Intersectional Work and Precarious Positionings: Black Middle-Class Parents and Their Encounters with Schools in England

Autor/inn/en	Vincent, Carol; Rollock, Nicola; Ball, Stephen; Gillborn, David
Titel	Intersectional Work and Precarious Positionings: Black Middle-Class Parents and Their Encounters with Schools in England
Quelle	In: International Studies in Sociology of Education, 22 (2012) 3, S.259-276 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0962-0214
DOI	10.1080/09620214.2012.744214
Schlagwörter	Academic Achievement; Educational Strategies; Parent School Relationship; Middle Class; Foreign Countries; Blacks; Role; Race; Social Class; Self Concept; Racial Identification; Semi Structured Interviews; Parent Attitudes; United Kingdom (England) + Suchen Sie Ihr Suchwort? Schulleistung; Lehrstrategie; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Mittelschicht; Ausland; Black person; Schwarzer; Rollen; Rasse; Abstammung; Social classes; Soziale Klasse; Selbstkonzept; Elternverhalten
Abstract	This paper reports on data drawn from a study exploring the educational strategies of 62 Black Caribbean heritage middle-class parents. In this paper, we consider the respective roles of race and class in the shaping of parents' educational strategies, deploying an analysis that focuses on their intersection and seeks to hold both race and class in productive tension. Drawing on empirical data, we illustrate how parents' classed and raced identities shape their interactions with school staff. (Contains 2 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10