The After‐School Needs and Resources of a Low‐Income Urban Community: Surveying Youth and Parents for Community Change

Rebecca Cornelli Sanderson · Maryse H. Richards

64 citations0/0 files storedAmerican Journal of Community Psychology

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Youth Development and Social Support Crime Patterns and Interventions Education and Vocational Training

Abstract

Using a collaborative research approach, this project describes a partnership between community residents and university researchers to develop a comprehensive survey of the after-school needs of a low-income urban community in a large Midwestern city. Surveying parents and children was considered particularly important because the current literature on after-school does not include much input from them, the key stakeholders in programming. By surveying pre- and young adolescent youth (N = 416) and parents (N = 225) in the community, information was gathered to document the need for after-school programming, tap program preferences, and uncover barriers to participation and enrollment. Survey findings revealed significant differences between youth and parent perspectives. Disagreements between youth and parent survey responses suggest that after-school programs in the community should offer a balance of academic, recreational, and social activities, as well as a tutoring or homework component. Further, in order to increase participation and attendance rates, community after-school programs need to address the following barriers to participation: safety, transportation, family responsibilities (e.g., care for siblings, household chores), and access to information about available programs. These findings guided the planning of future after-school programs. The survey results and comparisons between youth and parent data will be presented.

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References

1999After-school activities and the development of low-income urban children: A longitudinal study.2005An Ecological Analysis of After-School Program Participation and the Development of Academic Performance and Motivational Attributes for Disadvantaged Children 2002Evaluations of After-School Programs: A Meta-Evaluation of Methodologies and Narrative Synthesis of Findings 1999After-School Programs for Low-Income Children: Promise and Challenges 1999Successful Parenting in High-Risk Neighborhoods 2005More than just being there: Balancing the participation equation 2006Demographic Differences in Patterns of Youth Out-of-School Time Activity Participation 2001Attrition from After School Programs: Characteristics of Students Who Drop Out

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2020The Promise of Building Equitable Ecosystems for Learning 2010The Development of After-School Program Educators Through University-Community Partnerships 2019Workforce Support for Urban After‐School Programs: Turning Obstacles into Opportunities 2019REACH Harlem: young urban boys’ experiences in an after-school PA positive youth development program

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