Abstract
Abstract Out-of-school time (OST) has great significance as a youth development space that can support students’ exploration of social justice. Such opportunities for exploration are especially important in times of social distress and upheaval, such as those experienced during the school shutdowns and racial unrest associated with the global pandemic. Framed in a context of inequities for educationally marginalized youth, this qualitative case study provides a glimpse into the OST experiences of students before and after the onset of COVID-19. Authors explore navigating justice-related topics with youth in both an in-person and virtual format of the OST program. In addition to interviewing youth participants, the authors use a critical reflexivity approach to examine experiences facilitating OST spaces that serve youth of color. Findings point to the importance of youth-driven programming that centers youth voice and reimagines engagement for youth in OST programs. The discussion highlights implications for education and social work professionals in the service of social justice youth development outcomes.
Published Version
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