Enhancing Program Quality in a National Sample of After‐school Settings: The Role of Youth–Staff Interactions and Staff/Organizational Functioning

Abstract

Highlights• Staff relational practices mediate relations of organization functioning and perceived quality.• Staffing and organizational processes underlie a culture of positive adult-youth interaction.• Staff identifying with the experiences of youth contributes to youths' perceptions of club quality.• Results underscore the importance of workforce development in after-school programs.Abstract Using multilevel data from the national evaluation of Boys and Girls Clubs of America (BGCA), this study examined associations among programmatic structures, workplace and workforce characteristics, and relational practices of program staff as they relate to young people's ratings of their experience attending local clubs. The sample included 57,710 members and 5,231 staff members at 740 BGCA sites throughout the United States. Staff relational practices-including establishing caring relationships, setting high expectations, positive behavior management, encouraging youth input and agency, and cultural sensitivity-explained associations between staffing and organizational functioning and youths' perceptions of the quality of their clubs. Findings suggest a central role of staff relational practices in establishing conditions that youth experience positively, and that staffing and organizational processes, including community engagement and teamwork and efficiency can be viewed as foundations for establishing a culture of positive adultyouth interaction, which in turn can contribute to the promotion of positive youth development. Further, identification with the experiences of youth had a direct association with youths' perceptions of club quality. These results underscore the importance of staff workforce development initiatives as key to improving youth experiences in after-school programs.

Fostering positive youth and staff development: Understanding the roles and experiences of the afterschool workforce

“…There is a general consensus that afterschool instructors (ASI) are critical to the success of programs through their contributions to the overall afterschool quality and student outcomes (Davidson, Evans, & Sicafuse, 2011;Hirsch, Deutsch, & DuBois, 2011;Vandell, Reisner, & Pierce, 2007); in response, there is a growing body of work capturing these frontline perspectives (e.g., Larson, Walker, Rusk, & Diaz, 2015). Kuperminc et al (2019) examined a national sample of ASIs across 740 program sites and found that positive staff-youth relationships were significantly associated with positive youth-reports on aspects of program quality, such as engagement, belonging, and safety.…”

“…There has been a recent movement to examine the experiences of the understudied youth-serving workforce, such as afterschool, by taking a "whole-person approach" (Cappella & Godfrey, 2019). Understanding the various ecological factors that influence the development of ASIs can inform approaches to further strengthen and develop their skills (Kuperminc et al, 2019). To contextualize the experiences of ASIs, researchers are encouraged to examine the staff's individual skills, professional interpersonal connections, organizational characteristics of their workplace culture and climate, and other community and societal macro-level aspects that influence their work (Cappella & Godfrey, 2019).…”

“…Thus, an alternative is to utilize a strengths-based perspective to value ASIs' inherent skills, identify their potential, and foster positive development for these early-career staff (Perkins, Crim, Silberman, & Brown, 2004). For instance, although ASIs tend to be young with little professional experience, that can be viewed as a strength and perhaps the reason why they are able to effectively identify with youth and develop positive relationships (Kuperminc et al, 2019). Organizations that recognize ASIs' strengths can further build their capacity through professional development and support, which would enhance the overall afterschool environment.…”

“…For example, afterschool staff develop lessons and facilitate activities, which are key components of afterschool quality (Durlak et al, 2010). Supporting staff so they develop these individual skills in a positive organizational environment would enable them to become effective educators and cultivate strong relationships with youth, which is associated with improved youth psychosocial (Kuperminc et al, 2019) and academic outcomes (Pierce et al, 2010). Thus, this comprehensive approach highlights how understanding and investing in staff members' development can also lead to better serving youth.…”

“…There is a general consensus that afterschool instructors (ASI) are critical to the success of programs through their contributions to the overall afterschool quality and student outcomes (Davidson, Evans, & Sicafuse, 2011; Hirsch, Deutsch, & DuBois, 2011; Vandell, Reisner, & Pierce, 2007); in response, there is a growing body of work capturing these frontline perspectives (e.g., Larson, Walker, Rusk, & Diaz, 2015). Kuperminc et al (2019) examined a national sample of ASIs across 740 program sites and found that positive staff‐youth relationships were significantly associated with positive youth‐reports on aspects of program quality, such as engagement, belonging, and safety. To contextualize the daily contributors to program quality, one qualitative study (Larson & Walker, 2010) identified common dilemmas and scenarios faced by program leaders; this included challenges related to engaging and motivating youth, behavior management, interpersonal conflict, and constraints around time and resources.…”