DOI
10.21768/ejopa8.2.3
Abstract
Changes in federal education legislation have presented scholars, educational activists, and educators with an opportunity to influence educational outcomes that are youth-centered and youth-driven, specifically among students of color in underserved schools. Opportunities for youth to initiate, design, implement, and evaluate district programs and interventions are beneficial not only to youths’ intrinsic development, but also to the school communities in which they spend the most time. This article links the growth and promotion of positive youth development (PYD) theories and programming to current federal policy changes that support the inclusion of youth in school reform. The authors also discuss historical PYD programming, the role of cultural relevance in educational settings, and future areas of PYD research at the school level.
Recommended Citation
Ward, Rolanda L. and Carter, Tanyetta A.
(2019)
"The Role of Positive Youth Development, Educational Policy, and Cultural Relevancy in School Settings,"
eJournal of Public Affairs: Vol. 8:
No.
2, Article 3.
DOI: 10.21768/ejopa8.2.3
Available at:
https://bearworks.missouristate.edu/ejopa/vol8/iss2/3
