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Abstract
Organized out-of-school time (OST) activities are critical assets that help youth develop life and social skills. Latine youth have some of the lowest rates of participation in OST activities out of all racial and ethnic subgroups due to structural and interpersonal barriers that perpetuate and reproduce patterns of inequality. The purpose of the current study was to describe a youth-led, community-driven, sport-based positive youth development program, the Los Angeles Football Club Youth Leadership Program, and examine associations with participation across three levels: (1) alumni's enrollment and employment outcomes; (2) youth leaders' outcomes (e.g., pre- and postprogram surveys); and (3) outputs of the program's community outreach efforts (e.g., demographics and outputs associated with youth-led community-based activities). Drawing on the study's findings, authors argue that this program describes an emergent "ladder to leadership" model that can guide community engagement through the delivery of culturally responsive programming and the use of sport to support social–emotional learning during OST. These findings contribute to an important discussion of how to leverage sport to address issues of access and equity during OST for Latine youth.

Social work practice with children and families is one of the largest specialization areas in the profession. To prepare students for this area of practice, social work programs often offer several courses focused on child, adolescent, and family well-being. Technology-related topics, however, such as the role of child and family media use on children's developmental outcomes, are underrepresented in social work curricula, courses, and textbooks focusing on children and families. To highlight the importance of this content, our teaching note synthesizes evidence on the impact of two forms of media (television viewing and smartphone use) on children's self-regulation and parent-child interactions. Although we focus on only two forms of media, our research synthesis links media use to emergent issues influencing child development and family functioning—content highly applicable to direct and indirect social work practice activities with children and families. We further draw upon our translational findings to advance social work education and practice by offering low- and high-effort strategies to embed this content in child and family social work courses. We conclude with implications and future directions for social work educators, practitioners, and leaders that describe opportunities to prepare students for a technology-driven future and to use technology strategically to fulfill our profession's mission and values.

Objective:Psychometric details of the Parental Press for Academic Achievement and Postsecondary Planning Scale (PPS), developed by Chicago Consortium of Chicago School Research, are scarce. The purpose of this study was to reexamine the properties of this 7-item measure.Method:The study utilized cross-sectional, self-reported data from 100 low-income, first-generation undergraduate students at a university in the southern United States.Results:Factor analysis on the PPS revealed two dimensions with all items loaded, accounting for 81.44% of the variance. Reliability of the PPS was sound, that is, average interitem correlation was .62 and Cronbach's α and split-half coefficients were .918 and .923, respectively. Convergent validity was suggested via significant correlations between the PPS and its theoretically similar constructs, that is, valuation of high school ( r = .32) and parental support for college ( r = .82).Conclusion:The PPS appears to be psychometrically appropriate for appraising students' perceptions of parental support for academic success and postsecondary education.

A growing interest in how adolescents can prepare for the workforce has contributed to the development of positive youth development (PYD) programs focused on youth leadership. This study explored what mechanisms and design components support leadership skill development among youth participating in 3 different PYD leadership programs. All of these programs involve high school students, have a focus on leadership, and emphasize college and workforce readiness. The aims of the study were to (a) examine what commonalities and differences in program design components contribute to skill development, (b) identify what leadership skills youth develop by participating in PYD leadership programs, and (c) explore what underlying mechanisms youth perceive contribute to their skill development over time. A total of 3 focus groups were conducted, each lasting 90 minutes, with a total of 18 youth (i.e., 6 youth per program). Nvivo, a qualitative software, and thematic analysis were used to distill common and differential themes related to the program design components the participants recognized as integral parts of the programs that contributed to their leadership skill development. Common skills developed across all 3 programs included working in groups, public speaking, and problem solving, yet differences in skills were also reported and linked to differences in program design. Additional findings showed several underlying mechanisms supported leadership skill development among youth participants. Findings can inform the development of effective youth leadership PYD programs, thereby further supporting youth in achieving their goals; avoiding harmful behaviors; and developing the competencies, confidence, and values youth need to successfully transition to adulthood.

Urban youth living in poverty are less socially and academically prepared to access postsecondary education compared to their more affluent peers. College and career readiness (CCR) programs traditionally focus on skill-building to assist with college and financial aid applications, test taking, and career exploration. The Youth Leadership Academy (YLA) program includes these components, but also incorporates positive youth development (PYD) and leadership skill development strategies to further prepare urban youth for college and career through internship, service, and leadership opportunities. Using a mixed methods approach, this study explored youth perceptions of the YLA, evaluating the influence of the program on youth outcomes and distilling what, if any, program design components contributed to their growth and learning. Qualitative findings suggest participation in the YLA was perceived to support growth in communication skills, social skills, readiness for leadership roles, and preparation and knowledge for future college and career opportunities. Additionally, quantitative results demonstrate positive, significant increases from pre- to post-program test in leadership, communication, problem-solving, and teamwork skills for youth. Program design components shown to support positive outcomes included positive relationships with peer and adults, skill-building sessions, and applied internship experiences. Findings suggest that PYD approaches with CCR and leadership skill development programming may promote positive social outcomes for vulnerable youth. Implications for intervention, practice, and future research are discussed.

Using a mixed methods approach, the current study tested whether an intervention, the Gender By Us® Toolkit, decreased implicit gender bias compared to a generic conversation. Researchers randomly assigned participants in the study to the intervention ( n = 11) or a generic conversation ( n = 12). Participants completed pre-, post-, and 2-week follow-up surveys. Valid psychometric instruments and t tests were used to assess group differences on the following measures: (1) the Social Dominance Orientation Scale, (2) the Neosexism Scale, and (3) the Modern Sexism Scale. Quantitative results showed the intervention group scored significantly higher on the Modern Sexism Scale at posttest than the control group ( p = .00), demonstrating increased acknowledgment of gender discrimination. Both groups also were asked open-ended questions related to the intervention and implicit gender bias. Qualitative results suggested that participants' overall perception was that the intervention increased their awareness of implicit gender biases within themselves and their ability to identify biases in others, yet a comparatively low number of intervention participants retained the ability to identify an example of implicit gender bias at posttest. Findings may indicate the intervention had a small but positive effect on disrupting implicit gender bias.

The Internet, and the Web built on top of it, were intended to support an "entropic" physical and logical network map (Zittrain, 2013). That is, they have been designed to allow servers to be spread anywhere in the world in an ad hoc and evolving fashion, rather than a centralized one. Arbitrary distance among, and number of, servers causes no particular architectural problems, and indeed ensures that problems experienced by one data source remain unlinked to others. A Web page can be assembled from any number of upstream sources, through the use of various URLs, each pointing to a different location. To a user, the page looks unified. Over time, however, there are signs that the hosting and finding of Internet services has become more centralized. We explore and document one possible dimension of this centralization. We analyze the extent to which the Internet's global domain name resolution (DNS) system has preserved its distributed resilience given the rise of cloud-based hosting and infrastructure. We offer evidence of the dramatic concentration of the DNS hosting market in the hands of a small number of cloud service providers over a period spanning from 2011-2018. In addition, we examine changes in domains' tendency to "diversify" their pool of nameservers – how frequently domains employ DNS management services from multiple providers rather than just one provider. Throughout the paper, we use the catastrophic October 2016 attack on Dyn, a major DNS hosting provider, to illustrate the cybersecurity consequences of our analysis.

Objective: The objective was to examine reference errors in research articles published in Research on Social Work Practice. High rates of reference errors in other top social work journals have been noted in previous studies. Methods: Via a sampling frame of 22,177 total references among 464 research articles published in the previous decade, a sample of 500 references were randomly selected and verified against the original work for accuracy in the following fields: author name(s), publication year, article title, journal title, volume, and page number(s). Results: Almost 27% of references contained at least 1 error (0.35 errors per reference); 173 errors in total. The plurality of errors occurred in article titles (13.2%). Two factors significantly related to the likelihood of error: reference age and number of authors. Conclusion: Comparison to reference error rates in other social work journals is discussed, as are suggestions to authors, editors, and educators regarding error reduction.