By M. Arnot
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Extra resources for Feminism And Social Justice In Education: International Perspectives
However, it was felt that the introduction of bias this situation might encourage was far outweighed by the positive aspects of access and confidentiality that I enjoyed. The findings discussed in this chapter relate to only one aspect of this research project; that is the cultural construction of gender identity among young women of African Caribbean descent. The Findings: Reconstructing Black Womanhood The evidence presented here suggests that the cultural construction of femininity among African Caribbean women fundamentally differs from the forms of femininity found among their white peers.
GORDON, T. (1990) Feminist Mothers, Basingstoke, MacMillan. GREEN, D. and QUEST, C. (Eds) (1992) Equal Opportunities: A Feminist Fallacy, London, IEA. GROVES, D. (Eds) (1983) A Labour of Love, London, Routledge. HAMNER, J. and MAYNARD, M. (Eds) (1987) Women, Violence and Social Control, London, Allen & Unwin. HAMNER, J. et al (Eds) (1989) Women, Policing and Male Violence: International Perspectives, London, Routledge. JOHNSON, D. (1990) Parental Choice in Education, London, Unwin Hyman. KELLY, L.
It manifests itself in the pervasive belief that young black women are motivated to succeed in school primarily through their identification with their ‘strong black mothers’. However, this idea appears to be the outcome of widespread common-sense idealizing about the matrifocal nature of African Caribbean society rather than qualified academic research. My argument here is that the construction of black womanhood that the positive female role model entails, despite appearing outwardly progressive, offers an interpretation of African Caribbean culture that is both misleading and problematic.