[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-595545-105":59,"doc-detail-595545-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","youth-voice-and-positive-identity-building-practices-the-case-of-sciencegirls","Youth Voice and Positive Identity-Building Practices - The Case of ScienceGirls","","Through two youth voice cases in a girls-only afterschool science program, the study examines how participation functions as identity-building practice. It outlines sociocultural dimensions of youth voice, learning, and identity and situates findings within afterschool-program literature. Attention is given to how voice and identity are shaped by time and space, and the work ends with an ethics-focused discussion of collaborative youth research projects.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/youth-voice-and-positive-identity-building-practices-the-case-of-sciencegirls/595545/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/youth-voice-and-positive-identity-building-practices-the-case-of-sciencegirls/595545.png","ImageObject",300,407,{"name":92,"@type":93},"Well Done","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-07","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the core focus of the article?","Question",{"text":112,"@type":113},"The article analyzes how a girls-only afterschool science program supports youth voice and positive identity-building through learning and participation.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How do the authors contrast ScienceGirls with school?",{"text":117,"@type":113},"School is described as a place where girls have limited voice and follow a preset curriculum, while ScienceGirls provides choice, autonomy, and opportunities to write and share science knowledge.",{"name":119,"@type":110,"acceptedAnswer":120},"What role does youth voice play in the program and research process?",{"text":121,"@type":113},"Youth voice and agency are supported as girls act as agents of their own actions, and the article concludes by discussing ethical considerations in collaborative research with youth.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},595545,1792208543,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":26,"preview_page_count":4},5909892210082,"https://ap-avatar.wpscdn.com/avatar/56001069da27c9f41e8?x-image-process=image/resize,m_fixed,w_180,h_180&k=1789614185077863061","Youth Voice and Positive Identity-Building Practices:  \nThe Case of ScienceGirls  \nJrène Rahm, Audrey Lachaîne, andAhlia Mathura Université de Montréal  \nAbstract  \nThrough two stories of youth voice, learning, and identity development in an afterschool science program for girls only, we show the ways in which such programs can be understood as important identity-building practices. We describe key dimensions of a sociocultural approach to youth voice, learning, and identity, situated also in the context of the literature on afterschool programs. We then explore the manner in which youth voice and identity were marked by time and space. We conclude with a discussion of youth voice and ethics in collaborative research projects with youth.  \nKeywords: learning, identity, youth voice, agency, transformation, sociocultural theory, afterschool science programs  \nRésumé  \nGrâce à deux études de cas, nous montrons de quelle manière un programme parascolairedes filles peut soutenir des pratiques de construction identitaire. Tout d’abord, nous décrivons quelques dimensions clefs de la voix des jeunes, de l’apprentissage et des pratiques de construction identitaire selon une approche socioculturelle, ancrée dans la littérature sur les programmes parascolaires. Nous explorons ensuite la place de la voix des jeunes  \nCanadian Journal of Education / Revue canadienne de l’éducation 37:1 (2014)©2014 Canadian Society for the Study of Education/ Société canadienne pour l’étude de l’éducation  \n[www.cje-rce.ca](www.cje-rce.ca)  \net le travail identitaire, ainsi que la manière dont il est marqué par le temps et l’espace. Nous concluons avec une discussion sur la voix des jeunes et des questions éthiques soulevées par de tels projets de recherche collaboratif.  \nMots-clés : apprentissage, voix des jeunes, agence, transformation, théorie socioculturelle, programme scientifiques hors-scolaire  \nCanadian Journal of Education / Revue canadienne de l’éducation 37:1 (2014) [www.cje-rce.ca](www.cje-rce.ca)  \nAlana: In school, we have to follow the content and curriculum they give  \nus, but in ScienceGirls, we have a choice; we choose the themesand subthemes, whether it is for the newsletter or the science fair project, so we have more choices. We make decisions by ourselves; it helps us develop our personal curiosity, autonomy and independence.  \nSamadara: Well, it’s like at school you’re lower than somebody else—somebody is above you, like the teacher who tells you what todo next. Since you need good grades, you do it well, even if you are not interested. Here, you like to do the newsletter well, and  \nit makes you learn new things. You are useful for something: useful for somebody else [since you teach others about science by writing about it] .  \n(Focus Group Interview, Spring 2010)  \nThe above exchange took place during a focus group interview at ScienceGirls, an afterschool science program for girls only. We talked about what the girls enjoyed about the production of the scientific newsletter that was then distributed to the elementary schools in the program’s vicinity. Both girls were long-term participants in ScienceGirls. They initially participated in the regular afterschool activities and science fair projects and now contributed scientific texts to a science newsletter, an activity that was reserved for girls in their last year of elementary school and high school. Alana was one of the youth animators, guiding newcomers’ development and writing of scientific texts and editorials. In the exchange above, the girls hint at the manner they were positioned in ScienceGirls and in school. As noted by the girls, youth voice and agency were supported in ScienceGirls, given their position as agents of their own actions. The afterschool program was a space where youth could follow up on interests and skills they brought with them and developed through participation. It was also a place where they could write about scientific topics of interest to them a","cbCaipmreOQn9psL","https://ap.wps.com/l/cbCaipmreOQn9psL","pdf",273938,24,"English","# Abstract\n## Résumé\n## Focus group interview and youth agency\n## Youth voice, learning, identity in school vs. ScienceGirls\n## Theoretical framing and analytic contribution","[{\"question\":\"What is the core focus of the article?\",\"answer\":\"The article analyzes how a girls-only afterschool science program supports youth voice and positive identity-building through learning and participation.\"},{\"question\":\"How do the authors contrast ScienceGirls with school?\",\"answer\":\"School is described as a place where girls have limited voice and follow a preset curriculum, while ScienceGirls provides choice, autonomy, and opportunities to write and share science knowledge.\"},{\"question\":\"What role does youth voice play in the program and research process?\",\"answer\":\"Youth voice and agency are supported as girls act as agents of their own actions, and the article concludes by discussing ethical considerations in collaborative research with youth.\"}]","Youth Voice and Positive Identity-Building Practices - The Case of ScienceGirls | PDF",1792081356]