After-school programs have been demonstrated or theorized to be associated with a wide variety of positive youth outcomes and have become a more widely-accepted aspect of the greater educational system. One of the most commonly-cited vehicles for these positive outcomes is relationships developed within the after-school program. This paper investigated youth perception of after-school program relationships through a phenomenological case study. Analysis of interview, observation, and artifact data indicated the potential for the individual positionalities with which youth approach involvement in after-school program relationships to dramatically impact youth outcomes. Consequentially, these individual positionalities need to be considered when developing conceptualizations and real-world policy concerning relationships in after-school programs.

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Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.