Poster #50 - Organized Afterschool Activities and Ethnic-Racial Identity Development in Adolescents: A Systematic Literature Review

• In Event: Poster Session 11

Abstract

For youth of color, constructing an ethnic-racial identity (ERI) is a major developmental milestone that becomes particularly salient during adolescence (Rivas-Drake et al., 2014; Umaña-Taylor et al., 2014). Erikson (1968) and ecological systems frameworks (Bronfenbrenner, 1994; Velez-Agosto et al., 2017) posit that interactions between adolescents and their social contexts, such as organized activities, should foster ERI development. Additionally, organized activities have the potential to serve as spaces for identity exploration (Harris & Kiyama, 2015; Patel, 2016). However, the activity literature largely has not focused on ERI as an outcome despite its developmental benefits for adolescents of color. A synthesis regarding this topic would help the field understand how organized activities could serve as spaces for adolescents of color to thrive. Hence, we aimed to conduct a systematic review to synthesize research on the association between organized activity participation and ERI development among adolescents in the U.S.
Literature search. Following the Preferred Reporting Items for Systematic Reviews and Meta-analyses Statement (Page et al., 2021) guidelines, we conducted searches on PsychInfo, ERIC, and Sociological Abstracts using keyword searches and inclusion/exclusion criteria. We used advanced search options using Boolean operators AND/OR to identify a series of keywords included in study abstracts (the limit on abstracts was to ensure a focused review). Search terms included keywords such as “afterschool/extracurricular/organized” and variations of those words followed by “program/activities”; and variations of ethnicity, race, culture, and identity. We also specified our search to (1) peer-reviewed empirical articles published between the years 2000 to 2022; (2) text available in English; and (3) age group of school age (6-12 years old) and adolescence (12-17 years old) (Details presented in Figure 1).
Screening. Studies were screened if they met the criteria of (1) examining organized activities as the predictor; (2) focusing on ERI as an outcome. The abstracts and methods of each article were read for the screening process. Among the 207 screened studies, 7 were deemed eligible and included in the formal analysis.
Coding. For the 7 studies, we coded the description of the organized activity, study sample characteristics, research design, organized activity participation predictors, the measure of ERI, covariates, analysis approaches, and results related to the association between organized activity participation and ERI.
Findings. A preliminary review of the literature suggests that participation in organized activities is associated with adolescents’ ERI development (see Table 1). Absolute participation, breadth, and program ethnic socialization were particularly important for supporting ERI development. Specifically, adolescents perceived their ERI positively and became interested in their cultural history by participating in activities implementing curricula to explore their ethnic-racial history and cultural background. However, a study found that activity intensity and program quality may not promote ERI development. Preliminary findings of this review suggest that organized activities may serve as supportive spaces for ERI development based on absolute participation, breadth, and program ethnic socialization. To complete our analysis, we will code studies identified through our backward and forward search and suggested by experts in the field.

Authors

• Fuko Kiyama, University of California - Irvine
  Presenting Author

• Sandra Simpkins, University of California - Irvine

• Deborah Lowe Vandell, University of California - Irvine