Youth Perspectives on Designing Equitable Out-of-School-Time Programs. Considerations

Autor/in	Browne, Daniel
Institution	Wallace Foundation
Titel	Youth Perspectives on Designing Equitable Out-of-School-Time Programs. Considerations
Quelle	(2022), (4 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Program Design; After School Programs; Equal Education; Student Attitudes; Working Class; Middle Class; Student Participation; Barriers; Access to Education; Secondary School Students; Minority Group Students; Social Bias; Racial Differences; Sense of Community; Learner Engagement; Inclusion + Suchen Sie Ihr Suchwort? Programme design; Programmaufbau; Programmplanung; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Schülerverhalten; Arbeiterklasse; Mittelschicht; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Education; Access; Bildung; Zugang; Bildungszugang; Sekundarschüler; Rassenunterschied; Inklusion
Abstract	Despite ample research evidence about the benefits of out-of-school-time (OST) programs, recent studies have revealed an increasing gap in access to and engagement in OST between youth from working-class and middle-class backgrounds. There are both immediate and long-term implications of this difference in high-quality program participation, as out-of-school-time programs offer spaces for youth to develop interests, curiosity, and social connections beyond the classroom, while also providing an additional pathway or demonstration of college readiness during application processes. To explore both experiences of and barriers to participation from the perspective of young people, student researchers conducted a survey and focus groups to surface young people's reflections on and hopes for the out-of-school-time sector. This brief is a companion to "From Access to Equity: Making Out-of-School-Time Spaces Meaningful for Teens From Marginalized Communities" and reports on the findings and ideas from youth-led research about the experiences of marginalized youth in out-of-school-time programs. [For the companion brief, "From Access to Equity: Making Out-of-School-Time Spaces Meaningful for Teens From Marginalized Communities," see ED618773.] (ERIC).
Anmerkungen	Wallace Foundation. 5 Penn Plaza 7th Floor, New York, NY 10001. Tel: 212-251-9700; Web site: http://www.wallacefoundation.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01