755
Views
9
CrossRef citations to date
0
Altmetric
Articles

Engaging youth of color in applied science education and public health promotion

, , , , &
Pages 688-699 | Received 27 Apr 2015, Accepted 17 Dec 2015, Published online: 18 Feb 2016

References

  • Albanesi, C., Cicognani, E., & Zani, B. (2007). Sense of community, civic engagement and social well-being in Italian adolescents. Journal of Community & Applied Social Psychology, 17(5), 387–406. doi: 10.1002/casp.903
  • Basu, S. J., & Barton, A. C. (2007). Developing a sustained interest in science among urban minority youth. Journal of Research in Science Teaching, 44(3), 466–489.
  • Bobek, D. L. (2007). Maintaining civil society and democracy: Examining the role of youth development organizations in promoting civic identity development. Ann Arbor, MI: ProQuest.
  • Bobek, D. L., Zaff, J., Li, Y., & Lerner, R. M. (2009). Cognitive, emotional, and behavioral components of civic action: Towards an integrated measure of civic engagement. Journal of Applied Developmental Psychology, 30(5), 615–627. doi: 10.1016/j.appdev.2009.07.005
  • Bowers, E., Johnson, S., Buckingham, M., Gasca, S., Warren, D. A., Lerner, J., & Lerner, R. (2014). Important non-parental adults and positive youth development across mid- to late-adolescence: The moderating effect of parenting profiles. Journal of Youth and Adolescence, 43(6), 897–918. doi:10.1007/s10964-014-0095-x
  • Brewer, J., & Daane, C. (2002). Translating constructivist theory into practice in primary-grade mathematics. Education, 123(2), 416–421.
  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Lawrence Earlbaum Associates.
  • da Silva, L., Sanson, A., Smart, D., & Toumbourou, J. (2004). Civic responsibility among Australian adolescents: Testing two competing models. Journal of Community Psychology, 32(3), 229–255. doi: 10.1002/jcop.20004
  • Dabney, K. P., Tai, R. H., Almarode, J. T., Miller-Friedmann, J. L., Sonnert, G., Sadler, P. M., & Hazari, Z. (2012). Out-of-school time science activities and their association with career interest in STEM. International Journal of Science Education, Part B, 2(1), 63–79. doi: 10.1080/21548455.2011.629455
  • DuBois, D.L., Portillo N., Rhodes J.E., Silverthorn N., & Valentine J.C. (2011). How effective are mentoring programs for youth? A systematic assessment of the evidence. Psychological Science in the Public Interest, 12(2), 57–91. doi: 10.1177/1529100611414806
  • Duke, N. N., Skay, C. L., Pettingell, S. L., & Borowsky, I. W. (2009). From adolescent connections to social capital: Predictors of civic engagement in young adulthood. Journal of Adolescent Health, 44(2), 161–168. doi: 10.1016/j.jadohealth.2008.07.007
  • Dunlop, W. P., Cortina, J. M., Vaslow, J. B., & Burke, M. J. (1996). Meta-analysis of experiments with matched groups or repeated measures designs. Psychological Methods, 1, 170–177. doi: 10.1037/1082-989X.1.2.170
  • Durlak, J. A., Weissberg, R. P., & Pachan, M. (2010). A meta-analysis of after-school programs that seek to promote personal and social skills in children and adolescents. American Journal of Community Psychology, 45(3–4), 294–309. doi: 10.1007/s10464-010-9300-6
  • Flanagan, C. A., Cumsille, P., Gill, S., & Gallay, L. S. (2007). School and community climates and civic commitments: Patterns for ethnic minority and majority students. Journal of Educational Psychology, 99(2), 421–431. doi: 10.1037/0022-0663.99.2.421
  • Flanagan, C. A., Syversten, A. K., & Stout, M. D. (2007). Civic measurement models: Tappign adolescents’ civic engagement. College Park, MD: The Center for Information & Research on Civic Learning and Engagement (CIRCLE).
  • Freire, P. (1970). Pedagogy of the oppressed. New York, NY: Seabury Press.
  • Gibson, H. L., & Chase, C. (2002). Longitudinal impact of an inquiry-based science program on middle school students’ attitudes toward science. Science Education, 86(5), 693–705. doi: 10.1002/sce.10039
  • Greenberger, E., & Bond, L. (1984). Psychosocial maturity inventory: Department of social ecology. Irvine, CA: University of California at Irvine.
  • Kahne, J. E., & Sporte, S. E. (2008). Developing citizens: The impact of civic learning opportunities on students-commitment to civic participation. American Educational Research Journal, 45(3), 738–766. doi: 10.3102/0002831208316951
  • Kanter, D. E., & Konstantopoulos, S. (2010). The impact of a project-based science curriculum on minority student achievement, attitudes, and careers: The effects of teacher content and pedagogical content knowledge and inquiry-based practices. Science Education, 94(5), 855–887. doi: 10.1002/sce.20391
  • Leffert, N., Benson, P. L., Scales, P. C., Sharma, A. R., Drake, D. R., & Blyth, D. A. (1998). Developmental assets: Measurement and prediction of risk behaviors among adolescents. Applied Developmental Science, 2, 209–230. doi: 10.1207/s1532480xads0204_4
  • Lerner, R. M., Lerner, J. V., von Eye, A., Bowers, E. P., & Lewin-Bizan, S. (2011). Individual and contextual bases of thriving in adolescence: A view of the issues. Journal of Adolescence, 34(6), 1107–1114. doi: 10.1016/j.adolescence.2011.08.001
  • Lerner, R. M., von Eye, A., Lerner, J. V., & Lewin-Bizan, S. (2009). Exploring the foundations and functions of adolescent thriving within the 4-H study of positive youth development: A view of the issues. Journal of Applied Developmental Psychology, 30(5), 567–570. doi: 10.1016/j.appdev.2009.07.002
  • Lerner, R., von Eye, A., Lerner, J., Lewin-Bizan, S., & Bowers, E. (2010). The meaning and measurement of thriving in adolescence: Findings from the 4-H study of positive youth development. Journal of Youth and Adolescence, 39(7), 707–719. doi: 10.1007/s10964-010-9531-8
  • Luque, J. S., Rivers, B. M., Gwede, C. K., Kambon, M., Green, B. L., & Meade, C. D. (2011). Barbershop communications on prostate cancer screening using barber health advisers. American Journal of Men's Health, 5(2), 129–139. doi: 10.1177/1557988310365167
  • Marsh, H. W. (1990). The structure of academic self-concept: The Marsh/Shavelson model. Journal of Educational Psychology, 82(4), 623–636. doi: 10.1037/0022-0663.82.4.623
  • Miller, J. L., Ward, R. B., Sienkiewicz, F., & Antonucci, P. (2011). ITEAMS: An out-of-school time project to promote gain in fundamental science content and enhance interest in STEM careers for middle school students. Journal of Systemics, Cybernetics and Informatics, 9(4), 76–80.
  • Moore, K. A., Murphey, D., Brandy, T., & Cooper, M. (2014). Participation in out-ff-school time activities and programs (Report No. 2014–13). Bethesda, MD: Child Trends.
  • National Center for Education Statistics. (2011). The nation's report card: Science 2009 (No. (NCES 2011–451)). Washington, DC: Institute of Education Sciences, U.S. Department of Education.
  • National Science Teachers Association. (2015). Quality science education and NSTA. Retrieved February 22, 2015, from http://www.nsta.org/sciencematters/qualityscience.aspx
  • Pugh, J., Endres, T. L., Grassman, D., Marle, P. D., & Decker, L. L. (2011). Psychometric properties of the PIPES Science Outlook Survey (SOS). Paper presented at the Colorado Springs Undergraduate Research Forum.
  • Riegle-Crumb, C., & Grodsky, E. (2010). Racial-ethnic differences at the intersection of math course-taking and achievement. Sociology of Education, 83(3), 248–270. doi: 10.1177/0038040710375689
  • Schweingruber H.A., Duschl R.A., & Shouse A.W. (2007). Taking science to school: Learning and teaching science in grades K-8 taking science to school: Learning and teaching science in grades K-8. Washington, DC: The National Academies Press.
  • Sherrod, L. R., & Lauckhardt, J. (2009). The development of citizenship. In R. M. Lerner & L. Steinberg (Eds.), Handbook of adolescent psychology (Vol. 2 Contextual influences on adolescent development, pp. 372–407). Hoboken, NJ: Wiley.
  • Simpson, R. D., & Troost, K. M. (1982). Influences on commitment to and learning of science among adolescent students. Science Education, 66(5), 763–781. doi: 10.1002/sce.3730660511
  • Small, S. A., & Rodgers, K. B. (1995). Teen assessment project (TAP) survey question bank. Madison: University of Wisconsin-Madison.
  • Sprague Martinez, L., Ndulue, U., & Peréa, F. (2011). Nuestro Furturo Saludable: A partnership approach for connecting public health and community development to build a healthy environment. Journal of the Community Development Society, 42(2), 235–247.
  • Stake, J. E., & Mares, K. R. (2001). Science enrichment programs for gifted high school girls and boys: Predictors of program impact on science confidence and motivation. Journal of Research in Science Teaching, 38, 1065–1088. doi: 10.1002/tea.10001
  • Stoneman, D. (2002). The role of youth programming in the development of civic engagement. Applied Developmental Science, 6(4), 221–226. doi: 10.1207/S1532480XADS0604_9
  • White, B. Y., & Frederiksen, J. R. (1998). Inquiry, modeling, and metacognition: Making science accessible to all students. Cognition and Instruction, 16(1), 3–118. doi: 10.1207/s1532690xci1601_2
  • Wolf, S. J., & Fraser, B. J. (2008). Learning environment, attitudes and achievement among middle-school science students using inquiry-based laboratory activities. Research in Science Education, 38(3), 321–341. doi: 10.1007/s11165-007-9052-y
  • Woodland, M. H. (2008). Whatcha doin’ after school?: A review of the literature on the influence of after-school programs on young black males. Urban Education, 43(5), 537–560. doi: 10.1177/0042085907311808
  • Zaff, J. F., Hart, D., Flanagan, C. A., Youniss, J., & Levine, P. (2010). Developing civic engagement within a civic context. In R. M. Lerner, M. M. Lamb, & A. M. Freund (Eds.), The handbook of life-span development (Vol. 2 Social and Emotional Development, pp. 590–630). Hoboken, NJ: Wiley.
  • Zaff, J. F., Moore, K. A., Papillo, A. R., & Williams, S. (2003). Implications of extracurricular activity participation during adolescence on positive outcomes. Journal of Adolescent Research, 18, 599–630. doi: 10.1177/0743558403254779

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.