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"Doing what I do": African American ...

Froyum Roise, Carissa M.

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"Doing what I do": African American teenagers, gender, and sexuality in an inner city.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	"Doing what I do": African American teenagers, gender, and sexuality in an inner city./
Author:	Froyum Roise, Carissa M.
Description:	273 p.
Notes:	Adviser: Barbara Risman.
Contained By:	Dissertation Abstracts International68-08A.
Subject:	Black Studies. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3279328
ISBN:	9780549202011

"Doing what I do": African American teenagers, gender, and sexuality in an inner city.
Froyum Roise, Carissa M.

"Doing what I do": African American teenagers, gender, and sexuality in an inner city. - 273 p.

Adviser: Barbara Risman.

Thesis (Ph.D.)--North Carolina State University, 2007.

This ethnographic study examines the strategies that a nonprofit organization (Kidworks) used to create opportunities for working-class black kids. The mission of Kidworks was to help kids achieve their potential and become productive adults through youth development. Staff at Kidworks viewed their black clientele as at risk for failing and getting into trouble. They attributed the problem to street culture, and they prescribed middle-class culture as the solution. I examine how Kidworks went about meeting its mission and the consequences, using data from 21 months of participant observation, 40 interviews, and artifacts.

ISBN: 9780549202011Subjects--Topical Terms:

1017673
Black Studies.

"Doing what I do": African American teenagers, gender, and sexuality in an inner city.
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020 $a 9780549202011
035 $a (UMI)AAI3279328
035 $a AAI3279328
040 $a UMI $c UMI
100 1 $a Froyum Roise, Carissa M. $3 1286368
245 1 0 $a "Doing what I do": African American teenagers, gender, and sexuality in an inner city.
300 $a 273 p.
500 $a Adviser: Barbara Risman.
500 $a Source: Dissertation Abstracts International, Volume: 68-08, Section: A, page: 3607.
502 $a Thesis (Ph.D.)--North Carolina State University, 2007.
520 $a This ethnographic study examines the strategies that a nonprofit organization (Kidworks) used to create opportunities for working-class black kids. The mission of Kidworks was to help kids achieve their potential and become productive adults through youth development. Staff at Kidworks viewed their black clientele as at risk for failing and getting into trouble. They attributed the problem to street culture, and they prescribed middle-class culture as the solution. I examine how Kidworks went about meeting its mission and the consequences, using data from 21 months of participant observation, 40 interviews, and artifacts.
520 $a Kidworks' programming was designed to transmit middle-class cultural capital---middleclass presentations of self, self-determination, and rationality---to kids and to give them practice using it. Kidworks' attempts to transmit middle-class cultural capital were assimilationist and existed alongside a marketing strategy designed to build Kidworks' credibility among wealthy white donors. Despite the ideological colorblindness that dominated the organization, Kidworks itself was stratified along gender and race lines. The black direct-care staff, in response, defined themselves and blackness around dedication to the kids rather than money and status. They appropriated the superficially race-neutral mission as a way to mediate the effects of racism on the kids and themselves. They themselves code switched rather than assimilated.
520 $a In practice, it was black direct-care workers who were charged with culturally developing youth. How the staff established their own credibility, taught kids to interact with authority figures, and disciplined them often undercut their attempts to transmit middle-class cultural capital. I argue that gender also shaped how well they promoted middle-class cultural capital. They taught girls to be good girls who controlled their sexuality and took responsibility for emotions, while they taught the boys to become real men through breadwinning. These lessons reinforced both working-class and middle-class cultural capital among the girls but mostly working-class cultural capital among the boys. I conclude that cultural training was necessary but insufficient for individual kids to access opportunities at Kidworks. It also came at the cost of reinforcing the perception of black culture as dysfunctional.
590 $a School code: 0155.
650 4 $a Black Studies. $3 1017673
650 4 $a Sociology, Ethnic and Racial Studies. $3 1017474
650 4 $a Sociology, Social Structure and Development. $3 1017425
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690 $a 0631
690 $a 0700
710 2 $a North Carolina State University. $3 1018772
773 0 $t Dissertation Abstracts International $g 68-08A.
790 $a 0155
790 1 0 $a Risman, Barbara, $e advisor
791 $a Ph.D.
792 $a 2007
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3279328