Stephanie Medina and Vanessa Gutierrez, M.A. Department of Human and Community Development, College of Agricultural, Consumer, and Environmental Sciences, University of Illinois at Urbana-Champaign

“She uses her words and talks”: The Importance of After-School Programs to Latino Youth and Families

AcknowledgmentsWilliam T. Grant Foundation

Pathways ProjectMarcela Raffaelli, Ph.D., Research Advisor Reed Larson, Ph.D., Co-Research Advisor

Department of Human Development & Family Studies

Research Question Our goal in the study was to address the following question: According to parents of Latino youth, what skills transferred from after-school programs to youth, and how does the incorporation of those skills impact the family?

IntroductionLatinos are often underrepresented in positive youth development studies about the importance of after-school programs. As the Latino youth population continues to grow, the potential for after- school programs to positively benefit the home life of Latino youth and their families should be studied. 

DiscussionThis project reflects Latino parents’ observations of their child’s changes in after-school programs. Parents observed only positive changes. The findings demonstrate Latino youth are positively affected by the program and transfer skills from the program to the home. The existent literature suggests that these skills also help Latinos cope with negative experiences that they may have as a result of their ethnicity and/or race (Fredrick 2012). The findings also suggest the skills youth bring home positively impact their family.

The skills learned in the after school programs were positive and beneficial for the family. The developments of these after-school skills allow Latino youth to feel empowered and stronger candidates for college and/or future jobs (Stroble 2008). Youth learned to be more open about communication, and as a result, were able to open up to family and create more open communication paths.

After-school programs provide youth with the tools to engage with others. The after-school programs help youth foster skills that help them interact with others and adjust to changes outside of the program, whether those changes are personal, academic, cultural, or related to family.

LimitationsSome limitations included the sample of the analysis. While data from 29 parents was analyzed and coded, not all parents provided substantial data and not all parents gave answers that aligned with the questions asked.

MethodsData are from a larger, mixed-method, longitudinal study (Project Pathways) on youth development in after-school programs.

ParticipantsInterviews were conducted with 29 Latino parents (4 fathers, 25 mothers) of adolescents who attended ten different programs in 3 geographic areas.

ProceduresDuring interviews, parents were asked about changes they had seen in their child’s personality and attitude, interactions with family, interactions with peers, and school life. Interviews were: • Conducted with trained interviewers, most done in

Spanish• Audiotaped and transcribed verbatim.

Stage 1 Coding• Interviews were coded for “transfer” using parents’

descriptions of changes they had seen in their child • Transfer is defined as the transfer of youth’s change

(e.g. responsibility-taking, organized, more mature) to home and other out of program contexts.

• Stage 1 Coding data was input into Nvivo 9, a qualitative data management system.

• Data was soon collected as “transfer” and extracted for Stage 2 open coding.

Stage 2 Coding• Open coding for “transfer” sorts begun and micro-

codes were created.• Micro-codes were refined and combined to create

themes that involved various microcodes. • Common themes were identified for “transfer.”• Coded and analyzed data was translated from Spanish

to English.

Future Research

To continue this study, I would look at processes and analysis within non-Latino youth, to see whether skill sets transferred are unique to Latino youth.

Further research questions that could be asked and looked into would include how does social consciousness arise within youth? How do youth apply their knowledge and understanding of social justice issues outside of the home and school?

Results II: Skills Transferred HomeYouth change in a variety of ways and gather skills that they take home and apply in their homes.

Personal GrowthPersonal growth was commonly discussed by parents. Personal growth encompasses improvements in responsibility and maturity, as well as improvements in self-confidence, independence, among other things.

Emotion RegulationSome parents described emotion regulation as one of the major differences/changes in their child. Youth left program with a better ability at both regulating their emotions and expressing those emotions in a healthy way.

Academic FocusParents noted a change in academic focus. Youth prioritized their schoolwork, sometimes even choosing school over friends. Some parents saw an improvement in the grades compared to their progress before joining the after-school program.

Cultural UnderstandingCulture is very important to parents, although some do not have time to teach their children about the culture. Youth learned about culture, as well as engaged in traditions, in which they were not exposed to previously.

“The program is helping her to be more, I’m not sure how to say it– more firm in her decisions… to have more confidence in herself…” –Juanita Fernandez

“I have seen my daughter grow up a lot. Just by going to that program. She talks more, she was the kind of person that would keep a lot of stuff to herself and now she just speaks up” – Areli Rodriguez

"Before, when he wasn't in the program, when he felt angry, he would always yell or do something impulsive and throw things or do something for attention. Now that's he's in the program, I see that he thinks things through and he isn't like that anymore. He tries to talk and we [as a family] talk to him so that he calms down. He is a bit more relaxed, he thinks things through now.” –Paula Valle

"She is more calm. And she no longer 'explodes', she controls herself a bit more."

"When she's mad, she'll tell [her siblings], 'I am mad. Please do not talk to me because you make me mad' or 'you made me mad' or "you did this' and now, she expresses how she really feels.” –Nina Hernan

"Right now, she has a great relationship with one of the teachers at school. The teacher even chose her to be 'Student of the Month' because she- the teacher- she feels very proud of [my daughter] because she said that she has put in a lot of good effort into school lately.” – Nina Hernan

"There was a time when her grades dropped because she had friendships that weren't the best. But when she began to take the program courses, now she's raised her grades a lot and she's doing very well in school.” –Alexa Valiente

Results I: Themes 1. Skill Sets 2. Impact of After-School Programs

Parents talked about skills they observed youth had learned in program. Youth develop as a result of the after school program and directly or indirectly impacted the home life.

• Emotion Regulation • Changes in Attitude/Personality• Educational Focus• Cultural Understanding• Personal Growth• Communication • Social Consciousness

Impacts on family were identified as direct or indirect results of the changes that parents had observed in their child. The after-school programs allowed youth to develop skill sets, and as a result, youth used those skill sets to positively influence their families. • Relationship with Parent and Family• Relationship with Teachers/Program

Leaders• New Experiences

“transfer”

“[The program] is a great place, because I was very surprised with the little skeletons [that my son brought home]. He said, 'Mom, we're going to make an altar' and he asked me, 'what is it?', well, 'it's something that we do in Mexico,' it's part of our culture.” – Karina Villareal

“The language…. I want her to speak more Spanish to use it as a, fluently as other people… and that’s important for me and even for her now…” –Areli Rodriguez