Creating Safe Spaces: Cultural Responsivity in After-School Programs for Black and Hispanic Girls
Moses, J. O., Metaweh, M., Bravo, E. I., Stephens, D. P., Jean-Jacques, D., Vilorio, H., … & Frazier, S. L. (2025). “It validates her identity”: A mixed methods approach to examining culture, context, and family engagement in an urban afterschool program for Black and Hispanic girls. Journal of Adolescent Research, 07435584241312700.
Introduction
Out-of-school-time (OST) programs can serve as vital spaces for fostering positive youth development (PYD) by offering safe, culturally affirming, and empowering environments. Moses and colleagues (2025) explore the cultural and contextual factors that influence family engagement in an OST program tailored for Black and Hispanic girls, emphasizing the necessity of culturally responsive OST programs in mitigating disparities they face.
Methods
24 Black and Hispanic girl-caregiver pairs (48 participants total) enrolled in Girl Power Rocks, Inc., a multi-site OST program in a southeastern U.S. city. The study utilized a mixed-methods design, delivering quantitative assessments on program-level cultural content, cultural respect, ethnic composition, psychological engagement, and collecting information through focus groups and semi-structured interviews.
Results
The findings indicated that girls’ perceptions of cultural respect were positively associated with psychological engagement, but cultural content was not a significant predictor. Caregivers’ perceptions of cultural respect and cultural content did not significantly predict their satisfaction with the program.
Qualitative findings revealed four identifying key themes that shaped engagement: (1) shared cultural values and representation, (2) contextual factors such as safety and access, (3) gendered experiences, and (4) programmatic emphasis on PYD. Girls valued the program as a space to process experiences of discrimination and community violence, while caregivers prioritized the program’s role in fostering communication skills, academic achievement, and future orientation. Notably, caregivers also appreciated the presence of ethnically matched staff as role models, reinforcing the program’s credibility and relevance.
Discussion
The findings align with prior research on ethnic identity as a protective factor for Black and Hispanic youth, reinforcing the importance of culturally affirming program staff and leadership.
Additionally, the study underscores the role of OST programs in addressing community-based risks such as violence and economic hardship. Girls valued the program’s ability to provide a safe space for emotional expression, while caregivers emphasized its role in promoting long-term aspirations and economic mobility.
Implications for Mentoring Programs
The study’s findings suggest several actionable insights for mentoring and OST programs serving minoritized youth:
- Culturally Affirming Environments: Programs should prioritize cultural respect through representation among staff, the incorporation of diverse cultural narratives, and the creation of safe spaces for discussing race, gender, and identity. Trainings for staff may emphasize cultural awareness, sensitivity, and humility to further convey cultural respect.
- Community-Sensitive Approaches: OST programs should consider neighborhood context when designing engagement strategies, ensuring accessibility and responsiveness to issues such as community violence and economic constraints.
- Balancing Cultural Content with Autonomy: While cultural programming can be valuable, allowing youth and families to define their cultural engagement fosters a more organic and meaningful connection.
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