The Effects of Afterschool Interventions on the Socio-Emotional Development of Racial and Ethnic Minority Youth: A Systematic Review and Meta-Analysis

Background and Purpose: By 2020, racial and ethnic minority youth will comprise more than half of all American children. Minority youth often face multiple adversities that may negatively affect their development, which calls for interventions that can promote their positive development. Although after school programs (ASPs) have shown promise in this effort, no meta-analysis has been conducted on related intervention effects on minority youth to date. This paper presents the results from a systematic review and meta-analysis of studies that focused on the effects of ASPs on the socio-emotional outcomes of minority youth. For the purpose of this study, ASPs were defined as structured and adult-supervised activities offered during afterschool hours with the intent of promoting positive youth development. Socio-emotional outcomes were operationalized as indicators of the healthy expression and management of emotions and the ability to build and maintain positive relationships with others (Cohen, 2005).

Methods: Studies were collected through a search of electronic databases, forward and backward searches of previous systematic reviews and meta-analyses, a search of grey literature using relevant government and organizational websites, and consultation with experts. The search produced 469 unduplicated studies. After title and abstract screening, 341 studies were excluded. An additional 117 studies were excluded after full-text screening. Included studies were randomized controlled trials (RCT) or quasi-experimental ASP studies focused on the socio-emotional outcomes of elementary and middle school-aged minority youth. A weighted mean effect size (Hedges’ g) was calculated based on the results from each outcome study, which was then synthesized using a random effects model. Additionally, a homogeneity analysis and a sensitively analysis was conducted.

Results: The final sample included 11 studies from which 14 effect sizes were extracted. Three RCTs and eight quasi-experimental studies were included in the review and meta-analysis. ASPs had a variety of program components including academic support, homework assistance, sports, arts, and other enrichment programs and recreational activities. Five studies had culture-specific program components. About half of the included studies engaged youth only while the other half engaged families and staff. All ASPs were offered in school settings except two that were community-based programs. A majority of studies showed positive intervention effects (e.g., increased self-esteem) except two social skills outcomes derived from one study. Meta-analysis results showed a weighted mean effect size of 0.75 (95% CI: .03 ~ 1.46). The distribution of the 14 effect sizes was highly heterogeneous (Q=612.1, df =13, p < .001) with an I²value of 97.88%.

Conclusions and Implications: Knowledge of ASP effects provide important implications for educators, youth workers, and policymakers in their effort to promote positive development of minority youth. A majority of studies showed positive ASP outcomes, which indicate that ASPs hold promise in promoting positive socio-emotional development for minority youth. Although the meta-analysis results indicated positive effects, these results should be interpreted with caution due to a high percentage of unexplained variance. Future studies should examine moderating effects of various factors (e.g., cultural components) when more intervention studies become available.