Abstract
AbstractDespite the potential benefits of afterschool arts‐based programs on development, urban youth in low‐income areas are unlikely to participate in these activities. The aim of the current study was to investigate motivation and engagement in an arts and leadership afterschool program among 10 urban, predominantly African American youth. We took a mixed‐methods approach, as limited research has examined motivational processes in arts‐based programs. Youth identified program content, staff, and peers as important sources of motivation. Specifically, the program leader played multiple roles in youths’ lives, and it is critical to pay careful attention to how youth experience and learn to navigate these complex relationships. Youth especially valued opportunities to develop a sense of competence (e.g., learn teamwork skills) and engage in identity work (e.g., gain a better sense of themselves), and they envisioned their program participation having a positive influence on motivation in their everyday lives outside of program activities.
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