In:
Urban Education, SAGE Publications, Vol. 53, No. 3 ( 2018-03), p. 409-435
Kurzfassung:
This study examines parental involvement practices, the cultural wealth, and school experiences of poor and working-class mothers of Black boys. Drawing upon data from an ethnographic study, we examine qualitative interviews with four Black mothers. Using critical race theory and cultural wealth frameworks, we explore the mothers’ approaches to supporting their sons’ education. We also describe how the mothers and their sons experienced exclusion from the school, and how this exclusion limited the mothers’ involvement. We highlight their agency in making use of particular forms of cultural wealth in responding to the school’s failure of their sons.
Materialart:
Online-Ressource
ISSN:
0042-0859
,
1552-8340
DOI:
10.1177/0042085917714516
Sprache:
Englisch
Verlag:
SAGE Publications
Publikationsdatum:
2018
ZDB Id:
2067136-2
SSG:
5,3