Michael C Reichert
Biographic Data
| ID | 4244203 |
|---|---|
| NAME | Michael C Reichert |
| GIVEN NAMES | Michael C |
| FAMILY NAME | Reichert |
| SIGNATURE | REICHERT M C |
| AFFILIATIONS | Center for the Study of Boys' and Girls' Lives, Wilmington, DE |
| VERIFIED | No |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 21 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2003 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 2 |
Educating Boys
I draw from several decades of work as a psychologist—in clinical and consulting practice, on staff at a boys’ school, and conducting research studies—to offer a set of observations about boys’ education. I argue that despite a long history of poor outcomes, schools have neglected to ground their approach to male students in sound developmental science. In my initial research, boys across the globe were clear about the primacy of the student–teac…
Helping Schools Foster Healthy Masculinities
Defying Normative Male Identities
This qualitative study discovers teenage boys whose connections to Judaism and Jewish life offered them resilience and contextual opportunities for identity development. Those who have active, positive Jewish identities describe adaptations that are more independent of adolescent peer norms and freer, in terms of masculine pressures, than less Jewishly identified boys. Finding countercultural vitality in these boys' masculine identities, reflecti…
Don’t Love No Fight
Boys of Class, Boys of Color
How do boys from diverse backgrounds manage in an elite boys' school? Interviewing a representative sample of 27 boys, blocked for race, class, and academic performance, we found that they navigated the school's academic geography by mastering “a drill” that included hard work, unwavering commitment, a will to win, a cool style, and self knowledge as learners. Some developed a transformative love of learning. But many marginalized boys struggled …
Boys of Class, Boys of Color
How do boys from diverse backgrounds manage in an elite boys' school? Interviewing a representative sample of 27 boys, blocked for race, class, and academic performance, we found that they navigated the school's academic geography by mastering “a drill” that included hard work, unwavering commitment, a will to win, a cool style, and self knowledge as learners. Some developed a transformative love of learning. But many marginalized boys struggled …
Don’t Love No Fight
Defying Normative Male Identities
This qualitative study discovers teenage boys whose connections to Judaism and Jewish life offered them resilience and contextual opportunities for identity development. Those who have active, positive Jewish identities describe adaptations that are more independent of adolescent peer norms and freer, in terms of masculine pressures, than less Jewishly identified boys. Finding countercultural vitality in these boys' masculine identities, reflecti…
Boys of Class, Boys of Color
How do boys from diverse backgrounds manage in an elite boys' school? Interviewing a representative sample of 27 boys, blocked for race, class, and academic performance, we found that they navigated the school's academic geography by mastering “a drill” that included hard work, unwavering commitment, a will to win, a cool style, and self knowledge as learners. Some developed a transformative love of learning. But many marginalized boys struggled …
Don’t Love No Fight
Defying Normative Male Identities
This qualitative study discovers teenage boys whose connections to Judaism and Jewish life offered them resilience and contextual opportunities for identity development. Those who have active, positive Jewish identities describe adaptations that are more independent of adolescent peer norms and freer, in terms of masculine pressures, than less Jewishly identified boys. Finding countercultural vitality in these boys' masculine identities, reflecti…
Helping Schools Foster Healthy Masculinities
Educating Boys
I draw from several decades of work as a psychologist—in clinical and consulting practice, on staff at a boys’ school, and conducting research studies—to offer a set of observations about boys’ education. I argue that despite a long history of poor outcomes, schools have neglected to ground their approach to male students in sound developmental science. In my initial research, boys across the globe were clear about the primacy of the student–teac…
Gender Studies (4 works) · Psychology (4 works) · Sociology (4 works) · Gender Roles and Identity Studies (3 works) · Developmental psychology (2 works) · Gender Studies (2 works) · Masculinity (2 works) · Normative (2 works) · Social Psychology (2 works) · Social science (2 works)