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Summary

Although conceptual frameworks of critical consciousness development emphasize the importance of social contexts, a comprehensive understanding of how out-of-school time (OST) settings support critical consciousness development in youth of color is lacking. In this chapter, we draw on social justice youth development principles and current literature on OST programs to recast the “Big Three” model of effective OST programs to strengthen the model’s relevancy for both youth of color and critical consciousness. Organizing the evidence using this re-envisioned “Big Three” model, we review practices and principles of after-school programs, mentoring programs, and youth-adult relationships linked to critical consciousness development. Based on this review, we provide implications for practitioners, policy makers, and scholars to foster critical consciousness in youth of color through OST programs.

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4 - Re-envisioning the “Big Three” of Out-of-School Time Programs to Promote Critical Consciousness Development in Youth of Color

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4 - Re-envisioning the “Big Three” of Out-of-School Time Programs to Promote Critical Consciousness Development in Youth of Color

Summary