Document Type
Article
Publication Date
6-19-2017
Abstract
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.
Recommended Citation
Allen, Q., & White-Smith, K. (2017). “That’s why I say stay in school”: Black mothers’ parental involvement, cultural wealth, and exclusion in their son’s schooling. Urban Education, 0042085917714516. https://doi.org/10.1177/0042085917714516
Peer Reviewed
1
Copyright
The authors
Included in
African American Studies Commons, Educational Assessment, Evaluation, and Research Commons, Educational Sociology Commons, Family, Life Course, and Society Commons, Other Education Commons, Other Sociology Commons, Place and Environment Commons, Quantitative, Qualitative, Comparative, and Historical Methodologies Commons, Race and Ethnicity Commons, Social and Philosophical Foundations of Education Commons, Social Psychology and Interaction Commons, Sociology of Culture Commons
Comments
This is a pre-copy-editing, author-produced PDF of an article accepted for publication in Urban Education in 2017 following peer review. The definitive publisher-authenticated version is available online at DOI:10.1177/0042085917714516.