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.

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Gaining social and culture capital within after school programs and extracurricular activities
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
Problem Statement Programs and Extracurricular Activities

  • Youth 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 framework
Theoretical Framework Programs and Extracurricular Activities

  • Theory-Driven Approach

    • John Bowlby: Attachment

    • Abraham Maslow: Hierarchy of Needs

    • Urie Bronfenbrenner: Ecological Systems

    • Erick Erikson: Psychosocial Developmental

    • Max Horkheimer: Critical Race


Expected results
Expected Results Programs and Extracurricular Activities

  • Students 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 l eadership for asps ecas
Contribution to Theory Programs and Extracurricular Activitiesof 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
ASP/ECA Leaders that promote Academic Resiliency Programs and Extracurricular Activities

  • 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.


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