Thesis (Ph. D.)--Ohio State University, 2004. / Title from first page of PDF file. Document formatted into pages; contains xi, 119 p. : ill. (some col.). Advisor: Patricia A. Brosnan, College of Education. Includes bibliographical references (p. 90-97).

Thesis (Ed. D.)--Illinois State University, 1976. / Title from title page screen, viewed Nov. 23, 2004. Dissertation Committee: Ronald Laymon (chair), Eugene Fitzpatrick, Larry Kennedy, John McCarthy, Clayton Thomas. Includes bibliographical references (leaves 71-73) and abstract. Also available in print.

Thesis (Ed. D.)--University of Missouri-Columbia, 1998. / Typescript. Vita. Includes bibliographical references (leaves [94]-98). Also available on the Internet.

Thesis (Ed. D.)--University of Missouri-Columbia, 1998. / Typescript. Vita. Includes bibliographical references (leaves [94]-98). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 1996. / Typescript. Vita. Includes bibliographical references (leaves 169-180). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 1996. / Typescript. Vita. Includes bibliographical references (leaves 169-180). Also available on the Internet.

Thesis (Ph. D.)--Illinois State University, 1990. / Title from title page screen, viewed November 3, 2005. Dissertation Committee: John R. McCarthy, G. Alan Hickrod (co-chairs), Robert L. Arnold, Ramesh B. Chaudhari, David L. Franklin. Includes bibliographical references (leaves 118-121) and abstract. Also available in print.

Thesis (D. Ed.)--University of Texas at Austin, 2005. / Vita. Includes bibliographical references.

Thesis (Ph. D.)--University of Texas at Austin, 2008. / Vita. Includes bibliographical references.

This dissertation explores how afterschool programming shaped New York City children’s experiences from the 1930s-1960s. Centering the many organizations that planned activities for children, I explore the beliefs and institutional dynamics that determined what the work of afterschool involved. With purposes spanning education, recreation, physical and mental health, childcare, assimilation, racial equity, and more, afterschool was both a practical resource and a place to imagine what urban childhood should look like. It became part of the landscape of New York City neighborhoods, inhabiting schools, settlement houses, community centers, storefronts, churches, and housing. By framing afterschool as a resource and investigating how it was administered and operated, we see that it could provide unprecedented opportunities, but it was not distributed fully and equitably. Designated as a supplemental service for parents and schools that lacked other options, afterschool has long been called upon to fix social and educational problems without sufficient funding or attention.