Black Adolescent Boys’ Perceived School Mattering: From Marginalization and Selective Love to Radically Affirming Relationships

Simple item page
Author(s)Carey, Roderick L.
Author(s)Polanco, Camila
Author(s)Blackman, Horatio
Date Accessioned2022-08-18T18:07:40Z
Date Available2022-08-18T18:07:40Z
Publication Date2021-12-16
DescriptionThis is the peer reviewed version of the following article: Carey, R.L., Polanco, C. and Blackman, H. (2022), Black Adolescent Boys’ Perceived School Mattering: From Marginalization and Selective Love to Radically Affirming Relationships. J Res Adolesc, 32: 151-169. https://doi.org/10.1111/jora.12706, which has been published in final form at https://doi.org/10.1111/jora.12706. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions. This article may not be enhanced, enriched or otherwise transformed into a derivative work, without express permission from Wiley or by statutory rights under applicable legislation. Copyright notices must not be removed, obscured or modified. The article must be linked to Wiley’s version of record on Wiley Online Library and any embedding, framing or otherwise making available the article or pages thereof by third parties from platforms, services and websites other than Wiley Online Library must be prohibited. This article will be embargoed until 12/16/2022.en_US
AbstractInspired 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.en_US
SponsorThis study was generously funded by a University of Delaware Partnership for Public Education Fellowship, which was awarded to the first author. Additional funds came from the University of Delaware’s Department of Human Development and Family Sciences. Findings, discussion points, or recommendations in this article are reflections of the authors’ scholarly beliefs based on the data; they do not reflect the funders’ views. The authors have no competing or potential conflicts of interest. Lastly, in addition to our funders and the reviewers and editorial team, the authors acknowledge with gratitude our brilliant participants and the County High School (psuedonym) community for partnering with us around this work.en_US
CitationCarey, R.L., Polanco, C. and Blackman, H. (2022), Black Adolescent Boys’ Perceived School Mattering: From Marginalization and Selective Love to Radically Affirming Relationships. J Res Adolesc, 32: 151-169. https://doi.org/10.1111/jora.12706en_US
ISSN1532-7795
URLhttps://udspace.udel.edu/handle/19716/31207
Languageen_USen_US
PublisherJournal of Research on Adolescenceen_US
Keywordsmatteringen_US
KeywordsBlacken_US
KeywordsAfrican Americanen_US
Keywordsboysen_US
Keywordsmaleen_US
Keywordsteacher-student relationshipsen_US
TitleBlack Adolescent Boys’ Perceived School Mattering: From Marginalization and Selective Love to Radically Affirming Relationshipsen_US
TypeArticleen_US
Files
Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
Black Adolescent Boys’ Perceived School Mattering.pdf
Size:
1.16 MB
Format:
Adobe Portable Document Format
Description:
Main article
Download
License bundle
Now showing 1 - 1 of 1
No Thumbnail Available
Name:
license.txt
Size:
2.22 KB
Format:
Item-specific license agreed upon to submission
Description:
Download
Collections
Open Access Publications - Department of Human Development and Family Sciences