School Choice as "Motherwork": Valuing African-American Women's Educational Advocacy and Resistance

Autor/in	Cooper, Camille Wilson
Titel	School Choice as "Motherwork": Valuing African-American Women's Educational Advocacy and Resistance
Quelle	In: International Journal of Qualitative Studies in Education (QSE), 20 (2007) 5, S.491-512 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-8398
Schlagwörter	Parent Participation; Parent School Relationship; Mothers; School Choice; Advocacy; Parent Role; African Americans; Interviews; Low Income Groups; Working Class; Racial Factors; Gender Differences; Parent Attitudes; Resistance (Psychology); Empowerment; Child Rearing; Ethnic Stereotypes + Suchen Sie Ihr Suchwort? Elternmitwirkung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Mother; Mutter; Choice of school; Schulwahl; Sozialanwaltschaft; Parental role; Elternrolle; Afroamerikaner; Interviewing; Interviewtechnik; Arbeiterklasse; Geschlechterkonflikt; Elternverhalten; Resistenz; Kindererziehung; National stereotype; Nationales Stereotyp
Abstract	This study draws on in-depth interview data to discuss the school choices and educational advocacy roles of 14 African-American mothers. The narratives of the study's participants, who have low-income or working-class status, show how race, class and gender factors influence their school choice-making and their value of education. The author asserts that the mothers' school choice-making constitutes an important act of cultural resistance and empowerment called motherwork. Analysis of the study's findings challenges conventional notions of parent involvement and counters prevalent stereotypes that portray African-American mothers as uncaring. Attention is given to the inequities that the mothers face in the educational marketplace and how they seek agency. Educators are urged to consider how the mothers perceive themselves and construct their educational involvement roles in order to engage parents in empowering and meaningful ways. (Contains 1 table.) (Author).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10