Myth Busters: Student Assets, Commitment to Learning, and Self-Selected Leadership Programming

• In Event: Growing Up Across Settings: Finding Support, Identity, and Motivation in a Multisetting World

Abstract

This paper presents the first analysis of participant data from an after-school leadership development program for 5th students before they transition to middle school. Program participants (N=261) from seven school campuses (six urban, one rural) and two school districts completed the Developmental Assets Profile at baseline. Four asset categories -- support and empowerment (external assets) and positive values and commitment to learning -- were analyzed to identify subgroups of asset levels. Contrary to expectations, results indicated that urban/high SES students were more likely to report low and/or average levels of support, empowerment, and positive values than students from rural/low SES schools. These findings provide developmental insights on the importance of baseline data prior to program development, implementation, and evaluation.

Authors

• Erin Kostina-Ritchey, Texas Tech University

• Paulina Velez-Gomez, Texas Tech University

• Sara L Dodd, Texas Tech University