Dr. Kathryn Bancroft Hynes, Thesis Supervisor Dr. Kathryn Bancroft Hynes, Thesis Honors Advisor Dr. Kathryn Bancroft Hynes, Thesis Supervisor Nilam Ram, Faculty Reader
Keywords:
after-school programs children of immigrants
Abstract:
In the United States, children of immigrants are a rapidly growing population who face unique risk factors hindering their ability to succeed. Advocates are citing after-school programs as a possible support system to help children of immigrants overcome risks and succeed academically. The current study aimed to examine the effects of after-school programs for Hispanic children of immigrants. Data was collected from the Early Child Longitudinal Study (Kindergarten cohort). Of this nationally representative sample, the current study used data from a subsample of Hispanic children of immigrants (N=1364). Regression analysis was used to determine whether after-school program attendance and after-school program location are associated with cognitive outcomes. Results indicated that after-school attendance is associated with a decrease in reading scores and attending a school-based after-school program was associated with a decrease in reading and math scores. This study demonstrated the need to further examine after-school programs as a potential aid for children of immigrants in their struggle to succeed in the United States.
