Racialized Compensatory Cultivation: Centering Race in Parental Educational Engagement and Enrichment

Autor/inn/en	Delale-O'Connor, Lori; Huguley, James P.; Parr, Alyssa; Wang, Ming-Te
Titel	Racialized Compensatory Cultivation: Centering Race in Parental Educational Engagement and Enrichment
Quelle	In: American Educational Research Journal, 57 (2020) 5, S.1912-1953 (42 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831219890575
Schlagwörter	Parenting Styles; Motivation; Child Rearing; Parent Background; Educational Attainment; Middle School Students; Racial Differences; African Americans; Socioeconomic Status; Whites; Social Class; Racial Bias; Social Justice; Social Capital; Cultural Capital; Socialization; Parent Attitudes; Student Attitudes; Individual Characteristics + Suchen Sie Ihr Suchwort? psychologische; Motivation (psychologisch); Kindererziehung; Elternhaus; Bildungsabschluss; Bildungsgut; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Rassenunterschied; Afroamerikaner; Socio-economic status; Sozioökonomischer Status; White; Weißer; Social classes; Soziale Klasse; Racial discrimination; Rassismus; Soziale Gerechtigkeit; Sozialkapital; Socialisation; Sozialisation; Elternverhalten; Schülerverhalten; Personality characteristic; Personality traits; Persönlichkeitsmerkmal
Abstract	In this study, we examine the intersections and divergences of class- and race-based parenting motivations and practices as they connect to education through an exploration of the purposeful, race-conscious ways that a socioeconomically mixed sample of Black families approaches and practices academic and social enrichment and development. Drawing from focus groups and interviews with 28 African American caregivers and their middle school children, we propose the concept of racialized compensatory cultivation to describe the racialized ways Black parents across socioeconomic classes understand and engage in educationally focused enrichment practices. We add to the body of work that actively challenges the centering of White, middle-class caregiving norms and connections to schools as the dominant and most effective practices and strategies. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01