Suchergebnisse

This article offers a case study of the militarization of the Chicago Public Schools (CPS). First, we portray the landscape of militarization of education through the example of Chicago Public Schools. Second, we situate the militarization of schools within the current charter school movement. Third, we explain the impact of militarization on youth and critique the view that military academies and military programs are appropriate as public education models. Fourth, with a lengthy appendix, we provide readers with tools to work against the militarization of public schools within their communities.

Educators, policy makers, and funders increasingly argue that structured afterschool activities can provide youth with valuable supports for development. Studies assessing the impact of particular programs and strategies, however, are rare. This study presents a method of assessment that enables evaluation of varied youth programs in accordance with a youth development agenda. The data include a sample of 6th-through 10th-grade African American students (N = 125) as well as samples of students who participated in three other after-school programs. The analysis of survey data indicates that only some after-school programs provide more opportunities and supports for youth development than students receive during the school day but that almost all provide significantly more attractive affective contexts than students experience during the school day. This difference is particularly great for African American male youth. The study also compares community- and school-based afterschool programs and identifies possible directions for future research.