Assessing After-School Programs as Contexts for Youth Development

By Joseph Kahne, J. Nagaoka, Andrea Brown, James O'brien, Therese M. Quinn, Keith Thiede. 2001

137 citations recorded by the source corpus.

How researchers see this paper

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Promoting Positive Youth Development Through Organized After‐School Activities: Taking a Closer Look at Participation of Ethnic Minority Youth (2012, background): “they often lack during the school day (Khane et al., 2001).”
Differing profiles of developmental experiences across types of organized youth activities. (2006, background): “Even when comparisons have been made, they have involved comparisons between different youth (Hansen et al., 2003; Kahne et al., 2001), leaving open the possibility that differences between the people joining each type of activity (e.g., differences in personality, temperament, or response set),…”
The Role of School-Based Extracurricular Activities in Adolescent Development: A Comprehensive Review and Future Directions (2005, background): “…in extracurricular activities affords adolescents the opportunity to develop social capital in the form of extended supportive networks of friends and adults (Carnegie Corporation of New York, 1992; Kahne et al., 2001; McNeal, 1999; Newmann, Wehlage, & Lamborn, 1992; Patrick et al., 1999).”
Adolescent development in interpersonal and societal contexts. (2006, background): “The informal, less hierarchically organized environment of community youth organizations fosters adolescents’ affective ties to their community (Flanagan 2004a, Flanagan & Van Horn 2003) and provides an environment where at-risk youth may feel efficacious and respected by adults (Kahne et al. 2001).”