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Research links cumulative disadvantage to poor physical, mental, and emotional health. In high-crime neighborhoods, some youth turn to gangs, where the social support and status offered by gangs increases vulnerability to recruitment. This study examines Project YES using relational-cultural theory to explain how afterschool relationship-building can reduce violence risk.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/creating-opportunities-for-mutual-affiliation-gang-prevention-and-relational-cultural-theory-in-project-yes/590508/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/creating-opportunities-for-mutual-affiliation-gang-prevention-and-relational-cultural-theory-in-project-yes/590508.png","ImageObject",300,407,{"name":92,"@type":93},"Stanley","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why do some youth become vulnerable to gang recruitment?","Question",{"text":112,"@type":113},"Youth exposed to multiple risk factors in high-crime neighborhoods can be recruited through the “fraternal interdependence” gangs provide, including group identification and social status.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What role do afterschool programs play in preventing gang affiliation?",{"text":117,"@type":113},"Afterschool programs need to foster adult-youth relationships and practices that recreate the affiliation, safety, and social positioning gangs often offer to marginalized youth.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the study use relational-cultural theory in Project YES?",{"text":121,"@type":113},"The case study uses relational-cultural theory to examine how relationship building among staff, students, and parents is facilitated in the gang prevention afterschool program, suggesting the theory can support violence prevention design.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},590508,1792069785,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":129,"read_time":144,"preview_page_count":4},2336477405376,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Creating Opportunities for Mutual Affiliation  \nGang Prevention and Relational-Cultural Theory in Project YES  \nStacy T. Randell, Amy E. Smith, and Bernard A. Steinman  \nAmerican youth do not have equal access to academic success and life achievements. In particular, low-income male students of color are disproportionately failing in school, filling prisons, and enduring the consequences of low social capital and poor investment in their futures (Losen & Skiba, 2010) .  \nIndeed, a large body of research documents the lifelong impact of cumulative disadvantage, including poor physical, mental, and emotional health (Cohen, Janicki-Deverts, Chen, & Matthews, 2010) . Unfortunately, many young people cope with poverty and life in high-crime neighborhoods by joining gangs and pursuing other antisocial behaviors that compound their personal challenges. The “fraternal interdependence” (Spergel, 1995, p. 50) offered by gangs makes youth who have been exposed to multiple risk factors vulnerable to recruitment.  \nTo prevent gang affiliation, afterschool programs need to foster practices and adult-youth relationships that recreate the group identification and social status that gangs often offer to marginalized youth (Spergel, 1995) . Even youth who face extreme marginalization and poverty experience gains in self-efficacy and emotional safety when they have nurturing  \nSTACY T. RANDELL is the coordinator of the Adult Learning Center at North Shore Community College in Massachusetts. She has a master of science degree in public affairs from the McCormack Graduate School of Policy and Global Studies at the University of Massachusetts Boston. She engages in work to address the human consequences of income and education inequality and interpersonal violence.  \nAMY E. SMITH, Ph. D., is an associate professor and director of the MPA program in the McCormack Graduate School of Policy and Global Studies at the University of Massachusetts Boston. Her current research focuses on gender and leadership in public organizations, professional identity and career development in the public sector, and teaching and mentoring in graduate education. BERNARD A. STEINMAN, Ph. D., is a research fellow at the Gerontology Institute in the McCormack Graduate School of Policy and Global Studies at the University of Massachusetts Boston.  \nconnections with caring adults (Sta. Maria, Martinez, & Diestro, 2014) . A study of more than 12,000 adolescents revealed that a sense of connection to a caring adult was the most important factor in reduced risk for a multitude of negative factors, regardless of differences in race, ethnicity, socioeconomic status, and family composition (Jordan & Hartling, 2002) . However, the extent to which specific relationship-building strategies are used in afterschool programs that serve high-risk youth is largely unexplored. Even the extensive report of Eccles and Gootman (2002), which summarized work to pinpoint  \nCollege. The program targets students with characteristics that put them at risk of gang involvement, including low academic achievement, delinquency, negative peer relationships, and known association with gang members (Spergel, 1995) . Program goals include keeping youth out of gangs, increasing high school graduation and college admission rates, building self-esteem, fostering positive decision making, reducing crime, and giving youth “a fighting chance” to overcome barriers to success (Davis, 2005, p. 15) .  \nthe kinds of physical, intellectual, and emotional support Project YES Staffing and Structure  \nadolescents need to thrive, acknowledges that little is At the time of our study in 2013, Project YES staff known about effective youth development programs that included a program director, a parent outreach worker,  \nserve the highest-risk youth. a computer specialist, and other  \nThe stakes for youth and com- program staff, all of whom were  \nmunities are continuously rising. Identifying a specific youth Lynn public scho","cbCaipbRquaJvwG3","https://ap.wps.com/l/cbCaipbRquaJvwG3","pdf",244354,11,"English","# Creating Opportunities for Mutual Affiliation\n## Gang Prevention and Relational-Cultural Theory in Project YES\n## Youth Outcomes, Risk Factors, and Cumulative Disadvantage\n## Afterschool Program Design and Relationship-Building\n## Case Study Context: Project YES in Lynn, Massachusetts","[{\"question\":\"Why do some youth become vulnerable to gang recruitment?\",\"answer\":\"Youth exposed to multiple risk factors in high-crime neighborhoods can be recruited through the “fraternal interdependence” gangs provide, including group identification and social status.\"},{\"question\":\"What role do afterschool programs play in preventing gang affiliation?\",\"answer\":\"Afterschool programs need to foster adult-youth relationships and practices that recreate the affiliation, safety, and social positioning gangs often offer to marginalized youth.\"},{\"question\":\"How does the study use relational-cultural theory in Project YES?\",\"answer\":\"The case study uses relational-cultural theory to examine how relationship building among staff, students, and parents is facilitated in the gang prevention afterschool program, suggesting the theory can support violence prevention design.\"}]","Creating Opportunities for Mutual Affiliation - Gang Prevention and Relational-Cultural Theory in Project YES | PDF",28]