View in EDS

Strategic Avoidance and the Perceived Mattering of Black Adolescent Boys in Schools Amid Societal Upheaval.

Saved in:
Bibliographic Details
Title: Strategic Avoidance and the Perceived Mattering of Black Adolescent Boys in Schools Amid Societal Upheaval.
Authors: Carey, Roderick L.1 (AUTHOR) rlcarey@udel.edu, Polanco, Camila2 (AUTHOR) polancoc@chop.edu, Vilceus, Sophia Sunshine3 (AUTHOR) svilceus@wcupa.edu, Miller, Mark X.1 (AUTHOR) mxmiller@udel.edu, Marianno, Latrice4 (AUTHOR) lmarian@siue.edu, Blackman, Horatio5 (AUTHOR) horatio@edreformnow.org, Daughtry, Kendell A.6 (AUTHOR) kendell.daughtry@gmail.com, Abrams, Holly R.1 (AUTHOR) holly.abrams@princeton.edu, Woelki, William1 (AUTHOR) woelki@udel.edu, Shekhar, Sofina1 (AUTHOR) sofina@udel.edu
Source: AERA Open. 03/05/2026, Vol. 12, p1-19. 19p.
Abstract: "Mattering" captures the psychological need to feel significant and appreciated by others. We present data collected from individual interviews with 17 adolescent Black boys, along with focus group interviews with a subset of these participants, to explore their perceived mattering at one U.S. high school over two school years (2019–2021). Participants' perspectives highlight how teachers shaped their sense of mattering during the period leading up to and during remote learning amid the COVID-19 pandemic and Black Lives Matter protests. Findings show that pre-COVID-19 practices, which led Black boys to feel "hyper scrutinized" and "strategically avoided"—elements of what we call "marginal mattering"—persisted during remote learning and racial unrest. Participants felt overworked and unsupported by teachers, who overlooked their home lives and the issues raised by the Black Lives Matter movement. We conclude with implications for research, policy, and practices to ensure Black boys feel valued in school. [ABSTRACT FROM AUTHOR]
Copyright of AERA Open is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
Description
Abstract:"Mattering" captures the psychological need to feel significant and appreciated by others. We present data collected from individual interviews with 17 adolescent Black boys, along with focus group interviews with a subset of these participants, to explore their perceived mattering at one U.S. high school over two school years (2019–2021). Participants' perspectives highlight how teachers shaped their sense of mattering during the period leading up to and during remote learning amid the COVID-19 pandemic and Black Lives Matter protests. Findings show that pre-COVID-19 practices, which led Black boys to feel "hyper scrutinized" and "strategically avoided"—elements of what we call "marginal mattering"—persisted during remote learning and racial unrest. Participants felt overworked and unsupported by teachers, who overlooked their home lives and the issues raised by the Black Lives Matter movement. We conclude with implications for research, policy, and practices to ensure Black boys feel valued in school. [ABSTRACT FROM AUTHOR]
ISSN:23328584
DOI:10.1177/23328584261420198