[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-590491-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-590491-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","the-differential-role-of-youth-development-program-participation-for-latinao-adolescents-study-background","the differential role of youth development program participation for latina/o adolescents - study background","","Examines how out-of-school-time (OST) youth development program participation may shape Latina/o adolescents’ long-term educational pathways. Contrasts persistent academic gaps—such as lower high school graduation and four-year college completion rates—with the limited focus on OST programming in prior research, particularly in longitudinal designs. Positions the study within competing failure/success, reproduction, and resistance theories and sets a community-based comparison across eighth grade and early adulthood to account for within-group diversity.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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is the main purpose of the study described in the text?","Question",{"text":63,"@type":64},"To investigate the long-term role of out-of-school-time (OST) program participation in Latina/o adolescents’ pathways to college.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Why does the author argue that academic achievement gaps remain insufficiently explained?",{"text":68,"@type":64},"Prior theories focus on student failures or omit the influence of OST activities, and they often cannot account for how some high-achieving youth emerge from low-performing school contexts.",{"name":70,"@type":61,"acceptedAnswer":71},"How does the study consider differences over time?",{"text":72,"@type":64},"It examines a group of Latina/o adolescents in a community context, first in eighth grade and again in early adulthood, to explore differences linked to OST participation.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},590491,1792891954,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & 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Ingrid Nelson  \nOver the next 20 years, experts predict that the number of Latina/o children in the U.S. will double, so that by the year 2025, one in four school children will be Latina/o (White House Initiative on Educational Excellence for HispanicAmericans, 1998). Yet the academic achievement of Latina/os lags far behind that of other ethnic and racial groups. Only 63 percent of Latina/os ages 25 to 29 have graduated highschool, compared to 87 percent of African Americans and 94 percent of both Asians and whites in the same age group (U.S. Census Bureau, 2000).  \nIn addition, only eight percent of Latina/os in this age group have completed four years of college (U.S. Census Bureau, 2000) . For decades, and especially now in the era of No Child Left Behind, educators, policy analysts, and researchers have sought to pinpoint the causes of this now-infamous academic achievement gap, yet they overwhelmingly ignore the fact that youth  \ntoday spend only 25 percent of their waking hours on school work (Larson & Verma, 1999) .  \nTheoretical explanations of Latina/o youths’ academic attainment omit the role that out-of-school time (OST) activities may play, and few studies have explored the role of OST programming in the lives of Latina/o students. The purpose of this study is to investigate the long-term role of OST program participation in the context of Latina/o adolescents’ pathways to college. Although a growing number of pre-and post-test design studies link positive outcomes to OST program involvement, few researchers have explored the longterm roles of OST participation, and none of those longitudinal studies have considered the influence of OST  \nINGRID NELSON is a doctoral candidate in sociology of education at Stanford University and a research assistant at the John W. Gardner Center for Youth and Their Communities. She received the Edmund A. Stanley Research Grant from the Robert Bowne Foundation in 2008. Her research interests include out-of-school-time participation among adolescents and Latina/o youth. Recent publications include “Street Ball, Swim Team and the Sour Cream Machine: A Cluster Analysis of Out of School Time Participation Portfolios” with Billie Gastic in the Journal of Youth and Adolescence.  \nprograms in the context of other supports available to youth. By looking at a group of Latina/o adolescents in community context—first in eighth grade and again in early adulthood—this study explores differences in the role that OST participation can play for Latina/o adolescents in their pathways to college.  \naccount for diversity within the Latina/o population and cannot explain how high-achieving youth emerge from subpar schools.  \nReproduction theorists assert that schools act as instruments of the dominant group in society; they are intentionally designed to foster low achievement among minority students, thus continually reproducing the sta-  \nTheories of Failure and Success tus quo in social relations (Bourdieu, 1973; Bowles &  \nCompeting and complementary explanations exist, but Gintis, 1976) . These theories strip minority youth and no theory yet predicts why many Latina/o youth follow families of any agency in the school system and, again, national patterns of low achievement while others buck overlook diversity within the Latina/o population (Stantonthe trend. In the past, dominant sociological theories Salazar & Dornbusch, 1995) .  \nhave focused on factors explaining students’ failures. Stepping away from the notion that youth act as  \nThis outlook was aligned with intervention strategies passive recipients to their environments, resistance theseeking to minimize negative outcomes, such as drop- ory recognizes low-achievement behaviors as challenges ping out of school, teen pregnancy, to certain aspects of schooling:  \nand drug abuse. With the advent of When students believe that gradua  \nthe positive youth","cbCaisB85sBTegxR","https://ap.wps.com/l/cbCaisB85sBTegxR","pdf",212290,14,"English","# Background: Academic gaps and limited OST research\n## Educational disparities among Latina/o adolescents\n## Youth development and the role of OST programming\n# Theoretical framing\n## Failure and success theories\n## Deficit, structural, reproduction, and resistance explanations\n## Toward a study framework","[{\"question\":\"What is the main purpose of the study described in the text?\",\"answer\":\"To investigate the long-term role of out-of-school-time (OST) program participation in Latina/o adolescents’ pathways to college.\"},{\"question\":\"Why does the author argue that academic achievement gaps remain insufficiently explained?\",\"answer\":\"Prior theories focus on student failures or omit the influence of OST activities, and they often cannot account for how some high-achieving youth emerge from low-performing school contexts.\"},{\"question\":\"How does the study consider differences over time?\",\"answer\":\"It examines a group of Latina/o adolescents in a community context, first in eighth grade and again in early adulthood, to explore differences linked to OST participation.\"}]","the differential role of youth development program participation for latina/o adolescents - study background | PDF",1792069745,35]