irvine CA USA), Perla Ramos Carranza (0000-0001-9007-6831, University of California, Irvine), Perla Carranza (School of Education University of California, Irvine Irvine CA USA), Alessandra Pantano (0000-0002-3508-0974, School of Education University of California, Irvine Irvine CA USA), Sandra D Simpkin (0000-0002-6053-4827, School of Education University of California, Irvine Irvine CA USA), Sandra D Simpkins
Año2021
Volumen68
Número3-4
Páginas323-339
Fecha de publicación2021-12-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaAmerican Journal of Community Psychology (JOURNAL)
Identificadores de la revistaISSN: 0091-0562 • E-ISSN: 1573-2770
EditorialWiley (PUBLISHER • GB)
DOI10.1002/ajcp.12518
PMID33899973
OpenAlexW3158931048
IdiomaEN
Citas recibidas10
Referencias citadas43

High‐quality afterschool programs (ASPs) are opportunities to diversify the ways that Latinx youth from economically underprivileged communities experience STEM learning. Utilizing qualitative methods, based on the experiences and perspectives of low‐income Latinx middle school participants of a math enrichment ASP in Southern California, we identified four culturally responsive practices: (1) the promotion of an inclusive, safe, and respectful program climate, (2) engaging in personal conversations, (3) facilitating opportunities for mutual and math learning across diverse cultures and perspectives, and (4) the promotion of math and a range of social‐emotional skills across contexts. These practices helped youth feel more connected to the program, their peers, and program staff (college mentors); provided a platform for youth voice and contribution to the processes of teaching and learning; facilitated opportunities for skill development and practice across the different contexts of youth’s lives; interrelated with Latinx cultural values; and helped to promote youth’s engagement and math learning. Importantly, youth’s relationships with their mentors was a significant aspect of their experiences and perceptions of these practices. We argue that culturally responsive practices are necessary to achieve high‐quality programs and provide specific implications for how ASPs can implement them in the design and implementation of their programs

Developmental psychology · Health psychology · Pedagogy · Political science · Positive Youth Development · Promotion (chess) · Public health · Early Childhood Education and Development · Medicine · Parental Involvement in Education · Psychology · Youth Development and Social Support