Unequal Childhoods - Annette Lareau [244]
67. Peggy C. Giordano, “Relationships in Adolescence”; Jennifer Lee and Frank D. Bean, “America’s Changing Color Lines.”
68. For a review, see Kathleen V. Hoover-Dempsey and Howard M. Sandler, “Why Do Parents Become Involved in Their Children’s Education?” See also John B. Diamond and Kimberly Williams Gomez, “African-American Parents’ Educational Orientations.”
69. I have a very small sample. In the working-class and poor families, all the parents were interviewed. But, among the middle-class, Alexander Williams’s parents declined to be interviewed. This limits the conclusions that can be drawn. I looked closely across the sample for signs of racial differences in the character, frequency, and type of interventions parents made in institutions. Class differences were quite striking, but racial differences did not emerge. For discussions of the power of race in family life, see Linda Burton et al., “Critical Race Theories, Colorism, and the Decade’s Research on Families of Color.” Of course, there are countless studies of race and ethnicity, and there is compelling evidence of continued discrimination in daily life against African Americans. For discussion of race and employment, see Pager, Marked. For race and incarceration, see Western, Punishment. For a review of race and residential segregation, see Douglas Massey, Categorically Unequal. For wealth gaps, see Melvin L. Oliver and Thomas M. Shapiro, Black Wealth/White Wealth. For race and public space, see Joseph Feagin and Melvin P. Sikes, Living with Racism. See also, among others, the work by Michèle Lamont, Elijah Anderson, Alford Young, and Mica Pollock.
70. See Emily Beller and Michael Hout, “Intergenerational Social Mobility.”
71. I am grateful to Katherine Mooney for suggesting this phrase.
CHAPTER 14: REFLECTIONS
1. See William Foote Whyte, Street Corner Society.
2. See Annette Lareau, “Common Problems in Fieldwork: A Personal Essay,” in Home Advantage. See also Annette Lareau and Jeffrey Shultz, eds., Journeys through Ethnography, as well as Appendix A in this book.
3. Michael Burawoy, “Revisits”; Linda M. Burton, Diane Purvin, and Raymond Garrett-Peters, “Longitudinal Ethnography”; Nancy Scheper-Hughes, “Ire in Ireland”; Jay MacLeod, Ain’t No Making It. See also Michael Burawoy, “Public Ethnography as Film.”
4. See Norman K. Denzin and Yvonna S. Lincoln, The SAGE Handbook of Qualitative Research; Caroline Ramazanoglu and Joan Holland, Feminist Methodology; Diane L. Wolf, ed., Feminist Dilemmas in Fieldwork; Martyn Hammersley and Paul Atkinson, Ethnography; Dorothy Smith, Institutional Ethnography; Paul ten Have, Understanding Qualitative Research and Ethnomethodology; Joan Cassell, “Risks and Benefits to Subjects of Fieldwork.” For a vigorous defense of the position that ethnographers should collaborate and “co-construct” ethnographies with research participants, see Luke Eric Lassiter, The Chicago Guide to Collaborative Ethnography.
5. Whyte, Street Corner Society; Scheper-Hughes, “Ire in Ireland”; Arthur J. Vidich and Joseph Bensman, Small Town and Mass Society; Carolyn Ellis, “Emotional and Ethical Quagmires in Returning to the Field”; Arlene Stein, “Sex, Truths, and Audiotape.”
6. The original research was done in 1993–95. Some families had kept in touch with me over the years since then. I attended Wendy Driver’s high school graduation party, for example; I got a prom picture and graduation notice for Tyrec Taylor. I also received announcements of high school graduation and college enrollment for Garrett Tallinger and Stacey Marshall.
7. Williams, Marshall, Handlon (mother and Melanie), Irwin, Greeley, Carroll, Brindle, Tallinger (Garrett), and Yanelli family-member interviews were completed before they received the book. The interviews with Ms. McAllister and the Tallinger parents took place on the day I delivered the book. The Driver, Taylor, and Handlon (father)