The U.S. education system often functions as an adverse developmental context for Black students. Discriminatory policies and racist ideologies contribute to a series of cascading inequities in students' learning experiences. For example, years of data indicate an overrepresentation of Black students suspended and/or expelled from school. Moreover, Black Americans' experiences and contributions to U.S. society are often left out of curricula, compounding the physical exclusion of Black students from classrooms with the exclusion of their experiences. While such contexts inhibit learning and growth at critical developmental stages, the out-of-school time (OST) context can amplify the voices of Black students and support their learning and development in ways that address these exclusionary practices. Specifically, youth participatory action research (YPAR) during OST is an important critical pedagogical approach that provides a safe context for Black students to engage in challenging oppressive policies and practices within schools. The current study engages four Black/African American youth (aged 15--18 years old) in YPAR and positions youth as active learners and experts in their learning and developmental growth. Findings suggest an equitable OST context can contribute to our understanding of Black students' experiences in school and the co-creation of solutions for a more just learning environment.