Applying Bronfrenbrenners Bioecological Theory to

Understanding the LACK of Participation in Afterschool Programs by

Disadvantaged Youth Groups Often Most Likely to Benefit from Afterschool Programs

Bioecologica Define 2 Examples with page numbers 2 Example quotes from readings of how Proposed Solution
l System from Vandell et al reading this may negatively impact attendance
Level (cite readings in GREEN) for low-Income Hispanic, African
American and Immigrant/refugee
youth
(cite readings in GREEN-each reading
must be cited at least once Simpkins,
Afterschool Alliance and Hall, et. al)
MICRO the pattern of "the roles and identities "Familism, gender-role traditionality, Offering support in bridging
activities, roles, (swimmer, scientist, dancer, and religiosity are three core values of the at-home and school
and interpersonal cookie salesperson, committee Mexican culture....Adherence to these cultures-- encouraging
relations chair, stage manager) that young values may shape organized activity Mexican pastries at a bake
experienced by people assume" (Vandell, p. 307) partici-pation in two regards: (a) shaping sale, putting on plays by
the developing preferences for particular activ-ities (e.g., Latinx playwrights, etc.--
person in a given church-sponsored activities) and (b) whatever will encourage such
face-to-face shaping whether adolescents participate students to bring their culture
setting with in any organized activity" (Simpkins, p. to the community
particular 708)
physical and "interpersonal relations, including "many, but not all, immigrant Mexican- Diversity training and
material the interactions between adult origin adolescents report experiencing requiring multicultural
features" staff and youth and between peers discrimination by the students and adult studies in order to become a
features who are program participants" staff at theirschool. Adolescents percep- teacher will help prevent
(Vandell, p. 307) tions of and experiences with discrimination from teachers.
discrimination at an organized ac-tivity Multicultural studies in
may impede their participation in that schools will also help expand
activity" (Simpkins, p. 707) the minds of students.

the linkages and Connection between child and the predominance of English in Afterschool program could
processes home- e.g. Quality of organized activity settings provide recruitment flyers in
MESO taking place communication (Vandell, p. could explain why some Spanish- multiple languages and hire
between two or 307) speaking Latino youth do not bilingual staff.
more settings attend (Simpkins, p. 715)
containing the
developing "cohesion of goals, quality of "One central stressor that can have pro- Teacher-Parent
person (e.g., the communication, and coordination found implications on the family is confidentiality could be
relations between between both the home and an whether all family membersare established or there could be
home and organized activity documented U.S. citizens. Not having less barriers to become a
school). are likely to influence childrens legal status has been shown to make citizen or less severe
Vandell, p. 307 program participation and undocumented parents wary of obtaining punishment for residing in
its influence on them." (Vandell, assistance for their children who are the US with children.
p. 307) citizens" (Simpkins, p. 708)
 "linkages "An example of an exosystem can "Programs in the study were more likely Coordinate schools and
or relations be found in the connections than not (59%) to offer homework afterschool programs so they
EXO between between afterschool programming assistance and tutoring as components of have the same goals and their
microsystems, in and parents work schedules, as the afterschool programs, although the end/start times follow each
which one of this relationship often dictates amount of emphasis placed on these other and the typical work
the microsystems whether a child is able to supports varied" (Hall, p. 9) day + parent commute time.
does not include regularly attend a program."
the developing (Vandell, p. 308)
child" (Vandell,
p. 308) (that was the only example given "a lot of them dont know their rights as Connect with parents to
in the text) parentsif their child is being inform them about what is
appropriately placed at the public school. happening with their child in
We help with that. It could be that, school rather than relying on
sometimes, theyre placed in a special their child to provide them
education class when its really an issue the information, especially if
of the child might not
language. Or maybe they need special understand their own
education services and theyre not being situation.
given them. So thats where we help the
parents (Hall, p. 6)

"overarching "social class and culture influence "A deeper examination of the economys State or federal funding of
beliefs and what youth bring into the program effect on African-American and Latino afterschool programs that
value of the and what opportunities are open households reveals that these provides at least a bare
society as to communities are currently faced with minimum budget to provide
reflected in youth" (Vandell, p. 308) higher rates of unemployment, poverty, for student needs will allow
MACRO culture, religion, homelessness and food insecurity.... For for these programs to remain
and the many struggling communities, afterschool open.
socioeconomic and
organization" summer programs provide much needed
(Vandell, p. 308) assistance in the form of a safe and
supervised space, healthy snacks and
meals, and an enriching learning
environment. Yet these programs that
provide essential supports also face their
own challenges to keep up with the
demand and keep their doors open"
(Afterschool Alliance, p. 3)
"Funders and community "Transportation, safe transport in Ensuring that afterschool
organizations may target particular, is a significant hurdle to programs are open to all
programs or programming enrollment in afterschool programs in students and are not
approaches for specific African-American and Latino excluding any students,
populations of young people" communities. African-American parents purposefully or otherwise,
(Vandell, p. 308) and Latino parents were both much more will allow any student to
likely to cite that their children did not benefit from the
have a safe way to get to and from programming.
afterschool programs as a barrier to
enrollment than parents overall"
(Afterschool Alliance, p. 9)