Jamaal Sharif Matthews
Biographic Data
| ID | 6007249 |
|---|---|
| NAME | Jamaal Sharif Matthews |
| GIVEN NAMES | Jamaal Sharif |
| FAMILY NAME | Matthews |
| SIGNATURE | MATTHEWS J S |
| AFFILIATIONS | Montclair State University |
| ORCID | 0000-0003-3685-4131 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 136 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2020 |
| H-INDEX | 3 |
Formative Learning Experiences of Urban Mathematics Teachers’ and Their Role in Classroom Care Practices and Student Belonging
Mathematics teachers’ preteaching experiences as mathematics learners can affect their identity and practice in supporting their own students’ learning and motivation in mathematics. However, little empirical data exist on teachers’ formative experiences to guide these assumptions, particularly how teachers draw on these experiences when teaching, motivating, and caring for underserved students of color. This exploratory sequential mixed-methods …
Black and Belonging at School: A Case for Interpersonal, Instructional, and Institutional Opportunity Structures
This article is guided by two goals: (a) to consider how race-based perspectives can serve as theoretical tools for investigating Black adolescents’ opportunities to belong at school, and (b) to describe cultural and political aspects of schooling that can support a sense of belongingness among Black adolescents. We discuss support for the belonging of Black adolescents in terms of interpersonal, instructional, and institutional opportunity struc…
Exploring Divergent Patterns in Racial Identity Profiles Between Caribbean Black American and African American Adolescents: The Links to Perceived Discrimination and Psychological Concerns
Using cluster analyses, this study explored the relations among racial identity, perceived discrimination, and psychological concerns among 189 Caribbean Black American and African American adolescents. Findings showed that for all participants, less mature racial identity profiles were significantly related to perceived discrimination and psychological concerns. However, nuances in racial identity profiles between Caribbean Black American and Af…
Which Middle School Model Works Best? Evidence From the Early Childhood Longitudinal Study
There are few areas of school organization that reflect more dissatisfaction than how to structure the education of adolescents in the middle grades. This study uses multilevel models on nationally representative data provided by the Early Childhood Longitudinal Study to investigate the relationship between schools' middle-level grade span and students' math achievement. Classroom quality was considered as an explanation for any relationships bet…
Multiple pathways to identification: Exploring the multidimensionality of academic identity formation in ethnic minority males
Empirical trends denote the academic underachievement of ethnic minority males across various academic domains. Identity-based explanations for this persistent phenomenon describe ethnic minority males as disidentified with academics, alienated, and oppositional. The present work interrogates these theoretical explanations and empirically substantiates a multidimensional lens for discussing academic identity formation within 330 African American …
Men at the Crossroads: A Profile Analysis of Hypermasculinity in Emerging Adulthood
The purpose of this study is twofold: to evaluate the factor structure of the Auburn Differential Masculinity Index (ADMI-60) and to investigate the varied adoption of hypermasculine attitudes within a sample of 328 collegiate males ( M = 19.50, SD = 1.53). Factor analytic procedures were used to determine a factor structure that provided the best fit for the data. Four dimensions emerged: dominance & aggression, sexual identity, anti-femininity,…
Preschool to kindergarten transition patterns for African American boys
Early gender differences in self-regulation and academic achievement.
This study examined gender differences in self-regulation in the fall and spring of kindergarten and their connection to gender differences in 5 areas of early achievement: applied problems (math), general knowledge, letter-word identification, expressive vocabulary, and sound awareness. Behavioral selfregulation was measured using both an objective direct measure (N = 268; Head-Toes-Knees-Shoulders task) and, for a subsample of children, a teach…
A structured observation of behavioral self-regulation and its contribution to kindergarten outcomes
The authors examined a new assessment of behavioral regulation and contributions to achievement and teacher-rated classroom functioning in a sample (N = 343) of kindergarteners from 2 geographical sites in the United States. Behavioral regulation was measured with the Head-Toes-Knees-Shoulders (HTKS) task, a structured observation requiring children to perform the opposite of a dominant response to 4 different oral commands. Results revealed cons…
A structured observation of behavioral self-regulation and its contribution to kindergarten outcomes
The authors examined a new assessment of behavioral regulation and contributions to achievement and teacher-rated classroom functioning in a sample (N = 343) of kindergarteners from 2 geographical sites in the United States. Behavioral regulation was measured with the Head-Toes-Knees-Shoulders (HTKS) task, a structured observation requiring children to perform the opposite of a dominant response to 4 different oral commands. Results revealed cons…
Men at the Crossroads: A Profile Analysis of Hypermasculinity in Emerging Adulthood
The purpose of this study is twofold: to evaluate the factor structure of the Auburn Differential Masculinity Index (ADMI-60) and to investigate the varied adoption of hypermasculine attitudes within a sample of 328 collegiate males ( M = 19.50, SD = 1.53). Factor analytic procedures were used to determine a factor structure that provided the best fit for the data. Four dimensions emerged: dominance & aggression, sexual identity, anti-femininity,…
Exploring Divergent Patterns in Racial Identity Profiles Between Caribbean Black American and African American Adolescents: The Links to Perceived Discrimination and Psychological Concerns
Using cluster analyses, this study explored the relations among racial identity, perceived discrimination, and psychological concerns among 189 Caribbean Black American and African American adolescents. Findings showed that for all participants, less mature racial identity profiles were significantly related to perceived discrimination and psychological concerns. However, nuances in racial identity profiles between Caribbean Black American and Af…
Multiple pathways to identification: Exploring the multidimensionality of academic identity formation in ethnic minority males
Empirical trends denote the academic underachievement of ethnic minority males across various academic domains. Identity-based explanations for this persistent phenomenon describe ethnic minority males as disidentified with academics, alienated, and oppositional. The present work interrogates these theoretical explanations and empirically substantiates a multidimensional lens for discussing academic identity formation within 330 African American …
Preschool to kindergarten transition patterns for African American boys
Formative Learning Experiences of Urban Mathematics Teachers’ and Their Role in Classroom Care Practices and Student Belonging
Mathematics teachers’ preteaching experiences as mathematics learners can affect their identity and practice in supporting their own students’ learning and motivation in mathematics. However, little empirical data exist on teachers’ formative experiences to guide these assumptions, particularly how teachers draw on these experiences when teaching, motivating, and caring for underserved students of color. This exploratory sequential mixed-methods …
Which Middle School Model Works Best? Evidence From the Early Childhood Longitudinal Study
There are few areas of school organization that reflect more dissatisfaction than how to structure the education of adolescents in the middle grades. This study uses multilevel models on nationally representative data provided by the Early Childhood Longitudinal Study to investigate the relationship between schools' middle-level grade span and students' math achievement. Classroom quality was considered as an explanation for any relationships bet…
Early gender differences in self-regulation and academic achievement.
This study examined gender differences in self-regulation in the fall and spring of kindergarten and their connection to gender differences in 5 areas of early achievement: applied problems (math), general knowledge, letter-word identification, expressive vocabulary, and sound awareness. Behavioral selfregulation was measured using both an objective direct measure (N = 268; Head-Toes-Knees-Shoulders task) and, for a subsample of children, a teach…
A structured observation of behavioral self-regulation and its contribution to kindergarten outcomes
The authors examined a new assessment of behavioral regulation and contributions to achievement and teacher-rated classroom functioning in a sample (N = 343) of kindergarteners from 2 geographical sites in the United States. Behavioral regulation was measured with the Head-Toes-Knees-Shoulders (HTKS) task, a structured observation requiring children to perform the opposite of a dominant response to 4 different oral commands. Results revealed cons…
Preschool to kindergarten transition patterns for African American boys
Multiple pathways to identification: Exploring the multidimensionality of academic identity formation in ethnic minority males
Empirical trends denote the academic underachievement of ethnic minority males across various academic domains. Identity-based explanations for this persistent phenomenon describe ethnic minority males as disidentified with academics, alienated, and oppositional. The present work interrogates these theoretical explanations and empirically substantiates a multidimensional lens for discussing academic identity formation within 330 African American …
Men at the Crossroads: A Profile Analysis of Hypermasculinity in Emerging Adulthood
The purpose of this study is twofold: to evaluate the factor structure of the Auburn Differential Masculinity Index (ADMI-60) and to investigate the varied adoption of hypermasculine attitudes within a sample of 328 collegiate males ( M = 19.50, SD = 1.53). Factor analytic procedures were used to determine a factor structure that provided the best fit for the data. Four dimensions emerged: dominance & aggression, sexual identity, anti-femininity,…
Which Middle School Model Works Best? Evidence From the Early Childhood Longitudinal Study
There are few areas of school organization that reflect more dissatisfaction than how to structure the education of adolescents in the middle grades. This study uses multilevel models on nationally representative data provided by the Early Childhood Longitudinal Study to investigate the relationship between schools' middle-level grade span and students' math achievement. Classroom quality was considered as an explanation for any relationships bet…
Exploring Divergent Patterns in Racial Identity Profiles Between Caribbean Black American and African American Adolescents: The Links to Perceived Discrimination and Psychological Concerns
Using cluster analyses, this study explored the relations among racial identity, perceived discrimination, and psychological concerns among 189 Caribbean Black American and African American adolescents. Findings showed that for all participants, less mature racial identity profiles were significantly related to perceived discrimination and psychological concerns. However, nuances in racial identity profiles between Caribbean Black American and Af…
Black and Belonging at School: A Case for Interpersonal, Instructional, and Institutional Opportunity Structures
This article is guided by two goals: (a) to consider how race-based perspectives can serve as theoretical tools for investigating Black adolescents’ opportunities to belong at school, and (b) to describe cultural and political aspects of schooling that can support a sense of belongingness among Black adolescents. We discuss support for the belonging of Black adolescents in terms of interpersonal, instructional, and institutional opportunity struc…
Formative Learning Experiences of Urban Mathematics Teachers’ and Their Role in Classroom Care Practices and Student Belonging
Mathematics teachers’ preteaching experiences as mathematics learners can affect their identity and practice in supporting their own students’ learning and motivation in mathematics. However, little empirical data exist on teachers’ formative experiences to guide these assumptions, particularly how teachers draw on these experiences when teaching, motivating, and caring for underserved students of color. This exploratory sequential mixed-methods …
Psychology (9 works) · Early Childhood Education and Development (7 works) · Developmental psychology (5 works) · Sociology (5 works) · Parental Involvement in Education (4 works) · Social Psychology (4 works) · Academic achievement (3 works) · Child and Adolescent Psychosocial and Emotional Development (3 works) · Interpersonal communication (3 works) · Mathematics education (3 works)