Comparing Three Overnight Summer Camp Experiences for Marginalized Middle School Students: Negative, Neutral, and Positive Results

• Published in: The Journal of experiential education Vol. 45; no. 2; pp. 136 - 156
• Main Authors: Smith, Bradley H., Kim, Hanjoe, Esat, Gulden, Izuno-Garcia, Amy K., Meinert, Allison, Banks Hawthorne, Dejon, Vazquez, Mariana, Gonzalez, Jorge
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA SAGE Publications 01.06.2022; Association for Experiential Education
• Subjects: African American Students; Camps; Child development; Dependent sample; Disproportionate Representation; Ethnicity; Experiential Learning; Grade 6; Grade 7; Grade 8; Hispanic American Students; Middle School Students; Middle Schools; Minority students; Program Effectiveness; Racial Bias; Recreational Activities; Resident Camp Programs; Social Bias; Social Emotional Learning; Socioeconomic Status; Summer Programs; Summer Schools; Youth Programs; Wyoming; Texas; United States > US; experiential learning; minority/underrepresented groups; summer camps; youth development
• ISSN: 1053-8259; 2169-009X
• DOI: 10.1177/10538259211030529

Background: Summer camps can promote positive youth development. Unfortunately, racial, ethnic, and economic disparities contribute to inequities in camp participation and related research on marginalized youth. Consequently, it is not clear what types of camping programs work best for marginalized youth. Purpose: To conduct a quasi-experimental comparison of three summer camps described as experiential education camp (EEC), recreational camp (RC), and integrated didactic and experiential camp (IC). Methodology/Approach: Black and Latinx middle schoolers completed summer camps with the support of a community organization that also provided social-emotional learning classes during the school year. Findings/Conclusions: Dependent sample t tests and effect size comparisons on self-report collected before and after the camp showed that the EEC had small negative effects, the RC had neutral or mixed effects, and IC had positive effects. Implications: Overnight summer camp interventions can have a range of effects based on the type of activities and procedures. Outcomes may be improved by integrating didactic lessons with experiential education. Other explanations, such as positive behavioral supports and relationships with adults on the trip, could also account for differences in outcomes. Further research is needed to establish best practices for overnight camps to support the positive development of marginalized youth.