**Appendix**

## **Further description of the research project's data:**

As described in the chapter, the analyses of the pedagogical work in leisure and youth clubs geographically located in socially deprived housing areas are based on a number of research methods collectively placed within the qualitative research tradition. Ethnographically inspired fieldwork has been carried out in the leisure and youth clubs, across the three housing areas, which has included participation in the daily pedagogical life, but also participation in staff meetings, collaboration meetings as well as supervision meetings. In addition, individual semi-structured interviews and focus group interviews were carried out with management and pedagogical staff across the three housing areas, and focus group interviews with children and young people in the leisure and youth clubs. The data material also consists of a questionnaire survey aimed at both management and the pedagogical staff in the three housing areas, but also aimed at a number of collaboration parties, including school, SSP, housing social workers, and administration.

The questionnaire survey was aimed at management, pedagogical staff and relevant parties, in and around the pedagogical leisure-time work in the leisure and youth clubs across the three housing areas. The questionnaire partly involved questions about education, work tasks, employment duration, as well as more specific questions related to the individual employee's daily work tasks. A number of these questions were thus related to the pedagogical work in everyday life; what the work consists of, which pedagogical efforts are organized and how does a week look like, for example, in relation to opening hours, activities, and work tasks. In addition, the questionnaire also included questions about the participating children and young people in the leisure and youth clubs, for example, age and gender, as well as questions about cooperation with parents, as well as schools, SSP, social services and other relevant parties.

Common to both the individual semi-structured interviews as well as focus group interviews with management and pedagogical staff, is the structure of the interview guide as it involved a series of general questions particularly concentrated on defining the pedagogical work in everyday life, structures and conditions for carrying out the pedagogical work, the importance of leisure pedagogy in socially deprived housing areas, as well as an exploration of the ways the pedagogical staff act in and with the conditions and opportunities they consider to be present in everyday pedagogical work.

The same applies to the structure of the interview guide related to focus group interviews with children and young people. The interview guide was built around questions primarily focusing on the children's and young people's descriptions and narratives of why they participated in the leisure and youth clubs, what was particularly important to them from their points of view and perspectives, as well as exploration along with the children and young people, what seem to be challenges, dilemmas and difficulties related to growing up and living in the various housing areas.

The research project's ethical guidelines.

All children, young people, and the pedagogical staff, as well as the specific institutions and housing areas that have participated in the research project, are anonymised in accordance with the current guidelines.

The research project has been notified to Aarhus University/The Danish Data Protection Agency and complies with Aarhus University's guidelines for responsible conduct of research (Responsible conduct of research and freedom of research (au.dk)) and the Data Protection Agency's guidelines for conducting ethical research.

The research project also complies with the formal guidelines for safe storage and proper handling of data/GPDR (Protection of personal data (GDPR)) (au.dk)

### **Further readings in relation to the research project:**

In Danish.

Petersen KE, Sørensen LH, Sørensen TEM, Ladefoged L. Fritids- og ungdomsklubbers betydning for børn og unges hverdagsliv og fællesskaber i udsatte boligområder. København: DPU, Aarhus Universitet; 2019.

Petersen KE. Pædagogers arbejder med ustyrlige unge, eller unge i ustyrlige problemer. Fritids- og ungdomsklubber i udsatte boligområder. Nordiske Udkast. 2020;49(1):40-51.

Petersen KE, Sørensen TEM. Fritids- og ungdomsklubbers betydning for børn og unges trivsel og udvikling. Forskningsoversigt. Pædagogisk Indblik: Aarhus Universitetsforlag; 2021.

In English

Petersen KE. Leisure and youth clubs' work with young people of ethnic minority background living in socially deprived housing areas: creating processes of hope and empowerment through social pedagogical work. International Journal of Social Pedagogy. 2021;10(1):10. DOI: https://doi. org/10.14324/111.444.ijsp.2021.v10.x.010.

Petersen KE. Youth clubs working with children and youth at risk for school failure – how to prevent exclusion from school. International Journal of Inclusive Education. 2023 in review

*Processes of Precarious Living Conditions: Young Men of Ethnic Minority Background Growing… DOI: http://dx.doi.org/10.5772/intechopen.110646*
