The Associations Between after-School Childcare Arrangements and the Developmental Outcomes of Low-Income Latino Immigrant Children

Background/Purpose:Latino children of immigrant parents are increasing in the U.S. Although numerous studies have examined the effects of After-School Programs (ASPs) on African-American children, there is a dearth of studies on ASPs among Latino children. Although many Latino families rely on their relatives than formal childcare settings, there is paucity of studies examining the association between the relative care and Latino immigrant child development. The purpose of this study is to explore the impact of ASPs and relative care on the development of low-income Latino immigrant children and how their outcomes differ.

Methods: The data, National Household Education Surveys Programs: After-School Programs and Activities of 2005 designed by the U.S. Department of Education, was used. Telephone surveys of households were used to collect information about children in preschool through 8^thgrade Sample included 309 low-income Latino school-age children who attended after-school childcare arrangements such as ASPs (n= 54), relative (n=75), self- (n=39), parental/spouse (n=109), and some combination of care (n=32).

Children’s academic (i.e., academic scores, schoolwork problem) and behavioral domains (i.e., behavioral problems, school behavioral problems) were assessed. For children’s academic scores, the hierarchical multiple regression was used. For schoolwork, behavioral problems, and school behavioral problems, the binary logistic regression was used. The covariates included child’s gender, and age, and their mothers’ educational levels and marital status, as well as childcare subsidies, and the community level.

Results: First, there was a significant association between older age and lower academic scores (β=.205, p<0.01). Second, regarding schoolwork problems, compared to girls, boys were 2 times more likely to report schoolwork problems (β=2.206, p<0.1). Third, compared to ASPs, children in parental care were less likely to have behavioral problems (β=.381, p<0.05). Older children showed higher behavioral problems than younger children (β=1.115, p<0.1). Compared to Latina girls, boys were 4 times more likely to show behavioral problems (β=4.260, p<0.001). Finally, regarding school behavioral problems, older children showed higher school behavioral problems than younger children (β = 1.474, p < 0.001). And boys were two times more likely to display school behavior problems than girls (β = 2.760, p< 0.05).

Implications: Findings suggest that ASPs in low-income communities did not function effectively for Latino children. Also, relative care was not as effective as ASPs for Latino children in academic and behavioral domains. Over the next several decades, the demographic composition in the United States will change as a result of high levels of immigration Latino immigrant children. In order to assist them in succeeding their adult lives, it is urgent to develop high quality ASPs with culturally relevant activities in communities where many these Latino immigrant families reside.