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.

Brokering youth learning opportunities in after-school settings: The role of adult social networks and network orientations.

“…Exposure may function as an “antecedent of the antecedents” listed by Linnenbrink-Garcia et al (2013), without which triggered situational interest would not occur, let alone develop into deeper phases of interest. Given evidence that deep and lasting interests develop through nonlinear exposure events across time and place (Hecht et al, 2019), the exposure strategy may be important for helping youth develop personal identity and passion (Philp & Gill, 2020).…”

Impact of Industrialization on Religious Organizations in Indonesia

“…This is evidenced by the presence of geneng village youth during routine and large events. programs can support youth interest and identity development and connect them with sources of social capital (Philp & Gill, 2020). That is, the program can support the interest and development of youth identity and connect it with sources of social capital.…”

Award for Distinguished Contributions of Applications of Psychology to Education and Training: Michele Gregoire Gill.

“…She served as the Division 15 representative to the Coalition for Psychology for Schools and Education from 2016 to 2019, supporting efforts to translate psychological science into clear guides for teachers and policymakers. She has written recent articles on education policy (Philp & Gill, in press, 2020). Most recently, she published a handbook for parents on K–12 schooling that translates psychological research into practical suggestions for helping students thrive in school (Gill, 2021b).…”