The Complexities of Student Engagement for Historically Marginalized Youth in an After-School Program

Authors

DOI:

https://doi.org/10.5195/jyd.2021.1068

Keywords:

engagement, historically marginalized youth, after-school programs

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.

Author Biographies

Ashlee L. Sjogren, University of Virginia, Youth-Nex

Dr. Sjogren earned her Ph.D. in Educational Psychology from Virginia Commonwealth University where she studied student engagement practices in an out-of-school time network. As an educational psychologist, she often brings both a social context and motivation lens to understanding questions of equity, access, and motivation in our education systems. Her research interests focus on equitable education and student engagement in out-of-school contexts such as afterschool programs. She is currently working as a postdoctoral research associate at Youth-Nex.

Theresa N. Melton, University of Guam

Dr. Melton received her PhD in research, statistics, and evaluation methodology from the University of Virginia. Her research focuses on positive youth development, specifically taking an ecological approach to examining how contexts can promote positive development during adolescence. Dr. Melton is currently working as a postdoctoral research associate at Pennslyvania State University. 

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Published

2021-12-14

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Program & Practice Articles