| Abstrakt: |
The article examines learning in out-of-school environments among African American students, focusing particularly on dominoes, high school track and field, and middle and high school basketball. Fostering respectful relationships, making mistakes acceptable, and defining roles for learners to develop a sense of belonging and identification in out-of-school activities are discussed. Ways in which participants learn and accomplish tasks are also examined including through ongoing evaluation and correction, through access to experts and learning endpoints, and through the structure of practice. The author suggests using out-of-school activities as a reminder of ways to make students feel valued, capable, and supported in school settings. |
