Beyond Homework Help: An examination of the role of youth and programming in Faribault
2011
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Example: if you select the 1-year option for an article published in 2019 and a metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019. If you select the 3-year option for the same article published in 2019 and the metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019, 2018 and 2017.
Citation Benchmarking is provided by Scopus and SciVal and is different from the metrics context provided by PlumX Metrics.
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Article Description
This study examines of the role of youth programming in Faribault, MN. Drawing from literature on conceptualizations of youth, context, and youth programming, this study questions how communities understand youth, how they shape youth, and how they meet the needs of their youth through programming. Using a new afterschool homework help program at Faribault High School as a case study, this study seeks to understand the role of youth programming within the changing organizational and demographic context of Faribault. I argue that while the design of the case study program fits with the model of a youth development program laid out by the literature, the specific context of Faribault, particularly surrounding the cultural tensions in the high school and the essentialized category of Somali youth, creates an environment that generates inconsistencies between the model described by the literature and the realities of the homework help program. Ultimately, the prevalence of intercultural tensions between youth indicates that the role of youth programs is to create safe spaces where youth have an opportunity to interact with and learn from each other.
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