DEVELOPING SOCIAL CAPITAL THROUGH PARTICIPATION IN ORGANIZED YOUTH PROGRAMS: QUALITATIVE INSIGHTS FROM THREE PROGRAMS

By Robin L. Jarrett, P. Sullivan, N. Watkins. 2005

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How researchers see this paper

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Adolescents’ Negative Experiences in Organized Youth Activities (2007, unknown): “…caring adult leaders (Halpern, 2005; Rhodes, 2004), engagement in positive collaborations with peers (Larson, Hansen, & Walker, 2005; Mahoney, Cairns, & Farmer, 2003), and engagement with community adults who provide various forms of support and social capital (Jarrett, Sullivan, & Watkins, 2005).”
Consequential Strangers and Peripheral Ties: The Importance of Unimportant Relationships (2009, background): “Further, Jarrett, Sullivan, and Watkins (2005) found youth programs linked disadvantaged teenagers to unrelated adults with important assets (e.g., exposure to adult worlds, support, and encouragement).”
A comparison of youth‐driven and adult‐driven youth programs: Balancing inputs from youth and adults (2005, unknown): “At Art-First, the adults provided highquality teaching of painting techniques, and the adults shared knowledge and social capital that opened viable careers in the art world to them ~ Jarrett et al., 2005!.”
Relational Strategies in After-School Settings (2011, background): “Participation in after-school programs can be facilitated by positive staff–youth relationships (Jarrett et al., 2005; Lerner, Almerigi, et al., 2005) and can promote personal, behavioral, and academic competencies (Anderson-Butcher, Newsome, & Ferrari, 2003; Durlak & Weissberg, 2007).”