lecture six race and/as class. racial & inequality: how do we explain it?
TRANSCRIPT
Lecture Six
Race and/as Class
Racial & Inequality: How do we explain it?
Cultural Determinism
“Culture of Poverty” Theory Daniel P Moynihan & Oscar Lewis – 1960’s
Disorganized and pathological lower class Sub-Culture where values and norms socialize a
new generation of poor
Assumption is that cultural deficiencies are the cause, not inequality in opportunities
Economic/Structural Causes “American Anti-myth” Theory
A decline in the opportunity structure as we move into a post-industrial society
Political factors have given way to economic factors
Class now matters more than race in defining life chances Income Education Wealth
Legacy of Race Relations…
De Jure Segregation: legal and political segregation of racial and ethnic groups
Race-caste oppression Slave-economic and political system
Class conflict and racial oppression Split-Labor Markets Civil service, housing, education, marriage
… Leads to Informal Segregation De Facto Segregation: formal segregation
replaced with informal segregation today
Race-Class inequalities Spatial Mismatch: employment and educational
opportunities are far from poor residential areas Residential, Educational, Occupational informal
segregation
William Julius Wilson: Racial Exclusion Wilson argues that it is much more
complicated: Many years of exposure to similar situations can
create individual responses that look as if they express individual will or cultural socialization when they are, in fact, adaptations or resigned responses to racial exclusion Drug and gang economy High teen pregnancy
Modern Legacy Racial Stratification When people and communities are cut off
from the mechanisms of social mobility a new class emerges, which Wilson calls the Underclass Culture of apathy and isolation emerges
Class now matters more than race in defining life chances
But….race is one of the determinants of class position
US: Mixed-class System Even though we believe that we are pure class
system, we are a mixed class system, whereby both ascribed and achieved characteristics determine class position in society
Ascribed characteristics: race, gender, immigrant status, geography, sexual orientation
Achieved characteristics:, initiative, determination, intelligence
American Opportunity Structure
Resources for Social MobilityWealth
High IncomeGood Neighborhood
Good SchoolsGood Jobs
Access to Health Care
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→ → → →
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What affects our access to economic resources?
In a mixed-class system, our access to economic resources is largely determined by our master status position, which is a social category that takes priority over all other positions and usually determine ones position in the system of stratification
Master status positions in American society are socially constructed categories such as race/ethnicity and gender
Race: An American Master Status Position? Devorah Pager, a sociologist at Princeton University asked the
following questions in her study: Does race matter when ex-felons are looking for jobs?
Beginning in February 2004, Pager sent 13 white, black and Latino men posing as ex-convicts to more than 3,500 job interviews throughout the city, most of them in Manhattan. Saying they had completed only high school, they applied for a broad spectrum of jobs, from couriers to cashiers, deli clerks to telemarketers.
What her study found is that the achieved status position of “Felon” could not override the ascribed status position of “Black Male” in the job market.
The Color of Opportunity
What Pager’s study found is that: Black men whose job applications stated that they had
spent time in prison were only about one-third as likely as white men with similar applications to get a positive response.
"It takes a black ex-offender three times as long to receive a callback or a job offer," said Devah Pager
However, most astonishing was that they found that White men who are ex-felons are more likely to be hired that Black men without a criminal record
Immigration Status and Opportunity: Dream Act Allow ability to attain legal status for children of
undocumented immigrants if: Proof of having arrived in the United States at age 15 or younger. Live in US for five (5) consecutive years High school diploma or GED. "Good moral character"
During the six years of conditional status, graduate from a two-year community college complete at least two years towards a 4-year degree serve two years in the U.S. military
An estimated 65,000 immigrant students who meet these requirements graduate from high school each year