Community-Based Education and Social Capital in an Urban After-School Program

2010 ◽  
Vol 44 (1) ◽  
pp. 35-60 ◽  
Author(s):  
Peter M. Miller
Keyword(s):  
Social Capital ◽  
After School ◽  
Program Participation ◽  
School Program ◽  
Community Based ◽  
Community Based Education ◽  
After School Program ◽  
Professional Aspirations ◽  
Capital Development

This qualitative case study examined how social capital development was facilitated in an urban after-school program. Specific attention was devoted to identifying structures and strategies that helped student participants develop social capital, the types of social networks that were developed through program participation, and the outcomes that were attributed to these networks. The findings suggest that the program’s purposeful design and skillful implementation presented students with opportunities to forge heterogeneous and bridging relationships that fundamentally shaped their learning experiences and their future social, educational, and professional aspirations.

scholarly journals Association between caregiver depression and child after-school program participation

2020 ◽  
pp. 1-16
Author(s):  
Nora J. Daly ◽  
Michael Parsons ◽  
Courtney Blondino ◽  
James S. Clifford ◽  
Elizabeth Prom-Wormley
Keyword(s):  
After School ◽  
Program Participation ◽  
School Program ◽  
Caregiver Depression ◽  
After School Program

scholarly journals Exploring the Use of Bibliotherapy With English as a Second Language Students

2019 ◽  
Vol 12 (7) ◽  
pp. 98
Author(s):  
Eliana M. Rubio Cancino ◽  
Claudia P. Buitrago Cruz
Keyword(s):  
Single Case ◽  
Analysis Data ◽  
Traumatic Experiences ◽  
After School ◽  
Esl Students ◽  
School Program ◽  
Refugee Students ◽  
After School Program ◽  
Trauma Healing

Studies in trauma healing and teaching ESL students have been done before. In addition, bibliotherapy has been used in educational and psychological disciplines. However, there are few studies that explore the use of bibliotherapy and trauma healing in ESL refugee students. My objective for this study was to explore bibliotherapy to see what experiences/stories surfaced from students’ lives and what connections/ reflections students made to the books we read in the bibliotherapy sessions. This was a qualitative single case study; I observed and worked with a group of ESL refugee students in an after-school program. However, for this study I followed the progress of one student over our bibliotherapy sessions. I used observations, interviews and artifacts analysis. Data was collected, triangulated and coded. I found out that the student Identified herself to some degree with the texts read during our bibliotherapy sessions. However, stories from past traumatic experiences surfaced during oral discussions but became more visible whenever she was writing.

scholarly journals Enhancing Education and Career Pathways Through Peer and Near-Peer Social Capital

2021 ◽  
Author(s):  
Ashley A. Boat ◽  
Alejandra Miranda ◽  
Amy K. Syvertsen
Keyword(s):  
Social Capital ◽  
Emerging Adults ◽  
Collective Efficacy ◽  
Career Pathways ◽  
People Of Color ◽  
Career Goals ◽  
Community Based ◽  
Community Based Education ◽  
Peer Social Capital ◽  
Capital Development

AbstractSocial capital strengthens emerging adults’ ability to reach life goals, but little is known about how peers and near-peers (slightly older and/or more experienced peers who serve in mentorship or coaching roles) support social capital development especially among young people of color. To address this gap, the current study examined how social capital derived from peers and near-peers contributes to emerging adults’ ability to actively mobilize social capital in pursuit of their education or career goals (i.e., self-initiated social capital) and, in turn, their education and career outcomes. A total of 841 emerging adults who participated in one of five community-based education and/or workforce support programs were surveyed (72% female; Mage = 20.1, SD = 1.84; 35% Latinx, 30% Black, 19% Asian, 16% Other). Peer social capital was indirectly associated with outcomes (i.e., progress towards education/career goals, commitment to paying-it-forward, collective efficacy to change systems) via greater self-initiated social capital, whereas near-peer social capital was both directly and indirectly associated with outcomes. The mechanisms by which peer and near-peer social capital support emerging adults as they work towards their goals may differ and have important program implications.

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