I am a sociologist of education, a school ethnographer, and a teacher educator who employs interdisciplinary frameworks to examine identity, culture, and urban schooling from a qualitative inquiry stance. My scholarship to date has explored how school culture influences boys' identities; fostered their resistance to rigid gender norms; and sought to address how urban schools limit boys' learning and engagement during childhood and early-adolescence. My current book project is a multi-year ethnography of a single-sex middle school for low-income boys of color in New York City. In my hometown of Milwaukee, Wisconsin, I taught 1st-grade in a single-sex class for Black and Latino boys.
Boys' education (childhood and early-adolescence), participatory action research, sociology of education, masculinity and schooling, race and teacher education, relational teaching, single-sex education, and qualitative research methods.
Dumas, M., & Nelson, J. (2016). (Re)Imagining Black Boyhood: Toward a critical framework for educational research. Harvard Educational Review.
Nelson, J. (2016). Relational Teaching with Black Boys: Strategies for learning at a single-sex middle school for boys of color in New York City. Teachers College Record. 118(6). pp. 25-47.
Stahl, G., Nelson, J., & Wallace, D. (2016). Masculinity and Aspiration in the Era of Neoliberal Education: International perspectives. (Eds.). New York: Routledge.
Nelson, J. (2016). Fifth-Grade Boys of Color Aspirational Identities at a Single-Sex School in Stahl, G., Nelson, J., & Wallace, D. (Eds.) Masculinity and Aspiration in the Era of Neoliberal Education: International Perspectives. New York: Routledge.
Nelson, J., Stahl, G., & Wallace, D. (2015). Race, Class, and Gender in Boys' Education: Repositioning Intersectionality Theory. Culture, Society, and Masculinities. 7(2). pp. 12-32.
Pupik-Dean, C., & Nelson, J. (2015). Sociocultural Learning and the Hope for School Change: Participatory Action Research at a public elementary school. Theory, Research, and Action in Urban Education. 4(1).
Fergus, E., with Nelson, J. (2014). Assumptions and Strategies: A model for "saving" boys of color. In Fergus, F., Noguera, P., & Martin, M. Schooling for Resilience: Improving the life trajectories of Black and Latino boys. Cambridge: Harvard Education Press.
Way, N., Cressen, J., Bodian, S., Preston, J., Nelson, J., & Hughes, D. (2014). "It might be nice to be a girl... Then you wouldn't have to be emotionless:" Boys' resistance to norms of masculinity during adolescence. Psychology of Men and Masculinity. 15(3). pp. 241-252.
Reichert, M., & Nelson, J. (2012). Reproduction, Resistance, and Hope: The promise of schooling for boys. Journal of Boyhood Studies. 6(1), pp. 4-15.
Reichert, M., Nelson, J., Heed, J. Yang, R., & Benson, W. (2012). “A place to be myself:” The Critical Role of Schools in Helping Boys Be Boys. Journal of Boyhood Studies. 6(1), pp. 54-75.
Nelson, J., & Vidale, D. (2012). Helping Boys Take Flight: A Peer-Mentoring Program for Boys of Color at the Riverdale Country School. Journal of Boyhood Studies. 6(2), pp. 219-223.
Epstein, T., Mayorga, E., & Nelson, J. (2011). Teaching about Race in an Urban History Class: The Effects of Culturally Responsive Teaching. Journal of Social Studies Research. 35(1), pp. 2-21.
EDUC 061 - Gender and Education
EDUC 023 - Adolescence
Honors and Awards:
National Academy of Education/Spencer Foundation Postdoctoral Fellow 2015
Ford Foundation Postdoctoral Fellow 2014