Reframing “At-Risk” Youth and Their Intellectual Lives Through a Humanities-Oriented Reading and Discussion Program

Based on over 1,400 survey responses, this paper demonstrates that many more so-called “at-risk” youth self-identify as readers and think regularly about deep humanities questions than is commonly assumed. Yet most respondents reported few to no previous opportunities to participate in small group discussions of literature or media in any setting. We show that a library-based reading and discussion program that addresses them as intellectuals can make youth further increase their engagement with “big questions” and transform how sizable percentages of them see themselves and/or the world. This asset-based approach focuses on youths’ perceptions of themselves as thinkers with meaningful contributions to make rather than on formal markers of educational attainment. While engaging, affirming learning experiences likely improve such metrics, we argue that addressing the humanistic capabilities of “at-risk” youth is intrinsically important to them as individuals and to the development of a more just and democratic society.