Abstract
This chapter encapsulates the enormous inequalities of gender, class and ethnicity embedded in parental involvement in children’s education. It briefly revisits the analysis of social class in the migration process, problematising the short-hand usage of social class in studies concerning the educational investments of migrants. The activities of migrant mothers in relation to supporting their children’s education reveal their significant role, yet their outcomes suggest educational inequalities. I argue that to better understand the mothering work of Muslim migrant mothers, we need a version of mothering ideology that recognises the connection between gender, ethnicity, class and religion.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Notes
- 1.
The women in this study collectively interpreted good education as that which leads to security in employment and financial stability later on in life. This view is consistent with the perceptions of the wider Iraqi community.
References
Abbas, T. (2002). The home and the school in the educational achievements of South Asians. Race, Ethnicity and Education, 5(3), 291–316.
Anthias, F. (2005). Social stratification and social inequality: Models of intersectionality and identity. In F. Devine, M. Savage, J. Scott, & R. Crompton (Eds.), Rethinking class: Culture, identities and lifestyle (pp. 24–45). Basingstoke: Palgrave Macmillan.
Anthias, F. (2013). Hierarchies of social location, class and intersectionality: Towards a translocational frame. International Sociology, 28(1), 121–138.
Archer, L. (2010). ‘We raised it with the head’: The educational practices of minority ethnic, middle-class families. British Journal of Sociology of Education, 31(4), 449–469.
Austin, H., & Carpenter, L. (2008). Troubled, troublesome, troubling mothers: The dilemma of difference in women’s personal motherhood narratives. Narrative Inquiry, 18(2), 378–392.
Ball, S. J. (2003). Class strategies and the education market: The middle classes and social advantage. London: Routledge.
Bourdieu, P. (1990). The logic of practice. Stanford, CA: Stanford University Press.
Browne, I., & Misra, J. (2003). The intersection of gender and race in the labor Market. Annual Review of Sociology, 29, 487–513.
Carby, H. (2000). White women listen! Black feminism and the boundaries of sisterhood. In Centre for Contemporary Cultural Studies (Ed.), The empire strikes back: Race and racism in 70s Britain (pp. 212–235). London: University of Birmingham.
Collins, P. H. (2000). Black feminist thought: Knowledge, consciousness and the politics of empowerment. New York and London: Routledge.
Crenshaw, K. W. (1991). Mapping the margins: Intersectionality, identity politics, and violence against women of color. Stanford Law Review, 43(6), 1241–1299.
Crozier, G., & Davies, J. (2007). Hard to reach parents or hard to reach schools? A discussion of home-school relations, with particular reference to Bangladeshi and Pakistani parents. British Educational Research Journal, 33(3), 295–313.
Das Gupta, T. (1991). Introduction and overview. In J. Vorst (Ed.), Race, class, gender: Bonds and barriers (2nd ed., pp. 1–11). Toronto: Garamond Press.
Deeb, S., & Bauder, H. (2015). Breaking through the glass ceiling: Intercultural communication and the career experiences of skilled immigrant managers. In L. Ryan, U. Erel, & A. D’Angelo (Eds.), Migrant capital: Networks, identities and strategies (pp. 48–63). Basingstoke: Palgrave Macmillan.
Erel, U. (2010). Migrating cultural capital: Bourdieu in migration studies. Sociology, 44(4), 642–660.
Erel, U. (2015). Thinking migrant capitals interjectionally: Using a biographical approach. In L. Ryan, U. Erel, & A. D’Angelo (Eds.), Migrant capital. networks, identities and strategies (pp. 18–32). Basingstoke: Palgrave Macmillan.
Erel, U., & Ryan, L. (2018). Migrant capitals: Proposing a multi-level Spatio-temporal analytical framework. Sociology, 51(1), 1–18.
Gillies, V. (2005). Raising the ‘meritocracy’: Parenting and the individualization of social class. Sociology, 39(5), 835–853.
Griffith, A., & Smith, D. (2005). Mothering for schooling. New York: Routledge.
hooks, B. (1984). Feminist theory: From margin to centre. Boston, MA: South End Press.
Lareau, A. (1989). Home advantage: Social class and parental intervention in elementary education. New York: Falmer Press.
Lareau, A. (2003). Unequal childhoods: Class, race and family life. Berkeley: University of California.
Levine-Rasky, L. (2011). Intersectionality theory applied to whiteness and middle-classness. Social Identities, 17(2), 239–253.
Lopez Rodriguez, M. (2010). Migration and a quest for ‘normalcy’: Polish migrant mothers and the capitalization of meritocratic opportunities in the UK. Social Identities: Journal for the Study of Race, Nation and Culture, 16(3), 339–358.
Mansouri, F., & Trembath, A. (2005). Multicultural education and racism: The case of Arab Australian students in contemporary Australia. International Education Journal, 6(4), 421–429.
McCall, L. (2005). The complexity of intersectionality. Signs, 30(3), 1771–1800.
Mohanty, C. T. (1991). Under Western eyes: Feminist scholarship and colonial discourses. In C. T. Mohanty, A. Russo, & L. Torres (Eds.), Third world women and the politics of feminism (pp. 51–80). Bloomington: Indiana University Press.
Okin, S. M. (1999). Is multiculturalism bad for women? (J. Cohen, M. Howard, & M. C. Nussbaum, Eds.). Princeton, NJ: Princeton University Press.
Oliver, C., & O’Reilly, K. (2010). A Bourdieusian analysis of class and migration: Habitus and the individualising process. Sociology, 44(1), 49–66.
Olneck, M. R. (1993). Terms of inclusion: Has multiculturalism redefined equality in American education? American Journal of Education, 101(3), 234–260.
Reay, D. (1998). Class work: Mothers’ involvement in their children’s primary schooling. London: UCL Press.
Van Hear, N. (2014). Reconsidering migration and class. International Migration Review, 48(1), 100–121.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
Copyright information
© 2019 The Author(s)
About this chapter
Cite this chapter
Jamal Al-deen, T. (2019). The Conclusion. In: Motherhood, Education and Migration. Palgrave Macmillan, Singapore. https://doi.org/10.1007/978-981-32-9429-5_8
Download citation
DOI: https://doi.org/10.1007/978-981-32-9429-5_8
Published:
Publisher Name: Palgrave Macmillan, Singapore
Print ISBN: 978-981-32-9428-8
Online ISBN: 978-981-32-9429-5
eBook Packages: EducationEducation (R0)