Abstract
The concept of emotional capital suggests that adults transfer emotion management skills to children in ways that are consequential for the social reproduction of inequalities. Using ethnographic data from a popular after-school program, this study analyzes the emotional capital transmitted to low-income black girls by staff. They passed on four aspects of emotional capital: stifling attitude, being emotionally accountable for peers, sympathizing with adult authority figures, and emotional distancing from cultural “dysfunction.” Staff intended to teach girls to manage their emotions as a way to counteract racism, but the socialization largely promoted emotional deference, thereby reinforcing racialized, classed, and gendered ideologies.
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