Middle‐Class Versus Working‐Class White Mothers’ Approaches to Diversity in the Netherlands
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Keskiner, Elif [1] ; Schut, Josje [1] ; Pels, Trees [2] ; Distelbrink, Marjolijn [2] ; Soeterik, Inti [2] ; Mesic, Amella [2]
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[1] VU University Amsterdam
VU University Amsterdam
Países Bajos
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[2] Kennisplatform Inclusief Samenleven, Verwey‐Jonker Institute, The Netherlands
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- Localización: Social Inclusion, ISSN-e 2183-2803, Vol. 12, Nº. 3, 2, 2024 (Ejemplar dedicado a: Belonging and Boundary Work in Majority–Minority Cities)
- Idioma: inglés
- Enlaces
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Resumen
There is a large body of literature on how white middle‐class parents select schools for their children in gentrifying urban contexts. In this study, we aimed to explore the experiences of such parents after enrolling their children in ethnically mixed schools but also how these experiences varied in gentrifying urban contexts and smaller cities. We interviewed mothers without a migration background living in a large city (Amsterdam) or a medium‐sized city (Tilburg) who had chosen to send their children to an ethnically mixed school in a majority–minority neighbourhood, asking them to reflect on their neighbourhood choice, school choice, and subsequent experiences. Based on our analysis, we developed a typology of parents’ positions towards diversity, whereby they could be described as idealists, pragmatists, and realists. Aligned with previous studies, this article shows that the idealist position on diversity was more common among the white middle classes in Amsterdam, who expressed a positive attitude towards diversity but engaged with it to a controlled and limited extent. However, we also identified a group of mothers, mostly working class but also middle class, who did not take an idealized approach to diversity but embraced it as a lived reality. The study underlines the importance of mothers’ engagement with diversity during their own childhood and youth as an important factor in shaping parenting behaviour around diversity.
