RESUMO
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.
Assuntos
Amor , Instituições Acadêmicas , Adolescente , População Negra , Humanos , Masculino , Grupo Associado , AutoimagemRESUMO
Throughout adolescence, youth imagine what the future holds and determine plans to achieve their educational, professional, and personal goals. In this article, we review research that explores how adolescents' future orientations were shaped by the societal unpredictability, physical and mental health risks, and educational disruptions brought on by the COVID-19 pandemic. Findings show that the pandemic, which exacerbated existing societal inequities, also heightened adolescents' social awareness, provoked feelings of uncertainty, and altered adolescents' short- and long-term plans for educational and career prospects. Throughout school building closures and program cancellations, families played a greater role in fostering adolescents' plans. With prospects for more societal uncertainty on the horizon, future directions point toward supporting adolescents in developing adaptable and flexible future orientations.