"Doing Hair" and Literacy in an Afterschool Reading and Writing Workshop for African-American Adolescent Girls
“I Could See Myself as a Scientist”: The Potential of Out-of-School Time Programs to Influence Girls’ Identities in Science
“Writing Is Not Really Something I Do”: Engaging Reluctant Male Writers
A Seat at the Table: Listening to Adolescent Black Girls
And Girl Justice for All: Blending Girl-Specific and Youth Development Practices
Balancing Acts
Being and Becoming Scientists
Boyz 2 Men: Responsible Empowerment for Inner-City Adolescent Males
Build IT: Scaling and Sustaining an Afterschool Computer Science Program for Girls
Combat Sports Bloggers, Mad Scientist Poets and Comic Scriptwriters: Engaging Boys in Writing on their own Terms
Creating Opportunities for Mutual Affiliation: Gang Prevention and Relational-Cultural Theory in Project YES
Effective STEM Programs for Adolescent Girls: Three Approaches and Many Lessons Learned
Exploring Self-Esteem in Girls' Sports Program: Competencies and Connections Create Change
Exploring STEM Engagement in Girls in Rural Communities
Girls’ Challenge Seeking: How Outdoor Exposure Can Support Girls in Taking Positive Risks
Group Mentoring and Identity Formation for Young Men of Color
Growing Boys: Implementing a Boys’ Empowerment Group in an Afterschool Program
Growth in Motion: Supporting Young Women’s Embodied Identity and Cognitive Development through Dance After School
Long-Term Participants: A Museum Program Enhances Girls’ STEM Interest, Motivation, and Persistence
Making and Mentors: What it Takes to Make Them Better Together
Many Versions of Masculine: An Exploration of Boys’ Identity Formation through Digital Storytelling in an Afterschool Program
Project Exploration’s Sisters4Science: Involving Urban Girls of Color in Science Out of School
Research-Based Practices in Afterschool Mentoring Programs
The Girl Game Company: Engaging Latina Girls in Information Technology
Toward More Equitable Outcomes: A Research Synthesis on Out-of-School Time Work with Boys and Young Men of Color

    "NIOST has been an anchor for numerous school age care projects we do, including ASQ (After-School Quality) and Links to Learning. They are a nationally respected organization that Pennsylvania has partnered with for over 20 years."

    – Betsy O. Saatman, TA Specialist/SAC Initiatives, Pennsylvania Key

    "NIOST was a core partner in supporting the development of quality improvement systems across the nine cities that participated in The Wallace Foundation Next Generation Afterschool System-Building Initiative. The NIOST team worked well with other technical assistance partners in the initiative, always willing to pitch in and collaborate with others to make our professional learning community meetings a team effort. I truly hope the Foundation has an opportunity to partner with them in the future."

    – Priscilla M. Little, Initiative Manager, The Wallace Foundation


    "NIOST has been a leader in the out-of-school time field for as long as I can remember, and I have relied on their research, tools, and advice to improve my practice throughout my career. Their staff members are good partners and good listeners, and their influence across the country is palpable."

    – Jane Quinn, Vice President and Director of National Center for Community Schools, Children's Aid Society

    "Georgia Hall, Ellen Gannett, and the NIOST team have been instrumental in driving the healthy afterschool movement. Their dedication to quality practice, informed policy, and collective impact is instrumental in our effort to create healthier communities."

    – Daniel W. Hatcher, Director, Community Partnerships, Alliance for a Healthier Generation

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The Afterschool Matters Initiative is managed by the National Institute on Out-of-School Time, a program of the Wellesley Centers for Women at Wellesley College

Georgia Hall, PhD, is Managing Editor of the Afterschool Matters Journal

Wellesley Centers for Women
Wellesley College
106 Central Street
Wellesley, MA 02481-8203 USA

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