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Below are some of our most recent publications about DEI in after school activities. Click on the links to learn more!
Soto-Lara, S., Yu, M. V. B., Pantano, A., & Simpkins, S. D. (2022).
How youth-staff relationships and program activities promote Latinx adolescent outcomes in a university-community afterschool math enrichment activity
.
Applied Developmental Science
,
26
.
Camacho, D., & Simpkins, S. D. (2022).
Parental involvement in organized after-school activities and adolescent motivational beliefs
.
Applied Developmental Science, 26
, 176-191.
Lin, A., Dawes, N., Simpkins, S.D., & Gaskin, E. (2022).
Making the decision to participate in organized after-school activities: Perspectives from Mexican-origin adolescents and their parents
.
Journal of Adolescent Research, 37
, 378-408.
Vandell, D. L., Simpkins, S.D., Pierce, K. M., Brown, B. B., Bolt, D., & Reisner, E. (2022).
Afterschool programs, extracurricular activities, and unsupervised time: Are patterns of participation linked to developmental outcomes in middle childhood and early adolescence?
Applied Developmental Science, 26
(3), 426-442.
Yu, M. V. B., Hsieh, T., Lee, G., Jiang, S., Pantano, A., & Simpkins, S. D. (2022).
Promoting adolescents’ math motivational beliefs through competence support: Culturally responsive practices in an afterschool program context
.
Contemporary Educational Psychology, 68
, 102028.
Yu, M. B., Liu, Y., Hsieh, T., Lee, G., Simpkins, S. D., & Pantano, A. (2022).
“Working together as a team really gets them fired up”: Afterschool program mentoring strategies to promote collaborative learning among adolescent participants
.
Applied Developmental Science, 26
, 347-361.
Soto-Lara, S., Yu, M. V. B., Liu, Y., Puente, K., Carranza, P., Pantano, A., & Simpkins, S. D. (2021).
High-quality afterschool programs for LatinX youth
.
Yu, M.B., Soto-Lara, S., Liu, Y., Puente, K., Carranza, P.R., Pantano, A., & Simpkins, S.D. (2021).
Culturally responsive practices: Insights from a high-quality math afterschool program serving underprivileged Latinx youth
.
American Journal of Community Psychology, 68
, 323-339.
Simmons, C., Kan, E., Simpkins, S. D., Datta, S., Steinberg, L., Frick, P. J., & Cauffman, E. (2021).
Assessing the association between participation in extracurricular activities and delinquent behavior among justice-involved young men
.
Journal of Research on Adolescence, 32
, 335 – 350.
Ma, T. L., Yu, M.B., Soto-Lara, S., & Simpkins, S.D. (2020).
Latinx adolescents’ peer ethnic discrimination in organized after-school activities: Links to activity engagement and experiences
.
Journal of Youth Development, 15
, 195-221.
Ettekal, A. E., Simpkins, S. D., Menjivar, C., & Delgado, M. Y. D. (2020).
The complexities of culturally responsive organized activities: Latino parents’ and adolescents’ perspectives
.
Journal of Adolescent Research, 35
, 395-426.
Ettekal, A. E., Simpkins, S. D., & Schaefer, D. R. (2019).
Obesity and social marginalization: When do organized activities facilitate or hinder peer relationships?
Applied Developmental Science, 23
, 132-143.
Kang, H., Barton, A. C., Tan, E., & Simpkins, S. D., Rhee H., & Turner, C. (2019).
How do middle school girls of color develop STEM identities? Middle school girls’ participation in science activities and identification with STEM careers
.
Science Education, 103
, 418 – 439.
Ma, T., Simpkins, S.D., & Puente, K. (2019).
Latinx and White adolescents’ reasons behind organized activity participation: The connections with cultural orientations, psychological engagement, and activity experiences
.
Applied Developmental Science, 25
(2), 168-182.
Raffaelli, M., Simpkins, S. D., Tran, S. P., & Larson, R. W. (2018).
Responsibility development transfers across contexts: Reciprocal pathways between home and afterschool programs
.
Developmental Psychology, 54
(3), 559-570.
Lin, A. R., Simpkins, S. D., Gaskin, E., & Menjivar, C. (2018).
Cultural values and other perceived benefits of organized activities: A qualitative analysis of Mexican-origin parents’ perspectives in Arizona
.
Applied Developmental Science, 22
, 89-109.
Liu, Y., Simpkins, S. D., & Lin, A. R. (2018).
Ethnic and cultural features in organized activities: Relations to Latino adolescents’ activity experiences and parental involvement
.
Journal of Youth and Adolescence, 47
, 2243-2260.
Simpkins, S. D., Riggs, N. R., Ngo, B., Ettekal, A. E., & Okamoto, D. (2017).
Designing culturally responsive organized after-school activities
.
Journal of Adolescent Research, 32
, 11 - 36.
Kang, H., Raffaelli, M., Bowers, J., Munoz, L., & Simpkins, S. D. (2017).
Parental participation in the process of youth joining a program: Perspectives from adolescents and parents.
Family Relations, 66
, 258-272.
Price, C., Simpkins, S. D., & Menjívar, C. (2017).
Sibling behaviors and Mexican-origin adolescents’ after-school activities
.
Journal of Adolescent Research, 32
, 127-154.
Lin, A. R., Menjivar, C., Ettekal, A. E., Simpkins, S. D., Gaskin, E., & Pesch, A. (2016).
“They will post a law about playing soccer” and other ethnic/racial microaggressions in organized activities experienced by Mexican-origin families
.
Journal of Adolescent Research, 31
, 557 - 581.
Ettekal, A. E., Gaskin, E., Lin, A. R., & Simpkins, S. D. (2015).
“You gotta respect” Mexican-origin adolescents’ perspectives on respect in organized activities
.
Journal of Youth Development, 10
, 74 – 87.
Simpkins, S. D., & Riggs, N. R. (2014).
Cultural competence in after-school programs
.
New Directions for Youth Development, 144
, 105 – 117.
Simpkins, S. D., Delgado, M., Price, C., Quach, A., & Starbuck, E. (2013).
Socioeconomic status, ethnicity, culture, and immigration: Examining the potential mechanisms underlying Mexican-origin adolescents’ organized activities
.
Developmental Psychology, 49
, 706 – 721.
Fredricks, J. A., & Simpkins, S. D. (2012).
Promoting positive youth development through organized after-school activities: Taking a closer look at participation of ethnic minority youth
.
Child Development Perspectives, 6
, 280 – 287.
Simpkins, S. D., O’Donnell, M., Delgado, M., & Becnel, J. N. (2011).
Latino adolescents’ participation in extracurricular activities: How important are family resources and cultural orientation?
Applied Developmental Science, 15
, 37 – 50.
Simpkins, S. D., Vest, A. E., & Price, C. (2011).
Intergenerational continuity and discontinuity in Mexican-origin youths’ participation in organized activities: Insights from mixed-methods
.
Journal of Family Psychology: Special section on mixed-methods, 25,
814 – 824.
Dearing, E., Wimer, C., Simpkins, S. D., Lund, T., Bouffard, S., Caronongan, P., Kreider, H., & Weiss, H. B. (2009).
Do neighborhood and home contexts help explain why low-income children miss opportunities to participate in activities outside of school?
Developmental Psychology, 45
, 1545 – 1562.
Wimer, C., Simpkins, S. D., Dearing, E., Caronongan, P., Bouffard, S., & Weiss, H. B. (2008).
Predicting youth out-of-school time participation: Multiple risks and developmental differences.
Merrill-Palmer Quarterly, 54
, 179 – 207.
Bouffard, S., Wimer, C., Caronongan, P., Little, P., Dearing, E., & Simpkins, S. D. (2006).
Demographic differences in patterns of youth out-of-school time activity participation
.
Journal of Youth Development
. Available at http://www.nae4ha.org/directory/jyd/intro.html
Home
PROJECT TEAM
Meet the Team
Alumni
Past Alumni
Publications
After-School Activiities
For Researchers
For Mentors
For Families and Activity Leaders
Family & STEM Project
For Researchers
Information for Families and Science Teachers
Contact Us
Undergraduate Research Opportunities