References
- Allen, G., Rhind, D., & Koshy, V. (2015). Enablers and barriers for male students transferring life skills from the sports hall into the classroom. Qualitative Research in Sport, Exercise and Health, 7(1), 53–67. https://doi.org/https://doi.org/10.1080/2159676X.2014.893898
- Andersen, M., Rønningen, G., & Løhre, A. (2019). Listen to the voices of the students! The role of peers in academic and social school connectedness. Internasjonal Politikk, 5, 147–161. https://doi.org/https://doi.org/10.23865/ntpk.v5.1333
- Armour, K., & Sandford, R. (2013). Positive youth development through an outdoor physical activity programme: Evidence from a four-year evaluation. Educational Review, 65(1), 85–108. https://doi.org/https://doi.org/10.1080/00131911.2011.648169
- Armour, K., Sandford, R., & Duncombe, R. (2013). Positive youth development and physical activity/sport interventions: Mechanisms leading to sustained impact. Physical Education and Sport Pedagogy, 18(3), 256–281. https://doi.org/https://doi.org/10.1080/17408989.2012.666791
- Atkins, D., Fertig, A., & Wilkins, V. (2014). Connectedness and expectations: How minority teachers can improve educational outcomes for minority students. Public Management Review, 16(4), 503–526. https://doi.org/https://doi.org/10.1080/14719037.2013.841981
- Battistich, V., & Hom, A. (1997). The relationship between students’ sense of their school as a community and their involvement in problem behaviors. American Journal of Public Health, 87(12), 1997–2001. https://doi.org/https://doi.org/10.2105/AJPH.87.12.1997
- Battistich, V., Schaps, E., & Wilson, N. (2004). Effects of an elementary school intervention on students’ “connectedness” to school and social adjustment during middle school. Journal of Primary Prevention, 24(3), 243–262. https://doi.org/https://doi.org/10.1023/B:JOPP.0000018048.38517.cd
- Battistich, V., Solomon, D., Kim, D., Watson, M., & Schaps, E. (1995). Schools as communities, poverty levels of student populations, and students’ attitudes, motives, and performance: A multilevel analysis. American Educational Research Journal, 32(3), 627–658. https://doi.org/https://doi.org/10.3102/00028312032003627
- Bayer, A., Grossman, J. B., & DuBois, D. L. (2015). Using volunteer mentors to improve the academic outcomes of underserved students: The role of relationships. Journal of Community Psychology, 43(4), 408–429. https://doi.org/https://doi.org/10.1002/jcop.21693
- Bean, C., & Forneris, T. (2016). Examining the importance of intentionally structuring the youth sport context to facilitate positive youth development. Journal of Applied Sport Psychology, 28(4), 410–425. https://doi.org/https://doi.org/10.1080/10413200.2016.1164764
- Bean, C. N., Fortier, M., Post, C., & Chima, K. (2014). Understanding how organized youth sport may be harming individual players within the family unit: A literature review. International Journal of Environmental Research and Public Health, 11(10), 10226–10268. https://doi.org/https://doi.org/10.3390/ijerph111010226
- Berkowitz, R., Moore, H., Astor, R., & Benbenishty, R. (2017). A research synthesis of the associations between socioeconomic background, inequality, school climate, and academic achievement. Review of Educational Research, 87(2), 425–469. https://doi.org/https://doi.org/10.3102/0034654316669821
- Bonny, A. E., Britto, M. T., Slap, G. B., Klostermann, B. K., & Hornung, R. W. (2000). School disconnectedness: Identifying adolescents at risk. Pediatrics, 106(5), 1017–1021. https://doi.org/https://doi.org/10.1542/peds.106.5.1017
- Bosworth, K., & Judkins, M. (2014). Tapping into the power of school climate to prevent bullying: One application of schoolwide positive behavior interventions and supports. Theory into Practice: Theories of Bullying and Cyberbullying, 53(4), 300–307. https://doi.org/https://doi.org/10.1080/00405841.2014.947224
- Bradshaw, C. P., Mitchell, M. M., & Leaf, P. J. (2010). Examining the effects of schoolwide positive behavioral interventions and supports on student outcomes: Results from a randomized controlled effectiveness trial in elementary schools. Journal of Positive Behavior Interventions, 12(3), 133–148. https://doi.org/https://doi.org/10.1177/1098300709334798
- Brand, S., Felner, R., Shim, M., Seitsinger, A., & Dumas, T. (2003). Middle school improvement and reform: Development and validation of a school-level assessment of climate, cultural pluralism, and school safety. Journal of Educational Psychology, 95(3), 570–588. https://doi.org/https://doi.org/10.1037/0022-0663.95.3.570
- Bristol, T., & Martin-Fernandez, J. (2019). The added value of Latinx and Black teachers for Latinx and Black students: Implications for policy. Policy Insights from the Behavioral and Brain Sciences, 6(2), 147–153. https://doi.org/https://doi.org/10.1177/2372732219862573
- Bruening, J. E., Clark, B. S., & Mudrick, M. (2015). Sport-based youth development in practice: The long-term impacts of an urban after-school program for girls. Journal of Park and Recreation Administration, 33(2), 87–103. https://js.sagamorepub.com/jpra/article/view/5703
- Bruening, J. E., Dover, K., & Clark, B. (2009). Preadolescent female development through sport and physical activity: A case study of an urban after-school program. Research Quarterly for Exercise and Sport, 80(1), 87–101. https://doi.org/https://doi.org/10.1080/02701367.2009.10599533
- Bruening, J. E., Fuller, R. D., & Percy, V. E. (2015). A multilevel analysis of a campus-community partnership. Journal of Service-Learning in Higher Education, 4(1), n1. https://journals.sfu.ca/jslhe/index.php/jslhe/article/view/81
- Byrd, C. M. (2016). Does culturally relevant teaching work? An examination from student perspectives. Sage Open, 6(3), 2158244016660744. https://doi.org/https://doi.org/10.1177/2158244016660744
- Caldarella, P., Williams, L., Hansen, B., & Wills, D. (2015). Managing student behavior with class-wide function-related intervention teams: An observational study in early elementary classrooms. Early Childhood Education Journal, 43(5), 357–365. https://doi.org/https://doi.org/10.1007/s10643-014-0664-3
- Camiré, M., & Trudel, P. (2010). High school athletes’ perspectives on character development through sport participation. Physical Education and Sport Pedagogy, 15(2), 193–207. https://doi.org/https://doi.org/10.1080/17408980902877617
- Camiré, M., Trudel, P., & Bernard, D. (2013). A case study of a high school sport program designed to teach athletes life skills and values. The Sport Psychologist, 27(2), 188–200. https://doi.org/https://doi.org/10.1123/tsp.27.2.188
- Carter, N., Bryant-Lukosius, D., DiCenso, A., Blythe, J., & Neville, A. J. (2014). The use of triangulation in qualitative research. Oncology Nursing Forum, 41(5), 545–547. https://doi.org/https://doi.org/10.1188/14.ONF.545-547
- Chapman, R. L., Buckley, L., Sheehan, M., & Shochet, I. (2013). School-based programs for increasing connectedness and reducing risk behavior: A systematic review. Educational Psychology Review, 25(1), 95–114. https://doi.org/https://doi.org/10.1007/s10648-013-9216-4
- Child and Adolescent Health Measurement Initiative. (n.d.). Indicator 1.5: Physical activity, age 6–17 years. 2011 National Survey of Children’s Health. Data Resource Center for Child and Adolescent Health supported by the U.S. Department of Health and Human Services, Health Resources and Services Administration (HRSA), Maternal and Child Health Bureau (MCHB). www.childhealthdata.org
- Chung, H. L., Nordquist, M., Bates, D. C., & Donohue, P. (2016). Partnerships in civic engagement: Cultivating transformational campus-community relationships built to last. Social Behavior Research and Practice–Open Journal, 1(1), 22–33. https://doi.org/https://doi.org/10.17140/SBRPOJ-1-105
- Coakley, J. (2011). Youth sports: What counts as “positive development?”. Journal of Sport and Social Issues, 35(3), 306–324. https://doi.org/https://doi.org/10.1177/0193723511417311
- Cohen, J. (1969). Statistical power analysis for the behavioural sciences. Academic Press.
- Coley, R. J., & Baker, B. (2013). Poverty and education: Finding the way forward. Educational Testing Service Center for Research on Human Capital and Education. https://www.ets.org/s/research/pdf/poverty_and_education_report.pdf
- Conderman, G., Walker, D., Neto, J., & Kackar-Cam, H. (2013). Student and teacher perceptions of middle school climate. The clearing house. A Journal of Educational Strategies, Issues and Ideas, 86(5), 184–189. https://doi.org/https://doi.org/10.1080/00098655.2013.802214
- Converse, N., & Lignugaris-Kraft, B. (2009). Evaluation of a school-based mentoring program for at-risk middle school youth. Remedial and Special Education, 30(1), 33–46. https://doi.org/https://doi.org/10.1177/0741932507314023
- Côté, J., Turnnidge, J., & Evans, M. B. (2014). The dynamic process of development through sport. Kinesiologia Slovenica, 20(3), 14–26.
- Creswell, J. W., & Clark, V. L. P. (2017). Designing and conducting mixed methods research. Sage publications.
- Creswell, J. W., Klassen, A. C., Plano Clark, V. L., & Smith, K. C. (2011). Best practices for mixed methods research in the health sciences. National Institutes of Health. https://www.csun.edu/sites/default/files/best_prac_mixed_methods.pdf
- Creswell, J. W., Plano Clark, V. L., Gutmann, M. L., & Hanson, W. E. (2003). Advanced mixed methods research designs. In A. Tashakkori & C. Teddlie (Eds.), SAGE handbook of mixed methods in social & behavioral research (pp. 209–240). SAGE.
- Cronin, L. D., & Allen, J. (2017). Development and initial validation of the Life Skills Scale for Sport. Psychology of Sport and Exercise, 28(C), 105–119. https://doi.org/https://doi.org/10.1016/j.psychsport.2016.11.001
- Culyba, A. J., Ginsburg, K. R., Fein, J. A., Branas, C. C., Richmond, T. S., & Wiebe, D. J. (2016). Protective effects of adolescent–adult connection on male youth in urban environments. Journal of Adolescent Health, 58(2), 237–240. https://doi.org/https://doi.org/10.1016/j.jadohealth.2015.10.247
- Darling-Hammond, L. (1998). Unequal opportunity: Race and education. The Brookings Review, 16(2), 28. https://doi.org/https://doi.org/10.2307/20080779
- De Pedro, K. T., Gilreath, T., & Berkowitz, R. (2016). A latent class analysis of school climate among middle and high school students in California public schools. Children and Youth Services Review, 63, 10–15. https://doi.org/https://doi.org/10.1016/j.childyouth.2016.01.023
- DeBate, R. D., & Bleck, J. R. (2016). Changes in developmental assets and physical activity frequency among 3rd–5th grade girls participating in a girl-focused sport-based positive youth development program. International Journal of Health Promotion and Education, 54(2), 95–112. https://doi.org/https://doi.org/10.1080/14635240.2015.1126528
- Duncan-Andrade, J. M. R. (2010). What a coach can teach a teacher: Lessons urban schools can learn from a successful sports program (Vol. 293). Peter Lang.
- Dworkin, J. (2007). Adolescents’ negative experiences in organized youth activities. Journal of Youth Development, 1(3), 44–62. https://doi.org/https://doi.org/10.5195/JYD.2007.373
- Eccles, J., Midgley, C., Wigfield, A., Buchanan, C., Reuman, D., Flanagan, C., & Iver, D. (1993). Development during adolescence. The impact of stage-environment fit on young adolescents’ experiences in schools and in families. The American Psychologist, 48(2), 90–101. https://doi.org/https://doi.org/10.1037/0003-066X.48.2.90
- Edwards, H. (1994). Black youths’ commitment to sports achievement: A virtue-turned tragic-turned-virtue. Sport, 85(7), 86.
- Edwards, H. (2000). Crisis of Black athletes on the eve of the 21st Century. Society, 37(3), 9–13. https://doi.org/https://doi.org/10.1007/BF02686167
- Engels, M. C., Colpin, H., Van Leeuwen, K., Bijttebier, P., Van Den Noortgate, W., Claes, S., Goossens, L., & Verschueren, K. (2017). School engagement trajectories in adolescence: The role of peer likeability and popularity. Journal of School Psychology, 64, 61–75. https://doi.org/https://doi.org/10.1016/j.jsp.2017.04.006
- Esbensen, F. A., Osgood, D. W., Taylor, T. J., Peterson, D., & Freng, A. (2001). How great is GREAT? Results from a longitudinal quasi‐experimental design. Criminology & Public Policy, 1(1), 87–118. https://doi.org/https://doi.org/10.1111/j.1745-9133.2001.tb00078.x
- Fan, W., Williams, C., & Corkin, D. (2011). A multilevel analysis of student perceptions of school climate: The effect of social and academic risk factors. Psychology in the Schools, 48(6), 632–647. https://doi.org/https://doi.org/10.1002/pits.20579
- Fashola, O. S. (2003). Developing the talents of African American male students during the non-school hours. Urban Education, 38(4), 398–430. https://doi.org/https://doi.org/10.1177/0042085903038004004
- Faulkner, G., Adlaf, E., Irving, H., Allison, K., & Dwyer, J. (2009). School disconnectedness: Identifying adolescents at risk in Ontario, Canada. Journal of School Health, 79(7), 312–318. https://doi.org/https://doi.org/10.1111/j.1746-1561.2009.00415.x
- Fergus, E., & Noguera, P. (2010). Doing what it takes to prepare black and Latino males in college. In C. Edley, J. R. de Velasco, & R. Phillips (Eds.), Changing places: How communities will improve the health of boys of color (pp. 97–109). University of California Press.
- Fraser-Thomas, J., & Côté, J. (2009). Understanding adolescents’ positive and negative developmental experiences in sport. The Sport Psychologist, 23(1), 3–23. https://doi.org/https://doi.org/10.1123/tsp.23.1.3
- Fry, M. D., & Gano-Overway, L. A. (2010). Exploring the contribution of the caring climate to the youth sport experience. Journal of Applied Sport Psychology, 22(3), 294–304. https://doi.org/https://doi.org/10.1080/10413201003776352
- Fuller, R. D., Percy, V. E., Bruening, J. E., & Cotrufo, R. J. (2013). Positive youth development: Minority male participation in a sport-based afterschool program in an urban environment. Research Quarterly for Exercise and Sport, 84(4), 469–482. https://doi.org/https://doi.org/10.1080/02701367.2013.839025
- Gratton, C., & Jones, I. (2010). Research designs for sport studies. In I. Jones (Ed.), Research methods for sport studies (pp. 100–126). Routledge.
- Hanlon, T. E., Simon, B. D., O’Grady, K. E., Carswell, S. B., & Callaman, J. M. (2009). The effectiveness of an after-school program targeting urban African American youth. Education and Urban Society, 42(1), 96–118. https://doi.org/https://doi.org/10.1177/0013124509343144
- Harrington, N. G., Giles, S. M., Hoyle, R. H., Feeney, G. J., & Yungbluth, S. C. (2001). Evaluation of the All Stars character education and problem behavior prevention program: Effects on mediator and outcome variables for middle school students. Health Education & Behavior, 28(5), 533–546. https://doi.org/https://doi.org/10.1177/109019810102800502
- Hendron, M., & Kearney, C. (2016). School climate and student absenteeism and internalizing and externalizing behavioral problems. Children & Schools, 38(2), 109–116. https://doi.org/https://doi.org/10.1093/cs/cdw009
- Hesse-Biber, S. (2012). Weaving a multimethodology and mixed methods praxis into randomized control trials to enhance credibility. Qualitative Inquiry, 18(10), 876–889. https://doi.org/https://doi.org/10.1177/1077800412456964
- Holt, L. J., Bry, B. H., & Johnson, V. L. (2008). Enhancing school engagement in at-risk, urban minority adolescents through a school-based, adult mentoring intervention. Child & Family Behavior Therapy, 30(4), 297–318. https://doi.org/https://doi.org/10.1080/07317100802482969
- Holt, N. L., Neely, K. C., Slater, L. G., Camiré, M., Côté, J., Fraser-Thomas, J., MacDonald, D., Strachan, L., & Tamminen, K. (2017). A grounded theory of positive youth development through sport based on results from a qualitative meta-study. International Review of Sport and Exercise Psychology, 10(1), 1–49. https://doi.org/https://doi.org/10.1080/1750984X.2016.1180704
- Hopson, L., & Lee, M. (2011). Mitigating the effect of family poverty on academic and behavioral outcomes: The role of school climate in middle and high school. Children and Youth Services Review, 33(11), 2221–2229. https://doi.org/https://doi.org/10.1016/j.childyouth.2011.07.006
- Hubert, T. L. (2014). Learners of mathematics: High school students’ perspectives of culturally relevant mathematics pedagogy. Journal of African American Studies, 18(3), 324–336. https://doi.org/https://doi.org/10.1007/s12111-013-9273-2
- Jackson, I., Sealey-Ruiz, Y., & Watson, W. (2014). Reciprocal love: Mentoring Black and Latino males through an ethos of care. Urban Education, 49(4), 394–417. https://doi.org/https://doi.org/10.1177/0042085913519336
- Jain, S., Cohen, A., Huang, K., Hanson, T., & Austin, G. (2015). Inequalities in school climate in California. Journal of Educational Administration, 53(2), 237–261. https://doi.org/https://doi.org/10.1108/JEA-07-2013-0075
- James, A. G., Smallwood, L., Noltemeyer, A., & Green, J. (2018). Assessing school climate within a PBIS framework: Using multi-informant assessment to identify strengths and needs. Educational Studies, 44(1), 115–118. https://doi.org/https://doi.org/10.1080/03055698.2017.1347495
- Johnson, T. S., & Migliaccio, T. A. (2009). The social construction of an athlete: African American boy’s experience in sport. Western Journal of Black Studies, 33(2), 98–109.
- Joyce, H. D., & Early, T. J. (2014). The impact of school connectedness and teacher support on depressive symptoms in adolescents: A multilevel analysis. Children and Youth Services Review, 39, 101–107. https://doi.org/https://doi.org/10.1016/j.childyouth.2014.02.005
- Khoury-Kassabri, M., Benbenishty, R., Avi Astor, R., & Zeira, A. (2004). The contributions of community, family, and school variables to student victimization. American Journal of Community Psychology, 34(3–4), 187–204. https://doi.org/https://doi.org/10.1007/s10464-004-7414-4
- Kilian, J. M., Fish, M. C., & Maniago, E. B. (2007). Making schools safe: A system-wide school intervention to increase student prosocial behaviors and enhance school climate. Journal of Applied School Psychology, 23(1), 1–30. https://doi.org/https://doi.org/10.1300/J370v23n01_01
- Koth, C., Bradshaw, C., & Leaf, P. (2008). A multilevel study of predictors of student perceptions of school climate: The effect of classroom-level factors. Journal of Educational Psychology, 100(1), 96–104. https://doi.org/https://doi.org/10.1037/0022-0663.100.1.96
- Kotok, S., Ikomo, S., & Bodovski, K. (2016). School climate and dropping out of school in the era of accountability. American Journal of Education, 122(4), 569–599. https://doi.org/https://doi.org/10.1086/687275
- Kozol, J. (2005). The shame of the nation: The restoration of apartheid schooling in America. Broadway Books.
- Ladson‐Billings, G. (1995). But that’s just good teaching! The case for culturally relevant pedagogy. Theory into Practice, 34(3), 159–165. https://doi.org/https://doi.org/10.1080/00405849509543675
- Lemkin, A., Kistin, C., Cabral, H., Aschengrau, A., & Bair-Merritt, M. (2018). School connectedness and high school graduation among maltreated youth. Child Abuse & Neglect, 75, 130–138. https://doi.org/https://doi.org/10.1016/j.chiabu.2017.04.023
- Lewis, K. M., Sullivan, C. M., & Bybee, D. (2006). An experimental evaluation of a school-based emancipatory intervention to promote African American well-being and youth leadership. Journal of Black Psychology, 32(1), 3–28. https://doi.org/https://doi.org/10.1177/0095798405283229
- London, R. A., Westrich, L., Stokes-Guinan, K., & McLaughlin, M. (2015). Playing fair: The contribution of high-functioning recess to overall school climate in low-income elementary schools. Journal of School Health, 85(1), 53–60. https://doi.org/https://doi.org/10.1111/josh.12216
- Ma, X., & Klinger, D. (2000). Hierarchical linear modelling of student and school effects on academic achievement. Canadian Journal of Education/Revue Canadienne De L’éducation, 25(1), 41–55. https://doi.org/https://doi.org/10.2307/1585867
- Martin, R., & Murtagh, E. M. (2017). Effect of active lessons on physical activity, academic, and health outcomes: A systematic review. Research Quarterly for Exercise and Sport, 88(2), 149–168. https://doi.org/https://doi.org/10.1080/02701367.2017.1294244
- Martinez, A., Coker, C., McMahon, S. D., Cohen, J., & Thapa, A. (2016). Involvement in extracurricular activities: Identifying differences in perceptions of school climate. The Educational and Developmental Psychologist, 33(1), 70–84. https://doi.org/https://doi.org/10.1017/edp.2016.7
- McGarry, J. E., Mala, J., & Corral, M. (2018). Program development within authentic partnerships. Journal of Educational Leadership and Policy Studies, 1(2). https://go.southernct.edu/jelps/files/1-2/JELPS-2018-McGarry-Mala-Corral.pdf
- McNeely, C. A., Nonnemaker, J. M., & Blum, R. W. (2002). Promoting school connectedness: Evidence from the national longitudinal study of adolescent health. Journal of School Health, 72(4), 138–146. https://doi.org/https://doi.org/10.1111/j.1746-1561.2002.tb06533.x
- Mitra, D., & Serriere, S. (2012). Student voice in elementary school reform: Examining youth development in fifth graders. American Educational Research Journal, 49(4), 743–774. https://doi.org/https://doi.org/10.3102/0002831212443079
- Niehaus, K., Rudasill, K., & Rakes, C. (2012). A longitudinal study of school connectedness and academic outcomes across sixth grade. Journal of School Psychology, 50(4), 443–460. https://doi.org/https://doi.org/10.1016/j.jsp.2012.03.002
- Noguera, P. A. (2012). Saving Black and Latino boys: What schools can do to make a difference. Phi Delta Kappan, 93(5), 8–12. https://doi.org/https://doi.org/10.1177/003172171209300503
- Parris, L., Neves, J. R., & La Salle, T. (2018). School climate perceptions of ethnically diverse students: Does school diversity matter? School Psychology International, 39(6), 625–645. https://doi.org/https://doi.org/10.1177/0143034318798419
- Peck, C., & Reitzug, U. C. (2014). School turnaround fever: The paradoxes of a historical practice promoted as a new reform. Urban Education, 49(1), 8–38. https://doi.org/https://doi.org/10.1177/0042085912472511
- Peterson, M. A., Hamilton, E. B., & Russell, A. D. (2009). Starting well: Facilitating the middle school transition. Journal of Applied School Psychology, 25(3), 286–304. https://doi.org/https://doi.org/10.1080/15377900802487219
- Richardson, J. (2011). Eta squared and partial eta squared as measures of effect size in educational research. Educational Research Review, 6(2), 135–147. https://doi.org/https://doi.org/10.1016/j.edurev.2010.12.001
- Roth, J., & Brooks-Gunn, J. (2016). Evaluating youth development programs: Progress and promise. Applied Developmental Science, 20(3), 188–202. https://doi.org/https://doi.org/10.1080/10888691.2015.1113879
- Rowley, S. J., Ross, L., Lozada, F. T., Williams, A., Gale, A., & Kurtz-Costes, B. (2014). Framing Black boys: Parent, teacher, and student narratives of the academic lives of Black boys. Advances in Child Development and Behavior, 47, 301–332. https://doi.org/https://doi.org/10.1016/bs.acdb.2014.05.003
- Ryabov, I. (2015). Relation of peer effects and school climate to substance use among Asian American adolescents. Journal of Adolescence, 42, 115–127. https://doi.org/https://doi.org/10.1016/j.adolescence.2015.04.007
- Sánchez, B., Pinkston, K. D., Cooper, A. C., Luna, C., & Wyatt, S. T. (2018). One falls, we all fall: How boys of color develop close peer mentoring relationships. Applied Developmental Science, 22(1), 14–28. https://doi.org/https://doi.org/10.1080/10888691.2016.1208092
- Sirin, S. (2005). Socioeconomic status and academic achievement: A meta-analytic review of research. Review of Educational Research, 75(3), 417–453. https://doi.org/https://doi.org/10.3102/00346543075003417
- Skinner, E., Furrer, C., Marchand, G., & Kindermann, T. (2008). Engagement and disaffection in the classroom: Part of a larger motivational dynamic? Journal of Educational Psychology, 100(4), 765. https://doi.org/https://doi.org/10.1037/a0012840
- Slutzky, C. B., & Simpkins, S. D. (2009). The link between children’s sport participation and self-esteem: Exploring the mediating role of sport self-concept. Psychology of Sport and Exercise, 10(3), 381–389. https://doi.org/https://doi.org/10.1016/j.psychsport.2008.09.006
- Strauss, A., & Corbin, J. (1990). Basics of qualitative research. Sage publications.
- Thapa, A., Cohen, J., Guffey, S., & Higgins-D’alessandro, A. (2013). A review of school climate research. Review of Educational Research, 83(3), 357–385. https://doi.org/https://doi.org/10.3102/0034654313483907
- Tinsley, H. E., & Weiss, D. J. (2000). Interrater reliability and agreement. In H. E. A. Tinsley & S. D. Brown (Eds.), Handbook of applied multivariate statistics and mathematical modeling (pp. 95–104). Academic Press. https://doi.org/https://doi.org/10.1016/B978-012691360-6/50005-7
- Ullrich-French, S., & McDonough, M. H. (2013). Correlates of long-term participation in a physical activity-based positive youth development program for low-income youth: Sustained involvement and psychosocial outcomes. Journal of Adolescence, 36(2), 279–288. https://doi.org/https://doi.org/10.1016/j.adolescence.2012.11.006
- U.S. Census Bureau. (2017). QuickFacts, Hartford city, Connecticut. https://www.census.gov/quickfacts/fact/table/hartfordcityconnecticut/PST045219
- Verkuyten, M., & Thijs, J. (2002). School satisfaction of elementary school children: The role of performance, peer relations, ethnicity and gender. Social Indicators Research, 59(2), 203–228. https://doi.org/https://doi.org/10.1023/A:1016279602893
- Waasdorp, T. E., Bradshaw, C. P., & Leaf, P. J. (2012). The impact of schoolwide positive behavioral interventions and supports on bullying and peer rejection: A randomized controlled effectiveness trial. Archives of Pediatrics & Adolescent Medicine, 166(2), 149–156. https://doi.org/https://doi.org/10.1001/archpediatrics.2011.755
- Walumbwa, F. O., Avolio, B. J., Gardner, W. L., Wernsing, T. S., & Peterson, S. J. (2008). Authentic leadership: Development and validation of a theory-based measure. Journal of Management, 34(1), 89–126. https://doi.org/https://doi.org/10.1177/0149206307308913
- Wang, C., Berry, B., & Swearer, S. (2013). The critical role of school climate in effective bullying prevention. Theory into Practice: Emerging Issues in School Bullying Research and Prevention Science, 52(4), 296–302. https://doi.org/https://doi.org/10.1080/00405841.2013.829735
- Wang, M., & Degol, J. L. (2015). School climate: A review of the construct, measurement, and impact on student outcomes. Educational Psychology Review, 28(2), 315–352. https://doi.org/https://doi.org/10.1007/s10648-015-9319-1
- Wang, M., & Holcombe, R. (2010). Adolescents’ perceptions of school environment, engagement, and academic achievement in middle school. American Educational Research Journal, 47(3), 633–662. https://doi.org/https://doi.org/10.3102/0002831209361209
- Way, N., Reddy, R., & Rhodes, J. (2007). Students’ perceptions of school climate during the middle school years: Associations with trajectories of psychological and behavioral adjustment. American Journal of Community Psychology, 40(3–4), 194–213. https://doi.org/https://doi.org/10.1007/s10464-007-9143-y
- Weiss, M. R., Bolter, N. D., & Kipp, L. E. (2016). Evaluation of the First Tee in promoting positive youth development: Group comparisons and longitudinal trends. Research Quarterly for Exercise and Sport, 87(3), 271–283. https://doi.org/https://doi.org/10.1080/02701367.2016.1172698
- Wenzel, V., Weichold, K., & Silbereisen, R. K. (2009). The life skills program IPSY: Positive influences on school bonding and prevention of substance misuse. Journal of Adolescence, 32(6), 1391–1401. https://doi.org/https://doi.org/10.1016/j.adolescence.2009.05.008
- Whitehead, G. E. (2009). Adolescent leadership development: Building a case for an authenticity framework. Educational Management, Administration and Leadership, 37(6), 847–872. https://doi.org/https://doi.org/10.1177/1741143209345441
- Whitley, M. A., Hayden, L. A., & Gould, D. (2016). Growing up in the Kayamandi Township: II. Sport as a setting for the development and transfer of desirable competencies. International Journal of Sport and Exercise Psychology, 14(4), 305–322. https://doi.org/https://doi.org/10.1080/1612197X.2015.1036095
- Wilson, D. (2004). The interface of school climate and school connectedness and relationships with aggression and victimization. Journal of School Health, 74(7), 293–299. https://doi.org/https://doi.org/10.1111/j.1746-1561.2004.tb08286.x
- Wisner, B. L. (2014). An exploratory study of mindfulness meditation for alternative school students: Perceived benefits for improving school climate and student functioning. Mindfulness, 5(6), 626–638. https://doi.org/https://doi.org/10.1007/s12671-013-0215-9
- Wood, R., Hebert, E., Wirth, C., Venezia, A., Welch, S., & Carruth, A. (2017). Campus-community partnerships in health and wellness. Kinesiology Review, 6(4), 335–340. https://doi.org/https://doi.org/10.1123/kr.2017-0031
- Woodland, M. H., Martin, J. F., Hill, R. L., & Worrell, F. C. (2009). The most blessed room in the city: The influence of a youth development program on three young black males. The Journal of Negro Education, 78(3), 233–245.