How youth-staff relationships and program activities promote Latinx adolescent outcomes in a university-community afterschool math enrichment activity
Bibliographic Data
| ID | 15029557 |
|---|---|
| Authors | Stephanie Soto‐lara (0000-0002-1749-8576, University of California, corresponding author), Mark Vincent B Yu (0000-0002-7964-4540, University of California), Alessandra Pantano (0000-0002-3508-0974, University of California), Sandra D Simpkin (0000-0002-6053-4827, University of California) |
| Year | 2022 |
| Volume | 26 |
| Issue | 4 |
| Pages | 619-637 |
| Publication date | 2022-10-02 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Applied Developmental Science (JOURNAL) |
| Journal identifiers | ISSN: 1088-8691 • E-ISSN: 1532-480X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/10888691.2021.1945454 |
| OpenAlex | W3196004518 |
| Language | EN |
| Citations received | 5 |
| References cited | 50 |
Youth-staff relationships and program activities are important elements in designing high-quality afterschool activities that promote a broad range of outcomes. Using a qualitative approach, Latinx adolescents were interviewed (n = 28, 50% girls) about their experiences in a university-based afterschool math enrichment activity. Findings under the first goal of the study suggest that Latinx adolescents perceived changes in their math-specific outcomes (e.g., problem-solving skills), future science, technology, engineering, and mathematics (STEM) pathways (e.g., envisioning a future career), and social-emotional skills (e.g., relationship skills) as a result of participating in the activity. Under the second goal of the study, findings identified the specific practices that adolescents thought promoted those outcomes, including incorporating advanced math concepts and engaging in collaborative learning, engaging in campus tours and informal conversations, and using culturally responsive practices. The findings from this study can be leveraged by scholars and educators to design, further strengthen, and evaluate high-quality afterschool activities
Developmental psychology · Mathematics education · Medical education · Pedagogy · Positive Youth Development · Quality (philosophy · Child Development and Digital Technology · Early Childhood Education and Development · Medicine · Psychology · Youth Development and Social Support
Expanding the realm of possibilities
Empowering Latine Adolescents Through Culturally Responsive Practices in an After-School Math Enrichment Activity
Out-of-school time programs and marginalized youth
Challenges and Strategies in Working with Latine Adolescents in a Math Enrichment Afterschool Activity
Developmental Relationships as a critical lever for equitable math learning
After-School Centers and Youth Development
We Be Burnin'! Agency, Identity, and Science Learning
Examining Disparities in Mathematics Education
Is science me? High school students' identities, participation and aspirations in science, engineering, and medicine
How do middle school girls of color develop STEM identities? Middle school girls’ participation in science activities and identification with STEM careers
Examining the Academic Success of Latino Students in Science Technology Engineering and Mathematics (STEM) Majors
Out-of-School Time Science Activities and Their Association with Career Interest in STEM
Benefits of collaborative learning
Pipeline persistence
Structuring Failure and Success
Null
Consensual qualitative research
Using Excel and Word to Structure Qualitative Data
Adolescent motivation to attend youth programs
The Development of After-School Program Educators Through University-Community Partnerships
Working together as a team really gets them fired up”
Staff matter
Quality of Afterschool Activities and Relative Change in Adolescent Functioning Over Two Years
The Problematic Pipeline
Strengthening the Academic Pipeline Leading to Careers in Math, Science, and Technology for Latino Students
What Adolescents Learn in Organized Youth Activities
How Staff of Youth Programs Respond to Culture-Related Incidents
It Gave Me Ways to Solve Problems and Ways to Talk to People”
Designing Culturally Responsive Organized After-School Activities
Show Me an Ounce of Respect”
Mathematics—a Critical Filter for STEM-Related Career Choices? A Longitudinal Examination among Australian and U.S. Adolescents
Developing and Improving After‐School Programs to Enhance Youth’s Personal Growth and Adjustment
Engagement in After‐School Programs as a Predictor of Social Competence and Academic Performance
A model for the influence of mentoring relationships on youth development
Participation in boys and girls clubs
Culturally Responsive Computing in Urban, After-School Contexts
They Will Post a Law About Playing Soccer” and Other Ethnic/Racial Microaggressions in Organized Activities Experienced by Mexican-Origin Families
Quality and trustworthiness in qualitative research in counseling psychology
An Educational Psychology Success Story
Excel as a Qualitative Data Analysis Tool
Techniques to Identify Themes
| Unique citing works | 5 |
|---|---|
| Citations per year | 2.5 |
| Citation span | 2024 - 2026 (3) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 5 |