Distinctiveness, Deference and Dominance in Black Caribbean Fathers' Engagement with Public Schools in London and New York City

Autor/in	Wallace, Derron
Titel	Distinctiveness, Deference and Dominance in Black Caribbean Fathers' Engagement with Public Schools in London and New York City
Quelle	In: Gender and Education, 29 (2017) 5, S.594-613 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0954-0253
DOI	10.1080/09540253.2017.1296118
Schlagwörter	Foreign Countries; Blacks; African Americans; Immigrants; Fathers; Critical Theory; Race; Masculinity; Social Influences; Parent Teacher Cooperation; Stereotypes; Power Structure; Urban Schools; Parent Participation; Identification (Psychology); Interviews; Cross Cultural Studies; Racial Bias; Gender Issues; Child Rearing; Whites; Teachers; Females; Ethnography; Qualitative Research; Grounded Theory; United Kingdom (London); New York (New York) + Suchen Sie Ihr Suchwort? Ausland; Black person; Schwarzer; Afroamerikaner; Immigrant; Immigrantin; Immigranten; Kritische Theorie; Rasse; Abstammung; Männlichkeit; Sozialer Einfluss; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Klischee; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Elternmitwirkung; Interviewing; Interviewtechnik; Cultural comparison; Kulturvergleich; Racial discrimination; Rassismus; Geschlechterfrage; Kindererziehung; White; Weißer; Lehrer; Lehrerin; Lehrende; Weibliches Geschlecht; Ethnografie; Qualitative Forschung
Abstract	In the US and UK, Black fatherhood has long been steeped in narratives of pathology. Despite the promotion of nuanced understandings of Black fatherhood in recent scholarship, research on Black fathers' positive engagement with urban schools remains remarkably limited. This article adds to the literature by highlighting the strategies Black Caribbean fathers deploy to challenge assumptions about their identities and involvement. Based on 20 in-depth interviews with 10 Caribbean immigrant fathers in London and New York City, the analysis rendered utilises Critical Race Theory to highlight how some Black men attempt to counter racial subordination through masculine domination, particularly when engaging with white female teachers. The empirical analysis reveals that groups of Caribbean immigrant fathers draw on three common strategies to offset negative stereotypes about their engagement and assert their masculinities--namely, distinctiveness, deference and dominance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01