Through ethnographic methods, this article investigates the informal curriculum of a state-funded after-school program for adolescents who are at risk of dropping out of school. The program's goal is to resocialize its students so that they integrate more fully within their middle and high schools and achieve academic success. I theorize that the program fails to achieve its main purpose because of its central ethos, an “ideology of hope.” This ideology impacts staff perceptions and their interpretation of their roles. The staff blame the young people and their parents for their problems, ignore institutional imperfections and barriers, and silence “negative” student voice. I suggest that alternative perspectives must be considered to promote the interests of these young people.
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