Determinants of after-school programming for school-age immigrant children

Abstract

The purpose of this study was to examine the child and family characteristics that predict enrollment in after-school programming for school-age children of immigrant and nonimmigrant families. Although much is known about the beneficial effects of after-school programming for children and youths, the literature focused on immigrant children - the fastest growing segment of the youth population today - is limited. Using 2005 National Household Education Survey data, this study compares the effects of child and family characteristics on enrollment in a nationally representative sample of 7,694 school-age children. Results from this study add to the current body of research on after-school programming and suggest that the importance of mother's immigrant status did not vary according to demographic characteristics such as ethnicity, household income, and education. However, children of immigrant families were found less likely to be enrolled in after-school programming than their native-born counterparts. In light of these results, social work practice and policy must address access and affordability of quality after-school programming for all school-age children. © 2013 National Association of Social Workers.