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Recognizing the Value of Youth Capital
Posted by Michael Wilson on 9/24/2024
I believe afterschool matters because youth are the most powerful capital we have. Capital is defined as 1) a stock of accumulated goods - and for afterschool, that would be the youth we serve; 2) stock that is valued at a specific time - making it critical for us to focus on the present and stop worrying about the future; and 3) goods utilized as assets or advantages – the youth themselves need opportunity for expressions of youth voice and hands-on activities.
A stock of accumulated goods
When an adolescent’s experiences consist of proper guidance from their parents, school, afterschool programs, and technology, the likelihood of adding value to their “youth capital” increases. It is caring adults’ responsibility to provide adolescents with resources to inspire their creativity and curiosity. For example, students participating in afterschool programs frequently gain important social capital through exposure and interactions with their peers and caring adult mentors. Out-of-School time professionals offer activities that develop skills and build on school-day learning. As a result, adolescents’ involvement in extracurricular activities increases the youth’s overall capital. The desired outcome for youth participating in after school programs is the growth of their potential to the become the best skilled person for the future workplace.
Stock that is valued at a specific time
Helping youth prepare for their future responsibilities is one of many roles of after school programs. In numerous ways afterschool and out-of-school providers share long-term goals with the education system and the future workforce. Outcomes for youth involvement in our programs are based on increases to a youth's potential of becoming a valued and contributing adult in society. In the capital market, values are set in the present. Youth identify strongly with the here and now. They do not always consider the potential long-term outcomes; they are focused on the outputs in front of them. Is my afterschool program fun? Do I enjoy learning from my out-of-school time professionals? Do they allow time for peer-to-peer interaction? Do I feel safe, cared for, and valued in the present? It is crucial that out of school time professionals take the necessary steps to understand the perspectives of their students and implement a service delivery that values needs and interests of the participants.
Goods utilized as assets or advantages
Historically, research on an individual’s current value to their society has generally addressed the contributions of adults in communities in which they live. In contrast, limited, attention has been directed towards the impact adolescents have on our society (Helve, & Bynner, 2007). However, young people’s gifts also have value. Although often overlooked in the society, each youth participating in an afterschool program brings their own unique talents to the program. Fortunately, the afterschool setting gives students opportunities to discover more interest and further develop their talents to increase their self-esteem and self-worth. Programs that facilitate youth voice activate powerful assets that can be utilized to the advantage of the program and the youth themselves.
Unfortunately, many low economic and at-risk youth often live in environments with limited access to adults with cultural or economic capital. Add to the fact that as school aged youth move toward autonomy and independence, the capital they earn is frequently obtained through their allegiance to their peer group, which becomes their primary means of resolving identity conflict and coping with uncertainties on the route to adulthood (Belfield, Levin, & Rosen, 2012). When youth do not make a smooth transition from their school-aged years into the workplace, they suffer not only today but also later in life.
Afterschool programs are a key part of an ecosystem and when taking a capital investment mindset they will be equipped with skills, valued in the moment, and seen as the asset they are for themselves, their program, and their community. Although additional research is needed in this area to measure the benefits of developing youth capital, afterschool programs provide an excellent environment for this type of study.
References
Helve, H., & Bynner, J. (Eds.). (2007). Youth and social capital. London: Tufnell Press.
Belfield, C., Levin, H. & Rosen, R. (2012). The Economic Value of Opportunity Youth: Corporation for the national and community service.
Mizunoya, S., Mishra, S., Amaro, D., & Venturini, C., (2019). ICT skills divide: Are all of today’s youth prepared for the digital economy: UNICEF Data: Monitoring the situation of children and women, retrieve from www.data.unicef.org/data-for-action/ict-skills-divide-todays-youth-prepared-digital-economy/