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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.

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4-H Bloco Drum and Dance Program

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

4-H Latino Outreach Project—Oregon

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 Cultural Enrichment Mentorship Program

This after school and weekend program serves African American youth ages 6 to 14 in Champaign, Illinois. The program combines one-on-one mentoring with traditional classroom instruction, a cultural component, and other recreational and academic components to help participants develop strong math, reading, oratorical, and analytical thinking skills and the competencies and skills needed to be involved, resilient, and successful.

(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

American Indian Math Project

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
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Be a Star

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.

Bicultural Competence Skills Program

This 10-week intervention aimed at helping American Indian adolescents from two western Washington reservation sites to develop a positive identity by becoming socially competent in two cultures.

(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.

Black Teens for Advancement

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

Child First Authority After-School Program

Begun in 1996, this Baltimore, Maryland, community-wide after school program seeks to improve the quality of life in low-income communities by serving youth and their families academically, culturally, and behaviorally.

(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

Differential Role of Youth Development Program Participation for Latina/o Adolescents

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

Ginew/Golden Eagle Program

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=92071516a6

Chase, R. (2003). Ginew /Golden Eagle program: 2003 evaluation. St. Paul, MN: Wilder Research Center.

Hip Hop to Health

This after school program in Chicago, Illinois, provides inner-city African American children with programming in culture-specific cardiovascular disease risk reduction and includes parental involvement, peer leaders, professionally trained teaching staff, role models, and community support.

(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.
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Hispanic After School Program

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.

Hmong and Chicana/Latina Educational Enrichment Program

Founded in 1990, the mission of this program is to support and strengthen the developmental, academic, cultural, and social capacity of low-income, at-risk, third through 12th grade Hmong and Chicana/Latina girls in St. Paul, Minnesota, and the surrounding suburbs.

(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.
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Hmong Youth Pride

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.

Kuumba Kids

Located in Rochester, New York, Kuumba Kids is an arts program led by African American artists who engage children in drama and dance activities in order to assist in the development of self-esteem, noncompetitive creativity, and creative problem solving.

(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.

Latino Participation in Youth Development Programs Study

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.

MAAT Adolescent and Family Rites of Passage Program

This program uses a multifaceted Afrocentric approach to promoting resiliency in at-risk African American 11.5–14.5-year-olds in Washington, D.C. The program consists of three interventions: an after school component, family enhancement and empowerment activities, and individual and family counseling.

(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.

Martin Luther King, Jr. After-School Program

This after school technology project in Dorchester, Massachusetts, for middle and high school students uses the Encarta Africana (an encyclopedia of Africa and its diaspora) as the core of the curriculum. The goal of the program is to teach technology skills through the study of Afrocentric topics.

(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.

Old Stories, New Voices Intercultural Youth Program

Begun in 1996, this summer camp in south central Colorado offers youth from high-risk neighborhoods a history- and diversity-based curriculum. The program aims to increase self-esteem and help youth resist using drugs and joining gangs.

(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

Paul Robeson Institute for Positive Self-Development

Begun in 1989, this Saturday morning supplemental school program in Boston, Massachusetts, consists of African American men teaching and mentoring black boys in Grades 3–6. Teacher-mentors use a curriculum in reading, math, science, and black history and assist with the informal curriculum by modeling culturally sensitive coping mechanisms that facilitate smooth transitions among black, school, and street cultures.

(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.

Positive Youth Development Collaborative

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
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Project Venture

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).

Project Youth Connect

This mentoring program for Hmong youth ages 9–12 and their parents in the Minneapolis/St. Paul, Minnesota, area aims to delay or reduce the use of alcohol, tobacco, and other drugs by improving school bonding and academic performance, family bonding and functioning, and life management skills.

(Culture/Heritage, Family/Community Involvement, Prevention)

Chase, R., & McLain, L. (2002). Project Youth Connect: Evaluation summary. St. Paul, MN: Wilder Research Center.

Relevance of Community Based Programs for Rural Youth

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.

Roberson Cultural Sensitivity Golf Program

This program is designed to introduce the sport of golf with special cultural awareness about African American golfers to African American 5th to 12th graders from a Northeast urban area.

(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.

Saturday Science Academy at Clark Atlanta University

Established in the late 1970s in Atlanta, Georgia, the mission of this weekend science enrichment program is to bring African American children in Grades 3–7 into a culturally compatible setting to facilitate their science learning.

(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.

Youth Leadership Initiative

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

© 2016 Presidents and Fellows of Harvard College
Published by Harvard Family Research Project