In the Zone: An Investigation of the XY-Zone Program on Developmental Assets of At-Risk Male Youth

The XY-Zone program is a leadership and peer support program that guides adolescent males as they journey into manhood. This mixed methods study examined the influence of the XY-Zone program on developmental assets and academic markers of males in grades nine through 12 who were identified as youth at risk of dropping out of school. Results revealed significant positive increases in developmental asset total scores, two asset categories, and two asset contexts. Findings also indicated that youth enrolled in the XY-Zone program improved in academics, behavior, and attendance. Qualitative findings identified four overall positive themes about the XY-Zone program. The XY-Zone program demonstrates promise as an intervention to increase developmental assets of at-risk male youth. Young men in high school struggle daily to negotiate competing definitions of success and masculinity as they mature and progress through school. For students from low-income families, additional barriers complicate their aspirations for success, including limited access to resources and an increased risk of dropping out of school (McDaniel & Yarbrough, 2016). Despite a steadily increasing graduation rate, schools continue to see high numbers of students who are disengaged, underserved, and at risk of dropping out. Specifically, every year 1.2 million students drop out of school (Miller, 2011), which is more than 7,000 students dropping out of school every day. The status dropout rate, meaning the percentage of 16to 24-year-olds who are not enrolled in school and have not earned a high school credential, was reported as 6.4% in 2014 (National Center for Education Statistics [NCES], 2016). The odds of dropping out increase for African American and for Hispanic students, with a status dropout rate of 7.4% and 10.6%, respectively, compared to 5.2% for White students (NCES, 2016). On average, high school students from low-income families drop out of school at six times the rate of peers from higher-income families (Alliance for Excellent Education, 2011). While alarming, these statistics do not adequately capture the harsh reality facing high school dropouts and the communities that support them. When students drop out, they face a lifetime of limited opportunities. For example, research shows that dropouts are more likely to end up living in poverty, suffer poor health, be dependent upon social services, or enter the criminal justice system (Alliance for Excellent Education, 2011). Dropping out has the potential to destabilize the lives of young people. It is estimated that high school dropouts will cost taxpayers more than $292,000 in lost tax revenues and incarceration costs (Sum, Khatiwada, McLaughlin, & Palma, 2009). Across all racial and ethnic groups, young males are graduating at lower rates than their female peers: 68% compared to 75%, respectively (Alliance for Excellent Education, 2011). In their review of the literature on barriers to success for young men of color, Lee and Ransom (2011) assert that both African American and Hispanic students overwhelmingly view academic achievement as not masculine. Their analysis also shows that young men of color attribute their difficulty in school to factors such as poverty, lack of support from family and community, and lack of access to resources and educational necessities, including teacher expectations, counseling engagement, and adequate preparation and support (Lee & Ransom, 2011). Lys (2009) suggests that young men are especially vulnerable to negative influences and behaviors as they transition from middle to high school and from adolescence to manhood. While young men are faced with numerous risk factors, schools and communities can provide youth with developmental support to promote personal and school achievement. Research shows that a myriad of developmental influences can contribute to school success, including family support, positive peer influence, participation in after-school programs, relationships with caring adults, service-learning, school engagement, and social competencies (Bagwell, Schmidt, Newcomb, & Bukowski, 2001; Billig, 2004; Fletcher, Newsome, Nickerson, & Bazley, 2001; Gutman, Sameroff, & Eccles, 2002; Heinze, Jozefowicz, & Toro, 2010; Mahoney, Cairns, & Farmer, 2003; Malecki & Elliot, 2002; National Institute of Child Health and Human Development [NICHD], 2004; Shiner, 2000). Greenberg et al. (2003) asserted that the most effective prevention programs for youth are those that promote the developmental assets of students and improve the school– community environment. The Search Institute created the developmental assets framework based on more than 20 years of research on positive youth development (Mannes, Roehlkepartain, & Benson, 2005). Developmental assets are defined as building blocks of healthy youth development (Search Institute, 2007). Studies have shown that youth who have more developmental assets are less likely to engage in risky behaviors and more likely to engage in positive social behaviors (Scales, Benson, Leffert, & Bleth, 2000; Taylor et al., 2003). Thus youth development programs should strive to increase developmental assets, which can contribute to personal and school success for youth.