For many of the mothers we interviewed for this book, it does not matter how talented their daughters are academically, because they believe their daughters’ success will never be certain. The mother whose quote begins this chapter describes a daughter who could read at three years of age, loved educational television, and attended college-based science camps during her summers in high school. Yet, at various points during her daughter’s education, the mother had to advocate on her behalf, seeking the kind of education she deserved. The second mother quoted shares the first mother’s concerns about the obstacles that lie ahead for her daughter, despite her talents. These mothers are representative, we believe, of what many African American mothers, regardless of education or marital status, struggle with in helping their children to achieve. These mothers have to be constantly vigilant, making sure that their daughters receive what they deserve. They also are constantly concerned that someone or something will impede their daughters’ progress because of race or gender. In spite of these obstacles, these mothers work to empower their daughters to succeed against the odds. In this chapter, we look at the stories the mothers tell us about their daughters’ upbringing. It is their voices we hear. We wanted to learn from the “experts” how their daughters came to achieve at such high levels, when so many Black youth do not. We look at the issues of race and gender, and how in both school and the broader society the two are interconnected. We first ask the mothers about their own upbringing. We then focus on how they raised their children. We inquire specifically about how much they helped with homework and how they disciplined their daughters. We delve into their status as African Americans, asking, for example, what they have taught their daughters about growing up Black and female. We also ask if they think their daughters will encounter racism and if they think it will be difficult to find a husband in the future (should they want to marry).
Bidirectional influence between African American mothers’ and children’s racial centrality from elementary through high school.