Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-cd9895bd7-dk4vv Total loading time: 0 Render date: 2024-12-27T05:44:35.397Z Has data issue: false hasContentIssue false

4 - Re-envisioning the “Big Three” of Out-of-School Time Programs to Promote Critical Consciousness Development in Youth of Color

from Part II - Extracurricular Contexts

Published online by Cambridge University Press:  11 May 2023

By
Edmond P. Bowers ,
Candice W. Bolding ,
Lidia Y. Monjaras-Gaytan  and
Bernadette Sánchez
Edited by
Erin B. Godfrey  and
Luke J. Rapa
Erin B. Godfrey
Affiliation:
New York University
Luke J. Rapa
Affiliation:
Clemson University, South Carolina
Get access

Summary

Although conceptual frameworks of critical consciousness development emphasize the importance of social contexts, a comprehensive understanding of how out-of-school time (OST) settings support critical consciousness development in youth of color is lacking. In this chapter, we draw on social justice youth development principles and current literature on OST programs to recast the “Big Three” model of effective OST programs to strengthen the model’s relevancy for both youth of color and critical consciousness. Organizing the evidence using this re-envisioned “Big Three” model, we review practices and principles of after-school programs, mentoring programs, and youth-adult relationships linked to critical consciousness development. Based on this review, we provide implications for practitioners, policy makers, and scholars to foster critical consciousness in youth of color through OST programs.

Keywords

critical consciousnessout-of-school-timebig three modelsocial justice youth development
Type
Chapter
Information
Developing Critical Consciousness in Youth
Contexts and Settings
 , pp. 93 - 121
Publisher: Cambridge University Press
Print publication year: 2023

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Agans, J. P., Champine, R. B., Johnson, S. K., Erickson, K., & Yalin, C. (2015). Promoting healthy lifestyles through youth activity participation: Lessons from research. In Bowers, E. P., Geldhof, G, Johnson, S, et al. (Eds.), Promoting positive youth development: Lessons from the 4-H Study (pp. 137–158). Springer International Publishing.Google Scholar
Albright, J. N., Hurd, N. M., & Hussain, S. B. (2017). Applying a social justice lens to youth mentoring: A review of the literature and recommendations for practice. American Journal of Community Psychology, 59(3–4), 363–381.CrossRefGoogle ScholarPubMed
Anderson, A. J., & Sánchez, B. (2021). A pilot evaluation of a social justice and race equity training for volunteer mentors. American Journal of Community Psychology, 69(1–2), 3–17. https://doi.org/10.1002/ajcp.12541.Google Scholar
Baldridge, B. J. (2019). Reclaiming community: Race and the uncertain future of youth work. Stanford University Press.Google Scholar
Barbarin, O. A., Tolan, P. H., Gaylord-Harden, N., & Murry, V. (2020). Promoting social justice for African-American boys and young men through research and intervention: A challenge for developmental science. Applied Developmental Science, 24, 196–207.Google Scholar
Bean, C., Harlow, M., & Forneris, T. (2017). Examining the importance of supporting youth’s basic needs in one youth leadership programme: A case study exploring programme quality. International Journal of Adolescence and Youth, 22(2), 195–209.CrossRefGoogle Scholar
Bowers, E. P., Bolding, C. J., Rapa, L. J., & Sandoval, A. M. (2021). Predicting contribution in high achieving Black and Latinx youth: The role of critical reflection, hope, and mentoring. Frontiers in Psychology, 12, 681574. https://doi:10.3389/fpsyg.2021.681574.CrossRefGoogle Scholar
Bowers, E. P., Johnson, S. K., Warren, D. J., Tirrell, J. M., & Lerner, J. V. (2015). Youth–adult relationships and positive youth development. In Bowers, E. P., Geldhof, G, Johnson, S, et al. (Eds.), Promoting positive youth development: Lessons from the 4-H Study (pp. 97–120). Springer International Publishing.Google Scholar
Bowers, E. P., Winburn, E. N., Sandoval, A. M., & Clanton, T. (2020). Culturally relevant strengths and positive development in high achieving youth of color. Journal of Applied Developmental Psychology, 70, 101182. https://doi.org/10.1016/j.appdev.2020.101182.Google Scholar
Brion-Meisels, G., Fei, J. T., & Vasudevan, D. S. (Eds.). (2020). At our best: Building youth–adult partnerships in out-of-school time settings. Information Age Publishing.Google Scholar
Brown, A. A., Outley, C. W., & Pinckney, H. P. (2018). Examining the use of leisure for the sociopolitical development of Black youth in out-of-school time programs. Leisure Sciences, 40, 686–696. http://dx.doi.org/10.1080/01490400.2018.1534625.Google Scholar
Burson, E., & Godfrey, E. B. (2020). Intraminority solidarity: The role of critical consciousness. European Journal of Social Psychology, 50(6), 1362–1377.Google Scholar
Cabrera, N. J. (2013). Positive development of minority children and commentaries. Social Policy Report, 27(2), 1–30.Google Scholar
Cabrera, N. L., Milem, J. F., Jaquette, O., & Marx, R. W. (2014). Missing the (student achievement) forest for all the (political) trees: Empiricism and the Mexican American studies controversy in Tucson. American Educational Research Journal, 51(6), 1084–1118.Google Scholar
Case, A. D. (2017). A critical-positive youth development model for intervening with minority youth at risk for delinquency. American Journal of Orthopsychiatry, 87(5), 510–519. https://doi.org/10.1037/ort0000273.Google Scholar
Causadias, J. M., & Umaña-Taylor, A. J. (2018). Reframing marginalization and youth development: Introduction to the special issue. American Psychologist, 73(6), 707–712. https://doi.org/10.1037/amp0000336.Google Scholar
Christens, B. D., & Dolan, T. (2011). Interweaving youth development, community development, and social change through youth organizing. Youth & Society, 43, 528–548. http://dx.doi.org/10.1177/0044118X10383647.Google Scholar
Clonan-Roy, K., Jacobs, C. E., & Nakkula, M. J. (2016). Towards a model of positive youth development specific to girls of color: Perspectives on development, resilience, and empowerment. Gender Issues, 33(2), 96–121.Google Scholar
Crenshaw, K. (1990). Mapping the margins: Intersectionality, identity politics, and violence against women of color. Stanford Law Review, 43(6), 1241–1299. https://doi.org/10.2307/1229039.Google Scholar
Delia, J., & Krasny, M. E. (2018). Cultivating positive youth development, critical consciousness, and authentic care in urban environmental education. Frontiers in Psychology, 8, 2340. http://dx.doi.org/10.3389/fpsyg.2017.02340.Google Scholar
Deutsch, N. L. (2008). Pride in the projects: Teens building identities in urban contexts. New York University Press.Google Scholar
Diemer, M. A. (2009). Pathways to occupational attainment among poor youth of color: The role of sociopolitical development. The Counseling Psychologist, 37(1), 6–35.CrossRefGoogle Scholar
Diemer, M. A., & Blustein, D. L. (2006). Critical consciousness and career development among urban youth. Journal of Vocational Behavior, 68(2), 220–232.CrossRefGoogle Scholar
Diemer, M. A., Kauffman, A., Koenig, N., Trahan, E., & Hsieh, C. A. (2006). Challenging racism, sexism, and social injustice: Support for urban adolescents’ critical consciousness development. Cultural Diversity and Ethnic Minority Psychology, 12(3), 444–460.Google Scholar
Diemer, M. A., & Li, C. H. (2011). Critical consciousness development and political participation among marginalized youth. Child Development, 82(6), 1815–1833.CrossRefGoogle ScholarPubMed
Diemer, M. A., McWhirter, E., Ozer, E., & Rapa, L. J. (2015). Advances in the conceptualization and measurement of critical consciousness. The Urban Review, 47, 809–823. https://doi.org/10.1007/s11256-015-0336-7.Google Scholar
Diemer, M. A., & Rapa, L. J. (2016). Unraveling the complexity of critical consciousness, political efficacy, and political action among marginalized adolescents. Child Development, 87(1), 221–238.Google Scholar
Diemer, M. A., Rapa, L. J., Voight, A. M., & McWhirter, E. H. (2016). Critical consciousness: A developmental approach to addressing marginalization and oppression. Child Development Perspectives, 10(4), 216–221. https://doi.org/10.1111/cdep.12193.Google Scholar
DuBois, D. L., Portillo, N., Rhodes, J. E., Silverthorn, N., & Valentine, J. C. (2011). How effective are mentoring programs for youth? A systematic assessment of the evidence. Psychological Science in the Public Interest, 12, 57–91.CrossRefGoogle ScholarPubMed
Duerden, M. D., Witt, P. A., Fernandez, M., Bryant, M. J., & Theriault, D. (2012). Measuring life skills: Standardizing the assessment of youth development indicators. Journal of Youth Development, 7(1), 99–117.CrossRefGoogle Scholar
Duncan, G. J., & Murnane, R. J. (2011). Whither opportunity? Rising inequality, schools, and children’s life chances. Russell Sage Foundation.Google Scholar
Durlak, J. A., Weissberg, R. P., & Pachan, M. (2010). A meta-analysis of after-school programs that seek to promote personal and social skills in children and adolescents. American Journal of Community Psychology, 45(3), 294–309.Google Scholar
Eccles, J., & Gootman, J. A. (2002). Chapter 4: Features of positive developmental settings. In Eccles, J. & Gootman, J. A. (Eds.), Community programs to promote youth development (pp. 86–115). National Academy Press.Google Scholar
Erikson, E. H. (1968). Youth in crisis. W. W. Norton.Google Scholar
Ettekal, A. V., Simpkins, S. D., Menjívar, C., & Delgado, M. Y. (2020). The complexities of culturally responsive organized activities: Latino parents’ and adolescents’ perspectives. Journal of Adolescent Research, 35(3), 395–426.Google Scholar
Fabiano, R. (2019). Rooted in scarcity and deficit. In Hill, S. & Vance, F. (Eds.), Changemakers!: Practitioners advance equity and access in out-of-school time programs (pp. 59–72). Information Age Publishing.Google Scholar
Fabiano, R. (2020, December 18). OST funders, here’s how to step up: Invest in organizations’ capacity. Youth Today. https://youthtoday.org/2020/12/ost-funders-heres-how-to-step-up-invest-in-organizations-capacity/.Google Scholar
Fegley, C. S., Angelique, H., & Cunningham, K. (2006). Fostering critical consciousness in young people: Encouraging the “doves” to find their voices. Journal of Applied Sociology/Sociological Practice, 23(8), 7–27. http://dx.doi.org/10.1177/19367244062300102.Google Scholar
Finn‐Stevenson, M. (2014). Family, school, and community partnerships: Practical strategies for afterschool programs. New Directions for Youth Development, 2014(144), 89–103.Google Scholar
Foster-Fishman, P. G., Law, K. M., Lichty, L. F., & Aoun, C. (2010). Youth ReACT for Social Change: A method for youth participatory action research. American Journal of Community Psychology, 46(1–2), 67–83. http://dx.doi.org/10.1007/s10464-010-9316-y.Google Scholar
Freire, P. (1970). Pedagogy of the oppressed. Continuum.Google Scholar
Freire, P. (1973). Education for critical consciousness. Continuum.Google Scholar
Freire, P. (2000). Pedagogy of the freedom: Ethics, democracy, and civic courage. Rowman & Littlefield.Google Scholar
García Coll, C., Crnic, K., Lamberty, G. et al. (1996). An integrative model for the study of developmental competencies in minority children. Child Development, 67(5), 1891–1914.Google Scholar
Ginwright, S. (2005). On urban ground: Understanding African-American intergenerational partnerships in urban communities. American Journal of Community Psychology, 33, 101–110.Google Scholar
Ginwright, S. A. (2010). Peace out to revolution! Activism among African American youth: An argument for radical healing. Young, 18(1), 77–96.Google Scholar
Ginwright, S. & Cammarota, J. (2002). New terrain in youth development: The promise of a social justice approach. Social Justice, 29(4), 82–95.Google Scholar
Ginwright, S., & Cammarota, J. (2007). Youth activism in the urban community: Learning critical civic praxis within community organizations. International Journal of Qualitative Studies in Education, 20(6), 693–710.Google Scholar
Ginwright, S., & James, T. (2002). From assets to agents of change: Social justice, organizing, and youth development. New Directions for Youth Development, 96, 27–46.Google Scholar
Godfrey, E. B., & Burson, E. (2018). Interrogating the intersections: How intersectional perspectives can inform developmental scholarship on critical consciousness. New Directions for Child and Adolescent Development, 161, 17–38.Google Scholar
Godfrey, E. B., & Grayman, J. K. (2014). Teaching citizens: The role of open classroom climate in fostering critical consciousness among youth. Journal of Youth and Adolescence, 43, 1801–1817. http://dx.doi.org/10.1007/s10964-013-0084-5.Google Scholar
Gonzalez, M., Kokozos, M., Byrd, C. M., & McKee, K. E. (2020). Critical positive youth development: A framework for centering critical consciousness. Journal of Youth Development, 15(6), 24–43.Google Scholar
Groves Price, P., & Mencke, P. D. (2013). Critical pedagogy and praxis with Native American youth: Cultivating change through participatory action research. Educational Foundations, 27, 85–102.Google Scholar
Gutiérrez, V., Larson, R. W., Raffaelli, M., Fernandez, M., & Guzman, S. (2017). How staff of youth programs respond to culture-related incidents: Nonengagement versus going “full-right-in.” Journal of Adolescent Research, 32(1), 64–93.CrossRefGoogle Scholar
Hall, H. R. (2015). Food for thought: Using critical pedagogy in mentoring African American adolescent males. The Black Scholar, 45(3), 39–53.Google Scholar
Harper, K., Sands, C., Horowitz, D. A. et al. (2017). Food justice youth development: Using photovoice to study urban school food systems. The International Journal of Justice and Sustainability, 22, 791–808. http://dx.doi.org/10.1080/13549839.2016.1274721.Google Scholar
Harro, B. (2000). The cycle of liberation. In Adams, M. (Ed.), Readings for diversity and social justice: An anthology on racism, antisemitism, sexism, heterosexism, ableism, and classism (pp. 463–469). Routledge.Google Scholar
Heberle, A. E., Rapa, L. J., & Farago, F. (2020). Critical consciousness in children and adolescents: A systematic review, critical assessment, and recommendations for future research. Psychological Bulletin, 146(6), 525–551.Google Scholar
Hershberg, R. M., Johnson, S. K., DeSouza, L. M., Hunter, C. J., & Zaff, J. (2015). Promoting contribution among youth: Implications from positive youth development research for youth development programs. In Bowers, E. P., Geldhof, G, Johnson, S, et al. (Eds.), Promoting positive youth development: Lessons from the 4-H Study (pp. 97–120). Springer International Publishing.Google Scholar
Hope, E. C., & Jagers, R. J. (2014). The role of sociopolitical attitudes and civic education in the civic engagement of Black youth. Journal of Research on Adolescence, 24(3), 460–470. https://doi.org/10.1111/jora.12117.Google Scholar
Krauss, S. E., Collura, J., Zeldin, S. et al. (2014). Youth–adult partnership: Exploring contributions to empowerment, agency and community connections in Malaysian youth programs. Journal of Youth and Adolescence, 43(9), 1550–1562.Google Scholar
Kubisch, A., Auspos, P., Brown, P., & Dewar, T. (2010). Voices from the field III: Lessons and challenges from two decades of community change efforts. Aspen Institute.Google Scholar
Larson, R. W., & Walker, K. C. (2010). Dilemmas of practice: Challenges to program quality encountered by youth program leaders. American Journal of Community Psychology, 45(3), 338–349.Google Scholar
Lerner, R. M. (2004). Liberty: Thriving and civic engagement among America’s youth. Sage.Google Scholar
Lerner, R. M., Lerner, J. V., Bowers, E. P., & Geldhof, G. J. (2015). Positive youth development and relational developmental systems. In Overton, W. F. & Molenaar, P. C. (Eds.), Theory and method. Volume 1 of the Handbook of child psychology and developmental science (7th ed., pp. 607–651). Editor-in-chief: Lerner, R. M.. Wiley.Google Scholar
Lerner, R. M., Lerner, J. V., Lewin-Bizan, S. et al. (2011). Positive youth development: Processes, programs, and problematics. Journal of Youth Development, 6(3), 38–62. https://doi.org/10.5195/jyd.2011.174.Google Scholar
Liang, B., Spencer, R., West, J., & Rappaport, N. (2013). Expanding the reach of youth mentoring: Partnering with youth for personal growth and social change. Journal of Adolescence, 36(2), 257–267.Google Scholar
Lin, A. R., Menjívar, C., Ettekal, A. V. et al. (2016). “They will post a law about playing soccer” and other ethnic/racial microaggressions in organized activities experienced by Mexican-origin families. Journal of Adolescent Research, 31, 557–581.Google Scholar
Lopez, M. E., & Caspe, M. (2014). Family engagement in anywhere, anytime learning. Family Involvement Network of Educators (FINE) Newsletter, 6(3), 1–10.Google Scholar
Luginbuhl, P. J., McWhirter, E. H., & McWhirter, B. T. (2016). Sociopolitical development, autonomous motivation, and education outcomes: Implications for low-income Latina/o adolescents. Journal of Latina/o Psychology, 4, 43–59. http://dx.doi.org/10.1037/lat0000041.Google Scholar
Mahoney, J. L., Vandell, D. L., Simkins, S., & Zarrett, N. (2009). Adolescent out-of-school activities. In Lerner, R. M., & Steinberg, L. (Eds.), Handbook of adolescent psychology (3rd ed). Contextual Influences on Adolescent Development, vol. 2 (pp. 228–269). Wiley.Google Scholar
Monjaras‐Gaytan, L. Y., Sánchez, B., Anderson, A. J. et al. (2021). Act, talk, reflect, then act: The role of natural mentors in the critical consciousness of ethnically/racially diverse college students. American Journal of Community Psychology, 68(3–4), 292–309.Google Scholar
Montgomery, K., & Gottlieb-Robles, B. (2013). Youth as e-citizens: The internet’s contribution to civic engagement. In Buckingham, D & Willett, R (Eds.) Digital Generations (pp. 143–160). Routledge.Google Scholar
Montgomery, K., Gottlieb-Robles, B., & Larson, G. O. (2004). Youth as E-Citizens. Recuperado el, 11(01), 2008.Google Scholar
Mueller, M. K., Phelps, E., Bowers, E. P. et al. (2011). Youth development program participation and intentional self-regulation skills: Contextual and individual bases of pathways to positive youth development. Journal of Adolescence, 34(6), 1115–1125.Google Scholar
Murray, I. E., & Milner, H. R. (2015). Toward a pedagogy of sociopolitical consciousness in outside of school programs. Urban Review, 47(5), 893–913. https://doi.org/10.1007/s11256-015-0339-4.Google Scholar
Ngo, B. (2017). Naming their world in a culturally responsive space: Experiences of Hmong adolescents in an after-school theatre program. Journal of Adolescent Research, 32, 37–63. http://dx.doi.org/10.1177/0743558416675233.Google Scholar
Nguyen, C., & Quinn, R. (2018). “We share similar struggles”: How a Vietnamese immigrant youth organizing program shapes participants’ critical consciousness of interracial tension. Race, Ethnicity and Education, 21, 626–642. http://dx.doi.org/10.1080/13613324.2016.1248833.Google Scholar
O’Donoghue, J. L., & Strobel, K. R. (2007). Directivity and freedom: Adult support of activism among urban youth. American Behavioral Scientist, 51(3), 465–485.Google Scholar
Osher, D., Cantor, P., Berg, J., Steyer, L., & Rose, T. (2020). Drivers of human development: How relationships and context shape learning and development. Applied Developmental Science, 24(1), 3–36.Google Scholar
Quinn, R. , & Nguyen, C. (2017). Immigrant youth organizing as civic preparation. American Educational Research Journal, 54(5), 972–1005.Google Scholar
Ramos-Zayas, A. Y. (2003). National performances: The politics of class, race, and space in Puerto Rican Chicago. University of Chicago Press.Google Scholar
Roy, A. L., Raver, C. C., Masucci, M. D., & DeJoseph, M. (2019). “If they focus on giving us a chance in life we can actually do something in this world”: Poverty, inequality, and youths’ critical consciousness. Developmental Psychology, 55, 550–561. http://dx.doi.org/10.1037/dev0000586.Google Scholar
Sánchez, B., Catlett, B. S., Monjaras-Gaytan, L. Y. et al. (2020). The role of mentoring and service learning in youth’s critical consciousness and social change efforts. In Prieto-Flores, O. & Feu, J. (Eds.), Mentoring children and young people for social inclusion: Global approaches to empowerment (pp. 32–46). Taylor & Francis.Google Scholar
Simpkins, S. D., Riggs, N. R., Ngo, B., Vest Ettekal, A., & Okamoto, D. (2017). Designing culturally responsive organized after-school activities. Journal of Adolescent Research, 32(1), 11–36.Google Scholar
Spencer, M. B., & Spencer, T. R. (2014). Invited commentary: Exploring the promises, intricacies, and challenges to positive youth development. Journal of Youth and Adolescence, 43(6), 1027–1035.Google Scholar
Tang Yan, C., Moore de Peralta, A., Bowers, E. P., & Sprague Martinez, L. (2019). Realmente tenemos la capacidad: Engaging youth to explore health in the Dominican Republic through photovoice. Journal of Community Engagement and Scholarship, 12(1), 8.Google Scholar
Travis Jr., R., & Leech, T. G. (2014). Empowerment‐based positive youth development: A new understanding of healthy development for African American youth. Journal of Research on Adolescence, 24(1), 93–116.Google Scholar
Tyler, C. P., Olsen, S., & Geldhof, G. J. Bowers, E. P. (2020). Critical consciousness in late adolescence: Understanding if, how, and why youth act. Journal of Applied Developmental Psychology, 70, 101165. https://doi.org/10.1016/j.appdev.2020.101165.Google Scholar
Umaña-Taylor, A. J., Quintana, S. M., Lee, R. M. et al. (2014). Ethnic and racial identity during adolescence and into young adulthood: An integrated conceptualization. Child Development, 85, 21–39.Google Scholar
US Bureau of Labor Statistics. (2018). American time use survey (ATUS). Inter-university Consortium for Political and Social Research [distributor]. https://doi.org/10.3886/ICPSR36268.v6.Google Scholar
US Department of Commerce, Bureau of the Census. (2017). Current Population Survey, 2017 Annual Social and Economic Supplement.Google Scholar
Ushomirsky, N., & Williams, D. (2015). Funding gaps 2015: Too many states still spend less on educating students who need the most. Education Trust. https://edtrust.org/wp-content/uploads/2014/09/FundingGaps2015_TheEducationTrust1.pdf.Google Scholar
Van Dam, L., Smit, D., Wildschut, B. et al. (2018). Does natural mentoring matter? A multilevel meta‐analysis on the association between natural mentoring and youth outcomes. American Journal of Community Psychology, 62(1–2), 203–220.Google Scholar
Vandell, D. L., Larson, R. W., Mahoney, J. L., & Watts, T. W. (2015). Children’s organized activities. In Lerner, R. M. (Ed. in Chief), Bornstein, M. H., & Leventhal, T. (Vol. Eds.), Handbook of child psychology and developmental science. Vol. 4: Ecological settings and processes (7th ed., pp. 305–344). Wiley Inter-Science.Google Scholar
Wang, C. C. (1999). Photovoice: A participatory action research strategy applied to women’s health. Journal of Women’s Health, 8(2), 185–192.Google Scholar
Watts, R. J., Diemer, M. A., & Voight, A. M. (2011). Critical consciousness: Current status and future directions. New Directions for Child and Adolescent Development, 134, 43–57. https://doi.org/10.1002/cd.310.Google Scholar
Watts, R. J., Griffith, D. M., & Abdul-Adil, J. (1999). Sociopolitical development as an antidote for oppression – theory and action. American Journal of Community Psychology, 27(2), 255–271.Google Scholar
Watts, R. J., Williams, N. C., & Jagers, R. J. (2003). Sociopolitical development. American Journal of Community Psychology, 31(1–2), 185–194.Google Scholar
Weiston-Serdan, T. (2017). Critical mentoring: A practical guide. Stylus Publishing, LLC.Google Scholar
Wernick, L. J., Kulick, A., & Woodford, M. R. (2014). How theater within a transformative organizing framework cultivates individual and collective empowerment among LGBTQQ youth. Journal of Community Psychology, 42, 838–853. http://dx.doi.org/10.1002/jcop.21656.Google Scholar
Williams, J. L., & Deutsch, N. L. (2016). Beyond between-group differences: Considering race, ethnicity, and culture in research on positive youth development programs. Applied Developmental Science, 20(3), 203–213.Google Scholar
Winans-Solis, J. (2014). Reclaiming power and identity: Marginalized students’ experiences of service-learning. Equity & Excellence in Education, 47, 604–621. http://dx.doi.org/10.1080/10665684.2014.959267.Google Scholar
Xing, K. , Chico, E. , Lambouths, D. L. , Brittian, A. S. , & Schwartz, S. J. (2015). Identity development in adolescence: Implications for youth policy and practice. In Bowers, E. P., Geldhof, G, Johnson, S, et al. (Eds.), Promoting positive youth development: Lessons from the 4-H Study (pp. 187–208). Springer International Publishing.Google Scholar
Zeldin, S., Larson, R., Camino, L., & O’Connor, C. (2005). Intergenerational relationships and partnerships in community programs: Purpose, practice, and directions for research. Journal of Community Psychology, 33(1), 1–10.Google Scholar
Zimmerman, M. A., Ramirez-Valles, J., & Maton, K. I. (1999). Resilience among urban African American male adolescents: A study of the protective effects of sociopolitical control on their mental health. American Journal of Community Psychology, 27(6), 733–751.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure no-reply@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×