. The uncertainty of women regarding their own influence and the depth of their own identity development shifts in the later epochs. Our analysis of this group showed an overall lack of patience with issues of power structures and notions of recognition
Does Social Capital Shape Women's Lives?
Supriya Baily, Gloria Wang, and Elisabeth Scotto-Lavino
Stereotypes, a Single-Sex Program, and the School-to-Prison Pipeline
Joseph D. Nelson and Sangeeta Subedi
Single-sex schooling for boys of color has become popular throughout the United States. Leaders and educators often consider these environments a school-based intervention to address adverse outcomes associated with Black boys. A contributing factor to these outcomes have been negative stereotypes of Black males related to Black masculinity norms, which developmental psychologists contend boys internalize during childhood. Interviews and observations were conducted over 12 months to describe a single-sex boarding program for first-grade African-American boys, affiliated with a coed independent school. Designed to facilitate boys’ positive identity development, the program’s mission and vision, educational philosophy, and schedule/programming will be primarily described from boys’ perspectives. The goal is to explore the merits of this single-sex intervention to ameliorate how Black male stereotypes and masculinity norms contribute to the school-to-prison pipeline.
Adolescent African American Boys' Response to Gender Scripting
Lionel C. Howard
This article focuses on the ways in which a select group of adolescent African American males respond to gender scripts. Drawing on interview and focus group data, the article describes four different responses to messages they receive from peers and significant adults about socio-culturally appropriate behaviors and characteristics of masculinity: 1) adapting or modifying their presentations of self, 2) internalizing ascribed gender scripts, 3) resisting, and 4) remaining conflicted about an appropriate response. Narratives highlight the complexity of gender identity development and active participation of African American boys in the construction of a masculine identity that feels most authentic, as well as the role of agents of socialization on identity.
This article seeks to build on current and emerging conceptions of teacher expertise as they relate to education for civic engagement and social awareness in the university classroom context. I explore the notion of teaching tensions between vulnerability and authority, authenticity and distance, safety and challenge, disclosure and neutrality, and social transformation as against individual agency. I argue that these tensions and the teacher decision-making processes involved in their navigation can add to university instructors' capacity to reflect on and evaluate curriculum design decisions when aiming to impact student social and civic identity development. I examine teaching tensions and their dynamic interaction through a self-study of my own teaching and of involving the students in a structured academic service-learning partnership with school pupils in a social studies methods course for pre-service teachers in the United States.
Clifton Edward Watkins
Over the course of the past century, the dominant psychoanalytic paradigm for understanding boyhood and male gender identity development has been grounded in two complementary visions: Freud’s original formulations and, later, the propositions of Ralph Greenson and Robert Stoller. Each of those visions, history suggests, contain a certain harshness, rigidity, and fixity about gender roles and can even be seen as supporting an unhealthy bifurcation between male and female. In the last generation of psychoanalytic scholarship, a viable alternative vision about boyhood and “boys becoming men”—what I term the “post-structuralist psychoanalytic view”—has emerged and increasingly gained structure, definition, and traction. In this paper, I identify some of the important elements of that evolving vision (still very much a work in progress), review briefly three robust areas of current post-structural focus, and consider some of the differences between past and present conceptualizations. While not ignoring pathology and dysfunction, the post-structural psychoanalytic vision also gives voice to health and function, variation and differentiation, creation and construction, and “more life”; it can be seen as a reclamation of the positive and a celebration of the infinite hope, promise, and possibility of all that is boys and boyhood.
The Black Girlhood Studies Collection
Desirée de Jesus
-class subjectivity that also upholds Victorian ideals of respectability” (96). Both contributors also ask readers to consider how the attitudes of Black diasporic communities towards these ideals might support or hinder the identity development of Black girls
A response to programme reform in higher education
Saran Stewart, Chayla Haynes, and Kristin Deal
2003 ) to guide their thinking about fostering critical consciousness in the scholarly identity development of doctoral students. Towards the end of the article, Tuitt shared a personal narrative of a fictional conversation he had with bell hooks
Pivoting our Model with Girls During COVID-19
Cheryl Weiner, Kathryn Van Demark, Sarah Doyle, Jocelyn Martinez, Fia Walklet, and Amy Rutstein-Riley
in all participants. Founded by Rutstein-Riley in 2008, TGP, part of a larger initiative to support feminist leadership and intersectional identity development in girls and young women, has worked with more than 650 adolescent girls and Lesley
Indigenous teachings. They felt that programming specific to the needs of Indigenous youth should be an opportunity to promote identity development through cultural activities and teachings. These centres should provide access to role models and mentors who
Activist Networks by, for, and with Girls and Young Women
Catherine Vanner and Anuradha Dugal
in the United States by reflecting on interviews that span three age brackets to describe how girl activism experiences influenced identity development and social engagement at different stages of the participants’ lives. The authors reflect on social