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American Boys (american + boy)

Distribution by Scientific Domains
Humanities and Social Sciences75%

Selected Abstracts

Making American Boys: Boyology and the Feral Tale

THE JOURNAL OF AMERICAN CULTURE, Issue 4 2004
Jeffrey Cass
No abstract is available for this article. [source]

Impact of neighborhood disadvantage on overt behavior problems during early childhood

AGGRESSIVE BEHAVIOR, Issue 3 2007
Emily B. Winslow
Abstract Researchers have yet to examine the impact of neighborhood disadvantage on early child behavior problems (BPs) longitudinally. We examined the impact of neighborhood disadvantage on overt BPs in a low-income, urban sample of 281 African American and European American boys followed longitudinally from toddlerhood to school entry. Measures included census data and maternal report of BPs, sociocultural factors, parental criminality, and maternal depressive symptomatology. After controlling for age 2 overt BPs, family selection variables, and residential instability, neighborhood effects on boys' behavior emerged, but only at age 6 and only at the extreme of neighborhood disadvantage (i.e., underclass). Findings suggest boys in underclass neighborhoods are at risk for overt BPs as they make the transition to elementary school. Aggr. Behav. 33:1,13, 2007.© 2007 Wiley-Liss, Inc. [source]

Teacher ratings of behavior among African American and Caucasian children during the first two years of school

PSYCHOLOGY IN THE SCHOOLS, Issue 3 2001
David A. Sbarra
This article prospectively examines teacher-rated behavior problems and competencies during the first 2 years of formal schooling among African American (n = 190) and Caucasian (n = 350) children. A significant main effect for race was found for both behavior problems and competencies in repeated measures analyses conducted across kindergarten and first-grade teacher ratings. A time × race interaction indicated that teachers rated Caucasian children's competence as stable over time, whereas their African American peers were rated as less competent. According to these data, African American children did not maintain age-appropriate school-based competencies in task orientation and frustration tolerance. No interaction effects were found for a gender × time term for either competencies or behavior problems, suggesting that African American boys do not show more disturbed behavior in the early school years. Behavior trajectories are discussed in terms of the need for competence-enhancing interventions aimed at early school transitions, particularly for African American children. © 2001 John Wiley & Sons, Inc. [source]

Why Doesn't the Creed Read "Always Be Critical"?

ANTHROPOLOGY & EDUCATION QUARTERLY, Issue 2 2001
An Examination of a Liberal Curriculum
Using ethnographic data collected in a second grade classroom over the course of a school year, this paper describes the ways in which one school's discourse of liberalism is deleteriously deployed. We view the school's discipline creed as emblematic of the school's liberal curriculum, and interrogate the effects on four African American boys in the classroom when the school enacts this creed. Despite the agency that these boys obviously had, they were unable to control the ways in which they were placed at a structural disadvantage and manipulated by a system far more powerful than they were. The results were that these four boys suffered. Not only did the intended liberal curriculum fail to be translated fully into the enacted curriculum, the liberal underpinnings of this curriculum precluded teachers and students from taking any critical stance. [source]