Mollie V.Blackburn, Ph.D., The Ohio State University.
Mollie Blackburn has been funded to write a research synthesis of her work with The Attic Youth Center, a youth-run, community-based center for lesbian, gay, bisexual, transgender, and questioning youth. The synthesis will focus on data collected during "Storytime," a literacy event at the Center, and explore how youth, through this out-of-school literacy activity, developed positive social identities. In addition, the synthesis will identify competencies exhibited during this event and explore their potential alignment with the Standards for English Language Arts.
Cheri Fancsali, Ph.D., The Academy for Educational Development, New York
Cheri Fancsali has been funded to conduct a study that will investigate the ways in which students participating in an afterschool science program (Afterschool Science PLUS+, a program of Educational Equity Concepts, Inc.) develop in-school success. The study will identify competencies addressed by the afterschool curriculum, and researchers will observe students in their elementary school classroom as well as interview their teacher to determine how students apply these competencies in an academic setting.
Meredith Honig, Ph.D., University of Maryland, College of Education
Meredith Honig has been funded to write a research synthesis that will address the critical challenges for community based youth organizations that enter into formal partnerships with schools. The paper will explore the gap between the promise and the practice of expanded school-linked afterschool programming, and how such partnerships can be implemented in ways that support both academic achievement and positive youth development.
Glynda Hull, Ph.D., The University of California, Berkeley
Glynda Hull has been funded to engage in research that will describe and analyze the social, intellectual and artistic development of youth engaged in a community-based afterschool technology program. The research will document youth's developing conceptions of self as writers, poets, and musicians. It will also explore the relationship between the kinds of skills and identities that youth develop in the context of the community center and those they develop in school.
Susan E. Wilcox, Ed.D., The Brotherhood/Sister Sol, New York
Susan Wilcox will engage in research at three community-based organizations that offer single sex programming for their young female participants. The research will identify the positive benefits of "girls' spaces," explore how these spaces support young women's development and help participants define their racial and ethnic identities. The findings of this study will help to inform decisions about creating single sex programs as well as recruiting and retaining participants in single sex programming.