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The Harvard Family Research Project separated from the Harvard Graduate School of Education to become the Global Family Research Project as of January 1, 2017. It is no longer affiliated with Harvard University.
This bibliography contains citations for all the out-of-school time (OST) program evaluations and research studies that Harvard Family Research Project is currently tracking. Some of these evaluations and research studies we have profiled and added to our Out-of-School Time Program Research and Evaluation Database. For those in this bibliography that we have not profiled yet, we do not have detailed information on the evaluations and studies, but we do provide basic program or research study information as well as links to relevant evaluation and research reports.
Last updated
The last update to the bibliography was in January 2012.
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Choose a program type below to see to a list of all programs and evaluations or research studies in that category or click on the Research Studies category to see out-of-school time research studies.
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Begun in 2003 in Windsor, California, this afterschool program teaches adolescents drumming, dancing, and theater arts in the traditions of Brazilian Carnaval.
(Arts, Culture/Heritage, Positive Youth Development)
Ginop-Conklin, E., Braverman, M. T., Caruso, R., & Bone, D. (2011). Bringing Carnaval drum and dance traditions into 4-H programming for Latino youth. Journal of Extension, 49(4). www.joe.org/joe/2011august/pdf/JOE_v49_4iw1.pdf
Begun in 1997 in Oregon, this project provides culturally responsive, educational programs for youth in grades K–12 in the out-of-school hours year-round through after school activities, school clubs, community clubs, residential and day camps, community garden projects, summer activity programs, and group mentoring experiences. The educational objectives vary by site, but all have elements of cultural awareness and appreciation, leadership development, and community service.
(Culture/Heritage, Service-Learning/Civic Engagement, Youth Leadership)
Hobbs, B. B., & Sawer, B. (2009). Engaging Latino Youth in community-based Programs: Findings from the first ten years of the Oregon 4-H Latino Outreach Project. Corvallis, OR: Oregon State University. oregon.4h.oregonstate.edu/sites/default/files/gallerix/albums/engaginglatinoreport.pdf
(Academic/Enrichment, Culture/Heritage, Mentoring)
Shinew, K. J., Hibbler, D. K., & Anderson, D. M. (2000). The Academic Cultural Enrichment Mentorship Program: An innovative approach to serving African American youth. Journal of Park and Recreation Administration, 18, 103–121. rptsweb.tamu.edu/faculty/witt/conpubs/Champaign.pdf
Initiated in 2007 at a school in Minneapolis, Minnesota, this project aims to increase the math scores, school connectedness, and capacity to become productive adults of American Indian students in grades 5–10 through culturally relevant after school and family activities.
(Culture/Heritage, Family/Community Involvement, Science/Technology/Mathematics)
Pierce, A., & Gaona, M. (2008). American Indian Math Project: Annual evaluation report. St. Paul, MN: Wilder Research. www.wilder.org/reportsummary.0.html?&no_cache=1&tx_ttnews[pointer]=4&tx_ttnews[tt_news]=2093&tx_ttnews[backPid]=111&cHash=4554ceac20
This program, for children ages 5 to 12 in St. Louis, Missouri, uses a curriculum designed to promote decision-making skills and interpersonal competence, cultural awareness and self-esteem, and unfavorable attitudes toward alcohol and drug abuse.
(Culture/Heritage, Positive Youth Development, Prevention)
Pierce, L. H., & Shields, N. (1998). The Be a Star community-based after-school program: Developing resiliency factors in high-risk preadolescent youth. Journal of Community Psychology, 26(2), 175–183.
(Culture/Heritage, Positive Youth Development)
Schinke, S. P., Botvin, G. J., Trimble, J. E., Orlandi, M.A., Gilchrist, L. D., & Locklear, V. S. (1988). Preventing substance abuse among American-Indian adolescents: A Bicultural Competence Skills approach. Journal of Counseling Psychology, 35(1) 87–90.
This school-based program is intended to help African American youth in St. Paul, Minnesota, develop their academic, cultural, political, and social potential through knowledge of their history and exposure to basic positive values.
(Culture/Heritage, Family/Community Involvement, Positive Youth Development)
Stevens, A., & Owen., G. (1998). Black Teens for Advancement (BTA) 1997–1998 evaluation report. St. Paul, MN: Wilder Research Center. www.wilder.org/reportsummary.0.html?&tx_ttnews[pointer]=22&tx_ttnews
[tt_news]=1397&tx_ttnews[backPid]=111&cHash=98f6a93ad2
(Academic/Enrichment, Culture/Heritage, Family/Community Involvement)
Fashola, O. S. (1999). The Child First Authority After-School Program: A descriptive evaluation. Washington, DC: Center for Research on the Education of Students Placed at Risk, Johns Hopkins University and Howard University. www.csos.jhu.edu/CRESPAR/techReports/Report38.pdf
The purpose of this study is to investigate the long-term embedded role of out-of-school time program participation in the context of Latina/o youth’s pathways to college.
(Culture/Heritage, Research Studies)
Nelson, I. (2009). Differential role of youth development program participation for Latina/o adolescents. Afterschool Matters, 9: 20–33. www.robertbownefoundation.org/pdf_files/2009_asm_fall.pdf
This after school program for urban American Indian youth in Minneapolis, Minnesota, focuses on building resilience, attachment to Indian ways, and healthy peer friendships. Prevention of drug, alcohol, and tobacco use is strongly emphasized.
(Culture/Heritage, Prevention)
Chase, R., & Clement, D. (2000). Ginew /Golden Eagle program evaluation: Summary report. St. Paul, MN: Wilder Research Center. www.wilder.org/reportsummary.0.html?&tx_ttnews[pointer]=21&tx_ttnews
[tt_news]=1255&tx_ttnews[backPid]=111&cHash=92071516a6Chase, R. (2003). Ginew /Golden Eagle program: 2003 evaluation. St. Paul, MN: Wilder Research Center.
(Culture/Heritage, Family/Community Involvement, Health)
Stolley, M. R. (1997). Developing an effective cardiovascular risk reduction program for inner-city African-American youth: “Hip Hop to Health.” Unpublished doctoral dissertation, Northwestern University, Evanston, IL.
This program serves elementary school Spanish-speaking children in a semi-rural northeastern town in Massachusetts. Children participate in Spanish Puerto Rican arts, crafts, and signing; discussion of ethnicity and ethnicity-related problems, morals, values, sex roles and skin color; and role modeling by male and female Latino professionals.
(Culture/Heritage, Multi-Component/Comprehensive, Prevention)
Garza Fuentes, E., & LeCapitaine, J. E. (1990). The effects of a primary prevention program on Hispanic children. Education, 110(3), 298–303.
(Academic/Enrichment, Culture/Heritage, Positive Youth Development)
Action Consulting and Evaluation Team. (2000). Hmong and Chicana/Latina Educational Enrichment Program: 2000 process evaluation report. Edina, MN: Author.
Begun in 1995, the primary goals of this after school program for 9- to 12-year-olds in Minneapolis and St. Paul, Minnesota, are preventing substance abuse by encouraging academic achievement, commitment to school, and future aspirations; supporting cultural pride and family relationships; and bolstering parents' awareness of substance abuse risks and participation in schooling.
(Academic/Enrichment, Culture/Heritage, Prevention)
Chase, R. A, & Clement, D. (2000). Hmong Youth Pride: Outcomes evaluation summary. St. Paul, MN: Wilder Research Center. www.wilder.org/reportsummary.0.html?&tx_ttnews[pointer]
=20&tx_ttnews[tt_news]=1236&tx_ttnews[backPid]=111&cHash=85c13fdde7
Chase, R. A. (2000). Hmong American Partnership: HYP final report. St. Paul, MN: Wilder Research Center.
(Arts, Culture/Heritage, Positive Youth Development)
Mason, M. J., & Chang, S. (2001). Culturally-based after-school arts programming for low-income urban children: Adaptive and preventive effects. The Journal of Primary Prevention, 22, 45–54.
This study examines the cultural and contextual factors that influence Latino participation in youth programs. Data were collected on Latino youth ages 9–19 from urban communities in Michigan.
(Complementary Learning, Culture/Heritage, Research Studies)
Borden, L. M., Perkins, D. F., Villarruel, F. A., Carleton-Hug, A., Stone, M. R., & Keith, J. G. (2006). Challenges and opportunities to Latino youth development: Increasing meaningful participation in youth development programs. Hispanic Journal of Behavioral Sciences, 28(2), 187–208.
(Culture/Heritage, Family/Community Involvement, Positive Youth Development)
Harvey, A. R., & Hill, R. B. (2004). Africentric youth and family rites of passage program: Promoting resilience among at-risk African American youths. Social Work, 49(1), 65–74.
(Culture/Heritage, Digital Media and Learning, Science/Technology/Mathematics)
Goldsmith, L. & Sherman, A. (2002). Evaluation of the pilot year of the Martin Luther King, Jr. After-School Program. Newton, MA: Education Development Center.
Matzko, M. (2002). An evaluation study of the Martin Luther King, Jr. After-School Program. Somerville, MA: Brett Consulting Group.
(Culture/Heritage, Prevention)
Justice, L., & Witt, P. (2005). Old Stories New Voices Intercultural Youth Program program evaluation. College Station, TX: Author. rptsweb.tamu.edu/Faculty/Witt/OSVNEvaluationNov2005l.pdf
(Culture/Heritage, Mentoring, Tutoring/Extra Instruction)
Dance, L. J. (2001). Shadows, mentors, and surrogate fathers: Effective schooling as critical pedagogy for inner-city boys. Sociological Focus, 34(4), 399–415.
This program teaches substance use prevention skills and also includes health education and cultural heritage activities in an urban after school setting.
(Culture/Heritage, Health, Prevention)
Tebes J. K., Feinn, R., Vanderploeg, J. J., Chinman, M. J., Shepard, J., Brabham, T., et al. (2007). Impact of a positive youth development program in urban after-school settings on the prevention of adolescent substance use. Journal of Adolescent Health, 41(3), 239–247. www.rand.org/health/abstracts/2007/070604_tebes.html
This outdoor/experiential youth development program serves high-risk American Indian and other youth nationwide. Key components include classroom-based problem-solving initiatives, skills-focused outdoor experiential activities, adventure camps and wilderness treks, and community-oriented service learning.
(Adventure, Culture/Heritage, Multi-Component/Comprehensive)
Carter, S. L., Straits, K. J. E., & Hall, M. (2006). Project Venture: Evaluation of a positive, culture-based approach to substance abuse prevention with American Indian youth. Unpublished Manuscript.
Carter, S.L., Straits, J.E., & Hall, M. (2007). Project Venture: Evaluation of a positive, culture-based approach to substance abuse prevention with American Indian youth. Technical Report. The National Indian Youth Leadership Project. Gallup, NM. www.niylp.org/articles/Project-Venture-manuscript-final.pdf
Carter, S., Straits, J., & Hall, M. (2007). Project Venture: Evaluation of a positive, culture-based approach to substance abuse prevention with American Indian Youth. Journal of Experiential Education, 29(3), (397–400).
(Culture/Heritage, Family/Community Involvement, Prevention)
Chase, R., & McLain, L. (2002). Project Youth Connect: Evaluation summary. St. Paul, MN: Wilder Research Center.
This study examined how youth find community-based youth development settings relevant to their every day lives in a predominantly Hispanic rural community.
(Complementary Learning, Culture/Heritage, Research Studies)
Subramaniam, A. (2007). The relevance of community based programs for rural youth. Unpublished doctoral dissertation, University of California, Davis.
(Culture/Heritage, Positive Youth Development, Sports/Recreation)
Roberson, V. (2001). An analysis of the effect of a culturally sensitive instructional golf program on golf skill acquisition and indicators of psychological development among selected African American youth. Unpublished doctoral dissertation, Temple University, Philadelphia, PA.
(Culture/Heritage, Positive Youth Development, Science/Technology/Mathematics)
Dickerson, T., Bernhardt, E., Brownstein, E., Copley, E., McNichols, M., Thompson, R., et al. (1995). African American children reflecting on science, mathematics, and computers through creative writing: Perspectives from a Saturday Science Academy. Journal of Negro Education, 64(2) 14–153.
This initiative offers activities for youth ages 14–18 in Saint Paul, Minnesota to build leadership skills. Youth commit to participating for the school year, and can become mentors in future years. Four leadership retreats are held over long weekends; cultural exploration sessions are held on 5 Saturdays a year; and youth action teams meet weekly. Youth also have regular school support and access to youth mentors.
(Complementary Learning, Culture/Heritage, Youth Leadership)
Valorose, J. (2009). WCC Youth Leadership Initiative evaluation: Year-end evaluation results from the first three years (2007, 2008, and 2009). Saint Paul, Minnesota: Wilder Research. www.wilder.org/download.0.html?report=2185