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resource research Media and Technology
This article describes the Multimedia Arts Education Program (MAEP), an ongoing, intensive after school computer-mediated art technology program begun in 1996 by the Tucson Pima Arts Council (TPAC) in Tucson, Arizona. This five-semester program targets at-risk middle school youth from disadvantaged families. Students worked with professional artist/teachers, learning to do computer graphics and publishing, language arts and word processing, computer animation and video production.
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TEAM MEMBERS: J. David Betts
resource research Media and Technology
Both scholarly literature and popular media often depict predominantly negative and one-dimensional images of boys, especially African-American boys. Predictions of these boys’ anticipated difficulties in school and adulthood are equally prevalent. This paper reports qualitative research that features case studies of nine urban boys of color, aged nine to eleven, who participated in an afterschool program where they learned to create digital multimedia texts. Drawing on an analysis of the children’s patterns of participation, their multimodal products, and their social and intellectual growth
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TEAM MEMBERS: Glynda Hull Nora Kenney Stacy Marple Ali Forsman-Schneider
resource research Public Programs
Community technology centers (CTCs) help bridge the digital divide for immigrant youth in disadvantaged neighborhoods. A study of six CTCs in California shows that these centers also promote positive youth development for young people who are challenged to straddle two cultures.
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TEAM MEMBERS: Rebecca London Manuel Pastor Rachel Rosner
resource research Public Programs
This study investigated the ways in which the Science Mentoring Project, an afterschool program with a youth development focus and mentoring component, helped fifth-grade participants develop key competencies in five areas: personal, social, cognitive, creative, and civic competencies. Development of these competencies, in turn, positively affected participants’ school experiences. Using program observations, teacher interviews, student surveys, a student focus group, and mentor feedback forms, researchers studied how—not just whether—the project’s youth development activities affected school
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TEAM MEMBERS: Cheri Fancsali Nancy Nevarez
resource research Public Programs
Field notes from a study of a family support program for African immigrants reveal some of the challenges faced by these parents and their adolescent children.
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TEAM MEMBERS: Michelle Porche
resource research Public Programs
In the juvenile justice reform movement, the principles of youth organizing can help bridge the gap between the goals of social justice and individual youth development.
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TEAM MEMBERS: Ruben Austria
resource research Public Programs
If the schools can provide the instructional boost and afterschool can offer the engaging enrichment, students will have what they deserve: the best of both worlds.
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TEAM MEMBERS: Lisa Dilles
resource research Public Programs
Pairing age-appropriate novels with thematic units on the civil rights movement and the presidential election allows one afterschool practitioner to bring democracy to life for inner-city middle school students.
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TEAM MEMBERS: Mary Cipollone
resource research Public Programs
While much of the current concern over the literacy development of low- and moderate income children focuses on schools (and, to a lesser degree, on parents), many observers are arguing for a role for other institutions. In particular, funders are turning to afterschool programs to address this critical developmental task. This paper explores the roles afterschool programs can and do play in the literacy development of low-income children, drawing on surveys and observations of afterschool programs in Chicago, New York, and Seattle.
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TEAM MEMBERS: Robert Halpern
resource research Public Programs
An afterschool program struggles to foster kindness and civility among youngsters whose environment too often fails to promote such values.
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TEAM MEMBERS: Kirsten Cole
resource research Public Programs
In what ways do urban youths’ hybridity constitute positioning and engagement in science-as-practice? In what ways are they “hybridizing” and hence surviving in a system that positions them as certain types of learners and within which they come to position themselves often as other than envisioned? To answer these questions, I draw from two ethnographic case studies, one a scientist–museum–school partnership initiative, and the other, an after-school science program for girls only, both serving poor, ethnically and linguistically diverse youth in Montreal, Canada. Through a study of the micro
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TEAM MEMBERS: Jrene Rahm
resource research Public Programs
Females, students of color, and students of low socioeconomic status (SES) are often underserved or marginalized in mathematics education. However, some instructional approaches and intervention programs have been shown to educate these students more equitably. This study examines how girls of diverse racial/ethnic and socioeconomic backgrounds perceived the characteristics of one such intervention program as inspiring the development of greater confidence in their mathematics skills. This article explains the similarities and differences of the perceptions of each group, as well as the
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TEAM MEMBERS: Janet Hart Frost Lynda Wiest