The relationships between after-school programs, academic outcomes, and behavioral developmental outcomes of Latino children from immigrant families: Findings from the 2005 National Household Education Surveys Program. (June 2015)

• Record Type: Journal Article
• Authors: Park, Hyejoon; Lin, Ching-Hsuan; Liu, Chennan; Tabb, Karen M.
• Is Part Of: Children and youth services review. Volume 53(2015:Jun.)
• Page Start: 77
• Page End: 83
• Publication Date: 2015-06
• Subjects: Latino children -- Immigrant families -- After-school programs -- Child development -- Quality of after-school programs; Social work with children -- Periodicals; Social work with youth -- Periodicals; Adolescent -- Periodicals; Child Welfare -- Periodicals; Social Work -- Periodicals; Service social aux enfants -- Périodiques; Service social à la jeunesse -- Périodiques; Electronic journals; 362.705
• DOI: 10.1016/j.childyouth.2015.03.019
• Languages: English
• ISSNs: 0190-7409

Abstract

Abstract: After-school programs function especially well in improving academic and behavioral outcomes for disadvantaged children in general. However, little is known about the effectiveness of after-school programs in improving outcomes among Latino children in particular. Latino children from immigrant families are disadvantaged and vulnerable due to limited English skills and fewer educational resources. We hypothesized that Latino children of immigrant families in after-school programs would have stronger academic performance and fewer behavioral problems than their counterparts who were not in after-school programs. Using the 2005 National Household Education Surveys Program's After-School Programs and Activities survey, we examined whether children in community- or school-based after-school programs ( n = 192) presented differences in academic development (i.e., higher grades and fewer schoolwork problems) and behavioral development (i.e., fewer behavioral problems, in-school and out-of-school suspensions) than children who were not enrolled in after-school programs ( n = 720). We found that there were no significant differences in academic and behavioral domains between Latino children in after-school programs compared to students not in after-school programs. Findings from this study provide an opportunity to reflect on whether typical after-school programs are appropriate for Latino children from immigrant families. These findings also highlight the need to integrate culturally valid components into the program for areas where a large number of immigrant Latino families reside. Highlights: No difference was found between ASPs and non-ASPs on Latino children's behavioral problems. No difference was found between ASPs and non-ASPs on Latino children's academic grades. Gender and age were significantly related to children's academic and behavioral development. Children from poor families exhibited more behavioral problems. ASPs need to be modified and developed to meet the cultural needs of Latino children.