Evaluating a positive youth development course for Asian and Pacific Islander youth

Background: Approximately 12 million Asian and Pacific Islanders (API) live in the United States (US), comprising about 5% of the population. The relatively low proportion, along with the “model minority” myth, has contributed to API being dismissed in many public health studies. Yet, recent studies have found that some API youth are at risk for engaging in unhealthy behaviors and more likely to struggle academically. This study aims to examine the role of school connectedness on positive youth development by evaluating a required course that has been implemented at a public high school comprised largely of API youth. Methods: This study utilized a mixed-methods design. Focus groups were conducted from March to May 2010 with a random selection of students. Surveys were administered to the entire student body and faculty in May 2010. Results: A total of 746 students (85%) and 66 teachers (89%) completed the surveys. A total of 67 students (25%) participated in the focus groups. Results suggest the course has helped students make thoughtful and positive decisions and motivated them academically. Both teachers and students enjoy the small class size, which helps build trusting and meaningful relationships. Teachers were identified as being the essential component of the course effectiveness. Conclusions: Having strong teacher support encourages students to be academically engaged and make healthy and positive choices. Efforts should be made to maintain small class sizes and train teachers to provide the guidance and build connections that are needed to promote positive youth outcomes.