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Guadalupe Valdivia EDUC 790-2 Summer 2013

Promoting Academic Resiliency thru Meaningful Conversation within After-School Programs and Extracurricular Activities. Guadalupe Valdivia EDUC 790-2 Summer 2013. Problem Statement.

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Guadalupe Valdivia EDUC 790-2 Summer 2013

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  1. Promoting Academic Resiliency thru Meaningful Conversation within After-School Programs and Extracurricular Activities Guadalupe Valdivia EDUC 790-2 Summer 2013

  2. Problem Statement • Youth who live in poor communities or attend to struggling schools have less access to ASPs/ECAsthat can help them improve their communication skills, develop a strong academic identity and improve their well-being.

  3. Objectives of the Study • To enhance learning outside of school context by participating in meaningful activities and enriching conversations.

  4. Importance of the Problem • ASPs/ECAs is a place for at-risk youth to find a positive role model and healthy relationships that helped them with guidanceand support, which impacts youthfuture decisions.

  5. Constructs Identified & Defined • Theory-Driven Approach • Urie Bronfenbrenner: Ecological Systems • Erick Erikson: Psychosocial Developmental • Abraham Maslow: Hierarchy of Needs • John Bowlby: Attachment • Max Horkheimer: Critical Race • Definitions ->Next Slide

  6. Collecting Data

  7. Rationale It can help philanthropist, community leaders and members, politicians, school administration and personal, and families find activities that are more beneficial to individuals that comes from a diverse background.

  8. Background • Don’t have access to ASPs/ECAs. • If have access: • not as structures of as good as after school programs that are located in affluent communities. • seek for healthy relationships that can help them thru their development.

  9. Three key articles and why? • ASPs or ECAs cultivating college bound students.

  10. Clarifying The Meaning of Extracurricular Activity • After-school hour activities such as ECAsand co-curriculum, promote exploration of individual differences and interests. Bartkus, K. R., Nemelka, B., Nemelka, M., & Gardner, P. (2012). Clarifying The Meaning Of Extracurricular Activity: A Literature Review Of Definitions. American Journal of Business Education (AJBE), 5(6), 693-704.

  11. Staff conceptions of curricular and extracurricular activities in higher education • Co-curriculum activities in higher education usually became ECAs. • Positive effects on students academic identity and academic life, such as helping with adapting to school culture and transition to employment. • Clegg, S., Stevenson, J., & Willott, J. (2010). Staff conceptions of curricular and extracurricular activities in higher education. Higher Education, 59(5), 615-626.

  12. ‘It’s just like an extra string to your bow’: Exploring higher education students’ perceptions and experiences of extracurricular activity and employability • Life-wide Learning: learning occurs through formal and informal experiences in different ‘learning spaces’, with academic study and ECAs representing different ‘spaces’ within the student experience. • Students engage in ECAsbecause do something worthwhile or to develop skills that will help them in the long-run. Thompson, L. J., Clark, G., Walker, M., & Whyatt, J. D. (2013). ‘It’s just like an extra string to your bow’: Exploring higher education students’ perceptions and experiences of extracurricular activity and employability. Active Learning in Higher Education, 14(2), 135-147.

  13. Research Questions • “What effective did the positive staff-student relationships in ASPs have in the at-risk students and How did the positive staff-student relationships in ASPs impact the performance of the at-risk students academic resiliency?” • “Did at-risk students who participated in ASPs improve academic resiliency than at-risk students who didn’t attend to any ASP?

  14. Preferred Method for my Dissertation

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