“I Have Goals to Prove All Those People Wrong and Not Fit Into Any One of Those Boxes”

Rogers, Leoandra Onnie; Way, Niobe

doi:10.1177/0743558415600071

Cited by 69 publications

(96 citation statements)

References 42 publications

(105 reference statements)

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“…In Rogers' study, such boys effectively describe themselves as an exception to the stereotype [Rogers, 2018b;Rogers & Way, 2016]. Jaire, at 13 years old, explained during his freshman year interview what he liked most about himself: "I love the fact that people think of me as a more complex individual and a more intelligent individual … Not just a regular Black guy."…”

Section: Resistance and Accommodation In Identity Developmentmentioning

confidence: 99%

“…Rogers' and Way's research on identity development with boys of color also reveals patterns of resistance and accommodation to racial and gender stereotypes, which in turn, influence adolescent boys' social and academic outcomes [Rogers, 2018b;Rogers et al, 2017;Rogers & Way, 2016;Way & Rogers, 2014 2008]. In a longitudinal case study of Black adolescent boys attending an all-Black boys' school (n = 183), Rogers interviewed a subsample of 21 boys three times over the course of two years.…”

Section: Resistance and Accommodation In Identity Developmentmentioning

confidence: 99%

“…Our longitudinal, mixed-method research over more than 25 years (Way) and five years (Rogers) has indicated that children and adolescents resist and accommodate to ideological structures in the development of their friendship and identities [Rogers, 2018a, b;Rogers & Way, 2016;Way, 1998Way, , 2011Way & Rogers, 2014, 2017Way et al, 2015;Way, Santos, Niwa, & Kim-Gervey, 2008;Way et al, 2018]. The remainder of this paper describes our qualitative research with adolescent boys of color, in particular, that reveals the processes and effects of such accommodation and resistance.…”

Section: Accommodation and Resistance To Cultural Ideologiesmentioning

confidence: 99%

“…Data from Rogers' study of identity development was a two-year, mixed-method study supported by the Spencer Foundation and Ford Foundation. Rogers' data were collected at a public all-Black male high school [see Rogers, 2012;Rogers et al, 2015;Rogers & Way, 2016]. Data collection included surveys, classroom observations, and in-depth interviews.…”

Section: Our Research Studiesmentioning

confidence: 99%

“…A growing body of research indicates that development is, in fact, a process of both accommodation and resistance to dominant ideologies [Anyon, 1984;Brown & Gilligan, 1992;Gilligan, 2011;Hammack, 2008;Robinson & Ward, 1991;Rogers, 2018a;Rogers & Way, 2016;Way, 2011;Way, Cressen, Bodian, Preston, Nelson, & Hughes, 2014;Way et al, 2018]. Resistance, furthermore, has been linked to positive adjustment and accommodation to negative adjustment [Gupta et al, 2013;Rogers, 2018b;Rogers, Yang, Way, Weinberg, & Bennet, under review;Santos, 2010;Ward, 2018;Way, 2011;.…”

mentioning

confidence: 99%

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Reimagining Social and Emotional Development: Accommodation and Resistance to Dominant Ideologies in the Identities and Friendships of Boys of Color

2018

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Human development is largely studied as a process of internalizing or accommodating to dominant cultural ideologies, with the implicit assumption that such a process is healthy and desirable. Ideologies, however, not only entail positive beliefs (e.g., family is important); they also contain dehumanizing ones (e.g., men are more important than women). Thus, some dominant ideologies must be resisted for healthy development. This paper draws from our longitudinal research with boys of color over three decades to reimagine social and emotional development as a process by which youth accommodate to and resist dominant ideologies in the construction of their identities and friendships. We reveal that patterns of accommodation and resistance are implicit and explicit, change over time, and are associated with adjustment. Framing social and emotional development as a process by which individuals negotiate cultural ideologies offers a more agentic conceptualization of human development and allows for a better understanding of how to help youth thrive.

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Section: Resistance and Accommodation In Identity Developmentmentioning

confidence: 99%

Section: Resistance and Accommodation In Identity Developmentmentioning

confidence: 99%

Section: Accommodation and Resistance To Cultural Ideologiesmentioning

confidence: 99%

Section: Our Research Studiesmentioning

confidence: 99%

mentioning

confidence: 99%

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Reimagining Social and Emotional Development: Accommodation and Resistance to Dominant Ideologies in the Identities and Friendships of Boys of Color

2018

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The imperative to support Black youths in resisting low and limiting expectations

Debrosse

Kapo

Métayer

2023

American J of Comm Psychol

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Harmful narratives circulate about Black youths in North America. Deficit narratives portray them, their culture, and their communities as problems, narratives about policing encourage their control and punishment, color‐evasive narratives ignore how race shapes their experiences, and essentialist narratives erase their distinct and often intersectional experiences by presenting them as monolithic. Community psychology and allied fields do not escape these trends, which in turn infuse practice, research, and teaching involving Black youths. The present paper highlights four principles that community psychology and allied fields can adopt to support Black youths in resisting these negative and narrow narratives. They are: (1) emphasizing Black youths' and Black communities' strengths, (2) supporting their agency, (3) adopting culturally relevant practices, and (4) developing critical consciousness through reflections on and deconstruction of these narratives. We hope that the reflections shared in this paper will expand the perspectives infused by researchers and practitioners in community psychology, social work, urban studies, and allied fields who work with Black youths.

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Facilitators and barriers to African American high school students' self‐determination skill expression

Parker

Amabile

Oliver

et al. 2020

Psychology in the Schools

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We conducted four focus group interviews with 24 high school youth to examine facilitators and barriers to African American high school students' expression of various self‐determination skills (e.g., choice/decision making, self‐advocacy, goal setting, and attainment etc.). The majority of our research participants were African American, with one student identifying as multiracial (African American and White). Key findings revealed that personal (e.g., desire to graduate from school) and contextual factors (e.g., school counselor and teacher support) influenced the participants' expression of multiple self‐determination skills. We also found that some of the participants' motives for utilizing or not utilizing specific skills were influenced by what they perceived as racist, punitive, and restrictive school practices (e.g., teachers holding negative perceptions about African American students and school counselors restricting their access to advanced courses). Findings from this study support ongoing calls for educators to consider students' cultural backgrounds and lived experiences when promoting their expression of self‐determination skills.

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“I Have Goals to Prove All Those People Wrong and Not Fit Into Any One of Those Boxes”

Cited by 69 publications

References 42 publications

Reimagining Social and Emotional Development: Accommodation and Resistance to Dominant Ideologies in the Identities and Friendships of Boys of Color

Reimagining Social and Emotional Development: Accommodation and Resistance to Dominant Ideologies in the Identities and Friendships of Boys of Color

The imperative to support Black youths in resisting low and limiting expectations

Facilitators and barriers to African American high school students' self‐determination skill expression

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