Harvard Educational Review
  1. Fall 2019 Issue »

    Imagining the Comprehensive Mattering of Black Boys and Young Men in Society and Schools

    Toward a New Approach

    Roderick L. Carey
    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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    Roderick L. Carey is an assistant professor in the Department of Human Development and Family Sciences at the University of Delaware’s College of Education and Human Development. Before joining the faculty at the University of Delaware, he was a postdoctoral research fellow at the Center for Urban Education at the University of Pittsburgh. Carey’s research interests were shaped in part by his experiences as a former teacher in Washington, DC, schools, where he taught high school English before earning his doctorate at the University of Maryland. In addition to researching how schools can create contexts where Black boys and young men matter, his other interdisciplinary research focuses on family and school influences on how Black and Latino adolescent boys and young men conceptualize and enact elements of their postsecondary futures. His research has appeared in journals, including the American Journal of Education, Educational Forum, Journal of Applied Developmental Psychology, Education and Urban Society, Educational Administration Quarterly, Urban Review, and Urban Education. 
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    Fall 2019 Issue

    Abstracts

    Money over Merit?
    Socioeconomic Gaps in Receipt of Gifted Services
    Jason A. Grissom, Christopher Redding, and Joshua F. Bleiberg

    Book Notes

    Borders of Belonging
    Heide Castañeda

    Under Pressure
    Lisa Damour

    Awakening Democracy Through Public Work
    Harry C. Boyte, with contributions from Marie Ström, Isak Tranvik, Tami Moore, Susan O’Connor, and Donna Patterson

    The Privileged Poor
    Anthony Abraham Jack

    The Human Side of Changing Education
    Julie M. Wilson, foreword by Arthur Levine