Department of Human Development and Family Sciences
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Browsing Department of Human Development and Family Sciences by Author "Carey, Roderick L."
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Item Black Adolescent Boys’ Perceived School Mattering: From Marginalization and Selective Love to Radically Affirming Relationships(Journal of Research on Adolescence, 2021-12-16) Carey, Roderick L.; Polanco, Camila; Blackman, HoratioInspired by Black Lives Matter activism, we used racialized lenses on social-psychological “mattering” to investigate how Black high school boys’ interactions shaped their perceived mattering. Researchers conducted interviews with 17 self-identified Black boys who were part of a larger school-based partnership called The Black Boy Mattering Project. Participants reported experiencing and resisting interpersonal marginal mattering (e.g., evidenced in negative interactions with educators and peers and fueled by racist stereotypes) and described mattering partially through selective love (e.g., inferring significance through athletics, yet deemed anti-intellectual). Our study exhibits how schools uphold systemic anti-Black racist notions that shape relationships between Black boys and their peers and educators and diminish adolescents’ self-concepts. Implications aim to support educators and researchers in radically affirming Black boys in school contexts.Item Criminalized or Stigmatized? An Intersectional Power Analysis of the Charter School Treatment of Black and Latino Boys(Urban Education, 2024-02-06) Carey, Roderick L.As scholars account for the disproportional harm adolescent Black and Latino boys face in school, needed are studies that report on more than educator bias. Utilizing interviews and ethnographic observations from an urban charter school, I introduce and deploy the Intersectional School Power Model to illustrate how multiple school processes coalesced to uphold the criminalization of Black boys and stigmatization of Latino boys subtly and acutely. Findings show their (mis)treatment resulted from intersecting power arrangements across four school domains: the structural (e.g., organizational components), cultural (e.g., school norms), disciplinary (e.g., student corrective policies and practices), and interpersonal (e.g., daily interactions).Item The Postsecondary Future Selves of Black and Latinx Boys: A Case for Cultivating More Expansive Supports in College-Going Schools(American Educational Research Journal, 2024-04) Carey, Roderick L.Black and Latinx adolescent boys from economically stratified communities face pervasive societal inequities and, therefore, deserve more responsive school supports to determine and actualize postsecondary pathways. For insights into how such students conceptualize their futures and their school’s role in facilitating this process, this ethnographic study investigated one urban school’s college-going culture and its impact on shaping what the author calls participants’ postsecondary future selves. This theoretical approach encompasses three domains: college (i.e., postsecondary education), career (i.e., post-college employment trajectory), and condition (i.e., expected financial stability, relational and familial prospects, future living arrangements, happiness, and joy). Implications suggest that college-going school practitioners widen supports so students can imagine and envision how college ambitions align with career and condition goals.