Urban Elementary School Students’ Participation in the After-School Program: The Role of Parental Priorities, Perceptions and Socioeconomic Status

Abstract Introduction: During after-school hours, children and young people, especially those in the middle class, often occupy themselves with playtime or some sort of social activity. Thus, the main concerns of the study are the involvement of after-school programme attendance, the implementation of after-school programs, and the relationship of this situation with the socio-economic status of the family. Methods: A two-part questionnaire was used to ask the parents their personal demographic information and information relating to their choices, opinions, and preferences regarding after-school programs to achieve the purpose of the study. Results: The estimates of students’ academic achievement for the grade levels assessed were predominantly above average or higher (n=404; 74.4%). Also, the parent’s expectations for their children’s success were high (n=131; 24.1% near average and n=8; 1.5% at a below-average level). Discussion: This study examined the factors influencing the participation of fourth-grade elementary school students in after-school programmes, as well as the effect the students’ families’ socio-economic and cultural status has on the parents’ opinions and preferences regarding after-school programs and the participation of their children. Limitations: The preferences and explanations of 543 parents do not allow the generalization of the results to the whole population. Conclusions: The results show a strong positive correlation between the socioeconomic income level and the after-school participation.