“The activity where we collected organisms was a good influence ’cause I could see myself as a scientist. I got to do the actual thing.” These words from Celeste, a girl who participated in the Coastal Ecology program at the Chincoteague Bay Field Station on the Eastern Shore of Virginia, are not unique. Other girls who participated in the program offered similar input, suggesting that engaging in science in this out-of-school time (OST) setting enhanced their identity and sense of self as learners of science. OST programs like the Coastal Ecology science camp can positively influence science
The U.S. government’s Physical Activity Guidelines for Americans suggest that children should engage in moderate to vigorous physical activity for 60 minutes per day (U.S. Department of Health and Human Services [U.S. DHHS], 2008). However, recent data indicate that children in the U.S. are not accumulating enough physical activity (Centers for Disease Control and Prevention, 2014). The concern is deepest for youth of lower socioeconomic status and youth of color (Moore, Davis, Baxter, Lewis, & Yin, 2008; Singh, Kogan, Siahpush, & van Dyck, 2008). As a result, professionals in a variety of
DATE:
TEAM MEMBERS:
Heather ErwinStephanie RoseSarah SmallJay Perman
Most communities have afterschool programs that give school-aged students a safe place to go after the dismissal bell rings. The next step after simply providing a safe haven is to create a nurturing environment that develops young people’s talents and supports their needs. A formal mentoring program can help to achieve this goal.
DATE:
TEAM MEMBERS:
Sara McDanielAnna-Margaret YarbroughKevin Besnoy
Structured afterschool programs are often perceived as a service for young children only. Communities often overlook teenagers, expecting more substantial benefits from investments in programs for younger children (Hall & Gruber, 2007). Of about 8.4 million children participating in afterschool programs nationwide, only 1 million are high school students (Afterschool Alliance, 2009b). In addition, only 15 percent of the programs funded by the 21st Century Community Learning Centers (CCLC) program include high school students (Afterschool Alliance, n.d.). Recent budget cuts in many schools have
DATE:
TEAM MEMBERS:
Jenell HolsteadMindy Hightower KingAshley Miller
Positive youth development and youth organizing are strengths-based approaches to the lives, needs, and contributions of young people (Damon & Gregory, 2003). These approaches privilege the voices of youth as they engage with issues in their communities and challenge institutions to respond. Few studies, however, have explored the role of positive youth development and youth organizing initiatives among immigrant youth of color. The challenging terrain of modern urban life requires these youth to navigate the political, economic, and legal demands confronted by their families; to understand
DATE:
TEAM MEMBERS:
Anthony de JesusSofia OviedoScarlett Feliz
Challenge seeking is an important component of children’s personal and academic development. Defined in this paper as a set of beliefs and behaviors that propels individuals to initiate and persist at difficult ventures, challenge seeking is a key indicator of mastery goal orientation. This orientation has been linked with a number of positive and adaptive behaviors. For instance, research shows that individuals who pursue mastery goals are more likely than others to value cooperation, seek help when confused, and use deeper learning strategies such as monitoring their comprehension and