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Tytuł pozycji:

'Doing Our Part': What Motivates Black Family Engagement in an After-School Program

Tytuł:
'Doing Our Part': What Motivates Black Family Engagement in an After-School Program
Autorzy:
Amanda S. Case
Temat:
after-school programs
family engagement
black families
caregiver involvement
Theory and practice of education
LB5-3640
Źródło:
Journal of Youth Development, Vol 15, Iss 6, Pp 44-69 (2020)
Wydawca:
Clemson University Press, 2020.
Rok publikacji:
2020
Kolekcja:
LCC:Theory and practice of education
Typ dokumentu:
article
Opis pliku:
electronic resource
Język:
English
ISSN:
2325-4017
Relacje:
http://jyd.pitt.edu/ojs/jyd/article/view/887; https://doaj.org/toc/2325-4017
DOI:
10.5195/jyd.2020.887
Dostęp URL:
https://doaj.org/article/68314fff5e1c47eeb2f1c3b5b2e97c0e  Link otwiera się w nowym oknie
Numer akcesji:
edsdoj.68314fff5e1c47eeb2f1c3b5b2e97c0e
Czasopismo naukowe
Researchers have demonstrated that Black caregivers (a) are more likely than caregivers of any other race to enroll their children in after-school programs, (b) face considerable challenges finding quality after-school programs, and (c) consider family engagement to be a hallmark of quality after-school programs. To date, however, researchers have largely ignored the voices of Black caregivers about what motivates and enables them to engage with their children’s after-school programs. As a result, after-school program staff report continued challenges effectively engaging Black families. The current case study aims to address this gap in the literature using evidence from participant observations, interviews with program staff, and focus groups with caregivers from the Downtown Boxing Gym, a community-based after-school program in Detroit, Michigan that primarily serves Black youth. Results suggest caregivers were largely motivated to engage with the program because of the gains they observed in their children and themselves, causing them to feel thankful and sparking a desire to give back. Caregivers also named specific program practices that made it easier for them to participate, including explicit expectations and requests for family engagement and multiple ways for them to participate. Implications for increasing family engagement at other after-school programs are discussed.

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