‘Between authenticity and pretension’: parents', pupils' and young professionals' negotiations of minority ethnic middle‐class identity
Identifieur interne : 000198 ( Main/Exploration ); précédent : 000197; suivant : 000199‘Between authenticity and pretension’: parents', pupils' and young professionals' negotiations of minority ethnic middle‐class identity
Auteurs : Louise ArcherSource :
- The Sociological Review [ 0038-0261 ] ; 2012-02.
English descriptors
- KwdEn :
- Teeft :
- Archer, Asian family, Black african, Black boys, Black caribbean, Black caribbean pupil, Black judge, Black middle class, Black middle classes, Black people, British chinese, British journal, Cambridge university press, Class contempt, Class position, Class privilege, Contemporary britain, Editorial board, Educational experiences, Educational practices, Equal numbers, Exploratory study, Feminist research, Feminist review, Gender, Identity constructions, Identity performances, Identity work, Inauthenticity, Indian middle class, Inequality, Labour market, Legitimated marker, Leyla, Louise archer, Lydia, Many participants, Middle class, Middle classes, Misrecognition, Muslim, Muslim pakistani mother, Open university press, Other hand, Other people, Other words, Pakistani, Participant, Political values, Pretension, Racial inequalities, Racialized, Racialized terms, Racism, Reay, Relational production, Routledge, School pupils, Social change, Social class, Social mobility, Sociological, Sociological interest, Sociological review, Subject position, Transversal politics, Trentham books, Tweed jacket, White colleagues, White friends, White middle classes, White people, White society, Whiteness, Young professionals, Youth cultures.
Abstract
Despite an increasing sociological interest in the middle classes and their educational practices, research has largely concentrated on the white middle classes. This paper considers the case of the minority ethnic (ME) middle classes through empirical data from a small, exploratory study conducted in England with 36 minority ethnic, ‘middle‐class’ individuals (parents, pupils and young professionals) from a range of ME backgrounds. It is argued that participants experienced ME middle‐class identity as a profoundly conflictual and precarious space, negotiated through a matrix of relational classed and racialized positionings. ‘Authentic’ middle‐classness remains the preserve of white society due to racial inequalities and the dominance of whiteness as the popularly legitimated marker of middle classness. Moreover, attempts to define an acceptable, legitimate and principled ME middle‐class identity are compromised by the discursive threats of ‘inauthenticity’, ‘pretension’ and ‘misrecognition’.
Url:
DOI: 10.1111/j.1467-954X.2011.02042.x
Affiliations:
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This paper considers the case of the minority ethnic (ME) middle classes through empirical data from a small, exploratory study conducted in England with 36 minority ethnic, ‘middle‐class’ individuals (parents, pupils and young professionals) from a range of ME backgrounds. It is argued that participants experienced ME middle‐class identity as a profoundly conflictual and precarious space, negotiated through a matrix of relational classed and racialized positionings. ‘Authentic’ middle‐classness remains the preserve of white society due to racial inequalities and the dominance of whiteness as the popularly legitimated marker of middle classness. 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