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.

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.

Peer Reviewed

1

Copyright

The authors

 
 

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