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Social mix, schooling and intersectionality: Identity and risk for Black middle class families

Ball, SJ; Rollock, N; Vincent, C; Gillborn, D; (2013) Social mix, schooling and intersectionality: Identity and risk for Black middle class families. Research Papers in Education , 28 (3) pp. 265-288. 10.1080/02671522.2011.641998.

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Abstract

This paper addresses some particular aspects of the complex intersections between race and social class. It is based upon data collected as part of a two-year Economic and Social Research Council (ESRC) funded project exploring the 'Educational strategies of the Black Middle Classes' (BMC). ('The Educational Strategies of the Black middle classes', ESRC RES-062-23-1880). The project as a whole focuses on the educational perspectives, strategies and experiences of Black Caribbean-heritage middle class families in England. Little research attention has been given to the growing BMC, despite the massive interest in the educational decision-making of White middle class families. The assumption perpetuated in media coverage of issues like educational achievement is that Black children are working class. Here we consider the role of ethnic and social class mix - within school choice and within children's friendship groups as these are inflected by the concerns about racism and educational achievement articulated by BMC parents. The paper indicates different degrees of importance given to social mix in relation to school choice and in the making and monitoring of friendships among the families in the sample and some of the issues of strategy, risk and identity that are embedded in their thinking about and planning for social mix. Some gender differences are also signalled and their intersection with race and class is discussed. © 2013 Copyright Taylor and Francis Group, LLC.

Type: Article
Title: Social mix, schooling and intersectionality: Identity and risk for Black middle class families
DOI: 10.1080/02671522.2011.641998
UCL classification: UCL > School of Education
UCL > School of Education > UCL Institute of Education
UCL > School of Education > UCL Institute of Education > IOE - Education, Practice & Society
URI: http://discovery.ucl.ac.uk/id/eprint/1498306
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