Resilient Futures
Addressing Collective Trauma and Marginalization in Out-of-School Time Spaces
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- Description
- Contents
- About
As a result of the dual pandemics (COVID-19 and an international reckoning around social and racial inequity), youth have experienced an immense amount of collective trauma and disconnectedness from school, workforce, and other educational pipelines. Resilient Futures: Addressing Collective Trauma and Marginalization in Out-of-School Time Spaces explores how, throughout this tumultuous time, Out-of-School Time spaces have served and will continue to serve as an important nurturing and protective space for youth development and voice.
In this ninth book in our series, we examine how youth and practitioners are addressing the collective trauma and opportunity facing this generation of young people. While all young people are experiencing a level of marginalization, we seek narratives and bright-spot practices that are being used to address the challenges facing:
- BIPOC Youth: young people who identify as American Indian, Native American or Alaska Native, Indigenous, Asian, Black or African American, Hispanic or Latino/a, Middle Eastern or North African, Native Hawaiian or Pacific Islander
- Opportunity Youth: young people ages 16–24 who are neither enrolled nor participating in the labor market
- LGBTQIA+ Youth: young people who identify as members of the Lesbian, Gay, Bisexual, Transgender, Queer/Questioning, Intersex, and Asexual communities
- Undocumented, First Generation, and Refugee Youth
- Youth from a Range of Ability and Disability Statuses
- Youth from Low-Resourced Backgrounds and Communities (including rural, urban, and suburban communities that are marginalized, impoverished, or oppressed)
- Youth experiencing housing instability
This volume includes local, national, regional, and scalable examples of programs, delivery models, research, and policies that support accessible, equitable, sustainable, and quality programming.
Section I. The Evolution of Out-of-School Time Settings and Contexts
- Chapter 1. Creating Psychological Safety Nets in Out-of-School Spaces through Organizational Collaboration: Addressing Trauma and Disengagement in Youth of Color; Katherine Philp, Shantá Barton-Stubbs, Ruben Saldaña, and Seven Charlestin
- Chapter 2. Youth Development Professionals’ Approaches, Tools, and Strategies to Deliver Culturally Responsive Programs in Indigenous Communities; Joshua Farella and Jeremy Elliott-Engel
- Chapter 3. Measuring Resilience Increases and Academic Performance in School-Aged OST Programs and the Innovative Delivery Model that Followed; Becca O’Connor, Dario Longhi, and Marsha Brown
- Chapter 4. Pathways of Possibility: Individualized, Whole-Child Solutions Built on a Positive Youth Development Culture; Cristin Rollins, Jessica Mitchell, and Amy Bradshaw Hoppock
- Chapter 5. Disillusionment to Reconnection: Youth Engagement After COVID-19; Taylor Snider and Tené A. Howard
- Section II. Impact Through Systems Level Interventions
- Chapter 6. A Pillar of Tension: The Role of Out-of-School Time in Community Schools; Ryan D. Heath, Ripley Hoffman, and Amaya Saintal
- Chapter 7. OST CARES: A Statewide Model for Strengthening Mental Health Supports in Out-of-School Time; Jenna Courtney and Jenny McClure
- Chapter 8. Bridging Tradition and Transformation: How 4-H Youth and Educators are Creating Inclusive Programs; Alison White, Jeremy Elliott-Engel, Joseph Rand, and Kait Murray
- Chapter 9. Making Summer More Equitable: Key District Practices and Systemic Strategies; Rhea Almeida and Sara McAlister
- Section III. Transformative Practices in Out-of-School Time Programming
- Chapter 10. Freedom Dreaming as a Tool for Collective Healing and Youth Empowerment; Crystal M. Martin
- Chapter 11. Beacons Beams: Joy, Rest, & Power with Young People in Minneapolis; Warda Abdulahi, Rozlyn Anderson, Nicole Bye, Hayley Tompkins, and Jenny Wright Collins
- Chapter 12. All Together Now: Theatrical Ensemble Building as a Foundation for Youth Development; Carrie Lobman and Bonny Gildin
- Chapter 13. Creating Homeplaces for Black Girls; Debralyn Woodberry-Shaw, Chelsea Freeman, Stephanie S. Lewis, and Thomas Akiva
- Chapter 14. It takes a Village: Addressing Systemic Barriers and Empowering Black High School Students through Culturally Sustaining Practices in OST Programs; Charmaine Davis-Grant
- Chapter 15. Leveraging Community Cultural Wealth in the Design of a STEM Summer Program for Future First-Generation College Students; Sirocus Barnes, Charmaine Troy, Katie King, Talia Capozzoli Kessler, and Meltem Alemdar
- Chapter 16. Positive Interventions for Addressing the Needs of Youth Experiencing Homelessness in Out-of-School Time (OST) Programming; Katari Coleman, Asia Foster, and Bianca Reid
- Section IV. Reflective Conversations Between Youth and Practitioners
- Chapter 17. Healing and Empowerment in the Wake of Collective Trauma: Reimagining Out-of-School Time in the U.S. and Colombia; Henry Beltrán Pérez and Elizabeth Bishop
- Chapter 18. Amplifying Youth Voices: Youth Participatory Action Research in K-12 Education and Youth-Serving Nonprofits; Britany Gatewood, Samarah Bentley, and David Ramirez
- Conclusion
- Building Resilient Futures: Concluding with Takeaways, Vision and Action Impactful Takeaways; Jaynemarie Enyonam Angbah, Ryan D. Heath, and Traciz L.Geraldo
Jaynemarie Enyonam Angbah, EdD, is a seasoned youth development professional and systems change leader with over 20 years of experience serving youth, communities and families.
Ryan D. Heath, Ph.D., LCSW, is an Associate Professor in the School of Social Work at Syracuse University.
Traciz L. Geraldo is an experienced leader in youth development and nonprofit management, with over twenty years of dedicated service supporting opportunities for youth and families in New York City.