LEADER 04096nam 22005895 450 001 9910156236503321 005 20190904122446.0 010 $a0-8135-8496-5 010 $a0-8135-8495-7 024 7 $a10.36019/9780813584966 035 $a(CKB)3710000000985087 035 $a(MiAaPQ)EBC4771954 035 $a(DE-B1597)526307 035 $a(OCoLC)1121056541 035 $a(DE-B1597)9780813584966 035 $a(EXLCZ)993710000000985087 100 $a20190904d2016 fg 101 0 $aeng 135 $aurcnu|||||||| 181 $2rdacontent 182 $2rdamedia 183 $2rdacarrier 200 10$aWhy Afterschool Matters /$fIngrid A. Nelson 210 1$aNew Brunswick, NJ : $cRutgers University Press, $d[2016] 210 4$dİ2016 215 $a1 online resource (224 pages) 225 0 $aRutgers Series in Childhood Studies 311 $a0-8135-8494-9 320 $aIncludes bibliographical references and index. 327 $tFrontmatter -- $tContents -- $tPreface: Why Does College Matter? -- $tAcknowledgments -- $t1. Extracurricular Activities and Pathways to College -- $t2. Theorizing Educational Success and Failure -- $t3. Auxiliary Influence: "It Was Fun . . . But I Don't Remember Much" -- $t4. Distinguishable Influence: "It Helped Me Find My Way . . ." -- $t5. Transformative Influence: "It Changed My Whole Life!" -- $t6. The Differential Role of Extracurricular Activity Participation -- $tAppendix: Methodological Reflections -- $tReferences -- $tIndex 330 $aIncreasingly, educational researchers and policy-makers are finding that extracurricular programs make a major difference in the lives of disadvantaged youth, helping to reduce the infamous academic attainment gap between white students and their black and Latino peers. Yet studies of these programs typically focus on how they improve the average academic performance of their participants, paying little attention to individual variation. Why Afterschool Matters takes a different approach, closely following ten Mexican American students who attended the same extracurricular program in California, then chronicling its long-term effects on their lives, from eighth grade to early adulthood. Discovering that participation in the program was life-changing for some students, yet had only a minimal impact on others, sociologist Ingrid A. Nelson investigates the factors behind these very different outcomes. Her research reveals that while afterschool initiatives are important, they are only one component in a complex network of school, family, community, and peer interactions that influence the educational achievement of disadvantaged students. Through its detailed case studies of individual students, this book brings to life the challenges marginalized youth en route to college face when navigating the intersections of various home, school, and community spheres. Why Afterschool Matters may focus on a single program, but its findings have major implications for education policy nationwide. 410 0$aRutgers series in childhood studies. 606 $aStudent activities$xSocial aspects$zUnited States$vLongitudinal studies 606 $aStudent aspirations$zUnited States$vLongitudinal studies 606 $aMexican American students$vLongitudinal studies 606 $aMexican Americans$xEducation (Higher)$vLongitudinal studies 606 $aEducational attainment$xSocial aspects$zUnited States$vLongitudinal studies 606 $aAcademic achievement$xSocial aspects$zUnited States$vLongitudinal studies 615 0$aStudent activities$xSocial aspects 615 0$aStudent aspirations 615 0$aMexican American students 615 0$aMexican Americans$xEducation (Higher) 615 0$aEducational attainment$xSocial aspects 615 0$aAcademic achievement$xSocial aspects 676 $a371.829/68073 700 $aNelson$b Ingrid A., $01269483 801 0$bDE-B1597 801 1$bDE-B1597 906 $aBOOK 912 $a9910156236503321 996 $aWhy Afterschool Matters$92988390 997 $aUNINA