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Gaining Social and Culture Capital within After-School Programs and Extracurricular Activities

Gaining Social and Culture Capital within After-School Programs and Extracurricular Activities. Guadalupe Valdivia, Doctoral Student California State University, San Bernardino AOCC 2014. Problem Statement.

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Gaining Social and Culture Capital within After-School Programs and Extracurricular Activities

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  1. Gaining Social and Culture Capital within After-School Programs and Extracurricular Activities Guadalupe Valdivia, Doctoral Student California State University, San Bernardino AOCC 2014

  2. Problem Statement • Youth who live in poor communities or attend to struggling schools have less access: • well structured ASPs/ECAs that can help improve youths academic performance and academic identity. • positive role models and healthy relationships that helped them with guidance and support, which impacts youth future decisions.

  3. Theoretical Framework • Theory-Driven Approach • John Bowlby: Attachment • Abraham Maslow: Hierarchy of Needs • Urie Bronfenbrenner: Ecological Systems • Erick Erikson: Psychosocial Developmental • Max Horkheimer: Critical Race

  4. Expected Results • Students who engaged in well structured ASPs/ECAs are more academic resilient in their higher education than students who did not engage in no ASPs/ECAs during their K-12 schooling. • Meaningful conversations between staff-student in ASPs/ECAs increase students culture and social capital, college knowledge, and cultivated personal characters of success.

  5. Contribution to Theory of Action in Educational Leadership for ASPs/ECAs • If we enhance learning outside of school context by participating in meaningful activities and enriching conversations, then will cultivate college bound student who are academic resilient. As a result, we will see more diversity and equity in the educational pipeline.

  6. ASP/ECA Leaders that promote Academic Resiliency • Educate all stakeholders of the long-term benefits of student engagement in ASPs/ECAs. • Collaborates with schools, parents, and community members to maximize the students learning. • Influence students learning by providing meaningful experiences outside the school context. • Model academic resilient behavior by teaching students to not give up when hard times arise or they face intellectual challenges in their academic journey. • Encourage students to seek positive role models and mentors for support and guidance. • Model students to participate in enriching conversations that increase their social and culture capital. • Teaches student to be an active agent of change in their educational journey.

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