The Location Debate

Through my work I hope to address the unequal access to educational opportunities that confront many young people in low-income communities. One of the biggest debates that I have confronted in my work and through my research on after school programs is the question of location. What are the benefits and downfalls of having the program set in the school setting verses in a community center/church/etc? Many people argue that after school programs located in schools enable youth to gain access to a safe and structured setting during after school hours, which show the greatest incidents of at-risk behaviors. When located at schools, teachers most of the time take on the roles of assisting youth with homework and providing extracurricular activities. In this way, students are able to form more meaningful relationships with adults and identify more of a positive academic identity at school. The downfalls include the idea that many young people correlate the school environment with oppression and inequalities. Many times, in after school programs located at the schools, youth are still under the guidance of teachers that focus on structure, rather than young people taking ownership over the program. Also, many teachers tend to be worn out after the school day, and can commit limited time and energy to hours outside of school hours. Some people argue that having after school programs situatively set in the community is a better way to go about things. The reasons behind this include the fact that children will be able to connect education and their community, which many times in low income communities is lacking. Also, by placing the program in the community, community members can participate in a way where kids can connect more with the adults that are part of the program because they see their culture represented in a respectful way. Also, in these situations, there is more flexibility in regards to structure that enables youth to be more creative. The downfall of placing programs in community centers involves the lack of sustainable funding as well as lack of educational professionals that see kids in the classroom. I pose the following questions:

1. How is it possible to implement the structure of a classroom in a community, meanwhile allowing youth to gain ownership over the program?


2. Where is the happy medium between creativity and educational structure and expectations?


3. How can community members be more involved in after school programs located in schools?

Implementing the Voice of Parents

One of the major debates regarding after-school programs is how to implement parental involvement in an effective way. I have found that establishing trusting relationships with the parents of the youth that you work with is essential in building stronger social networks as well as making larger positive gains. One concern in regards to after-school programs is that placing youth in after school homework assistance would decrease parental involvment in school and homework assistance. On one side, many of the parents of youth in low-income areas have been poorly educated, and have had their own negative experiences with education so that they find it difficult to assist children in schoolwork. However, parental involvment in a child's school experience is essential in forming positive attitudes and study skills. Also, many times, in making parents a part of the learning process, this also enables adults to gain skills that can counter their own negative experiences with school. However, how do we make parents part of after-school programs when one of the reasons why these programs are so needed is because many youth are left unsupervised in after-school hours due to parents work schedules and other responsibilities? So I am left with the question:

1. How can after school programs involve parents in a positive way that empowers them and their children?

Allocating Resources: Issues Surrounding Funding

This past summer I worked as a grant writer for a small youth-centered after school program. As a grant writer I was able to see how external influences in the form of funding foundations influence how non-profit organizations are run and the way projects are carried out. One of the major challenges that after school programs have to face, particularly those situated in low income areas, is filling in financial gaps and finding monetary resources. Many times, this is done by applying for grants. The problem I personally find in this is that many times the foundation, that is external from the community, defines need, resources, and objectives of a community organization from which they are external. Through this process, many times, this further debilitates youth from feeling empowered in their own communities. Also, many times, due to the restructuring of numerous funding organizations as well as numerous re-prioritizing initiatives from the state, money you get one year may not necessarily be there the next. That being said,

1. What can be some alternatives means for gaining funds for after school programs that fully reflects the interests of the youth and citizens of the community?
2. What resources are needed in order to make an after-school program fully effective?
   

Building the Framework: After-School Program Paradigm for Ameliorating Inequalities

After numerous years working in youth-centered non-profit programs, I have realized that there are numerous areas in which the informal sector of education can improve. The objectives of after school programs are admirable. In order to ameliorate the the inequalities that many youth face in school, specifically those from low-income areas, after-school programs provides a safe environment where many youth can flourish. I myself am graduating this year after working extensively at my college to form partnerships between my college and the surrounding communities. I pose a couple questions that I seek answers to before I continue on my path to addressing present in our education system:

1. What are some requirements for a successful after-school program?
2. What are some things that prohibit the effectiveness of after-school programs?
3. What inequalities do after-school programs seek to address?