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Supportive community contexts are critical to positive youth development. Out-of-school time (OST) programs serve as supportive community contexts, and participation in OST programs is associated with a host of positive outcomes for youth. Cultural centers, such as museums, have been identified as potentially supportive community contexts for youth. Still, museums have been mostly absent in the broader research discussion of the role of community-based OST programs in promoting positive youth development. The current article presents a qualitative, single-case study of 37 youth between the ages of 13 and 18, the majority of whom identified with racial/ethnic identity groups traditionally underrepresented in OST program participation, in which we examined youths’ perspectives of the features of a museum-based, science-focused, youth development program that they found to be particularly supportive. Five themes emerged, including (a) the program structure, (b) meaningful opportunities and experiences offered by the program, (c) relationships with staff, (d) a positive peer culture, and (e) sense of belonging. The results provide detailed insight into how cultural centers, such as museums, can serve as supportive community contexts for youth development.
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“So, like, it’s all a mix of one”: Intersecting contexts of adolescents’ ethnic‐racial socialization
Abstract Cultural‐ecological theories posit that ethnic‐racial identity (ERI) development is shaped by transactions between contexts of ethnic‐racial socialization, yet research considering intersections among multiple contexts is limited. In this study, Black, Latino, White, and Asian American adolescents (N = 98;Mage = 16.26,SD = 1.09; 55.1% female identifying) participated in surveys and focus group discussions (2013–2014) to share insights into ERI development in context. Using consensual qualitative research, results indicated: (a) family ethnic‐racial socialization intersects with community‐based, peer, media, and school socialization; (b) ethnic‐racial socialization occurs outside family through intersections between peer, school, community‐based, and media settings; and (c) ethnic‐racial socialization is embedded within systems of racial oppression across contexts. Discussion includes implications for future research and interventions supporting youth ERI.
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- Award ID(s):
- 1911398
- PAR ID:
- 10370514
- Publisher / Repository:
- Wiley-Blackwell
- Date Published:
- Journal Name:
- Child Development
- Volume:
- 93
- Issue:
- 5
- ISSN:
- 0009-3920
- Format(s):
- Medium: X Size: p. 1284-1303
- Size(s):
- p. 1284-1303
- Sponsoring Org:
- National Science Foundation
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