A theoretical perspective of non-formal learning and social and cultural capital is proposed to provide a deeper and holistic understanding of the educational experiences of immigrant Latino youth participating in out-of-school time (OST) programs. An educaciόn lens informed by anthropological perspectives on education offers a promising view of how immigrant Latino youth and families have conceptualized notions of learning and education as part of larger global discourses of immigration, transnationalism, and citizenship education. This study aims to shed light on the reasons why Latino immigrant youth join well-structured OST programs and how they enact their agency and motivation to stay engaged and continue to participate in the program activities while reaping the benefits of the experience. Drawing on qualitative methods of participant observation, interviews and document review, this dual-site case study presents a framework for understanding the role of non-formal learning environments in the educational trajectories of Latino immigrant youth. The proposed framework identifies locally formulated notions of educaciόn and recognizes the need for non-formal learning environments, such as culturally based community youth programs, to act as a partner force in considering Latino families' responses to the education of their children. At a time in which Latino youth's educational needs are not sufficiently addressed by formal institutions, the role of these programs must be recognized as a potent and effective democratizing space that can redress educational inequities.
University of Minnesota Ph.D. dissertation. December 2014. Major: Organizational Leadership, Policy, and Development. Advisor: Peter Demerath, Ed.D. 1 computer file (PDF); vi, 276 pages, appendices A-E.
Landrieu, Maria Josefina.
Community based youth programs utilizing a culturally relevant framework (Educacion) to implement impactful learning opportunities for immigrant Latino youth.
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