Recreation and Young Latino Males

1. Recreation and Young Latino Males Ariel Rodríguez, Ph.D. Assistant Professor School of Community Resources and Development Arizona State University

2. Man’s Search for Meaning • …we can discover this meaning of life in three different ways: • By creating a work or doing a deed; • By experiencing something or encountering someone; • By the attitude we take toward unavoidable suffering. Viktor E. Frankl, 1959, p. 111

3. Introduction • About me • What needs do Hispanic/Latino males have? • What is recreation? • How does recreation meet these needs? • Program components • Program outcomes • Program participation • Example programs

4. My Personal Context • Born and raised in Miami, FL • Cuban immigrant parents • Low income housing where gangs were prevalent • Juvi was part of my every day language • “Latchkey kid” • At 28, received Ph.D. and began an as assistant professor at the University of Florida

5. Push and Pull of Positive Youth Development • Risk factors • Protective factors • Resiliency traits

6. Risk Factors (Pull) • Child Wellbeing – a multidimensional construct incorporating the following dimensions: • Psychological • Physical • Social • Cognitive • Economic

7. 22 Risk Factors of Child Wellbeing • Source: US Census Bureau (2007). Risk Factors for Children in the U.S., States, and Metropolitan Areas: Data from the 2007 American Community Survey. www.census.gov/population/www/socdemo/risk-factors-presentation.ppt

8. Percentage of Children with No Risk Factors by Selected Social Characteristics (2007) 31.4% - Boys Sex 31.7% - Girls 28.0% - 0 to 4 year olds Age Group 31.9% - 5 to 9 year olds 33.7% - 10 to 13 year olds 33.3% - 14 to 17 year olds 40.0% - White 13.1% – Black 12.3% – Amer. Ind./Alaska Nat. Race 19.2% - Asian 9.8% – Nat. Hawaiian/Pac. Isl. 6.5% – Other race 25.7% – Two or more races 37.4% - Not Hispanic Hispanic 9.1% - Hispanic Source: U.S. Census Bureau, American Community Survey, 2007 U.S.: 31.5%

9. Percentage of Children with 8 or More Risk Factors by Selected Social Characteristics (2007) 3.0% - Boys Sex 3.0% - Girls 2.7% - 0 to 4 year olds Age Group 3.8% - 5 to 9 year olds 3.0% - 10 to 13 year olds 2.5% - 14 to 17 year olds 1.9% - White 4.0% – Black 4.2% – Amer. Ind./Alaska Nat. Race 4.1% - Asian 5.4% – Nat. Hawaiian/Pac. Isl. 10.0% – Other race 2.4% – Two or more races 1.5% - Not Hispanic Hispanic 8.6% - Hispanic U.S.: 3.0% Source: U.S. Census Bureau, American Community Survey, 2007

10. Educational Attainment by Sex: 2006 (Population 25 years and older) Percent Source: U.S. Census Bureau, 2006 American Community Survey

11. Occupation of the Employed Male Civilian Population 16 Years and Older: 2006 (Percent distribution) Source: U.S. Census Bureau, 2006 American Community Survey

12. Median Earnings by Sex in the Past 12 Months: 2006(For employed, full-time, year-round workers 16 and older.In 2006 inflation-adjusted dollars) Source: U.S. Census Bureau, 2006 American Community Survey

13. Children under 18 living in poverty, 2008 SOURCE: U.S. Bureau of the Census, Income, Poverty, and Health Insurance Coverage in the United States: 2009, Report P60, n. 238, Table B-2, pp. 62-7.

14. One parent households 28% of Hispanic children living in a one parent household…93% of these children live with their mother only Source: U.S. Census Bureau, Survey of Income and Program Participation, 2004 Panel, Wave 2.

15. Protective Factors (external assets) • Caring relationships with… • Adults in the home • Adults in the school • Adults in the community • Peers • High expectations from… • Adults in the home • Adults in the school • Adults in the community • Peers • Meaningful participation and contribution in… • The home • The school • The community Source: The Healthy Kids Resilience Assessment

16. Resiliency Traits (internal assets) • Social competence • Cooperation and communication skills • Empathy • Problem solving skills • Autonomy and sense of self • Personal conviction • Self-efficacy • Self awareness • Sense of meaning and purpose • Optimism • Goals and aspirations Source: The Healthy Kids Resilience Assessment

17. What is Recreation? • An activity that diverts or amuses or stimulates • Refreshment of one's mind or body after work through activity that amuses or stimulates

18. The complete meal is recreation programs (youth development programs with a recreation component)

19. Role of Recreation Programs • Recreation is a “hook” or a means of attracting youth to programs • Provide a safe environment for youth to interact • Deal with “unproductive” time within which youth can get into trouble • Develop competences • Skill development and social competencies • Rules and Discipline • Academic proficiencies • Promote healthy living (physical activity and nutrition) • Forge positive relationships with adults and peers • Expectations Source: Witt, P. & Crompton, J. (1996). The at-risk youth recreation project. Journal of Park and Recreation Administration, 14(3), 1-9.

20. Recreation Program Components • Boss • Participants • Activity • Physical setting

21. The Boss • Programmer • Leader • Coach

22. Participants • Friends • Peers • Mentors (e.g., Big Brothers)

23. The Activity* • Sports (31%) • Religious activities (20%) • Arts (18%) • Scouts (10%) • Community service (8%) • Academic activities (7%) • Clubs (6%) * Percent of children Kindergarten through 8th grade who participated in after-school activities at least once per week, 2005 Source: Wirt, J., Choy, S., Rooney, P., Provasnik, S., Sen, A., and Tobin, R. (2006). The Condition of Education 2006 (NCES 2006-071). U.S. Department of Education, National Center for Education Statistics. Washington, DC: U.S. Government Printing Office. Table 13-1.

24. The Physical Setting • Teen recreation center • School • Park • Library • Track • Pool • Fields

25. Outcomes of developmentally sound recreation programs • Personal development – improved self-esteem, spiritual growth, enhanced creativity, problem solving, self-reliance • Social growth – acquire new friends, learn group skills, gain social support, acceptance • Physical development – enhance physical fitness, develop motor skills, better energy, improved self-image • Acquire positive values – acquire new positive values or strengthen existing values, through teamwork, cooperation, learning, and interacting with positive role models Source: Edginton, S. R. & Edginton, C. R. (1994). Youth programs: Promoting quality services. Champaign, IL: Sagamore Publishing.

26. Self-expression – opportunities for self-expression, creativity, supervised risk, fantasy, progression toward personal potential • Learning and growth – opportunities for learning and growth, exploration and exposure to new facts and ideas. Activities that enhance appreciation of nature, the arts, science and other topics • Memories, inner resources – a chance for youth to build within themselves a wealth of positive, pleasant, and meaningful memories that will strengthen and sustain them through their childhood and adulthood Source: Edginton, S. R. & Edginton, C. R. (1994). Youth programs: Promoting quality services. Champaign, IL: Sagamore Publishing.

27. More specific to Latino Males • Mental • Channel excess energy (emotion regulation) • Reduce hyperactivity • Channel anger • Reduces stress • Self-discipline • Safe haven • Physical • Develop life-long skills • Helps maintaining good health and body weight (self-image) • Social • Positive male role models • Positive male peer interactions

28. Why male Latinos (primarily Mexican) participate in out-of-school programs (youth ages 9-19 in urban communities in Michigan) • Personal development/confidence • Increase social life • Learn life skills • Improve self/community • Safe haven/respite Source: Borden, L. M., et al. (2006). Challenges and opportunities to Latino youth development: Increasing meaningful participation in youth development programs. Hispanic Journal of Behavioral Sciences, 28(2), pp. 187-208.

29. Why male Latinos (primarily Mexican) do not participate in out-of-school programs (youth ages 9-19 in urban communities in Michigan) • Home/school/work • Lack money/transportation • Don’t like people who run program • External constraints (i.e., language barriers, lack of information, negative opinions of others) • Safety issues Source: Borden, L. M., et al. (2006). Challenges and opportunities to Latino youth development: Increasing meaningful participation in youth development programs. Hispanic Journal of Behavioral Sciences, 28(2), pp. 187-208.

30. Differences among Latinos for participating in out-of-school programs • Latino youth (recent moved to US; immigrants) • Develop job skills • Find a safe haven/respite • Latino youth (long history in the US; grandparents in the US) • Desire to increase social life • Emotional regulation Source: Borden, L. M., et al. (2006). Challenges and opportunities to Latino youth development: Increasing meaningful participation in youth development programs. Hispanic Journal of Behavioral Sciences, 28(2), pp. 187-208.

31. Example Hispanic Specific Programs • Latino Community Development Agency (OK)- Working to enhance the quality of life of the Latino community through education, leadership, services and advocacy. Website: http://lcdaok.org/home/ • Greater Hartford Male Youth Leadership Program (CT)- In collaboration with community based agencies, our partnership seeks to minimize educational, economic and developmental disparities in African-American and Hispanic Latino-American males through programs and curriculum designed to enhance and develop leadership and social skills. Website: http://www.ghmylp.org/About.html

32. Valle del Sol (AZ)- Inspiring positive change by investing in human services, strengthening self-sufficiency for families, and building the next generation of Latino leaders. Website: http://www.valledelsol.com/ • Mexican American Community Services Agency (CA)- MACSA's mission is to enrich the lives and to advance the interests of the Latino community of Santa Clara County. Website: http://www.macsa.org/purpose.htm

33. Youth Serving Agencies • National youth-serving agencies (private, non-profit) – serve approximately 30 million youth a year • YMCA • 4-H • Boys and Girls Clubs • Boy Scouts • Camp Fire • Big Brothers/Big Sisters • Junior Achievement

34. Public Agencies • Parks and Recreation • Programs • Spectrum of sport activities • Arts and crafts • Dance • Drama • Special events • Facilities • Community centers • Parks • Pools • Athletic fields • Playgrounds • Outdoor nature areas (e.g., trails, nature centers)

35. Libraries • Young individuals represent about half of all public library users • Youth go to library not only for books, but because they provide a safe haven in rough neighborhoods • Relationship with park and recreation • Book Blast with Phoenix Afterschool Center (PAC)

36. An after-school program near you http://www.azafterschool.org/AzAfterschool-Directory/Find-Programs-Near-You.aspx

37. Man’s Search for Meaning • …we can discover this meaning of life in three different ways: • By creating a work or doing a deed; • By experiencing something or encountering someone; • By the attitude we take toward unavoidable suffering. Viktor E. Frankl, 1959, p. 111

38. Questions