Special Section
Positive Youth Development Among Diverse Racial–Ethnic Children: Quality Afterschool Contexts as Developmental Assets
Correction(s) for this article
-
Erratum
- Volume 88Issue 5Child Development
- pages: 1757-1757
- First Published online: August 1, 2017
Emilie Phillips Smith,
Dawn P. Witherspoon, D. Wayne Osgood,
Corresponding Author
Emilie Phillips Smith
University of Georgia
Correspondence concerning this article should be addressed to Emilie P. Smith, Janette McGarity Barber Distinguished Professor, Department of Human Development and Family Science, University of Georgia, Athens, GA 30602. Electronic mail may be sent to [email protected].Search for more papers by this authorEmilie Phillips Smith,
Dawn P. Witherspoon, D. Wayne Osgood,
Corresponding Author
Emilie Phillips Smith
University of Georgia
Correspondence concerning this article should be addressed to Emilie P. Smith, Janette McGarity Barber Distinguished Professor, Department of Human Development and Family Science, University of Georgia, Athens, GA 30602. Electronic mail may be sent to [email protected].Search for more papers by this author[Article updated on July 21, 2017, after first online publication on June 26, 2017: Copyright line amended to match the signed license agreement.]
We gratefully acknowledge funding support from the William T. Grant Foundation (Grant 8529), Wallace Foundation (Grant 20080489), and the National Institutes of Health/NIDA (R01 DA025187). Ramsey Jeremie, postbaccalaureate researcher, presented a poster at the Biennial Conference of the Society for Research in Child Development, based on an earlier version of this article. We appreciate the participation of numerous research and afterschool program staff, parents, and participating children.
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 (Mage = 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.
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