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When the Divide Isn’t Just Digital: How Technology-Enriched Afterschool Programs Help Immigrant Youth Find a Voice, a Place, and a Future
By Rebecca A. London, Manuel Pastor, Jr., and Rachel Rosner
Of course community technology centers (CTCs) help bridge the digital divide for immigrant youth in disadvantaged neighborhoods. But a study of six CTCs in California shows that these centers also promote positive youth development for young people who are challenged to straddle two cultures. 11 pages.

Growth in Motion: Supporting Young Women’s Embodied Identity and Cognitive Development through Dance After School
By Mira-Lisa Katz
Dance classes provide a model for afterschool and in-school education where multiple, "embodied" modes of teaching and learning enhance development and where risk-taking is rewarded rather than punished. 11 pages.

Media Gangs of Social Resistance: Urban Adolescents Take Back Their Images and Their Streets through Media Production
By Linda Charmaraman
A youth media program not only helps participants combat negative stereotypes of urban teens but also gives them a sense of group solidarity that enables them to function as responsible media producers when they venture out into the community. 11 pages.

The Curtain Rises: How Community-Based Arts Contribute to Youth and Community Development
By Jennifer Fuqua
Community-based arts education serves the best of youth development practices and principles. In an era when school-based outcomes drive much afterschool programming, the value of the arts in building young people’s skills and abilities deserves wide support. 9 pages.

Book Review: Robert Halpern’s Critical Issues in After-School Programming
By Ivana Espinet
2 pages.

Publication Date

Spring 2008






Social and Behavioral Sciences

Afterschool Matters Spring 2008