Out-of-school time programs and marginalized youth: a systematic review of qualitative and mixed studies

Literature continues to demonstrate the benefits of out-of-school time (OST) programming for youth. However, reviews to date have narrowly focused on quantitative reports of efficacy and we lack a robust understanding of the program practices and processes that facilitate these outcomes. This paper presents a systematic literature review of the qualitative and mixed methods literature on the impacts of OST programming on historically marginalized youth as a means to explore outcomes that are often missing from purely quantitative reviews and meta-analyses. Using PRISMA guidelines, we searched six databases and conducted hand searches which resulted in 10,969 unduplicated studies. Of these studies, 67 met our inclusion criteria of exploring the impacts of OST programs on youth from historically marginalized communities and were included in extraction procedures. Using a double coding approach we extracted study data (e.g., participant demographics) and conducted quality assessment coding. Findings revealed that OST participation largely supports academic, health, social, emotional, and behavioral, familial, and cultural/civic outcomes. Using double coding and subsequent thematic analysis, we synthesized the program practices and processes present in programs that support these outcomes. Practices and processes discussed include equity practices (e.g., identity-focused activities), focus on relationships, and program quality (e.g., physical and emotional safety), which were often implemented in tandem. Based on findings, we recommend future research include longitudinal studies of equity practices with marginalized youth and community-based participatory research with indigenous populations. Further, practitioners should prioritize structured relationship-building time and comprehensive staff training in culturally responsive pedagogy.