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De-Centering Deficit Frameworks and Approaches: The Mentor/Mentee Relationship in an Afterschool Tutoring Program

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Abstract

This article challenges and explores an after-school literacy tutor program in a semi-urban midwestern state. As after-school programs continue to be widely used across the United States, there is also continued efforts to engage students in continued academic learning after school. Hynes and Sanders (2011) studied the experiences of various racial groups in after-school programs across the United States. They found that African American children were more likely to use after-school programs than White students, and most children participating in after-school programs lived in ‘urban’ (un-defined) areas. They also discovered more options for after-school programs in the Southern region of the United States, which has a larger portion of African American students (After School Alliance, 2009; Hynes and Sanders, 2011).

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  1. Department of Teaching and Learning, The Ohio State University at Newark, 1179 University Drive, Hopewell Hall Rm. 184, Newark, OH, 43055, USA

    Dorian Harrison

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Harrison, D. De-Centering Deficit Frameworks and Approaches: The Mentor/Mentee Relationship in an Afterschool Tutoring Program. Urban Rev 55, 417–432 (2023). https://doi.org/10.1007/s11256-023-00655-8

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