ABSTRACT
As researchers seek to understand and design after-school learning environments, it is important that young people themselves be part of the inquiry process. Young people, in collaboration with adults, are well situated to design and carry out research about their schools, neighborhoods, and after-school programs. Such partnerships not only produce important findings and useful knowledge; they also support broader youth development goals by incorporating youth voice into program decision-making and by providing youth the opportunity to effect community change (Horsch, Little, Chase Smith, Goodyear, & Harris, 2002). Despite increasing evidence of the benefits of youth participation in community development and institutional change (Youniss et al, 2002; Zeldin, McDaniel, Topitzes, & Calvert, 2000), it is still uncommon for researchers to collaborate in the research process with youth themselves.
