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Imagining the Comprehensive Mattering of Black Boys and Young Men in Society and Schools: Toward a New Approach

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Title: Imagining the Comprehensive Mattering of Black Boys and Young Men in Society and Schools: Toward a New Approach
Language: English
Authors: Carey, Roderick L.
Source: Harvard Educational Review. Fall 2019 89(3):370-396.
Availability: Harvard Education Publishing Group. 8 Story Street First Floor, Cambridge, MA 02138. Tel: 617-495-3432; Fax: 617-496-3584; e-mail: hepg@harvard.edu; Web site: http://hepg.org/her-home/home
Peer Reviewed: Y
Page Count: 27
Publication Date: 2019
Document Type: Journal Articles
Reports - Evaluative
Education Level: Elementary Secondary Education
Postsecondary Education
Descriptors: Males, Social Bias, Educational Environment, Racial Bias, Student Development, African American Students, Urban Areas, Neoliberalism, Gender Bias, African Americans, Children, Adolescents, Adults, Experience, Social Justice, Crime, At Risk Persons, Cultural Influences, Mentors, Ethnic Stereotypes, Athletes, Artists, Elementary Secondary Education, Postsecondary Education, Teacher Role, Social Change, Administrator Role
DOI: 10.17763/1943-5045-89.3.370
ISSN: 0017-8055
Abstract: In this essay, Roderick L. Carey draws from social-psychological perspectives on mattering to argue that Black boys and young men have yet to achieve comprehensive mattering in social and educational contexts. Positing that Black boys and young men find their social and school lives framed by marginal mattering, which is realized through social and educational practices that criminalize, dismiss, and propel them into school failure, and partial mattering, where only some of their skills and abilities are cultivated and heralded, Carey contends that due to neoliberal reforms and stakeholders' structural incapacities to imagine and do otherwise, educators fail to construct contexts in which Black boys and young men can robustly infer their comprehensive mattering. Thus, educators and researchers miss relational opportunities to support Black boys and young men in imagining alternative lives that compel their fullness of interests, latent talents, and subsequent worth.
Abstractor: As Provided
Entry Date: 2019
Accession Number: EJ1228607
Database: ERIC
FullText Text:
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  Data: Harvard Education Publishing Group. 8 Story Street First Floor, Cambridge, MA 02138. Tel: 617-495-3432; Fax: 617-496-3584; e-mail: hepg@harvard.edu; Web site: http://hepg.org/her-home/home
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  Data: In this essay, Roderick L. Carey draws from social-psychological perspectives on mattering to argue that Black boys and young men have yet to achieve comprehensive mattering in social and educational contexts. Positing that Black boys and young men find their social and school lives framed by marginal mattering, which is realized through social and educational practices that criminalize, dismiss, and propel them into school failure, and partial mattering, where only some of their skills and abilities are cultivated and heralded, Carey contends that due to neoliberal reforms and stakeholders' structural incapacities to imagine and do otherwise, educators fail to construct contexts in which Black boys and young men can robustly infer their comprehensive mattering. Thus, educators and researchers miss relational opportunities to support Black boys and young men in imagining alternative lives that compel their fullness of interests, latent talents, and subsequent worth.
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  Data: 2019
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  Data: EJ1228607
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      – Text: English
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      – SubjectFull: Males
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      – SubjectFull: Social Bias
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      – SubjectFull: Educational Environment
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      – SubjectFull: Racial Bias
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      – SubjectFull: Student Development
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      – SubjectFull: African American Students
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      – SubjectFull: Urban Areas
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      – SubjectFull: Neoliberalism
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      – SubjectFull: Gender Bias
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      – SubjectFull: African Americans
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