Ryan D. Heath: 0000-0002-1656-018X
extracurricular activities, out-of-school time, afterschool programs, disadvantaged youth, youth development, community schools, extended learning time
Spencer Foundation, Sebring-Lewis Foundation
We would like to acknowledge Karen Pittman for her very helpful feedback on a previous draft of this manuscript.
This work was supported in part by the Spencer Foundation and the Sebring-Lewis Foundation.
Developmental Psychology | Development Studies | Education | Educational Sociology | Psychology | Social Work | Sociology
Increased political and research interest in extracurricular activities stems, in part, from the claim that these programs especially benefit disadvantaged youth. However, little literature has synthesized studies across types of disadvantage to assess this claim. This article reviews research on disadvantaged youth in extracurricular programs, including differences by gender, socioeconomic status, race/ethnicity, and immigrant status. Our review reveals a promising, if complicated, picture. Although disadvantaged youth are less likely to participate in extracurricular activities, they often experience greater benefits, depending on the risk status and activity type. Evidence clearly supports expanding access to extracurricular programs for disadvantaged youth.
Heath, R. D., Anderson, C., Turner, A. C., & Payne, C. M. (2018). Extracurricular Activities and Disadvantaged Youth: A Complicated—But Promising—Story. Urban Education, 1-35. DOI: 10.1177/0042085918805797
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