TY - JOUR
T1 - Classroom Practices and Academic Outcomes in Urban Afterschool Programs
T2 - Alleviating Social-Behavioral Risk
AU - Cappella, Elise
AU - Hwang, Sophia H.J.
AU - Kieffer, Michael J.
AU - Yates, Miranda
N1 - Funding Information:
The authors disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: Financial support was received from New York University’s Institute of Human Development and Social Change and Steinhardt School of Culture, Education, and Human Development.
Publisher Copyright:
© 2017, © Hammill Institute on Disabilities 2017.
PY - 2018/3/1
Y1 - 2018/3/1
N2 - Given the potential of afterschool programs to support youth in urban, low-income communities, we examined the role of afterschool classroom ecology in the academic outcomes of Latino and African American youth with and without social-behavioral risk. Using multireporter methods and multilevel analysis, we find that positive classroom ecology (i.e., social dynamics, responsive instruction, and organized management) positively predicted academic skills and self-concept across 1 year. For academic skills, the association was magnified for students with social-behavioral difficulties; for academic self-concept, the association was magnified for students without social-behavioral difficulties. No significant relation was found between fall classroom ecology and spring academic engagement; yet in classrooms with more positive ecology, youth with initial social-behavioral risk were more academically engaged. Results suggest the need to consider the role of afterschool classrooms and instructors in promoting supportive interactions and advancing academic outcomes for youth facing distal and proximal risk at the transition to adolescence.
AB - Given the potential of afterschool programs to support youth in urban, low-income communities, we examined the role of afterschool classroom ecology in the academic outcomes of Latino and African American youth with and without social-behavioral risk. Using multireporter methods and multilevel analysis, we find that positive classroom ecology (i.e., social dynamics, responsive instruction, and organized management) positively predicted academic skills and self-concept across 1 year. For academic skills, the association was magnified for students with social-behavioral difficulties; for academic self-concept, the association was magnified for students without social-behavioral difficulties. No significant relation was found between fall classroom ecology and spring academic engagement; yet in classrooms with more positive ecology, youth with initial social-behavioral risk were more academically engaged. Results suggest the need to consider the role of afterschool classrooms and instructors in promoting supportive interactions and advancing academic outcomes for youth facing distal and proximal risk at the transition to adolescence.
KW - academic outcomes
KW - afterschool classrooms
KW - multilevel models
KW - social-behavioral risk
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U2 - 10.1177/1063426617739254
DO - 10.1177/1063426617739254
M3 - Article
AN - SCOPUS:85042305875
SN - 1063-4266
VL - 26
SP - 42
EP - 51
JO - Journal of Emotional and Behavioral Disorders
JF - Journal of Emotional and Behavioral Disorders
IS - 1
ER -