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Dr. Andrea Ettekal

Ettekal, Dr. Andrea
Dr. Andrea Ettekal
Assistant Professor
447 AGLS
Undergraduate Education
(2007) B.A. Psychology; Minor in Chemistry, Kent State University
Graduate Education
(2014) Ph.D. Family and Human Development, Arizona State University
(2011) M.S. Family and Human Development, Arizona State University

Areas of Expertise

Positive youth development; youth development programs; youth out-of-school time; youth sports; character development; researcher-practitioner partnerships; youth social (peer) networks; program evaluation; evaluation capacity-building

Research Interests

I am an applied developmental scientist by training. My research agenda centers around positive youth development (PYD) through youth out-of-school time (OST). Through applied research and evaluation, I investigate various aspects of youth OST programs and how they promote developmental outcomes. My research often involves partnerships with program practitioners working with or inside youth programs. I tend to focus on adolescent populations with an emphasis on understanding adolescents’ social and emotional needs and respective developmentally appropriate programming to promote PYD.  Currently, I am conducting research in four specific areas:

  1. Opening the “black box” of youth development programs: how programs work to promote intended youth development outcomes; which specific youth programs (e.g., sports versus performance arts) promote which specific outcomes (e.g., the “Five Cs” of PYD) for which specific youth (e.g., boys versus girls); understanding how program activities “work” (i.e., impact youth) differently.
  2. Understanding character development through sport: how sport promotes moral character (e.g., respect, humility) versus performance character (e.g., diligence, perseverance); how competitive sport differs from recreational sport in terms of youth outcomes; how experiences in sport matter for character development; impact of coaches on youth character.
  3. Promoting intellectual humility through interventions: development and evaluation of film-based interventions; understanding the dimensionality of intellectual humility (e.g., humility, curiosity, and open-mindedness); effects of interventions on youth intellectual humility across different populations (e.g., White versus Latino youth).
  4. Evaluating youth programs to understand whether and how they work: design and implementation of process and outcome program evaluations; how researchers contribute to program practitioner’s capacity for evaluation; importance of researcher-practitioner partnerships to conduct high quality program evaluations; promoting evaluative thinking among youth program leaders.