scholarly journals The Unmaking of the Black Blue-Collar Middle Class

2021 ◽  
Author(s):  
William Lazonick ◽  
◽  
Philip Moss ◽  
Joshua Weitz ◽  
◽  
...  

In the decade after the Civil Rights Act of 1964, African Americans made historic gains in accessing employment opportunities in racially integrated workplaces in U.S. business firms and government agencies. In the previous working papers in this series, we have shown that in the 1960s and 1970s, Blacks without college degrees were gaining access to the American middle class by moving into well-paid unionized jobs in capital-intensive mass production industries. At that time, major U.S. companies paid these blue-collar workers middle-class wages, offered stable employment, and provided employees with health and retirement benefits. Of particular importance to Blacks was the opening up to them of unionized semiskilled operative and skilled craft jobs, for which in a number of industries, and particularly those in the automobile and electronic manufacturing sectors, there was strong demand. In addition, by the end of the 1970s, buoyed by affirmative action and the growth of public-service employment, Blacks were experiencing upward mobility through employment in government agencies at local, state, and federal levels as well as in civil-society organizations, largely funded by government, to operate social and community development programs aimed at urban areas where Blacks lived. By the end of the 1970s, there was an emergent blue-collar Black middle class in the United States. Most of these workers had no more than high-school educations but had sufficient earnings and benefits to provide their families with economic security, including realistic expectations that their children would have the opportunity to move up the economic ladder to join the ranks of the college-educated white-collar middle class. That is what had happened for whites in the post-World War II decades, and given the momentum provided by the dominant position of the United States in global manufacturing and the nation’s equal employment opportunity legislation, there was every reason to believe that Blacks would experience intergenerational upward mobility along a similar education-and-employment career path. That did not happen. Overall, the 1980s and 1990s were decades of economic growth in the United States. For the emerging blue-collar Black middle class, however, the experience was of job loss, economic insecurity, and downward mobility. As the twentieth century ended and the twenty-first century began, moreover, it became apparent that this downward spiral was not confined to Blacks. Whites with only high-school educations also saw their blue-collar employment opportunities disappear, accompanied by lower wages, fewer benefits, and less security for those who continued to find employment in these jobs. The distress experienced by white Americans with the decline of the blue-collar middle class follows the downward trajectory that has adversely affected the socioeconomic positions of the much more vulnerable blue-collar Black middle class from the early 1980s. In this paper, we document when, how, and why the unmaking of the blue-collar Black middle class occurred and intergenerational upward mobility of Blacks to the college-educated middle class was stifled. We focus on blue-collar layoffs and manufacturing-plant closings in an important sector for Black employment, the automobile industry from the early 1980s. We then document the adverse impact on Blacks that has occurred in government-sector employment in a financialized economy in which the dominant ideology is that concentration of income among the richest households promotes productive investment, with government spending only impeding that objective. Reduction of taxes primarily on the wealthy and the corporate sector, the ascendancy of political and economic beliefs that celebrate the efficiency and dynamism of “free market” business enterprise, and the denigration of the idea that government can solve social problems all combined to shrink government budgets, diminish regulatory enforcement, and scuttle initiatives that previously provided greater opportunity for African Americans in the government and civil-society sectors.

Author(s):  
Yue Chim Richard Wong

It is reasonable to surmise that the dramatic improvement in upward mobility for lower-income families between 1986 and 1996 was a temporary phenomenon – a con-sequence of less competition for school places and, especially, university places. This period is now behind us. The significance of such an unusual period of opportunity is that we have to reinterpret the earlier finding by Professor Chou Kee-lee. A more plausible interpretation of upward mobility in Hong Kong is that it improved dramatically for the cohort born in 1946-56 and remained stable afterwards. The cohort that was born in 1961-71 lucked out as upward mobility received a huge boost due to middle class emigration in the lead up to 1997. Since then upward mobility in Hong Kong has returned to the same stable level.


2012 ◽  
Vol 56 (11) ◽  
pp. 1565-1580 ◽  
Author(s):  
Karyn Lacy

Is the protracted foreclosure crisis eroding the Black middle class? Foreclosure rates in the United States have reached an all-time high. Blacks have been hit especially hard by this crisis. I focus here on intraclass distinctions within the Black middle class precisely because scholars and journalists so often fail to distinguish between the experiences of the Black lower middle class and those of middle and upper-class Blacks, leaving the unintended impression that middle-class Blacks all have the same odds of losing their home. I argue that conventional explanations of the foreclosure crisis as a racialized event should be amended to account for the differential impact of the crisis on three distinct groups of middle-class Blacks: the lower middle class, the core middle class, and the upper or elite middle class.


Author(s):  
Onoso Imoagene

In the conclusion, I rearticulate the main points of beyond racialization theory. I discuss what the experiences of the adult second generation of Nigerian ancestry in the United States and Britain reveal about the intersections of race, class, national origin, and ethnicity in these countries. I discuss what their experiences tell us about the future of the color line and understandings of blackness in the United States and Britain. The experiences of the second generation of Nigerian ancestry show that the ethnic, cultural, and socio-economic diversity among black people is being recognized and increasingly so. Their experiences suggest that their presence in the black middle class in both countries has the potential to change the largely negative ways black people are viewed and possibly help redefine what it means to be black in these two countries.


Author(s):  
Rebecca Tuuri

This introduction highlights how the current scholarly focus on radical women's activism often overlooks the important bridge-building activism of black moderate and middle class women such as those in the National Council of Negro Women (NCNW). These black clubwomen were able to move between mainstream political and business leaders and marginalized activists who often demanded radical solutions to racism and poverty. Black middle class NCNW women not only engaged in community-focused racial uplift, but they also utilized a national network of professional and elite women to bring resources to those who could not attain them on their own. At times, the NCNW was hindered by its focus on respectability, which sometimes limited NCNW's criticism of the United States in order to build and maintain power in mainstream America.


2010 ◽  
Vol 112 (12) ◽  
pp. 2935-2987
Author(s):  
Peter Demerath ◽  
Jill Lynch ◽  
H. Richard Milner ◽  
April Peters ◽  
Mario Davidson

Background Researchers have largely attributed achievement gaps between different groups of students in the United States to differences in resources, parent education, socioeconomic status (SES), and school quality. They have also shown how, through their “cultural productions,” certain students may disadvantage themselves. Focus This article takes a different approach to understanding the role of education in the perpetuation of social inequality in the United States: It focuses on the construction of advantage. It seeks to explain how students from middle-class to upper-middle-class communities continue to pull ahead of students from other backgrounds. Setting A Midwestern U.S. suburb and its Blue Ribbon public high school. Research Design A 4-year mixed-method ethnographic study that followed a diverse group of high- and underachieving students through their entire high school careers. Data Collection and Analysis Data were collected by a diverse research team through participant observation and informal interviews in classrooms and other relevant in- and out-of-school settings; over 60 tape-recorded interviews with teachers, administrators, and students, including a diverse sample of 8 high- and low-achieving male and female students from the class of 2003 and their parents; and consultation of school documents and popular culture discourses and social narratives on youth, parenting, and schooling. All observational and interview data were analyzed and interpreted through an inductive process of constant comparison across and within cases. In addition, a grounded survey consisting of 44 forced-choice and 16 open-ended items was administered in March 2002 to 605 students. Differences in GPA on the basis of caregiving arrangements, mother's educational attainment, and SES were compared using the chi-square statistic. Differences in student responses to specific survey questions were compared across sex, SES, GPA, grade, and residing caregiver groups in bivariate models also using the chi-square statistic. These models were expanded to include multiple student attributes (sex, SES, age, residing caregiver, and so on) using multinomial logistical regression with key response contrasts as the dependent variables. Findings The article describes the local cultural logic and set of practices that were oriented toward producing both the substance and image of competitive academic success, including (1) the class cultural community achievement ideology; (2) the school's institutional advantaging of its pupils; (3) student identities and strategies for school success; and (4) parental intervention in school and manipulation of educational policies. The piece's class cultural approach shows how these beliefs and practices constitute a highly integrated system with multiple internal feedback mechanisms that underlie its robustness. The article also discusses some of the costs of this unswerving orientation to individual advancement, including student stress and fatigue, alienation from learning, incivility, and marginalization of minority students. Conclusions and Recommendations The article demonstrates another way in which class formation is mediated within the social fields of high schools, showing how this integrated cultural system of individual advancement is an important mechanism in the production of inequality in the contemporary United States. In addition, in identifying some of the deleterious effects of the role of competition in the cultural logic of schooling in this community, the article recommends that teachers and administrators enter into dialogues concerning the extent to which it is foregrounded or backgrounded in their own classrooms and schools.


2012 ◽  
Vol 5 (1) ◽  
pp. 36-50 ◽  
Author(s):  
Dominic Cheetham

In three of Sir Arthur Conan-Doyle's Sherlock Holmes stories there are brief appearances of the Baker Street Irregulars, a group of ‘street Arabs’ who help Holmes with his investigations. These children have been re-imagined in modern children's literature in at least twenty-seven texts in a variety of media and with writers from both Britain and the United States. All these modern stories show a marked upward shift in the class of the Irregulars away from the lower working class of Conan-Doyle's originals. The shift occurs through attributing middle-class origins to the leaders of the Irregulars, through raising the class of the Irregulars in general, and through giving the children life environments more comfortable, safe, and financially secure than would have been possible for late-Victorian street children. Because of the variety in texts and writers, it is argued that this shift is not a result of the conscious political or ideological positions of individual writers, but rather reflects common unconscious narrative choices. The class-shift is examined in relation to the various pressures of conventions in children's literature, concepts of audience, and common concepts of class in society.


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