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Youth & Society
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Assessing After-School Programs as Contexts for Youth Development

JOSEPH KAHNE

Mills College

JENNY NAGAOKA

University of Chicago

ANDREA BROWN

University of Illinois at Chicago

JAMES O'BRIEN

University of Illinois at Chicago

THERESE QUINN

University of Illinois at Chicago

KEITH THIEDE

University of Illinois at Chicago

Educators, policy makers, and funders increasingly argue that structured afterschool activities can provide youth with valuable supports for development. Studies assessing the impact of particular programs and strategies, however, are rare. This study presents a method of assessment that enables evaluation of varied youth programs in accordance with a youth development agenda. The data include a sample of 6th-through 10th-grade African American students (N = 125) as well as samples of students who participated in three other after-school programs. The analysis of survey data indicates that only some after-school programs provide more opportunities and supports for youth development than students receive during the school day but that almost all provide significantly more attractive affective contexts than students experience during the school day. This difference is particularly great for African American male youth. The study also compares community- and school-based afterschool programs and identifies possible directions for future research.

Youth & Society, Vol. 32, No. 4, 421-446 (2001)
DOI: 10.1177/0044118X01032004002
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