Abstract
As researchers continue to address issues of equity within educational settings, it is important to also consider the role of equity in high-quality after-school programs. Evidence suggests that families from communities with fewer resources, along with families that identify as Black or Hispanic, report less access to quality after-school programming for their youth (Afterschool Alliance, 2020). This is especially problematic, as after-school programming has been associated with a number of positive outcomes for youth. In this study, researchers highlight youth perspectives to illuminate the challenges related to engaging historically marginalized youth in a school-based after-school program. Findings suggest that youth from marginalized backgrounds typically discuss engagement in terms of behavioral and affective experiences. Further, youth identified a few barriers to engagement, including repetition of program content and disruptive behavior. As a result of these findings, researchers suggest that practitioners integrate youth perspectives, work collaboratively to develop curriculum that fosters growth, and adopt policies and training that support staff in implementing culturally appropriate discipline approaches in after-school programs.
Highlights
The results of several studies have highlighted that students face many challenges to equity in formal education
The current paper focuses on the implications of these results for youth from historically marginalized backgrounds, and highlights recommendations for the development of equitable after-school spaces that promote the engagement of all students, especially those from historically marginalized backgrounds
The findings of the qualitative analysis resulted in information related to both the ways in which youth experienced programming and critical barriers that prevented engagement
Summary
The results of several studies have highlighted that students face many challenges to equity in formal education. Evidence of inequity include the persistence of achievement gaps (Vanneman et al, 2009), opportunity gaps (Flores, 2007), and disproportionate discipline seen by youth of color compared to their White peers (Skiba et al, 2002). This journal is published by the University Library System, University of Pittsburgh and is cosponsored by the University of Pittsburgh Press. The Journal of Youth Development is the official peer-reviewed publication of the National Association of Extension 4-H Youth Development Professionals and the National AfterSchool Association.
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