This study examines the role of afterschool program participation in the lives of high school youth. In particular, it is about the particular practices of afterschool programs relating to relationships, activities, and place, and how those practices coordinate to create meaningful membership for the youth involved. The theoretical framework draws from diverse backgrounds, including communities of practice, cultural development of youth, youth geography, and school belonging.

The questions explored in the study are: How does sense of belonging develop in an afterschool program? How do relationships, activities and place shape the development of sense of belonging? How does sense of belonging in an afterschool program matter in the lives of youth? Data analyzed include participant-observation of afterschool program activities on a high school campus, ethnographic interviews of key participants in the activities, and youth-generated maps of the school and program space.

The significance of the study relates to the growing numbers of afterschool programs for high school students, especially in high-poverty rural communities where the program may be one of the only resources for youth. It explores ways in which sense of belonging is developed through afterschool activities. It shows how adults and youth work together to develop cultural and spatial practices that contribute to sense of belonging. It examines how the afterschool program can function as ‘thirdspace,’ a place of identity formation and emotional togetherness for youth, and it lays the groundwork for further examination of how this sense of belonging matters to youth. This study does not evaluate the effectiveness of afterschool programs, but rather describes and interprets the practices of a particular program and the impact of involvement on its participants.

Keywords: afterschool programs, youth programs, sense of belonging, rural youth, thirdspace, youth geographies