"Sometimes I Wish I Was a Girl, 'Cause They Do Shit Like Cry": An Exploration into Black Boys' Thinking about Emotions

Autor/inn/en	Harris, Johari; Kruger, Ann C.; Scott, Edward
Titel	"Sometimes I Wish I Was a Girl, 'Cause They Do Shit Like Cry": An Exploration into Black Boys' Thinking about Emotions
Quelle	In: Urban Education, 57 (2022) 2, S.224-250 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Harris, Johari)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0859
DOI	10.1177/0042085920933327
Schlagwörter	Social Emotional Learning; African American Students; Males; Sex Stereotypes; Middle School Students; Urban Schools; Emotional Response; Inhibition; Gender Issues; Charter Schools; Grade 8; Ideology + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Male; Männliches Geschlecht; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Emotionales Verhalten; Hemmung; Geschlechterfrage; Charter school; Charter-Schule; School year 08; 8. Schuljahr; Schuljahr 08; Ideologie
Abstract	Social-emotional learning (SEL) is important for academic and social success, yet responsive SEL for Black youth remains underexamined. The current study analyzed focus groups to investigate how Black boys (N = 10) in an urban middle school think about emotion and its regulation. Results revealed that participants negotiate tension between emotion expression and control; they argued that inhibition of emotions in public was essential, but they desired greater emotional freedom. We interpret these patterns through the developmental framework of accommodation and resistance. We discuss implications and the need for transformative SEL in urban schools serving Black boys. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01