Back to Annual Meeting

Back to Annual Meeting

APHA Scientific Session and Event Listing

Neal G. Malik, MPH¹, Jemma J. Naté, MPH¹, Linda T. Nguyen, MPH¹, Aileen C. Tareg, MPH¹, Amandeep Kalsi, MPH¹, Susanne Montgomery, PhD, MPH, MS², and Patti Herring, PhD, RN³. (1) School of Public Health, Loma Linda University, Nichol Hall, Room 1511, Loma Linda, CA 92350, 909-558-4694, ngmalik@yahoo.com, (2) Health Promotion and Education, Loma Linda University School of Public Health, Nichol Hall Room 1511, Loma Linda, CA 92354, (3) School of Public Health, Dept. Health Promotion & Ed, Loma Linda University, Nichol Hall, Loma Linda, CA 92350

Childhood is a time of enormous physical and mental growth, where a child's emotional foundation and future academic success are often molded. Literature has shown that youth who grow up in neighborhoods where poverty, drugs and violence are common are especially susceptible to developing maladaptive behaviors and are often disengaged from their schools. Research suggests that child victimization and gang activity peak during after school hours and it is recommended that after school programs fill this void by providing culturally appropriate activities. In the city of San Bernardino in Southern CA, a participatory action approach was used with a local community-based organization to develop a culturally sensitive and empowering after-school program for Black and Latino youth that builds confidence and encourages creativity. Participant specific needs were assessed through a needs assessment process that included ethnographic observations, a literature review, 13 key informant interviews, and two focus groups. Respondents were chosen through theoretical sampling and interviews using a theory-based key informant outline. Interviews were transcribed and analyzed based on grounded theory methods. A pilot program based on this needs assessment was initiated during spring quarter. Results have shown that many of the youth increased their knowledge of presented topics, including architecture, basic hygiene, art, and science (impact evaluation). Additionally, most participants thoroughly enjoyed the interactive activities and stated that they would like to have similar activities presented in the future. It is hoped these results will encourage other inner-city after-school programs to begin implementing more culturally appropriate activities that empower youth.

Learning Objectives: At the conclusion of the session, the participant will be able to

• Identify three learning challenges encountered by disadvantaged youth.
• Identify three unique barriers that disadvantaged youth face in their neighborhoods.
• Describe how they would apply the project lessons learned about the needs and profiles of successful after-school programs for disadvantaged youth to their own setting.

Presenting author's disclosure statement:

Not Answered