Positive Youth Development Among Diverse Racial–Ethnic Children: Quality Afterschool Contexts as Developmental Assets. Issue 4 (26th June 2017)

• Record Type: Journal Article
• Authors: Smith, Emilie Phillips; Witherspoon, Dawn P.; Wayne Osgood, D.
• Is Part Of: Child development. Volume 88:Issue 4(2017)
• Page Start: 1063
• Page End: 1078
• Publication Date: 2017-06-26
• Subjects: Child development -- Periodicals; Child psychology -- Periodicals; Child Development -- Periodicals; Child Development; Pediatrics -- Periodicals; Pedicatrics; 305.231
• DOI: 10.1111/cdev.12870
• Languages: English
• ISSNs: 0009-3920

Abstract

Abstract : Positive youth development (PYD) deserves more empirical attention, particularly among children of diverse racial–ethnic backgrounds. Given the need among families for monitoring and supervision during out‐of‐school time, community‐based afterschool is a potentially promotive ecological setting. This study explores the quality of afterschool experiences upon PYD. This multimethod study includes over 500 elementary school children in Grades 2–5 ( M age = 8.80, SD = 1.12). The sample comprises of 49% White, 27% African American, 7% Latino, and 17% mixed race/others with 45% free/reduced lunch eligible children. In multilevel models, independently observed quality across time positively impacted competence, connection, caring for all youth, and cultural values for racial–ethnic minority youth. Afterschool fosters PYD, including sociocultural dimensions, when comprised of appropriately structured, supportive, and engaging interactions. Abstract : The title for this Special Section isPositive Youth Development in Diverse and Global Contexts, edited by Emilie Phillips Smith, Anne C. Petersen, and Patrick Leman