Opportunity gaps in out-of-school learning: How structural and process features of programs relate to race and socioeconomic status

Abstract

Out-of-school learning programs can be a context for positive development and learning for children and youth. However, research points to potential racial and socioeconomic disparities, or opportunity gaps, in this context. In this study, we use survey and video data from 106 staff across 30 out-of-school programs to examine how three features, staff, activities, and adult–child interactions, differ based on the racial and socioeconomic makeup of programs. We find that staff at programs serving children from low-income families on average have less experience and education. Also, programs serving children from African American and low-income families tend to offer more academic-focused activities. Finally, we found no differences in adult–child interaction quality across programs in the sample. Our findings suggest that a racial and socioeconomic opportunity gap may exist in the out-of-school context. This has implications for educational equity and the positive development of children that participate in this context.

Notes

1 We use the term “out-of-school learning” rather than the more common, “out-of-school time,” to capture programs’ goals of positive learning and development.

2 Two coders rated each video clip. We assessed interrater reliability using a one-way mixed, consistency, average-measures intraclass correlation (ICC; McGraw & Wong, 1996). An ICC of 0.80 indicates a high level of consistency across raters (Cicchetti, 1994). To ensure reliability, raters were trained for 4 h. During training, raters discussed scoring and then independently coded 10 videos. After the training session, coders rated 10 additional videos. Raters that met an acceptable interrater reliability score, (ICC = 0.80), began coding. After coding was complete, a member of the research team conducted a 20% reliability check and confirmed that reliability remained at an acceptable level.

3 We conducted t-tests to compare age and full-time status of staff at programs serving majority African American and majority children from low-SES families. Neither characteristic was statistically significantly different.

4 As a follow up analysis, we also investigated interactions using proportion of African American children and children at or below the poverty level as continuous variables and found the same results as previously reported.