“Race”, Belonging and Emancipation: Trajectories and Views of the Daughters of Western Africa in Spain

Abstract

Young Spanish Black people born to migrant parents continue to be either invisible or problematized in public discourses, which project a monocultural and phenotypically homogeneous Europe. Research in countries with a long immigration history has shown that in the process of othering minorities, gender ideologies emerge as ethnic boundaries and feed the paternalistic treatment of women while accusing their families and communities of harming them through atavistic traditions. However, little research has focused on girls’ and young women from West African immigration and Muslim tradition in Spain, a country where they represent the first “second generation”. In order to gain a deeper insight into their processes and views, this paper describes and analyses the educational trajectories and transitions to adult life of a group of young women with these backgrounds who participated in a multilevel and narrative ethnography developed in the framework of a longitudinal and comparative project on the risk of Early Leaving of Education and Training in Europe (ELET). In the light of the conceptual contributions of the politics of belonging and intersectionality, the responsibilities regarding the conditions for gaining independence are relocated while assessing the role of the school in the processes of social mobility and the development of egalitarian aspirations in the labor market and in the family environment. The findings show how the limits encountered by these young women in their trajectories to an independent adult life are mainly produced by processes of racialization conditioned by class and gender, ironically in key spaces of social inclusion such as schools and the labor market rather than, or mainly by, an ethnic community that subjugates them.

África en La Globalidad. Estudios Sobre Las Realidades Africanas en El Siglo Xxi

“…Además, se asocia con dificultades en el acceso a recursos de distinto tipo (Bravo-Moreno, 2015;Romero Gutiérrez & Olivares González, 2021), como el empleo, la educación, la vivienda, a la movilidad y a la seguridad en los espacios públicos de quienes las sufren. Concretamente, en estudios superiores, existen tasas muy reducidas de estudiantado universitario procedente de África a pesar de su elevada representación entre la población general en España (Narciso, 2021).…”

Multicultural Diversity in the Spanish Public University: An Ethnographic Case Study of Latin American, Latino, and Afro-Latin American Students

“…In the Spanish context, numerous studies address the realities of minority, minoritized, and/or migrant groups in the educational system, especially at the primary and secondary levels [16][17][18]. Most of the existing research has focused on numerically studying the presence of these populations in schools [19]; their unequal distribution-concentration and inter-and intra-school segregation [20,21]; the diversity management models (multicultural, intercultural, assimilationist, compensatory, etc.)…”

Towards a Common Public Culture? Boundaries to Belonging in Catalonia

“…The present article is closely linked with previous work developed by Yuval-Davis (2006) and Anthias (2009) about the pro-cesses of collective identification, which have overemphasized ethnic issues. However, these processes also form and prevail through other social categories, such as gender, age or life cycle, social class, political beliefs, and values (Narciso, 2021).…”