Abstract

Youth-staff relationships and program activities are important elements in designing high-quality afterschool activities that promote a broad range of outcomes. Using a qualitative approach, Latinx adolescents were interviewed (n = 28, 50% girls) about their experiences in a university-based afterschool math enrichment activity. Findings under the first goal of the study suggest that Latinx adolescents perceived changes in their math-specific outcomes (e.g., problem-solving skills), future science, technology, engineering, and mathematics (STEM) pathways (e.g., envisioning a future career), and social-emotional skills (e.g., relationship skills) as a result of participating in the activity. Under the second goal of the study, findings identified the specific practices that adolescents thought promoted those outcomes, including incorporating advanced math concepts and engaging in collaborative learning, engaging in campus tours and informal conversations, and using culturally responsive practices. The findings from this study can be leveraged by scholars and educators to design, further strengthen, and evaluate high-quality afterschool activities.

摘要

青年与员工的关系和计划活动是设计高质量课后活动的重要因素，这些活动可促进广泛的成果。使用定性方法，对拉丁裔青少年进行了采访（n = 28, 50% 女孩）关于他们在大学课后数学丰富活动中的经历。研究第一个目标下的结果表明，拉丁裔青少年感知到他们的数学特定成果（例如，解决问题的能力）、未来科学、技术、工程和数学 (STEM) 途径（例如，设想未来的职业）的变化，以及参与活动后的社交情感技能（例如，关系技能）。根据研究的第二个目标，调查结果确定了青少年认为促进这些结果的具体做法，包括融入高级数学概念和参与协作学习、参与校园参观和非正式对话，以及使用文化响应性实践。