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

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Title: Black Adolescent Boys' Perceived School Mattering: From Marginalization and Selective Love to Radically Affirming Relationships.
Authors: Carey, Roderick L. (AUTHOR), Polanco, Camila (AUTHOR), Blackman, Horatio (AUTHOR)
Source: Journal of Research on Adolescence (Wiley-Blackwell). Mar2022, Vol. 32 Issue 1, p151-169. 19p.
Subjects: Teenage boys, Schoolboys, Black Lives Matter movement, Student counselors, Teenage girls, Social interaction
Abstract: Inspired 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. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Research on Adolescence (Wiley-Blackwell) is the property of Wiley-Blackwell 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: Psychology and Behavioral Sciences Collection
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  Data: Black Adolescent Boys' Perceived School Mattering: From Marginalization and Selective Love to Radically Affirming Relationships.
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  Data: <searchLink fieldCode="AR" term="%22Carey%2C+Roderick+L%2E%22">Carey, Roderick L.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Polanco%2C+Camila%22">Polanco, Camila</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Blackman%2C+Horatio%22">Blackman, Horatio</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Research+on+Adolescence+%28Wiley-Blackwell%29%22">Journal of Research on Adolescence (Wiley-Blackwell)</searchLink>. Mar2022, Vol. 32 Issue 1, p151-169. 19p.
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  Data: <searchLink fieldCode="DE" term="%22Teenage+boys%22">Teenage boys</searchLink><br /><searchLink fieldCode="DE" term="%22Schoolboys%22">Schoolboys</searchLink><br /><searchLink fieldCode="DE" term="%22Black+Lives+Matter+movement%22">Black Lives Matter movement</searchLink><br /><searchLink fieldCode="DE" term="%22Student+counselors%22">Student counselors</searchLink><br /><searchLink fieldCode="DE" term="%22Teenage+girls%22">Teenage girls</searchLink><br /><searchLink fieldCode="DE" term="%22Social+interaction%22">Social interaction</searchLink>
– Name: Abstract
  Label: Abstract
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  Data: Inspired 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. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Journal of Research on Adolescence (Wiley-Blackwell) is the property of Wiley-Blackwell 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.</i> (Copyright applies to all Abstracts.)
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      – Type: doi
        Value: 10.1111/jora.12706
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      – Code: eng
        Text: English
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        PageCount: 19
        StartPage: 151
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      – SubjectFull: Teenage boys
        Type: general
      – SubjectFull: Schoolboys
        Type: general
      – SubjectFull: Black Lives Matter movement
        Type: general
      – SubjectFull: Student counselors
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      – SubjectFull: Teenage girls
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      – SubjectFull: Social interaction
        Type: general
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      – TitleFull: Black Adolescent Boys' Perceived School Mattering: From Marginalization and Selective Love to Radically Affirming Relationships.
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            NameFull: Polanco, Camila
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            NameFull: Blackman, Horatio
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            – D: 01
              M: 03
              Text: Mar2022
              Type: published
              Y: 2022
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            – TitleFull: Journal of Research on Adolescence (Wiley-Blackwell)
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