"That's Why I Say Stay in School": Black Mothers' Parental Involvement, Cultural Wealth, and Exclusion in Their Son's Schooling

《"That's Why I Say Stay in School": Black Mothers' Parental Involvement, Cultural Wealth, and Exclusion in Their Son's Schooling》

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关键字: parent participation; urban education; African American students; high school; critical race theory; Black males; discipline policies; ACADEMIC-ACHIEVEMENT; STUDENTS; COMMUNITY; TEACHERS; RACE; EDUCATION; DISPROPORTIONALITY; MICROAGGRESSIONS; PARTICIPATIO

作者单位: [Allen, Quaylan] Chapman Univ, Coll Educ Studies, One Univ Dr, Orange, CA 92866 USA. [White-Smith, Kimberly] Univ La Verne, Educ, La Verne, CA USA. [White-Smith, Kimberly] Univ La Verne, LaFetra Coll Educ LFCE, La Verne, CA USA. Allen, Q (reprint author), Chapman Univ, Coll Educ Studies, One Univ Dr, Orange, CA 92866 USA. E-Mail: qallen@chapman.edu

摘要: 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.