Designing Culturally Responsive Organized After-School Activities
Designing Culturally Responsive Organized After-School Activities
复制标题
设计具有文化适应性的有组织的课后活动
DOI：
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发表时间：
2017
期刊：
影响因子：
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通讯作者：
Dina G. Okamoto
中科院分区：
文献类型：
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作者：
S. Simpkins;N. Riggs;B. Ngo;Andrea Vest Ettekal;Dina G. Okamoto
有组织的课后活动促进青年的积极发展，取得了一系列成果。为了最有效，有组织的活动需要达到高质量的标准。国家研究理事会社区一级青年方案委员会制定的八项质量特征有助于指导这方面的工作。然而，这些标准在很大程度上是根据普遍的发展需要确定的，并没有充分反映美国境内日益增长的族裔和种族多样性，而权力和社会阶级差异问题使这种多样性进一步复杂化。考虑到美国人口的变化和课后资助的优先事项，现在是考虑提供有组织的课后活动的新方法的时候了，这些活动要对年轻人的文化和日常生活做出反应。本文的目的是探讨我们如何能够帮助确保课后活动的文化响应，并解决参与这些活动的青年的具体需求。基于理论和实证证据，我们提出了文化响应的做法，为每一个程序结构和工作人员的质量的八个特征。文章最后提出了未来的研究方向和战略，以实施文化响应的做法和利用资源。
Organized after-school activities promote positive youth development across a range of outcomes. To be most effective, organized activities need to meet high-quality standards. The eight features of quality developed by the National Research Council’s Committee on Community-Level Programs for Youth have helped guide the field in this regard. However, these standards have largely been defined in terms of universal developmental needs, and do not adequately speak to the growing ethnic and racial diversity within the United States, which is further complicated by issues of power and social class differences. Given U.S. population shifts and after-school funding priorities, the time has come to consider new ways to provide organized after-school activities that are responsive to youth’s culture and everyday lives. The goal of this article is to explore how we can help ensure that after-school activities are culturally responsive and address the specific needs of the youth who participate in these activities. Based on theory and empirical evidence, we provide proposed practices of cultural responsiveness for each of the eight features of quality for program structure and staff. The article concludes with future directions for research and strategies to implement culturally responsive practices and harness resources.