Bridge building : afterschool activities, youth social networks, and community development
Thesis (M.C.P.)--Massachusetts Institute of Technology, Dept. of Urban Studies and Planning, 2004.
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| Format: | Thesis |
| Language: | eng |
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Massachusetts Institute of Technology
2005
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| Online Access: | http://hdl.handle.net/1721.1/17680 |
| _version_ | 1826210841367674880 |
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| author | Forman, Benjamin |
| author2 | Phillip L. Clay. |
| author_facet | Phillip L. Clay. Forman, Benjamin |
| author_sort | Forman, Benjamin |
| collection | MIT |
| description | Thesis (M.C.P.)--Massachusetts Institute of Technology, Dept. of Urban Studies and Planning, 2004. |
| first_indexed | 2024-09-23T14:56:16Z |
| format | Thesis |
| id | mit-1721.1/17680 |
| institution | Massachusetts Institute of Technology |
| language | eng |
| last_indexed | 2024-09-23T14:56:16Z |
| publishDate | 2005 |
| publisher | Massachusetts Institute of Technology |
| record_format | dspace |
| spelling | mit-1721.1/176802019-04-10T12:38:11Z Bridge building : afterschool activities, youth social networks, and community development Forman, Benjamin Phillip L. Clay. Massachusetts Institute of Technology. Dept. of Urban Studies and Planning. Massachusetts Institute of Technology. Dept. of Urban Studies and Planning. Urban Studies and Planning. Thesis (M.C.P.)--Massachusetts Institute of Technology, Dept. of Urban Studies and Planning, 2004. "June 2004." Includes bibliographical references (p. 97-105). In recent years, U.S. cities have dramatically increased funding for afterschool activities. These afterschool programs may contribute to community development by expanding social networks, providing new channels for the flow of information and resources to low income neighborhoods. Drawing on research and literature from the fields of sociology, political science and adolescent development, I develop an argument for this hypothesis. The theory is tested using both qualitative data collected from interviews at three case study sites, and quantitative data from surveys distributed to afterschool youth programs in the Boston area. I find that afterschool programs build both bridging and bonding social capital by increasing local and extra-local connections between adolescents and adults, peers, and parents. Policy recommendations designed to increase the social network impact of afterschool programming are provided. by Benjamin Forman. M.C.P. 2005-06-02T18:13:58Z 2005-06-02T18:13:58Z 2004 Thesis http://hdl.handle.net/1721.1/17680 56394447 eng M.I.T. theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission. See provided URL for inquiries about permission. http://dspace.mit.edu/handle/1721.1/7582 110 p. 5396716 bytes 5396523 bytes application/pdf application/pdf application/pdf Massachusetts Institute of Technology |
| spellingShingle | Urban Studies and Planning. Forman, Benjamin Bridge building : afterschool activities, youth social networks, and community development |
| title | Bridge building : afterschool activities, youth social networks, and community development |
| title_full | Bridge building : afterschool activities, youth social networks, and community development |
| title_fullStr | Bridge building : afterschool activities, youth social networks, and community development |
| title_full_unstemmed | Bridge building : afterschool activities, youth social networks, and community development |
| title_short | Bridge building : afterschool activities, youth social networks, and community development |
| title_sort | bridge building afterschool activities youth social networks and community development |
| topic | Urban Studies and Planning. |
| url | http://hdl.handle.net/1721.1/17680 |
| work_keys_str_mv | AT formanbenjamin bridgebuildingafterschoolactivitiesyouthsocialnetworksandcommunitydevelopment |