No description available.

No description available.

No description available.

No description available.

No description available.

No description available.

No description available.

No description available.

The purpose of this study was to describe the relationship between extracurricular activity participation and concurrent and longitudinal youth academic and psychosocial development in academically gifted youth. Extracurricular activity participation as a potential protective factor against the negative effects of life events, and the theoretical role of personality/activity fit as a determinant of positive developmental benefits in youth were also explored in this study. Secondary data analysis was conducted using data provided by two cohorts of middle school youth from a public magnet school in Philadelphia. After controlling for sociodemographic selection factors, Study 1 revealed that music was the only type of activity that was related to academic achievement. Time spent in music significantly contributed to predicting performance on reading, language, math and science standardized exams. Sport made significant negative contributions to predicting reading and language exam scores. These findings were limited by a ceiling effect caused by high mean scores on grade point average and standardized exams. Sport/dance was the only activity associated with well-being, significantly contributing to the prediction of positive affect. The results also revealed nonlinear associations between time spent in activities and standardized math scores, life satisfaction, self-esteem, and grit. The results of Study 2 revealed support for the protective role of activity participation on the negative academic and psychosocial impact of life events stress, which was a significant predictor of poorer adolescent outcomes across all of the domains. Accounting for the impact of life events, music positively predicted academic outcomes, and sport/dance positively predicted higher life satisfaction, positive affect, and self-esteem, and lower levels of negative affect. Finally, exploratory analyses revealed that youth participated in activities that appeared to be compatible with personality characteristics. For example, sport was associated with higher extraversion and music with higher openness to experience. / Kinesiology

Feminist scholars define rape culture as an environment that is conducive to the occurrence of rape, due to an acceptance of sexual objectification, double standards, strict adherence to traditional gender norms, and victim blaming. They argue rape culture as a definitive feature of US society. The structural forces of racism and classism, negatively impact urban areas, increasing the likelihood of violence. This includes the spectrum of sexual violence. While community centers are regarded as key social resources that help urban youth navigate the social landscape of violence, little has been said about how they respond to rape culture in particular. Employing ethnographic methods, this dissertation investigated a summer camp within a community center in the Bronx, and the everyday ways that five women of color (18-26) taught a public pedagogy of gender and sexuality. Nine weeks were spent observing women in the field; in a one year-follow up, additional interviews and observations were made outside the camp setting. Supplemental data were collected from women of color in various community centers in urban areas. This study found that given the othermother/othersister relationships that the women developed with their teen campers, they were able to detect sexual activity and trauma. In turn, they employed a public pedagogy, which offered lessons of `passive protection' and `active preparation.' This study offers implications for training and programming regarding the resistance of rape culture, and policy and legislation to regulate it within community centers. / Urban Education