This study examines the associations among cross-linguistic social ties, individual-level social network and demographic characteristics, and academic and social-emotional outcomes in a sample of third to eighth grade Latine and Black youth attending urban afterschool programs. Guided by social capital and social learning perspectives, this study is one of the first to explore the associations of social ties among Spanish-speaking bilingual youth and native English-speakers in the afterschool setting. We found that youth who have more ties in the classroom social network have more cross-linguistic connections than would be expected given the afterschool classroom composition. Moreover, having more cross-linguistic ties at the start of the year was associated with higher academic and social self-concept in the spring, adjusting for baseline skills and other covariates. These findings suggest that cross-linguistic ties in the afterschool setting may contribute to positive social and developmental outcomes in late childhood and early adolescence.

中文翻译：

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“让我们出去玩吧！”：在城市课后项目中了解语言多样化青年之间的社会关系

本研究调查了参加城市课外活动的三年级至八年级拉丁裔和黑人青年样本中跨语言社会关系、个人层面的社会网络和人口特征以及学业和社会情感结果之间的关联。在社会资本和社会学习视角的指导下，这项研究是第一个探索在课后环境中讲西班牙语的双语青年和以英语为母语的人之间社会关系的关联的研究之一。我们发现，在课堂社交网络中拥有更多联系的青少年具有比考虑到课后课堂构成的预期更多的跨语言联系。此外，在年初拥有更多的跨语言联系与春季更高的学术和社会自我概念相关，调整基线技能和其他协变量。这些研究结果表明，课后环境中的跨语言联系可能有助于儿童晚期和青春期早期的积极社会和发展成果。