Reimagining as Resistance: Queer and Trans Youth of Color Envision Afterschool Spaces

The present study seeks to understand how Queer and Trans youth of color engage resistance while envisioning afterschool programs. Specifically, it centers the unique insights of Queer and Trans youth of color by analyzing their visions for afterschool spaces. Data were drawn from 55 Queer and Trans youth of color (ages 13–18; Mage = 15.00, SD = 1.41) participating in a youth philanthropic initiative to reimagine afterschool programs. The sample included Black or African American (n = 31), Indigenous (n = 8), Latinx/Hispanic (n = 7), Mixed (n = 4), Middle Eastern or Arab (n = 3), and Asian (n = 2) youth. Three primary themes highlighted how youth engaged resistance while envisioning afterschool spaces: First, while recounting harmful coming out experiences, youth engaged resistance through practices of self-authorship by centering stories of self-acceptance, pride, and a desire to support other youth. Second, youth envisioned afterschool spaces as support systems for coping with harm. Third, youth envisioned afterschool spaces that nurture authenticity and queer possibilities. These findings demonstrate how youths’ visions offer insights into their desires and resistance practices, while pointing toward more liberatory futures. Supporting youth in envisioning spaces, such as afterschool programs, can help practitioners and policymakers better understand their needs while learning from their strategies for building more just futures.

Author dc:creator

• Alfred J Rodriguez (24399758)

• Reflexive thematic analysis
• Qualitative research
• Afterschool programs
• LGBTQ youth
• Queer and Trans youth of color
• Youth of color
• Adolescents
• Youth resistance
• Identity development
• Affirming or safe spaces
• Educational or community settings

Statement dc:rights

• In Copyright

DOI dc:identifier

https://doi.org/10.25417/uic.32994467.v1

OAI identifier oai:identifier

oai:figshare.com:article/32994467