The number of after school programs have significantly increased over the past 100 years. These programs were initially conceived of as beneficial to a small subset of children. More recently, they have been high percentages of minority students in attendance. Due to their increase in demand, many forms of program evaluation have been created. These evaluations do not speak to the levels of care that these students are receiving. This project aims to examine existing best practices used for Latin@ students in the classroom and in afterschool programs. Utilizing Nel Nodding’s Theory of Care, Tara Yosso’s Commuinity Cultural Wealth Model, and the experiences of four student experts, this project will serve as training for after school professionals in developing their programs.
","abstract_html":"<p>The number of after school programs have significantly increased over the past 100 years. These programs were initially conceived of as beneficial to a small subset of children. More recently, they have been high percentages of minority students in attendance. Due to their increase in demand, many forms of program evaluation have been created. These evaluations do not speak to the levels of care that these students are receiving. This project aims to examine existing best practices used for Latin@ students in the classroom and in afterschool programs. Utilizing Nel Nodding’s Theory of Care, Tara Yosso’s Commuinity Cultural Wealth Model, and the experiences of four student experts, this project will serve as training for after school professionals in developing their programs.</p>","abstract_has_math":false,"creators":["Krywaruczenko, Stacey"],"institution":null,"degree_name":"Master of Arts in International and Multicultural Education (IME)","degree_level":"Project/Capstone - Global access","degree_discipline":"International and Multicultural Education (IME)","degree_department":null,"school":null,"contributors":["Betty Taylor"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2016,"date_issued":"2016-05-01T07:00:00Z","date_published":"2016-05-01T07:00:00Z","updated_at":"2026-07-24T05:43:46Z","subjects":["after school programs","community cultural wealth","Other Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://repository.usfca.edu/capstone/438","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Betty Taylor"]},{"key":"dc:creator","label":"Author","values":["Krywaruczenko, Stacey"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-12-06T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["International and Multicultural Education (IME)"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Project/Capstone - Global access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Arts in International and Multicultural Education (IME)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["after school programs","community cultural wealth","Other Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://repository.usfca.edu/capstone/438"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The number of after school programs have significantly increased over the past 100 years. These programs were initially conceived of as beneficial to a small subset of children. More recently, they have been high percentages of minority students in attendance. Due to their increase in demand, many forms of program evaluation have been created. These evaluations do not speak to the levels of care that these students are receiving. This project aims to examine existing best practices used for Latin@ students in the classroom and in afterschool programs. Utilizing Nel Nodding’s Theory of Care, Tara Yosso’s Commuinity Cultural Wealth Model, and the experiences of four student experts, this project will serve as training for after school professionals in developing their programs.
"]},{"key":"dc:title","label":"Title","values":["After School Programs: Space For Caring and Community Cultural Wealth"]}]}],"canonical_facts":{"dc:contributor":["Betty Taylor"],"dc:creator":["Krywaruczenko, Stacey"],"dc:date.available":["2016-12-06T08:00:00Z"],"dc:description.abstract":["The number of after school programs have significantly increased over the past 100 years. These programs were initially conceived of as beneficial to a small subset of children. More recently, they have been high percentages of minority students in attendance. Due to their increase in demand, many forms of program evaluation have been created. These evaluations do not speak to the levels of care that these students are receiving. This project aims to examine existing best practices used for Latin@ students in the classroom and in afterschool programs. Utilizing Nel Nodding’s Theory of Care, Tara Yosso’s Commuinity Cultural Wealth Model, and the experiences of four student experts, this project will serve as training for after school professionals in developing their programs.
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