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.

中文翻译：

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黑人青少年男孩对学校事务的看法：从边缘化和选择性爱情到彻底肯定的关系


受到“黑人的命也是命”活动的启发，我们使用种族化的视角来研究社会心理“重要”，以调查黑人高中男孩的互动如何塑造他们所感知的重要。研究人员对 17 名自称黑人男孩进行了采访，他们是一个名为“黑人男孩重要项目”的更大的校内合作伙伴关系的一部分。参与者报告说经历并抵制人际边缘问题（例如，在与教育者和同龄人的负面互动中得到证明，并受到种族主义刻板印象的推动），并描述部分通过选择性爱来实现边缘问题（例如，通过体育运动推断重要性，但被认为是反智的）。我们的研究展示了学校如何维护系统性的反黑人种族主义观念，这些观念塑造了黑人男孩与其同龄人和教育工作者之间的关系，并削弱了青少年的自我概念。其意义旨在支持教育工作者和研究人员在学校环境中从根本上肯定黑人男孩。