Applying Bronfenbrenner's Bioecological Theory to

Understanding the LACK of Participation in Afterschool Programs by

Disadvantaged Youth Groups Often Most Likely to Benefit from Afterschool Programs

BIO Define 2 Examples with page numbers 2 Example quotes from readings of Proposed Solution
SYSTEMS from Vandell et al reading how this may negatively impact
(cite readings in GREEN) attendance for disadvantaged youth

MICRO the pattern of Connection between child and some [youths] babysitting, heavy chores, Afterschool programs could
activities, roles, home- e.g.Why do youth and/or work made it challenging for them service K-12 students
and participate (Vandell, p. 307) to enroll and participate. (Simpkins, p. allowing the younger siblings
interpersonal 714) to attend while older children
relations work to help provide.
experienced by Furthermore, schools could
the developing create a work-study/tutoring
person in a given program for teens to work
face-to-face and be ensured a
setting with student-friendly job.
particular
physical and
material Connection between child and families serve a particularly important Schools and
features. their peers- e.g. Friendship function for non-White youth as they are community-based programs
Vandell, p. 307 networks as indicators of one of the main socializing agents of could come up with activities
participation (Vandell, p. 322) adolescents ethnic identity...family time with the whole family in mind.
serves an important developmental Most activities focus only on
purpose and should be protected. the individual when then are
(Simpkins, p. 714) easily able to include other
members of the child
families. Programs could
include games like miniature
Family Feud and so forth.

MESO the linkages and Connection between home, approximately half of African-American Community-based programs
processes organized activities and school- and Latino parents of kids not enrolled in and schools could partner
taking place e.g. Well coordinated day-to-day an afterschool program indicated that [a together to host organized
between two or transitions (Vandell, p. 307) lack of safe] transportation to and from activities and provide late
more settings afterschool programs factored into their transportation on their most
containing the decision not to enroll their child. significant/impacted days.
developing (Afterschool Alliance, p. 9)
person (e.g., the
relations
 between home
and Connection between child and the predominance of English in Afterschool program could
school). home- e.g. Quality of organized activity settings provide recruitment flyers in
Vandell, p. 307 communication (Vandell, p. 307) could explain why some multiple languages and hire
Spanish-speaking Latino youth do not bilingual staff.
attend (Simpkins, p. 715)

EXO the linkages or Connection between afterschool because of their demanding jobs...many Schools and programs can
relations programing and parental work parents often simply do not have the time work together to establish
between schedules- e.g. Dictates childs and energy to take their children to late busing or a buddy
microsystems, in regular attendance (Vandell, p. organized activities. (Simpkins, p. 714) system to provide students
which one of the 308) with safe and reliable
microsystems transportation. Parents can
does not include build a carpool network
the developing where they take turn
child dropping off or picking up
Vandell, p. 308 students.

Connection between organized
activities and parental income-
e.g. Family income is linked to
participation rates (Vandell, p.
321)
the cost of an activity prohibits
participation... money is needed to
[barely] make the bills. (Simpkins, p.
712)
School districts and
companies should work to
secure funding to keep the
organized activities going
and free for disadvantaged
students. Parents should
also exercise their right to
vote and place pressure on
their locally elected official to
work toward keep
educational programs going.
MACRO the overarching Connection between out-of-school language is [sometimes] intertwined with Schools and
beliefs and value time and parental beliefs- e.g. acculturation issues. Children interpreting community-based programs
of the society as Parental beliefs are linked to for parents can contradict cultural should relieve students of
reflected in participation (Vandell, p. 322) understanding of parental authority and their interpreter status by
culture, religion, control; several [parents] wouldnt allow a hiring a variety of bilingual
and the child to do that because thats not really staff who can communicate
socioeconomic good (Hall, p. 8 ) directly with parents.
organization. Students should also have
Vandell, p.308 the opportunity to
simultaneously improve their
English and their native
language.

Connection between school and
community factors- e.g. Ethnicity
linked to participation (Vandell,
p. 323)
[students] discussed personal
experiences with discrimination in their
neighborhood and thought that Latinos
might not attend activities because of
discrimination. (Simpkins, p. 714)
Communities and schools
should work together to
make sure everyone is
represented within their
education system. Educators
should be required to be
culturally competent and
students should also be
encouraged to share their
cultures with one another to
combat stereotypes and
other demeaning forces.