Understanding the Mechanisms Responsible for the Positive Impact of After-School Programs

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dc.contributor.advisorGottfredson, Denise Cen_US
dc.contributor.authorCourtney, Shannonen_US
dc.contributor.departmentCriminology and Criminal Justiceen_US
dc.contributor.publisherDigital Repository at the University of Marylanden_US
dc.contributor.publisherUniversity of Maryland (College Park, Md.)en_US
dc.date.accessioned2005-08-03T14:29:38Z
dc.date.available2005-08-03T14:29:38Z
dc.date.issued2005-04-27en_US
dc.description.abstractAfter-school programs have gained considerable attention for their potential to reduce delinquency after school. The current study assessed the factors related to effective after-school programming utilizing survey data from a recent evaluation of after-school programs. Program participation was responsible for reducing property, violent, and general offending, but not substance use. Further analysis concluded that the hypothesized increase in parental supervision, increase in positive peer influence, and reduction in unsupervised time were insufficient to explain the ability of after-school programs to elicit behavioral improvements. After-school programs were also found to be equally effective for youth from high and low income families.en_US
dc.format.extent200812 bytes
dc.format.mimetypeapplication/pdf
dc.identifier.urihttp://hdl.handle.net/1903/2498
dc.language.isoen_US
dc.subject.pqcontrolledSociology, Criminology and Penologyen_US
dc.subject.pquncontrolledafter-school programsen_US
dc.subject.pquncontrolleddelinquencyen_US
dc.subject.pquncontrolledparental supervisionen_US
dc.subject.pquncontrolledpeer influenceen_US
dc.subject.pquncontrolledunsupervised time usageen_US
dc.subject.pquncontrolledfamily incomeen_US
dc.titleUnderstanding the Mechanisms Responsible for the Positive Impact of After-School Programsen_US
dc.typeThesisen_US

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