What's Happening to the Boys?

By Melissa Roderick. 2003

242 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/1b326d5cdd0704c96e3393e46690db36256bb8fa

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In Education

Citations in the corpus

Academic Vulnerability and Resilience during the Transition to High School (2010, background): “This may create a particularly tenuous transition for middle school students who struggle academically (Roderick 1993) and are 1Georgia State University, GA, USA”
Seeing the Destination AND the Path: Using Identity‐Based Motivation to Understand and Reduce Racial Disparities in Academic Achievement (2017, background): “Given the lack of easily accessible models of people “like me” who have succeeded in school, youths’ commitments to education may remain abstract and hence rarely cued as part of identity, and thus may seldom be linked to everyday behaviors (Oyserman, Johnson, & James, 2011; Roderick, 2003).”
Access to Upper-Level Mathematics: The Stories of Successful African American Middle School Boys. (2008, background): “Like the African American boys in Roderick's (2005) study, the boys in this study did not develop alternative iden-”
The Use of Ninth-Grade Early Warning Indicators to Improve Chicago Schools (2013, background): “One study, which followed 32 Chicago public schools (CPS) students into high school, found that GPAs dropped by 1.48 points for boys and .76 points for girls from the end of eighth grade to the end of freshman year (Roderick, 2005).”
Unfulfilled Potential: High-Achieving Minority Students and the High School Achievement Gap in Math (2017, background): “These attitudes towards formal education amongst adolescents have been found to vary by race/ethnicity (Mickelson, 1990) as well as gender (Roderick, 2003), social class (Ikoma & Brauer, 2015), and immigrant status (Portes & Zhou, 1993).”
Perceptions of Socioeconomic Mobility Influence Academic Persistence among Low Socioeconomic Status Students (2017, unknown): “…who grow up in low-SES contexts are commonly exposed to role models who have been unsuccessful at improving their socioeconomic standing over the course of their lives, which can make socioeconomic mobility seem unlikely (Oyserman et al., 2006; Roderick, 2003; Thomas, Townsend, & Belgrave, 2003).”
"Cool Posing" on Campus: A Qualitative Study of Masculinities and Gender Expression among Black Men at a Private Research Institution (2022, background): “In fact, much of what we know about the intersection between gender and education as it relates to Black men is based on studies that have been situated in K-12 contexts (e.g., Davis, 2003; Davis & Jordan, 1994; Fashola, 2003; Ferguson, 2000; Irving & Hudley, 2005; Noguera, 2003; Roderick, 2003).”
Success in These Schools? Visual Counternarratives of Young Men of Color and Urban High Schools They Attend (2015, background): “Likewise, published scholarship on young men of color in and beyond urban schooling contexts repeatedly calls attention to their academic underachievement (e.g., Davis, 2003; Lewis, Simon, Uzzell, Horwitz, & Casserly, 2010; Noguera, 2003; Roderick, 2003; Sáenz & Ponjuan, 2011; Toldson, 2008, 2011); ”
Possible selves and academic outcomes: How and when possible selves impel action. (2006, background): “In low-socioeconomic status (SES) contexts, strategies are unlikely to be automatically cued because these contexts are less likely to present easily accessible models or to guide success (e.g., Roderick , 2003).”
African American Adolescents’ Future Education Orientation: Associations with Self-efficacy, Ethnic Identity, and Perceived Parental Support (2008, result): “This is the first study to examine the influence of internal beliefs and parental support on FEO in a sample of low income, rural African American youth; the findings are consistent with studies examining academic achievement and aspirations of urban African American youth (e.g., Brook and Phal 2005”