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

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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. - PowerPoint PPT Presentation

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<p> 1</p> <p>Gaining Social and Culture Capital within After-School Programs and Extracurricular ActivitiesGuadalupe Valdivia, Doctoral StudentCalifornia State University, San BernardinoAOCC 2014Problem StatementYouth 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.Theoretical FrameworkTheory-Driven ApproachJohn Bowlby: Attachment Abraham Maslow: Hierarchy of Needs Urie Bronfenbrenner: Ecological Systems Erick Erikson: Psychosocial Developmental Max Horkheimer: Critical Race </p> <p>Expected ResultsStudents 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. Academic resilience is defined as the ability to effectively deal with setback, stress or pressure in the academic setting. Martin, A. J., &amp; Marsh, H. W. (2003). Academic resilience and the four Cs: Confidence, control, composure, and commitment.</p> <p>Academic resilience refers to a students capacity to overcome acute or chronic adversities that are seen as major assaults on educational processes. Martin, A. J., &amp; Marsh, H. W. (2009). Academic resilience and academic buoyancy: Multidimensional and hierarchical conceptual framing of causes, correlates and cognate constructs. Oxford Review of Education, 35(3), 353-370.</p> <p>4Contribution to Theory of Action in Educational Leadership for ASPs/ECAsIf 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.5ASP/ECA Leaders that promote Academic ResiliencyEducate 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.http://www.ascd.org/publications/educational-leadership/sept13/vol71/num01/Havens-of-Resilience.aspx</p> <p>6</p>