Exploring the Experiences and Perspectives of Parents from Marginalised and Minority Backgrounds in Leicester City on Traditional British Arts and Cultural Activities, and Their Role in Shaping Children's Artistic and Cultural Participation

The literature has shown that early exposure to arts and cultural activities is critical for developing a range of key skills in children, including creativity, critical thinking, and communication. Different art forms—music, drama, dance, and visual arts— contribute uniquely to various aspects of childhood development, from language and analytical skills to empathy and emotional intelligence. However, access to these enriching experiences is uneven, largely due to socioeconomic and cultural factors. Children from well-off families enjoy more arts and cultural opportunities, while those from lower income backgrounds disproportionately face greater barriers. This leads to concerns over equitable representation within the arts and cultural sectors, with some groups being systematically under or over represented. Parental influence, shaped by societal and cultural norms, is notable in directing children's interests towards different areas. There is a gendered pattern in parental encouragement, with a tendency to steer boys towards Science, Technology, Engineering and Mathematics (STEM) and girls towards the arts and creatives, which varies by different cultural contexts. Against this background, the thesis examines how parents' attitudes, conceptions, and experiences regarding traditional arts and cultural activities in the UK, influenced by their minority backgrounds, affect their children's participation in these activities during critical stages of development. The thesis also aims to examine the impact of initiatives like the Talent 25 programme on parents' views of arts and cultural activities. It explores how these changing perspectives affect the involvement of less-engaged parents in their children's participation in such activities

Name dc:type.qualificationname

PhD

Level dc:type.qualificationlevel

Doctoral

Grantor dc:publisher.institution

De Montfort University

Year dc:date.issued

2025

Author dc:creator

• Sakyi-Nyarko, Ruqy

Licence

• https://dora.dmu.ac.uk/bitstreams/2cac2c6e-8e70-45d1-b699-2373ecf312b1/download