Reframing After-School Programs as Developing Youth Interest, Identity, and Social Capital

Abstract

An increasing focus on academics in after-school programs overlooks the substantial potential for such spaces to support populations of students who are also most likely to disengage from traditional schooling, including low-income students of color. This misplaced focus further ignores significant disparities in the types of services offered after-school. For wealthier students, after-school programs often serve as enrichment experiences in preparation for college and career, not as extended forms of child care or schooling. All students deserve access to after-school spaces that support individual interest and identity development and link them to the social resources that can promote upward mobility. Given their non-academic benefits, we recommend that policy makers and researchers reframe their understanding of after-school programs to support more equitable outcomes for marginalized youth.