Designing Culturally Responsive Organized After-School Activities

Children's achievement of recommendations for moderate-to-vigorous physical activity (MVPA) in afterschool programs (ASP) is complex. It is unclear what elements of the ASP environment influence children's physical activity (PA). The purpose of this study was to determine the relationship of staff behaviors and ASP features (eg, organized activity, recreational equipment) to MVPA participation in youth attending ASPs. Data were collected in 12 ASPs in the Midwest. Staff behavior and child PA was measured using the System for Observing Play and Leisure Activity in Youth. The percentage of children's MVPA was examined in relation to staff behaviors and ASP features. Increases in MVPA were observed when staff were directly engaged in PA, verbally promoted MVPA, and when PA was organized and equipment was present. When 3 or more of these characteristics were present, the proportion of children engaged in MVPA increased by 25%-30%. Conversely, MVPA levels decreased when these characteristics were absent and when staff were attending to other ASP duties or were supervising. This study provides evidence about the specific staff behaviors that may influence higher proportions of youth being active during ASP and implies specific skills that need to be incorporated into ASP staff training.

Organized afterschool activities as a developmental context for children and adolescents.

When people encounter surprising or confusing events, they engage in sensemaking to answer the questions, ?what?s the story?? and ?now what?? (Weick et al , 2005) Sensemaking is a socially constructed process in which individuals interact with their environment and with others to create meaning and enable action The COVID-19 pandemic has created an environment that is dynamically uncertain ? routines are upended, normal interactions are disrupted, and risk must be reassessed on an ongoing basis

This discussion examines some of the major issues and attributes of culturally responsive teaching. It begins with explaining my views of culturally responsive teaching and how I incorporate cultural responsiveness in my writing to teach readers what it means. These general conceptual frameworks are followed by a discussion of some specific actions essential to its implementation. They are restructuring teacher attitudes and beliefs about cultural, ethnic, and racial diversity; resisting resistance to cultural diversity in teacher education and classroom instruction; centering culture and difference in the teaching process; and establishing pedagogical connections between culturally responsive teaching and subjects and skills routinely taught in schools. Excerpts from samples of my own and others’ scholarship are woven throughout to exemplify general patterns, themes, and principles of culturally responsive teaching.

The world map is changing due to waves of immigration, population and demographic changes in mainland Europe and North America. There is a growing need for a more diverse teacher workforce to close the racial and ethnic gap between students and teachers in populations with high diversity. The scholarship discussing integration challenges facing teachers of colour and minority teachers in majoritarian education systems has yet to be exhaustively analysed and synthesised. Moreover, the literature remains fragmented despite numerous studies emphasising the significance of supporting teachers of colour and minority teachers to ensure equity and inclusiveness in majoritarian education systems to better represent the student body. This study reviews the literature through a bibliometric analysis of 387 peer‐reviewed papers on this topic published between 2000 and 2024, followed by a synthesis of the top‐cited papers. First, we emphasised the importance of researching the integration of minority teachers and teachers of colour to understand their contribution to students' thriving and the transformation of education systems towards diversity and inclusion. The quantitative analysis is followed by a systematic qualitative synthesis of the top 18 cited papers. The results highlighted that most research on minority teachers and teachers of colour is from the United States and the United Kingdom. They also highlighted the necessity of revisiting curriculums and enhancing relationships with children to raise awareness about issues of systemic racism, cultural responsiveness and deeper inclusion. Recommendations emphasise addressing systemic racism and enhancing cultural responsiveness. These findings can guide future research, policies and practices to support minority teachers' integration and better represent student diversity. Context and implications Rationale for this study The world map is changing due to waves of immigration, population shift, and demographic changes, highlighting the growing need for a more diverse teaching workforce to close the racial and ethnic gaps between students and teachers in highly diverse populations. However, the scholarship discussing the integration challenges faced by teachers of colour and minority teachers in majoritarian education systems remains fragmented and has yet to be exhaustively analysed and synthesised. Therefore, this paper presents a mixed‐methods systematic review of recent international evidence on the integration of minority teachers and teachers of colour in majoritarian education systems worldwide. Why the new findings matter This research contributes to further insights in the scholarship foci, including identifying several research gaps related to the integration of teachers of colour and minority teachers. Our findings can inform future policies by enhancing understanding of the unique needs and challenges faced by minoritised teachers within various political, social and educational contexts. This knowledge can guide the training, recruitment, mentoring and retention of minority teachers. Additionally, further comparative research on this topic is necessary to enrich knowledge and contribute to diverse models for preparing, recruiting and retaining teachers of colour, thereby enhancing diversity in schools and fostering the success of minority students. Therefore, this study not only enriches our understanding of the current state of research but also sets the stage for future inquiries that could inform more nuanced and effective educational policies and practices worldwide. Implications for educational researchers and policy makers Our research findings offer valuable insights for scholars, policy makers, superintendents and school principals who are committed to conducting future empirical research, systematic reviews or implementing policies for the equitable inclusion of minoritised teachers in majoritarian education systems. These insights aim to promote deep diversity and representation. Key takeaways include: This systematic review identifies a research gap concerning the integration of teachers of colour and minority teachers. Addressing this gap involves understanding their unique needs and challenges within various political, social and educational contexts. There is a need for further comparative research on this topic to enhance knowledge and contribute to developing varied models for preparing, recruiting and retaining teachers of colour, thereby improving diversity in schools and supporting the success of minority students. Future policy design and implementation at both the district and school levels should focus on the training, recruitment, mentoring and retention of minority teachers. This includes identifying positive ecological dynamics at both district and school levels that support the integration of minority teachers and teachers of colour. In today‘s era of digital literacy and artificial intelligence (AI), we recommend researching the applicability, usage and impact of AI programs in enhancing equitable hiring processes. This research should explore how AI can be used to detect early warning signs of exclusion or marginalisation that may contribute to turnover among minority teachers, and how it can facilitate supportive interventions.

Researchers have demonstrated that Black caregivers (a) are more likely than caregivers of any other race to enroll their children in after-school programs, (b) face considerable challenges finding quality after-school programs, and (c) consider family engagement to be a hallmark of quality after-school programs. To date, however, researchers have largely ignored the voices of Black caregivers about what motivates and enables them to engage with their children’s after-school programs. As a result, after-school program staff report continued challenges effectively engaging Black families. The current case study aims to address this gap in the literature using evidence from participant observations, interviews with program staff, and focus groups with caregivers from the Downtown Boxing Gym, a community-based after-school program in Detroit, Michigan that primarily serves Black youth. Results suggest caregivers were largely motivated to engage with the program because of the gains they observed in their children and themselves, causing them to feel thankful and sparking a desire to give back. Caregivers also named specific program practices that made it easier for them to participate, including explicit expectations and requests for family engagement and multiple ways for them to participate. Implications for increasing family engagement at other after-school programs are discussed.

The increasing mismatch between the cultural backgrounds of teachers and students has caused teacher education programs (TEPs) to scramble to identify effective pedagogy that will prepare preservice teachers (PSTs) to work with diverse populations. One unexamined technique is the use of translanguaging books, which intertwine two languages for a myriad of social, emotional, and cognitive benefits. The present narrative inquiry follows two PSTs, Kathleen and Laura, who engaged in shared readings of translanguaging books within an after-school literacy program for struggling second grade English language learners (ELLs). Data include journal reflections and individual interviews. Results show that the translanguaging books shattered their perceptions of the linguistic boundaries between English and Spanish, and illustrated how language can be used to alienate students. However, Kathleen and Laura had contrasting views about the purpose of the translanguaging read alouds which illustrate implications for TEPs: a) authentic experience is essential to enable PSTs to challenge current monolingual ideologies; b) PSTs must be given the opportunity to engage in tasks that challenge their underlying assumptions; and c) TEPs should focus on the importance of cultural responsiveness, so that PSTs develop a prominent belief system that can be quickly recalled and enacted in the classroom.

Embracing a culturally responsive teaching pedagogy in classrooms is one means for addressing literacy inequities with students of color. Afterschool literacy tutoring is another means of addressing these inequities, but little is known about implementing culturally responsive teaching in afterschool environments. This qualitative case study explored how cultural differences impacted an urban elementary afterschool literacy tutoring program. Grounded in participatory literacy theory, the authors conclude that it is normal for cultural differences to occur and cause disruptions during tutoring; however, culturally responsive teaching can mitigate these interruptions through developing caring relationships, creating a safe learning environment, implementing a participatory student-centered curriculum using online resources, and critiquing social inequalities. The discussion offers seven principles of culturally responsive teaching to use in literacy instructional environments.

The decision to enroll in organized after-school activities involves a gradual negotiation of adolescents’ independence between family members who can hold contrasting views on adolescents’ autonomy. Furthermore, less is known about the culturally grounded nature of this decision-making process generally observed among the Latinx community, especially those from immigrant backgrounds, where adolescents may serve as the cultural brokers to help their families navigate through certain cultural barriers outside the home. In this study, we analyzed semi-structured interviews from a diverse group of 34 Mexican-origin parent-adolescent dyads living in a Southwest metropolitan area. Results indicate that decision making on organized activities can occur across multiple distinct pathways that reflect unilateral and mutual decision making based on the parents’ and adolescents’ level of involvement. The adolescents’ strong role as cultural brokers not only reflects a critical role of helping their parents navigate through the cultural barriers of the after-school world but can also empower them to have a greater voice within a context of positively developing a more equal basis of decision making in the parent-child dynamic. Findings from this study highlight the rich diversity among Mexican-origin families and can help further strengthen organized activities in being responsive to the diverse cultural practices of families.

Background School desegregation and resegregation in the Mountain West remain understudied despite the substantial impact the region's growth and demographic change have had on racial balance and diversity in schools. Home to the largest school district in the Mountain West and fifth largest school district in the country, Las Vegas's unprecedented rise in students identified as Latino, Asian, and immigrant English-language learners living in poverty, coupled with its legacy of racial segregation, reflect trends and conditions critical to national conversations around racial diversity and school resegregation in the post-Civil Rights Era. Purpose This article describes the events surrounding the Kelly v. Mason (1968) case, which led to Las Vegas's mandatory school desegregation plan and the African American community's request in 1992 to abandon the mandatory busing plan for a return to neighborhood schools. Its secondary aim is to disrupt a tradition of advocacy for school integration absent the voices, experiences, and, in many cases, forewarnings of Black community stakeholders who questioned whether school desegregation via forced busing would actually result in equal education and genuine racial integration. Research Design and Methods The present analysis employs a qualitative research design, historical case study methods, and critical race theory's call to context and counter-narratives to tell the story of school desegregation and resegregation in Las Vegas between 1968 and 1994. Conclusions The article concludes with implications and future directions for school desegregation research and policy, particularly given the under-examined nature of school resegregation in the Mountain West.

Physical activity is an important tool used by patients with rheumatoid arthritis (RA) in order to reduce inflammation and pain as well as preserve and improve function. The aim of this study was to investigate how patients with RA perceive and relate to physical activity in everyday life. Ten patients diagnosed with RA were interviewed. The data collected were transcribed and analysed for categories of meaning and main themes. Inter-judge reliability was tested and showed an 81.5% agreement. Three themes were identified. The first represented a 'driving force' and included two positively loaded categories 'satisfaction' and 'support', and two negatively loaded categories 'keep at bay' and 'intimidation'. The second theme was 'hindrance' and included the categories 'internal barrier' and 'external barrier' and, finally, the third theme 'physical activity' included the categories 'organized activity' and 'everyday activity'. Physical exercise was an important strategy for patients with RA and was promoted primarily by patients' own experiences, positive as well as negative. A salutogenic (explaining health) approach to patient education, as well as an increased use of everyday activities as additional exercise, is advocated.

Conventional wisdom in diversity research holds that biodemographic diversity is harmful to performance, whereas job-related diversity is beneficial to performance. Empirical evidence in this area, however, remains mixed and inconclusive. Due to this inconsistency, scholars have recently called for a search for moderators of the relationship between diversity and performance to expand the theoretical perspectives on organizational diversity. In this context, we examine how biodemographic (gender, race, and age) and job-related (function and tenure) diversity influence organizational performance and how diversity climate as a potential moderator shapes the relationships between the two dimensions of diversity and performance. Using panel data from the U.S. federal government, we find that racial and tenure diversity have positive relationships with organizational performance, whereas functional diversity has a negative relationship. Further analysis reveals that a diversity climate positively moderates the relationship between racial diversity, functional diversity, tenure diversity, and organizational performance. Theoretical and practical implications are discussed.

This paper aims to improve understanding of the process through which knowledge acquisition, technical tools and organisation actors can contribute to an organisation development in developing knowledge as a systemic competitive weapon. It examines the relationships between the technology and human value, because they are vital instruments of the knowledge management (KM) process. By considering that KM is related to intelligent agents, information technology (IT), and strategic decision‐support systems (SDSS), it attempts to provide useful insights on KM efficiency. A conceptual model of KM efficiency in the organisations supported by the combination of intelligent agents’ role and intelligent systems resources is presented. The model is divided in two areas: the area of technical tools for specification of intelligent systems resources and the area of intelligent agents destined to focus their roles on organisations’ performance. The major factors are discussed and directions for future research are suggested.

Background and Purpose - The purpose of this paper is to empirically analyse the effects of sustainability-oriented innovation practices on the overall organizational performance. Further, this paper also aims to advance understanding of the measurement of corporate sustainability practices with the focus on innovation dimensions. Design/Methodology/Approach - The study uses data obtained from a survey of 116 organizations encompassing both the manufacturing and service industries in Slovenia. Descriptive statistics were used in order to determine the level of sustainability-oriented innovation practices deployment. Exploratory factor analysis was applied to extract the underlying factors and to provide a basis for assessing their reliability and validity. In addition, regression analysis was used to quantify the effect of sustainability practices on the organizational performance. Results - Data analysis result showed that sustainability-oriented innovation practices are significantly associated with organizational performance. Therefore, empirical evidence from this research confirmed the premise that building innovation competencies and integrating innovation activities in organization’s processes lead to performance benefits. This contributes to the debate about the potential for organizations to be sustainable and competitive. Conclusion - The presented research on corporate sustainability provides important theoretical and practical insights on which the deployment of sustainability-oriented innovation practices are conducive to fostering a broader set of performance benefits. As such, managers should increase organizations’ capacity for innovation which can be beneficial in terms of performance implications and achieving sustainability goals

Social bonds and male juvenile delinquency while on probation: An exploratory test in Hong Kong