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

Autor/in	Carey, Roderick L.
Titel	Imagining the Comprehensive Mattering of Black Boys and Young Men in Society and Schools: Toward a New Approach
Quelle	In: Harvard Educational Review, 89 (2019) 3, S.370-396 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0017-8055
Schlagwörter	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 + Suchen Sie Ihr Suchwort? Male; Männliches Geschlecht; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Racial discrimination; Rassismus; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Urban area; Stadtregion; Neo-liberalism; Neoliberalismus; Geschlechterstereotyp; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Erfahrung; Soziale Gerechtigkeit; Crimes; Delict; Delicts; Delikt; Risikogruppe; Cultural influence; Kultureinfluss; National stereotype; Nationales Stereotyp; Athlet; Artiste; Artist; Künstler; Künstlerin; Post-secondary education; Tertiäre Bildung; Lehrerrolle; Sozialer Wandel
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01