不同种族儿童的积极青年发展：优质课外环境作为发展资产
Positive Youth Development Among Diverse Racial-Ethnic Children: Quality Afterschool Contexts as Developmental Assets.
作者信息
Smith Emilie Phillips, Witherspoon Dawn P, Wayne Osgood D
机构信息
University of Georgia.
The Pennsylvania State University.
出版信息
Child Dev. 2017 Jul;88(4):1063-1078. doi: 10.1111/cdev.12870. Epub 2017 Jun 26.
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 = 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.
摘要
积极的青少年发展（PYD）值得更多实证关注，尤其是在不同种族背景的儿童中。鉴于家庭在课外时间需要监督和监管，基于社区的课后活动是一个潜在的促进性生态环境。本研究探讨了课后经历对积极青少年发展的影响。这项多方法研究包括500多名二至五年级的小学生（平均年龄M = 8.80，标准差SD = 1.12）。样本包括49%的白人、27%的非裔美国人、7%的拉丁裔和17%的混血儿/其他种族，其中45%的儿童符合免费/减价午餐资格。在多层次模型中，独立观察到的随时间变化的质量对所有青少年的能力、联系、关爱以及种族和少数民族青少年的文化价值观产生了积极影响。当课后活动由适当组织、支持性和参与性的互动组成时，它会促进积极的青少年发展，包括社会文化层面。
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