Abstract

MIND, CULTURE, AND ACTIVITY 2022, VOL. 29, NO. 3, 288–292 BOOK REVIEW A cultural historical approach to social displacement and university-community engagement: emerging research and opportunities, by C. Underwood, M. Welsh Mahmood and O. Vásquez, IGI Global, 2021, 300 pp., Hardback price at Amazon is 175 USD ISBN-10:1799874001 and for the paperback 155,28 USD ISBN-13:978-1799874003. After-school programs and learning environments that enhance active student participation and interest-driven engagement in creative activities have aroused widespread educational interest among scholars. The research literature has documented a multitude of benefits of high-quality after- school programs, especially for children in elementary and middle grades (David, 2011; Newell et al., 2015). Such programs provide places for enhancing the students’ development of personal and social skills as well as reducing their problematic behavior patterns (Litke, 2009; Underwood et al., 2021). Recent research also reports that after-school programs offer a powerful context for fostering promis- ing educational and digital inventions, as well as students’ perseverance, critical thinking, creative problem-solving, and science, technology, engineering, and mathematics (STEM) learning (Allen et al., 2019; Vandell et al., 2016), thereby empowering them to become change agents in their local activities and communities (Martínez-Álvarez et al., 2018; Underwood et al., 2021).