Gendering Bourdieu's Concepts of Capitals? Emotional Capital, Women and Social Class

Reay, Diane

doi:10.1111/j.1467-954x.2005.00524.x

Cited by 303 publications

(327 citation statements)

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“…These two households allow us to explore how gender is implicated in the activation of multiple capitals. The presence of children in the household also allows us to explore the deployment of emotional capital within household settlement strategiesgiven that emotional capital has been particularly associated with women's emotional resources in the domestic sphere and the raising of children (Reay 2004). From different source countries, with the men of the household both having similar professional qualifications and arriving in the year of the first interview, the two households also provided us with the opportunity to observe similarities and variations in strategies that could give us insight into the complexity of capital transformation processes.…”

Section: Methodsmentioning

confidence: 99%

“…The middle-class mothers in her study invested heavily in time and mental and emotional labour in their children's education, but mothers with fewer resources and less social power were unable to generate cultural capital to the same extent. More recently, Reay (2004) has developed the gendered notion of 'emotional capital', initially identified by Nowotny (in Reay 2004), sug gesting that emotional capital usefully complements the primary triad of cultural, social and economic capital laid out in Bourdieu's theory of practice. Reay (2004: 61) draws on Allatt's (1993) definition of emotional capital as 'emotionally valued assets and skills, love and affection, expen diture of time, attention, care and concern'.…”

Section: 3mentioning

confidence: 99%

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Gender, Generations and the Family in International Migration

Bonjour

2013

Journal of Ethnic and Migration Studies

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Section: Methodsmentioning

confidence: 99%

Section: 3mentioning

confidence: 99%

Gender, Generations and the Family in International Migration

Bonjour

2013

Journal of Ethnic and Migration Studies

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“…Rather, Anthony's father takes a very active interest, and this breaking of gendered roles, in which the mother is expected to undertake the emotional labour of home-school co-operation (Reay, 2004a), also appears, in the account of the mother, who specifies 'six foot, black man,' to be racialized by the school staff. In addition, the mothers of Duane, Grant and Henry also suggest that children with SCD do not articulate the notion of racism because of the predominantly black neighbourhood and ethnic profile of the school.…”

Section: Conscious Strategies For Disabling Racismmentioning

confidence: 99%

Critical realism, agency and sickle cell: case studies of young people with sickle cell disorder at school

Dyson¹,

Atkin²,

Culley³

et al. 2013

Ethnic and Racial Studies

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of societal inoculation against accusations of racism), naming racism as an emergent strategy (when communal discussions enable multiple negative experiences to be framed and named as racism), and "passing" (not ostensibly experiencing racism if one is sufficiently light-skinned). Critical realism suggests how racism may be structuring the experiences of students with SCD at school even in the absence of specific accounts by young people.Keywords: sickle cell; racism, agency, critical realism, case study, schools.3 IntroductionSickle cell disorder (SCD) is a complex chronic illness, which in England is more common in those of Black African/Caribbean descent. Young people with SCD report extensive negative experiences in their school lives (Dyson et al, 2010) and it is important to ascertain the extent to which disability discrimination or racism contribute to these experiences. In this article the authors suggest a theoretical position for understanding the subtlety of racism in structuring the lives of young black students with SCD even in the absence of any reported racism. Racism is conceived of as an ideational phenomenon deriving its power through specific socio-political interactions (such as slavery)which leave historical-material and cultural-ideational structures that constrain subsequent interactions (Carter, 2000). This conception of racism derives from the broader theoretical position of critical realism. We first outline this theory of critical realism. We next describe our research programme of the experiences in school of young people living with SCD, within which the ten case studies we consider are situated. We suggest racism cannot be assumed to be absent on the basis of the lack of explicit references to the phenomenon, and consider the subtle ways racism structures school experiences. Critical Realism and RacismCritical realism is a philosophy underlying social research. The social world is conceived as having ontological depth, with three realms: the observable, the actual (hidden from immediate interaction but observable in principle), and the 4 realm of the real, comprising structures, unobservable, even in principle (Bhaskar, 1979). Such structures might include capitalist relations of production or post-colonial relations. Following Layder (1990), social relations (structures) of discriminatory practice are not directly observable (and so may be opaque to individual actors), though social relationships between black students and white teachers potentially are. There is a distinction between experiential common sense language (race) and social scientific analysis of racism (Carter, 2000).Critical realism involves "a plausible case for the existence of unobservable entities […] by reference to observable effects which can only be explained as the products of such entities" (Sayer, 2000, p. 12). There is an analytic distinction between studying structure and studying agency, avoiding reducing one to the other (Archer, 1995). Thus practices that have discriminatory effects are to be analysed...

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“…Os "pais", na literatura sobre capital social, geralmente não são diferenciados, e isso mascara que a maior parte da "paternidade/maternidade" tende a ser exercida pelas mães (Breugel & Warren, 2003); é claro que isso é reconhecido há muito tempo em pesquisas feministas (Reay, 2002).…”

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“…Também sugeri que o trabalho mais complexo e contextualizado de Bourdieu sobre diferentes formas de capital interligadas, poderia ser utilmente aplicado em pesquisas que procurassem relacionar o contexto social do dia-a-dia das crianças, fosse ele sua casa, a escola ou a vizinhança, à saúde/bem-estar (Bourdieu, 1986 (Reay, 2002), por outro, ele não utilizou o conceito de "capital emocional" em relação ao gênero. Nowotny (1981) sugere que, para homens e mulheres, pode haver diferentes regras para a conversão de capital, o que está relacionado à concentração (históri-ca) das mulheres no âmbito privado.…”

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Conceituando o capital social em relação a crianças e jovens: é diferente para meninas?

Morrow

2007

Educ. Soc.

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RESUMO: Este artigo descreve um projeto de pesquisa que explorou a relevância da definição de Putnam (1993) de capital social (como algo que consiste de redes sociais, normas de confiança, reciprocidade, engajamento cívico e participação em comunidades) com crianças e jovens de áreas socialmente desfavorecidas. O artigo também apresenta dados de um estudo sociológico empírico que buscou explorar o significado e a relevância de diferentes aspectos do "capital social" para jovens de 12 a 15 anos que vivem em duas áreas carentes de uma cidade no sudeste da Inglaterra. Baseia-se em descrições que os jovens fazem de seu dia-a-dia e concentra-se em quatro elementos: relatos sobre os pais e a centralidade das mães, diferenças de gênero em relatos sobre o significado e a natureza da amizade, diferenças de gênero em experiências de espaços do bairro e recursos locais e diferenças de gênero nas aspirações dos jovens para o futuro. Palavras-chave:Infância. Capital social. Gênero. CONCEPTUALIZING SOCIAL CAPITAL IN RELATION TO CHILDREN AND YOUNG PEOPLE: IS IT DIFFERENT FOR GIRLS?ABSTRACT: This paper describes a research project that explored the relevance of Putnam's (1993) definition of social capital (as consisting of social networks, norms of trust, reciprocity, civic engagement and participation in communities) with children and young people in disadvantaged areas. Also, the paper presents data from an empirical sociological study that attempted to explore the meaning

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Gendering Bourdieu's Concepts of Capitals? Emotional Capital, Women and Social Class

Cited by 303 publications

References 40 publications

Gender, Generations and the Family in International Migration

Gender, Generations and the Family in International Migration

Critical realism, agency and sickle cell: case studies of young people with sickle cell disorder at school

Conceituando o capital social em relação a crianças e jovens: é diferente para meninas?

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