Rigor, relationships, and religion: exploring youth’s experience in after-school programs

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dc.contributor.author English, Alan
dc.date.accessioned 2018-10-18T14:46:05Z
dc.date.available 2018-10-18T14:46:05Z
dc.date.issued 2018-12-01 en_US
dc.identifier.uri http://hdl.handle.net/2097/39221
dc.description.abstract This study addressed an existing gap in research on after-school programs, a lack of qualitative research. It consisted of a case study, conducted through a phenomenological theoretical framework, aimed to explore the experiences of four youth enrolled in a privately-funded, faith-based after-school program in an urban Midwest community. Unlike most after-school programs, the program studied provides services to youth that run continuously from sixth grade through high school graduation. Research was conducted primarily through observation at both the youth’s public school affiliated with the program and at program events outside of school, as well as both group and individual interviews. The Hirsch, Deutsch, & DuBois (2011) conceptual framework of the role of comprehensive after-school programs on youth, the Rhodes (2005) Model of Youth Mentoring, and the philosophy of positive youth development were key to this study. en_US
dc.language.iso en_US en_US
dc.subject After-school programs en_US
dc.subject Positive youth development en_US
dc.subject Phenomenology en_US
dc.subject Mentor-youth relationships en_US
dc.subject Youth motivation en_US
dc.title Rigor, relationships, and religion: exploring youth’s experience in after-school programs en_US
dc.type Dissertation en_US
dc.description.degree Doctor of Philosophy en_US
dc.description.level Doctoral en_US
dc.description.department Curriculum and Instruction Programs en_US
dc.description.advisor Bradley Burenheide en_US
dc.date.published 2018 en_US
dc.date.graduationmonth December en_US


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