dc.contributor.author
Narciso Pedro, Laia
dc.date.accessioned
2024-11-01T00:41:03Z
dc.date.available
2024-11-01T00:41:03Z
dc.identifier
https://ddd.uab.cat/record/249870
dc.identifier
urn:10.3390/socsci10040143
dc.identifier
urn:oai:ddd.uab.cat:249870
dc.identifier
urn:scopus_id:85105010212
dc.identifier
urn:articleid:20760760v10n4p143
dc.identifier
urn:oai:egreta.uab.cat:publications/001c5f4c-4435-423b-b059-cef7b100ccb3
dc.identifier.uri
https://hdl.handle.net/2072/457484
dc.description.abstract
Funding: This research has received funding from the European Union's Seventh Framework Programme for research, technological development and demonstration under grant agreement no 320223.
dc.description.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.
dc.format
application/pdf
dc.relation
Social sciences ; Vol. 10 Núm. 4 (april 2021), p. 143
dc.rights
Aquest document està subjecte a una llicència d'ús Creative Commons. Es permet la reproducció total o parcial, la distribució, la comunicació pública de l'obra i la creació d'obres derivades, fins i tot amb finalitats comercials, sempre i quan es reconegui l'autoria de l'obra original.
dc.rights
https://creativecommons.org/licenses/by/4.0/
dc.subject
Politics of belonging
dc.subject
Gender ideologies
dc.title
"Race", Belonging and Emancipation : Trajectories and Views of the Daughters of Western Africa in Spain
