After-school activities and the development of low-income urban children: A longitudinal study

After-school activities of 194 African American and White children from low -income households were studied from 3rd to 5th grade to determine relation s with (a) child, family, and contextual variables and (b) children's adjus tment over time. Girls were more likely to engage in academic activities an d socializing, whereas boys were more likely to play coached sports. Childr en who attended after-school programs spent more time on academic and extra curricular activities, whereas children in informal care settings spent mor e time watching TV and hanging out. Evidence of transactional relations bet ween after-school activities and child adjustment was found. Time spent in activities between 3rd and 5th grades was related to children's adjustment in 5th grade. In addition, child adjustment measured in 3rd grade was assoc iated with time in different activities in 5th grade.