Special Population

Afterschool Matters

Title
"Doing Hair" and Literacy in an Afterschool Reading and Writing Workshop for African-American Adolescent Girls
"It Means Thank You": Culturally Sensitive Literacy Pedagogy in a Migrant Education Program
A Youth Development Approach to Evaluation: Critical Participatory Action Research
And Girl Justice for All: Blending Girl-Specific and Youth Development Practices
Boyz 2 Men: Responsible Empowerment for Inner-City Adolescent Males
Build IT: Scaling and Sustaining an Afterschool Computer Science Program for Girls
Civic Spaces: Retooling Public Libraries to Attract and Engage Teens after School
Co-constructing Space for Literacy and Identity Work with LGBTQ Youth
Combat Sports Bloggers, Mad Scientist Poets and Comic Scriptwriters: Engaging Boys in Writing on their own Terms
Creating Opportunities for Mutual Affiliation: Gang Prevention and Relational-Cultural Theory in Project YES
Does Your Organization Welcome Participants with Disabilities? A New Assessment Tool
Effective STEM Programs for Adolescent Girls: Three Approaches and Many Lessons Learned
English Learners and Out-of-School Time Programs: The Potential of OST Programs to Foster EL Success
Éxito: Keeping High-risk Youth on Track to Graduation through Out-ofschool Time Supports
Exploring Self-Esteem in Girls' Sports Program: Competencies and Connections Create Change
Girls’ Challenge Seeking: How Outdoor Exposure Can Support Girls in Taking Positive Risks
Growing Boys: Implementing a Boys’ Empowerment Group in an Afterschool Program
Growing Leaders in Native American Communities: An Interview with Gerald Eagle Bear
Growth in Motion: Supporting Young Women’s Embodied Identity and Cognitive Development through Dance After School
Helping Low-Income Urban Youth Make the Transition to Early Adulthood: A Retrospective Study of the YMCA Youth Institute
Hmong High School Students in Afterschool: Effects on Achievement, Behavior, and Self-Esteem
In between Work and School: Youth Perspectives of an Urban Afterschool Multimedia Literacy Program
Investing in Social Capital Afterschool Activities and Social Affiliation in Immigrant Youth
Learning English and Beyond: A Holistic Approach to Supporting English Learners in Afterschool
Many Versions of Masculine: An Exploration of Boys’ Identity Formation through Digital Storytelling in an Afterschool Program
Media Gangs of Social Resistance: Urban Adolescents Take Back Their Images and Their Streets through Media Production
New Faces, New Places: A 4-H Science Learning Program in Urban Out-of-School Settings
Next Generation Youth Work Coalition
Project Exploration’s Sisters4Science: Involving Urban Girls of Color in Science Out of School
Research-Based Practices in Afterschool Mentoring Programs
Researcher’s Notebook: Converging issues in an Out-of-school Time Program for African Refugee Children
Supporting the Literacy Development of Low-Income Children in Afterschool Programs: Challenges and Exemplary Practices
Supporting Youth with Special Needs in Out-of-School Time: A Study of OST Providers in New Jersey
The Differential Role of Youth Development Program Participation for Latina/o Adolescents
The Effect of Afterschool Program Participation on English Language Acquisition
The Girl Game Company: Engaging Latina Girls in Information Technology
The Power of Play: A Literature-Based After School Sports Program for Urban Youth
Toward More Equitable Outcomes: A Research Synthesis on Out-of-School Time Work with Boys and Young Men of Color
When the Divide Isn’t Just Digital: How Technology-Enriched Afterschool Programs Help Immigrant Youth Find a Voice, a Place, and a Future

 

  • PEOPLE ARE SAYING

    "NIOST has been an anchor for numerous school age care projects we do, including ASQ (After-School Quality) and Links to Learning. They are a nationally respected organization that Pennsylvania has partnered with for over 20 years."



    – Betsy O. Saatman, TA Specialist/SAC Initiatives, Pennsylvania Key
  • PEOPLE ARE SAYING

    "NIOST was a core partner in supporting the development of quality improvement systems across the nine cities that participated in The Wallace Foundation Next Generation Afterschool System-Building Initiative. The NIOST team worked well with other technical assistance partners in the initiative, always willing to pitch in and collaborate with others to make our professional learning community meetings a team effort. I truly hope the Foundation has an opportunity to partner with them in the future."


    – Priscilla M. Little, Initiative Manager, The Wallace Foundation

  • PEOPLE ARE SAYING

    "NIOST has been a leader in the out-of-school time field for as long as I can remember, and I have relied on their research, tools, and advice to improve my practice throughout my career. Their staff members are good partners and good listeners, and their influence across the country is palpable."


    – Jane Quinn, Vice President and Director of National Center for Community Schools, Children's Aid Society
  • PEOPLE ARE SAYING

    "Georgia Hall, Ellen Gannett, and the NIOST team have been instrumental in driving the healthy afterschool movement. Their dedication to quality practice, informed policy, and collective impact is instrumental in our effort to create healthier communities."



    – Daniel W. Hatcher, Director, Community Partnerships, Alliance for a Healthier Generation

Wellesley Centers for Women
Wellesley College
106 Central Street
Wellesley, MA 02481-8203 USA

niost@wellesley.edu
781.283.2547
Directions to NIOST