Gaining Social and Culture Capital within After-School

Programs and Extracurricular Activities

Guadalupe Valdivia, Doctoral StudentCalifornia State University, San BernardinoAOCC 2014

Problem 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 Approach• John Bowlby: Attachment • Abraham Maslow: Hierarchy of Needs • Urie Bronfenbrenner: Ecological Systems • Erick Erikson: Psychosocial Developmental • Max Horkheimer: Critical Race

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.

Contribution to Theory of Action in Educational Leadership for ASPs/ECAs

• If 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.

ASP/ECA Leaders that promote Academic

Resiliency Educate 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.