Ethnic minority youth in youth programs: Feelings of safety, relationships with adult staff, and perceptions of learning social skills

Youth and Society

Volumn 41, Issue 2, 2009, Pages 234-255

  Lee, Sun A ^a   Borden, Lynne M ^b   Serido, Joyce ^b   Perkins, Daniel F ^c  

^a GEORGIA SOUTHERN UNIVERSITY   (United States)

^b UNIVERSITY OF ARIZONA   (United States)

^c PENNSYLVANIA STATE UNIVERSITY   (United States)

Author keywords

Ethnicity; Feeling safe; Out of school youth programs; Social skills; Youth adult relationships

Indexed keywords

EID: 70449348369     PISSN: 0044118X     EISSN: 15528499     Source Type: Journal    
DOI: 10.1177/0044118X09334805     Document Type: Article

References (48)

1. Baumeister, R.F., & Leary, M.R. (1995). The need to belong: Desire for interpersonal attachment as a fundamental human motivation. Psychological Bulletin, 117, 497-529.
2. Bettencourt, B.A., & Hume, D. (1999). The cognitive contents of social-group identity: Values, emotions, and relationships. European Journal of Social Psychology, 29, 113-121.
3. Bloomberg, L., Ganey, A., Alba, V., Quintero, G., & Alcantara, L.A. (2003). Chicano-Latino youth leadership institute: An asset-based program for youth. American Journal of Health Behavior, 27, S45-S54.
4. Blum, R.W., & Rinehart, P.M. (1997). Reducing the risk: Connections that make a difference in the lives of youth. Minneapolis: University of Minnesota, Division of General Pediatrics and Adolescent Health.
5. Borden, L.M., Perkins, D.F., Villarruel, F.A., Carlton-Hug, A., Stone, M.R., & Keith, J. (2006). Challenges and opportunities to Latino youth development: Increasing meaningful participation in youth development programs. Hispanic Journal of Behavioral Sciences, 28, 187-208.
6. Borden, L.M., Perkins, D.F., Villarruel, F.A., & Stone, M.R. (2005). To participate or not to participate: That is the question. New Directions for Youth Development, 105, 33-49.
7. Brown, R., & Evans, W.P. (2002). Extracurricular activity and ethnicity: Creating greater school connection among diverse student populations. Urban Education, 37, 41-58.
8. Carnegie Corporation of New York. (1994). Starting points: Meeting the needs of out youngest children: Task force on meeting the needs of young children. New York: Author.
9. Carruthers, C.P., & Busser, J.A. (2000). A qualitative outcome study of Boys and Girls Club program leaders, club members, and parents. Journal of Park and Recreation Administration, 18, 50-67.
10. Cheshire, T.C., & Kawamoto, W.T. (2003). Positive youth development in urban American Indian adolescents. In F. A. Villarruel, D. F. Perkins, L. M. Borden, & J. G. Keith (Eds.), Community youth development: Programs, policies, and practices (pp. 79-89). Thousand Oaks, CA: Sage.
11. Cosden, M., Morrison, G., Albanese, A.L., & Macias, S. (2001). When homework is not home work: After-school programs for homework assistance. Educational Psychologist, 36, 211-221.
12. Cronbach, L.J. (1987). Statistical tests for moderator variables: Flaws in analyses recently proposed. Psychological Bulletin, 102, 414-417.
13. Diversi, M., & Mecham, C. (2005). Latino(a) students and Caucasian mentors in a rural afterschool program: Towards empowering adult-youth relationships. Journal of Community Psychology, 33, 31-40.
14. Eccles, J. S., & Gootman, J. A. (Eds.). (2002). Community programs to promote youth development. Washington, DC: Committee on Community-Level Programs for Youth, Board on Children, Youth, and Families, Commission on Behavioral and Social Sciences and Education, National Research Council and Institute of Medicine.
15. Eccles, J.S., Wigfield, A., & Schiefele, U. (1998). Motivation to succeed. In N. Eisenberg (Ed.), Handbook of child psychology: Social, emotional, and personality development (5th ed., pp. 1017-1095). New York: John Wiley.
16. Gambone, M.A., & Arbreton, A.J.A. (1997). Safe havens: The contributions of youth organization to healthy adolescent development. Philadelphia: Public/Private Ventures.
17. Greenberg, M.T., Domitrovich, C., & Bumbarger, B. (2001). The prevention of mental disorders in school-aged children: Current state of the field. Prevention & Treatment, 4, Article0001a.
18. Halpern, R., Baker, G., & Mollard, W. (2000). Youth programs as alternative spaces to be: A study of neighborhood youth programs in Chicago's west town. Youth & Society, 31, 469-506.
19. Hamberg, B.A. (1997). Education for healthy futures: Health promotion and life skills training. In R. Takanishi & D. A. Hamberg (Eds.), Preparing adolescents for the twenty-first century (pp. 108-135). New York: Cambridge University Press.
20. Hansen, D.M., Larson, R.W., & Dworkin, J.B. (2003). What adolescents learn in organized youth activities: A survey of self-reported developmental experiences. Journal of Research on Adolescence, 13, 25-55.
21. Huang, A.S., Zhou, Z., & Guo, Y. (2002, March). Exploring academic and social adjustment of Chinese-American adolescents. Poster session presented at the annual meeting of the National Association of School Psychologists, Chicago.
22. Huber, M., & Kossek, E.E. (1999). Community distress predicting welfare exits: The under examined factor for families in the United States. Community, Work, and Family, 2, 173-186.
23. Huebner, A.J. (2003). Positive youth development: The role of competence. In F. A. Villarruel, D. F. Perkins, L. M. Borden, & J. G. Keith (Eds.), Community youth development: Programs, policies, and practices (pp. 341-357). Thousand Oaks, CA: Sage.
24. Hunter, L., & Elias, M.J. (2000). Interracial friendships, multicultural sensitivity, and social competence: How are they related? Journal of Applied Developmental Psychology, 20, 551-573.
25. Jarrett, R.L. (1997). African American family and parenting strategies in impoverished neighborhoods. Qualitative Sociology, 20, 275-288.
26. Jarrett, R.L., Sullivan, P.J., & Watkins, N.D. (2005). Developing social capital through participation in organized youth programs: Qualitative insights from three programs. Journal of Community Psychology, 33, 41-55.
27. Junge, S.K., Manglallan, S., & Raskauskas, J. (2003). Building life skills through afterschool participation in experiential and cooperative learning. Child Study Journal, 33, 165-174.
28. King, P.E., Dowling, E.M., Mueller, R.A., White, K., Schultz, W., Osborn, P.,et al.(2005). Thriving in adolescence: The voices of youth-serving practitioners, parents, and early and late adolescents. Journal of Early Adolescence, 25, 94-112.
29. Lee, L.C., & Zhan, Y. (1988). Psychosocial status of children and youths. In L. C. Lee & N. W. S. Zane (Eds.), Handbook of Asian American psychology (pp. 137-164). Thousand Oaks, CA: Sage.
30. Logan, J.R., Oakley, D., Smith, P., Stowell, J., & Stults, B. (2001). Separating the children. Albany, NY: Lewis Mumford Center for Comparative Urban and Regional Research.
31. Lopez, C., Lopez, V., Suarez-Morales, L., & Castro, F.C. (2005). Cultural variation within Hispanic American families. In C. L. Frisby & C. R. Reynolds (Eds.), Comprehensive handbook of multicultural school psychology (pp. 234-264). Hoboken, NJ: John Wiley.
32. Markstrom, C.A. (1999). Religious involvement and adolescent psychosocial development. Journal of Adolescence, 22, 205-221.
33. Maxwell, G., & Taft, R. (1955). A youth program for migrants. In Minority groups: Segregation and integration (pp. 48-57). New York: Columbia University Press.
34. Merry, S. (2000). Beyond home and school: The role of primary supports in youth development. Chicago: Chapin Hall Center for Children.
35. Newman, B.M., & Newman, P.R. (2001). Group identity and alienation: Giving the we its due. Journal of Youth and Adolescence, 30, 515-538.
36. Oyserman, D., & Sakamoto, I. (1997). Being Asian American: Identity, cultural constructs, and stereotype perception. Journal of Applied Behavioral Science, 33, 435-453.
37. Perkins, D.F., & Borden, L.M. (2003). Key elements of community youth development programs. In F. A. Villarruel, D. F. Perkins, L. M. Borden, & J. G. Keith (Eds.), Community youth development: Programs, policies, and practices (pp. 327-340). Thousand Oaks, CA: Sage.
38. Perkins, D.F., Borden, L.M., Keith, J.G., Hoppe-Rooney, T.L., & Villarruel, F.A. (2003). Community youth development: Partnership crating a positive world. In F. A. Villarruel, D. F. Perkins, L. M. Borden, & J. G. Keith (Eds.), Community youth development: Programs, policies, and practices (pp. 1-23). Thousand Oaks, CA: Sage.
39. Perkins, D.F., Borden, L.M., Villarruel, F.A., Carlton-Hug, A., & Stone, M. (2007). Participation in structured youth programs: Why ethnic minority urban youth choose to participate-or not to participate. Youth & Society, 38, 420-442.
40. Roffman, J.G., Pagano, M.E., & Hirsch, B.J. (2001). Youth functioning and experiences in inner-city after-school programs among age, gender, and race groups. Journal of Child and Family Studies, 10, 85-100.
41. Roffman, J.G., Suarez-Orozco, C., & Rhodes, J.E. (2003). Facilitating positive development in immigrant youth. In F. A. Villarruel, D. F. Perkins, L. M. Borden, & J. G. Keith (Eds.), Community youth development: Programs, policies, and practices (pp. 90-117). Thousand Oaks, CA: Sage.
42. Scales, P.C., Benson, P.L., & Mannes, M. (2006). The contribution to adolescent well-being made by nonfamily adults: An examination of developmental assets as contexts and processes. Journal of Community Psychology, 34, 401-413.
43. Scales, P.C., Benson, P.L., Mannes, M., Roehlkepartain, E.C., Hintz, N.R., & Sullivan, T.K. (2003). Other people's kids: Social expectations and American adults' engagement with children and adolescents. New York: Kluwer/ Plenum.
44. Stangor, C., Sullivan, L., & Ford, T.E. (1991). Affective and cognitive determinants of prejudice. Social Cognition, 9, 359-380.
45. Steinberg, L. (2002). Adolescence (6th ed.). New York: McGraw-Hill.
46. U.S. Department of Agriculture, Cooperative State Research, Education, and Extension Service. (2000). The next agenda: National 4-H strategic plan 2000. Washington, DC: U.S. Department of Agriculture.
47. Villarruel, F.A., Montero-Sieburth, M., Dunbar, C., & Outley, C.W. (2005). Dorothy, there is no yellow brick road: The paradox of community youth development approaches for Latino and African American urban youth. In J. L. Mahoney, R. W. Larson, & J. S. Eccles (Eds.), Organized activities as contexts of development (pp. 111-129). Mahwah, NJ: Lawrence Erlbaum.
48. Worrell, F.C. (2005). Cultural variation within American families of African descent. In C. L. Frisby & C. R. Reynolds (Eds.), Comprehensive handbook of multicultural school psychology (pp. 137-172). Hoboken, NJ: John Wiley.