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After School Activities

             After-School: Parental Involvement in Low-Income Neighborhoods
             This document is in support of after-school activities in low-income neighborhoods that benefit from parental participation. After school programs that have parental involvement; are more successful, as indicated through psychological research (and ethnographies) that convey the significance of parenting styles and practices ”especially in impoverished urban neighborhoods. It is in these seamlessly "impossible  settings, parents chosen rearing styles for children; determine the child's eventual outcome and role in society.
             In western society, parenting styles differ from that of other cultures; however, it is the western society parenting styles in rough crime ridden neighborhoods whose parents face the toughest of obstacles. To assist in overcoming the tasks that low-income parenting presents, a child should participate in out-of-school activities that will be enriching in the child's development. In impoverished neighborhoods, it is more of a need for both parental involvement (strategies) utilizing after-school programming, in overcoming the (negative) impoverished environment a child lives in; probably intensified and more difficult via single parenting.
             Of equal significance is social policy (geared toward after-school programming) in a Euro-American public educational system. In deed the role that the American government and politics plays, is major. In low-income neighborhoods where "at-risk  youth become involved in gangs or selling drugs in cities such as South East, Washington, D.C., after school programs ”more specifically extra-curricular activities, prevent children from falling astray. If they don't have alternative activities, children who are considered to be low-income school-aged-children are unlikely to develop into high school graduates, followed by college graduation, and even more importantly keep kids involved positive activ

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