Project Venture: Evaluation of a Positive, Culture-Based Approach to Substance Abuse Prevention With American Indian Youth: Technical Report (2007)
The authors argue that the degree and appropriateness of cultural elements are important factors in the effectiveness of substance abuse prevention programs for American Indian youth. Little is known, however, about best practices in such programs. Most research on interventions has been conducted primarily with white, middle-class adolescents, and programs designed to target American Indian youth are rarely the subject of scientific study. The current evaluation compared sixth grade students who participated in Project Venture—an experiential youth development program guided by American Indian traditional values—with a control group that did not participate. Students who participated in the program reported significantly less substance use over the course of the 18-month evaluation, as compared with the control group. The authors suggest that the culturally relevant nature of the program contributed to its effectiveness, though they urge further research to better understand the effects of cultural components on youth participants.
Author/Publisher: Carter, S. L., J. E. Straits and M Hall, National Indian Youth Leadership Project.
Whatcha Doin' After School: A Review of the Literature on the Influence of After-School Programs on Young Black Males (2008)
Very little research focuses solely on the educational and health outcomes for young black males who attend after-school programs. Existing research suggests that a key part of after-school program effectiveness is the ability to be more flexible and responsive to participants’ needs than traditional school day programming. This flexibility may be especially critical for young black males. A review of the literature suggests that three types of out-of-school-time activities are promising in the lives of young black males: the extracurricular activities model, the mentoring model and cultural rites of passage programs. The author summarizes the literature on these three types of programs and identifies the core elements embedded within the programs that allow them to be effective. The author argues that while it is important to offer appropriate types of programs to young black males, these programs must also implement strategies that are proven to be effective for after-school programs generally, such as staff training and family involvement.
Author/Publisher: Woodland, Malcolm. Urban Education 43: 537
(Note: This publication is not available for free online. It may be available through research library databases.)
Addressing Equity and Diversity: Tools for Change in After-School and Youth Programs (April 2005)
This toolkit consists of specific strategies and tools that after-school programs can implement to expand their diversity and equity efforts to more effectively serve a range of children and families. The document emerged from a three-year study of after-school programs across the country (the research results of which are published in Pursuing the Promise). This evaluation revealed five successful strategies to engage diverse youth: 1) inclusive and culturally responsive programming; 2) development of strong identities; 3) intergroup experiences and cross-cultural understanding; 4) recognizing and challenging inequities; and 5) healing the wounds of exclusion and discrimination. The toolkit offers specific ways for programs to reflect on their current strategies, understand participants’ backgrounds and needs, and create an action plan.
Author/Publisher: California Tomorrow.
Pursuing the Promise: Addressing Equity, Access and Diversity in After School and Youth Programs (2003)
California Tomorrow’s Equity, Access and Diversity in After School and Youth Programs project was established in 1999 with the support from the Mott Foundation. The intent of the project was to develop a vision for how after-school programs could best support youth from all communities, with a particular focus on youth of color, immigrants, low-income youth and those from other frequently underserved groups. California Tomorrow visited after-school programs across the country, conducted a national survey, and did a literature review to learn more about how programs were dealing with the challenges of equity, access and diversity. The report presents the findings from their research and provides clear recommendations for pursuing equity and diversity at the policy and program level.
Author/Publisher: Oakland, CA: California Tomorrow.
What Differences Do Racial, Ethnic and Cultural Differences Make in Youth Development Programs? (1992)
This paper provides an overview of the research on the role that race, ethnicity and culture play in youth development, analyzes the implications for the design of youth development programs and makes recommendations to program planners. The author includes program examples and highlights the implications of her findings.
Author/Publisher: Camino, Linda A. Carnegie Council on Adolescent Development. Washington, DC.
Cultural Competency: The Role of After-School Programs in Supporting Diverse Youth (2002)
This document was created to support after-school programs funded by the Colorado Trust After-School Initiative. It discusses the development of youth in relation to culture and identity development, explores the social, civic and moral development of youth, and provides ideas and resources for after-school programs that want to explore issues of culture and diversity.
Author/Publisher: The Colorado Trust.
Developing Adolescents: A Reference for Professionals (2002)
This resource was developed to help professionals understand crucial aspects of normal adolescent development and relate more effectively to the adolescents with whom they work. The guide discusses the physical, cognitive, emotional, social and behavioral development of adolescents. It also notes the importance of understanding the cultural and ethnic groups that are being served. The guide discusses the development of personal identity and self-concept and the importance of developing a strong ethnic identity in order for youth of color to develop self-esteem. It provides the research background necessary to understand the need for cultural competence within an organization.
Author/Publisher: Gentry, Jacquelyn and Mary Campbell. Washington, DC: American Psychological Association.
Kids Included Together (KIT)
Kids Included Together (KIT) is a nonprofit organization specializing in providing best practices training for community-based youth organizations committed to including children with disabilities in their existing recreational, social and child-care programs.
Cultural Competency: What It Is and Why It Matters (2006) http://www.lpfch.org/programs/culturalcompetency.pdf
This brief was prepared for grantees of the Lucile Packard Foundation for Children’s Health. It defines cultural competency, explains its importance and discusses what it looks like at an organizational level.
Author/Publisher: Olsen, Laurie, Jhumpa Bhattacharya and Amy Scharf. Lucile Packard Foundation for Children’s Health.
Culture and Context: The Collaborative Fund for Youth-Led Social Change (Spring 2006)
The Collaborative Fund for Youth-Led Social Change (CFYS) grew out of an effort of funders and youth practitioners to support work at the intersection of youth development, youth organizing and gender. Twelve youth organizations and 20 donors were engaged in a collaborative partnership. This report provides an overview of the themes and knowledge gained from the project, the capacity-building effort undertaken by the partners, and key recommendations for the field and donors.
Author/Publisher: Wignaraja, Marisha, Catlin Fullwood, and Ami Nagle. Ms. Foundation for Women.