Joseph Derrick Nelson
Biographic Data
| ID | 4798268 |
|---|---|
| NAME | Joseph Derrick Nelson |
| GIVEN NAMES | Joseph Derrick |
| FAMILY NAME | Nelson |
| SIGNATURE | NELSON J D |
| AFFILIATIONS | Swarthmore College |
| VERIFIED | No |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 6 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2020 |
| H-INDEX | 2 |
Relationships of (Re)imagining
In this essay, I offer relationship-building as central to teaching and learning in early-childhood contexts. With a distinct focus on historically marginalized students in United States education, particularly Black boys during childhood, I draw on personal experiences and my own position as teacher-researcher to center Black boys’ humanity and personhood. I explore how a (re)imagining of Black boyhood can work toward addressing the race-gender …
When you say diversity, do you mean Black students? Navigating challenges of racial inclusion in elite schools
Many elite schools proclaim a commitment to racial and other aspects of student diversity and inclusion. Pursuing this commitment is highly complex and contentious given the traditions of exclusion elite schools are founded upon. This paper examines some of these contentions drawing on research conducted at Cherry Tree Academy, an elite pre-K-12 school situated in the USA. Interviews and observations with faculty and students revealed contentions…
Mitigating the Harms of Masculinity
(Re)Imagining Black Boyhood
Drawing on critical childhood studies, Michael J. Dumas and Joseph Derrick Nelson argue that Black boyhood is socially unimagined and unimaginable, largely due to the devalued position and limited consideration of Black girls and boys within the broader social conception of childhood. In addition, the “crisis” focus of the public discourse on Black males—focused as it is on adult Black men—makes it difficult to authentically see young Black boys …
“It might be nice to be a girl… Then you wouldn’t have to be emotionless”
This article examines the patterns of resistance to norms of masculinity (i.e., emotional stoicism, physical toughness, and autonomy) and its association to psychological and social adjustment among boys from preadolescence through late adolescence. Semi-structured interviews were conducted longitud
Relationships of (Re)imagining
In this essay, I offer relationship-building as central to teaching and learning in early-childhood contexts. With a distinct focus on historically marginalized students in United States education, particularly Black boys during childhood, I draw on personal experiences and my own position as teacher-researcher to center Black boys’ humanity and personhood. I explore how a (re)imagining of Black boyhood can work toward addressing the race-gender …
When you say diversity, do you mean Black students? Navigating challenges of racial inclusion in elite schools
Many elite schools proclaim a commitment to racial and other aspects of student diversity and inclusion. Pursuing this commitment is highly complex and contentious given the traditions of exclusion elite schools are founded upon. This paper examines some of these contentions drawing on research conducted at Cherry Tree Academy, an elite pre-K-12 school situated in the USA. Interviews and observations with faculty and students revealed contentions…
“It might be nice to be a girl… Then you wouldn’t have to be emotionless”
This article examines the patterns of resistance to norms of masculinity (i.e., emotional stoicism, physical toughness, and autonomy) and its association to psychological and social adjustment among boys from preadolescence through late adolescence. Semi-structured interviews were conducted longitud
(Re)Imagining Black Boyhood
Drawing on critical childhood studies, Michael J. Dumas and Joseph Derrick Nelson argue that Black boyhood is socially unimagined and unimaginable, largely due to the devalued position and limited consideration of Black girls and boys within the broader social conception of childhood. In addition, the “crisis” focus of the public discourse on Black males—focused as it is on adult Black men—makes it difficult to authentically see young Black boys …
Mitigating the Harms of Masculinity
Relationships of (Re)imagining
In this essay, I offer relationship-building as central to teaching and learning in early-childhood contexts. With a distinct focus on historically marginalized students in United States education, particularly Black boys during childhood, I draw on personal experiences and my own position as teacher-researcher to center Black boys’ humanity and personhood. I explore how a (re)imagining of Black boyhood can work toward addressing the race-gender …
When you say diversity, do you mean Black students? Navigating challenges of racial inclusion in elite schools
Many elite schools proclaim a commitment to racial and other aspects of student diversity and inclusion. Pursuing this commitment is highly complex and contentious given the traditions of exclusion elite schools are founded upon. This paper examines some of these contentions drawing on research conducted at Cherry Tree Academy, an elite pre-K-12 school situated in the USA. Interviews and observations with faculty and students revealed contentions…
Gender Studies (4 works) · Psychology (4 works) · Sociology (4 works) · Critical Race Theory in Education (3 works) · Gender Roles and Identity Studies (3 works) · Pedagogy (3 works) · Political science (3 works) · Black male (2 works) · Developmental psychology (2 works) · Gender Studies (2 works)