IS GENDER MEDIATING THE EFFECTS OF AFTER-SCHOOL PROGRAMS?

Abstract

Do gender differences exist in determining the effects of after-school programs as a crime prevention device? Using data from the 1999-2000 year of the Maryland After-School Community Grant Program, this study tests for an interaction between gender and participation in after-school programs in predicting self reported problem behavior. Separate analyses were conducted for elementary (n=358) and middle school students (n=440). In general, middle school students participating in the programs reported lower levels of problem behavior than comparison group students. Coefficients from a linear regression model failed to support the hypothesis that an interaction occurred between program participation and gender. This was true in both the elementary and middle school samples. Males and females received the same the benefits from participating in the after-school programs.