Othermothering in a Community-Led Afterschool Program





Afterschool Program, Culturally Relevant Pedagogy, Community University Partnership, Othermothering, Theory of Change


We examine a community-led afterschool program designed by Black women for Black youth from a low-income community through the lens of othermothering. Through interviews and focus groups exploring a multi-year community–university partnership in a large northeastern city, we find that the Black women staff-centered community needs to drive programming activities, provided wraparound supports for families, and created a familial environment within the program. We argue that these practices fostered a culturally relevant afterschool program that was driven by the knowledge and practices of Black women in the community. Supporting minoritized communities to enact their own culturally relevant afterschool programs may lead to the establishment of unique programs that view communities as assets instead of sites of domination.


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Author Biographies

Jake D. Winfield, Temple University, USA

JAKE D. WINFIELD recently completed a Ph.D. in Policy and Organizational Studies at Temple University’s College of Education and Human Development. Prior to graduate studies, Jake taught high school math in Helena-West Helena, Arkansas, and Arizona.  His research interests center on the intersection of community-university relationships and college access for minoritized students. Email: jake.winfield@temple.edu.


Catherine Pressimone Beckowski, Temple University, USA

CATHERINE PRESSIMONE BECKOWSKI recently completed her PhD in Policy and Organizational Studies with a concentration in Higher Education at Temple University. She also teaches writing and serves as a learning community faculty fellow at Cabrini University. Her research interests include access, equity, and outcomes in higher education. More specifically, she is interested in the intersection of organizational culture and student success, particularly for students from minoritized backgrounds. Email: Catherine.Pressimone.Beckowski@temple.edu.

Sara Fiorot, Temple University, USA

SARA FIOROT is a PhD student in the Policy and Organizational Studies program at Temple University. She is also a part-time lecturer in psychology at Rutgers University-Camden. Her work is broadly focused on issues related to access and equity in higher education. More specifically, she is interested in examining the ways in which inequities among faculty members may interact with and perpetuate inequities across various student populations. Email: Sara.Fiorot@temple.edu.  

Dominique Daniels, Temple University

DOMINIQUE DANIELS is pursuing a PhD in Policy and Organizational Leadership Studies with a concentration in higher education at Temple University. As a future faculty fellow, she teaches general education courses in the areas of research methods, interpersonal communication, and socio-cultural foundations of education. Dominique’s praxis-centered research focuses on critical analysis of the racialized systems and ideologies underpinning access and equity inequalities at historically white institutions. Email: Dominique.Daniels@temple.edu.


James Earl Davis, Temple University, USA

JAMES EARL DAVIS Ph.D., research focuses on gender and schooling outcomes; men, boys and masculinity; sociology of higher education; and applied research methods. He is particularly interested in issues of access and equity in the educational pipeline as they are informed by gender, race, class, and the intersection of these social locations. His research agenda has been driven by recurring questions related to what we know about the social context of identity and how institutions and policy are implicated in academic and social outcomes. Email: JDavis21@temple.edu.


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