Outline

1
Outline

• Review Question Grading Mistake
• Test Review
• Inability of Labor Markets to Provide for All
• Joblessness and Other Problems
• Social Organization
• Doug Massey and Segregation
• Stop me at 3pm to talk about Fundraising Lose
  Ends and the Trip to Campus

2
My MistakeDidnt give you credit for the
following MUST HAND IN AGAIN

• Week 5    Poverty and Self Interest
• Sociology 315 Assignment
• Week 5 Readings
• Due on Tuesday (2/9/10)
• 1. In chapter 4, Rank argues that is in
  everyones self interest to conclude that
  widespread poverty within our border isunwise,
  unjust, and intolerable(Rank 2005 87). His
  first line of argument involves the risk of
  poverty across the American life course. For
  this question please describe what is meant by
  the term life course and explain how the Panel
  Study of Income Dynamics (PSID) allows
  researchers to study the life course.

3
Exam 1

• What to say
• Median grade was a B 1/2 of you got a B or
  higher ½ of you got a B or lower 80 of you
  got a C or higher
• Exam was worth 20 of your gradeNext test worth
  another 20
• 40 of your grade is determined by the review
  questions
• If youre not doing them, or not taking them
  seriously (and some of you are not) you are
  making a serious mistake
• When the review questions to date are combined
  with exam, some of you are in excellent
  shapemost of you are doing fine and moving in
  the right directionsome of you are in deep
  trouble

4
Rank and the Inability of the Labor Market to
Support All Citizens

• March 2010 US Census Bureau Release
• Over 4 million full time workers are poor

5
From Ghetto to Jobless Ghettoes

• The manufacturing losses in some northern
  cities have been staggering(Wilson 1996 29)
• North Lawndale Neighborhood in Chicago loses
  57,000 manufacturing jobs
• Manufacturing Jobs Lost Between 1967-1987
• Pct. Change Total Lost
• Philadelphia 64 160,000
• Chicago 60 500,000
• New York 58 gt500,000
• Detroit 51 108,000
• Note video clip on Blacks in the Steel Industry

6
Joblessness Ghetto Related BehaviorA Culture
of Poverty

• the residents of these jobless black poverty
  areas face certain social constraints on the
  choices they can make in their daily lives. These
  constraints, combined with restricted
  opportunities in the larger society, lead to
  ghetto-related behavior and attitudes- that is,
  behavior and attitudes that are found more
  frequently in ghetto neighborhoods than in
  neighborhoods that feature even modest levels of
  poverty and local employment. Ghetto-related
  behavior and attitudes often reinforce the
  economic marginality of the residents in jobless
  ghettos (Wilson 1996 52)

7
Wilson on Structure and Culture

• Wilson asks his readers to examine social
  action- including behavior, habits, skills,
  styles, orientations attitudes within a broader
  structure of opportunities and constraints that
  have evolved over time(Wilson 1996 54).
• Situationally Adaptive Social Structure ?
  Cultural Response? Shapes the Social Structure?
• This is not to argue that individuals and groups
  lack the freedom to make their own choices,
  engage in certain styles and orientations, but it
  is to say that these decisions and actions occur
  within a context of constraints and opportunities
  that are drastically different from those present
  in middle class society(Wilson 1996 55)

8
Ghetto Related Behavior and the Structure of
Opportunity

• Wilson asks his readers to examine social
  action- including behavior, habits, skills,
  styles, orientations attitudes within a broader
  structure of opportunities and constraints that
  have evolved over time(Wilson 1996 54). He
  urges us to note the urban poor make choices
  within a context of constraints and
  opportunities that are drastically different from
  those of middle class society (Wilson 1996 54).
  This does not mean you have to approve of such
  choices. As sociologists, you are asked to
  examine them within a broader context.
• With this in mind, explain why drug dealing
  becomes a reasonable career choice for some of
  the people that Wilson interviews. Be sure to
  incorporate at least one direct quote from one of
  the interviewees into your answer.

9
Drug Dealing as Rational Choice

• Im a cocaine dealer -- cause I cant get a
  decent ass job. So, what other choices do I
  have? I have to feed my familydo I work? I work.
  Seedont bring me that bullshit. I been working
  since I was 15 years old. I had to work to take
  care of my mother and father and sisters. p.58
• Me myself I have sold marijuana. Im not a drug
  pusher, but Im just trying make endsIm trying
  to keep bread on the talbe- I have two babies.
  p.58
• Like I was saying, you can make more money
  dealing drubs than your job, anybodyI can take
  you to a place where cars come through like this
  all day like traffic p.59

10
Wilson

• Maybe a rational choice for the individual, but
  high levels of drug activity bring other problems
  the community
• Violence and Guns
• Turf battles, theft, crime.
• This affects norms and action of others not
  involved in drug trade
• Others arm themselves
• Code of the Street evolves
• Norms that provide for survival in high poverty
  neighborhoods, but which dont transfer to
  mainstream society

11
Outline

• Wilson and Social Capital
• Wilson and Bourdieu
• Doug Massey and Segregation
• Creating a Segregated America
• Concentration of Poverty
• Maintaining a Segregated America
• The Effect of a Segregated America
• Waiting to hear back from Ministerunless there
  are pressing issues, we will talk trip
  fundraising next week
• Please bring Reflection set 3 (the ones that
  were due the day the ministers came) class next
  week.

12
My MistakeDidnt give you credit for the
following MUST HAND IN AGAIN

• Week 5    Poverty and Self Interest
• Sociology 315 Assignment
• Week 5 Readings
• Due on Tuesday (2/9/10)
• 1. In chapter 4, Rank argues that is in
  everyones self interest to conclude that
  widespread poverty within our border isunwise,
  unjust, and intolerable(Rank 2005 87). His
  first line of argument involves the risk of
  poverty across the American life course. For
  this question please describe what is meant by
  the term life course and explain how the Panel
  Study of Income Dynamics (PSID) allows
  researchers to study the life course.

13
Wilson

• High levels of drug activity bring other
  problems
• Neighborhoods become more dangerous people
  decrease their involvement in voluntary
  associations and informal social control networks
  essential to maintain the social organization of
  the neighborhood (Wilson 1996 61)
• Can translate this from soc-speak to English?

14
Neighborhood Social Organization (Wilson 1996 20)

• Less Social capital
• Interpersonal networks, friendship networks, and
  networks of family relations that
• Can be tapped for jobs and mobility
• Enforce norms in society
• In strong neighborhoods, social capital links
  households together and helps organize the
  community
• Examples from Wilson? Or maybe your life?

15
Wilson and Social Control

• Neighborhoods with high levels of social
  organization that connect adults by means of an
  extensive set of obligations, expectations, and
  social networks- are in a better position to
  control and supervise activities and behavior of
  children. Wilson, p. 62
• Connected neighbors observe, report on and
  discuss the behavior the childrennetworks
  reinforce disciplinebecause other adults assume
  responsibility for maintaining a public or social
  behavior even on the part of children that are
  not their own. p. 62

16
Neighborhood Social Organization (Wilson 1996 20)

• In High Poverty Neighborhoods
• Networks often weaker, more social isolation
• Work on Philly and Denver suggests social
  isolation is deliberately practiced by parents in
  dangerous neighborhoods
• Networks that do exist may be helpful in ghetto
  milieu but less helpful in promoting well being
  of kids in larger society

17
Beyond Informal NetworksLittle Organizational
Infrastructure

• High Poverty Neighborhoods lack strong
  organizational capacity or an institutional
  resource base that would provide an extra layer
  of social organization in their neighborhoods
  (Wilson 1996 64)
• Low rates of residential participation in
  voluntary (PTO, block associations, neighborhood
  watch) formal organizations (churches, political
  parties) and inform networks (bowling teams,
  playgroups, card games)

18
Economy
State
Civil Society in Middle Class Neighborhood
Political Party
Union
Professional Association
Neighborhood Watch
Rotary Club
Food Bank
Church
Bowling Team
Individual
19
Economy
State
Civil Society in Poor Neighborhood
Informal Neighborhood Connections
Food Bank
Church
Individual
20
Economy
State
Civil Society in Middle Class Neighborhood
Political Party
Union
Professional Association
Neighborhood Watch
Rotary Club
Food Bank
Church
Bowling Team
Individual
21
Wilson and Social Control

• A weak institutional resource base is what
  distinguishes high jobless inner city
  neighborhoods form stable middle class and
  working class areas. p. 64
• Weaker organizational basis and fewer
  institutional resources
• Neighborhood Associations, Block Organizations,
  cub scouts, PTO, etc.
• This a gap the CEM is trying to fill
• Research shows that this makes it hard to control
  behavior in a neighborhood
• The higher the density and stability of formal
  organizations, the less the illicit activities
  such as drug trafficking, crime, prostitution,
  and gang formation can take root in the
  neighborhood. p. 64

22
When all is said and done

• In short, social isolation deprives inner city
  residents not only of conventional role models,
  whose strong presence once buffered the effects
  of neighborhood joblessness, but also of the
  social resources (including social contacts)
  provided by mainstream social networks that
  facilitate social and economic advancement in a
  modern industrial society. (Wilson 1996 66).

23
Joblessness is about more than just money

• where jobs are scarce, where people rarely, if
  ever, have the opportunity to help their friends
  and neighbors find jobs, and where there is a
  disruptive or degraded school life purporting to
  prepare youngsters for eventual participation in
  the workforce, many people eventually lose their
  feeling of connectedness to work in the formal
  economy they no longer expect work to be a
  regular, and regulating, force in their lives.
  (Wilson, p.52)
• What does it mean to say that work is about more
  than just money?

24
Bourdieu and Work

• It is not just about making a living
• It constitutes a framework for daily behavior
  and patterns of interaction because it imposes
  disciplines and regularities. p.73
• Without work and regular income a person lacks a
  coherent organization of the present- that is a
  system of concrete expectations and goals.
• Everybody needs someplace to go.- Michael
  Chabon
• Increased levels of depression, lack of self
  efficacy (feeling that you can take steps to
  achieve goals in a given situation) and
  hopelessness
• They took all the hope away. Man in Video
• These feelings can spawn further problematic
  behavior
• Substance Abuse

25
Economic Restructuring, the surbanization of
jobs, and Segregation

• Economic Restructuring has big impact on African
  Americans given where their occupational
  distribution
• Important to be clearMost Blacks are not poor.
• Inner city African Americans are
  overrepresented in areas of high to extremely
  high poverty concentration p.51
• And underpresented in the areas where job growth
  is now concentrated
• This has led to research aimed in understanding
  the concentration and segregation

26
Massey Supplements Wilson

• My purpose is to supplement Wilsons theoretical
  argument by introducing residential segregation
  as a key conditioning variable in the social
  transformation of the ghetto and to illustrate
  the crucial role it plays in concentrating
  poverty and creating the underclass (Massey
  1990 330)
• Massys argument In the absence of racial
  segregation, the economic dislocations of the
  1970s would not have produced concentrated
  poverty or led to emergence of a socially and
  spatially isolated underclass. (Massey, p.330)

27
Suburbanization of Employment

• Donut Shaped Development Share of Jobs within 3,
  10, gt 10 mile Radius of central city, 1996

28
Urban population faced with suburban job growth

• Spatial Mismatch
• The demand for labor has shifted away from
  neighborhoods where blacks are concentrated in
  favor of suburban areas
• Chicago as an Example
• 1970-1990, 60 of new jobs in Chicago area were
  created in the Northern Suburbs
• Blacks are less than 2 of that populationHow to
  explain this?
• By 1990, Chicago Accounted for just 37 of the
  jobs in metro-region

29
Back to Chicago.

• Why arent Blacks in the suburbs where the growth
  is?
• Video Clip from the Promised Land
• What prevented blacks from following whites to
  the new suburban neighborhoods that were built
  following World War II?
• How did the city of Chicago decide to address the
  lack of housing for blacks in Chicago?
• You will sometimes hear the term perpendicular
  segregation, vertical ghettoes or ghettoes in
  the sky. Explain what is meant by these terms.
• How did people seem to like the Robert Taylor
  homes?

30
Creating a Segregated America

• Deliberate private and public choices made by
  WhitesLets explore.
• American Apartheid, Massey and Denton

Isolation Indices by Year Isolation Indices by Year Isolation Indices by Year Isolation Indices by Year
1890 1970
Chicago 8.1 89.2
Philly 11.7 75.6
NY 3.6 60.2
Avg 6.7 73.5
31
Creating a Segregated America

• Restrictive Covenants (note next slide)
• Legally binding contracts signed by neighborhood
  residents to keep blacks out of neighborhood
• Property owners agreed not to permit a black to
  own, occupy or lease property
• Usually valid for 20 years and became enforceable
  when 75 of homeowners in an area had signed.
• Used widely from 1910 until 1948
• Federal Government urged their use until 1950

32
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33
Creating a Segregated America

• White engaged in violent attacks, mob
  behaviorintimidation
• Whites Formed Neighborhood Organizations to
  non-violently apply pressure
• Lobbied for zoning restrictions on housing
• Boycott realtors who deal with blacks
• Boycott businesses who deal with blacks
• Collect funds to buy property from sellers
  (Archie Bunker)
• Buyout blacks

34
Creating a Segregated America

• Survey of Real Estate Agents (1950s)
• 80 refused to sell blacks property in white
  neighborhoods
• 56 simply refused to deal with blacks

35
Creating a Segregated America Government Role

• White Public opinion favors discrimination
• Do you think there should be separate sections
  in towns and cities for Negroes to live in?
• 84 of Whites say yes in 1942
• Federal Housing Authority Underwriting Manual,
  1939
• if a neighborhood is to retain stability, it is
  necessary that properties shall continue to be
  occupied by the same social and racial classes.

36
Creating a Segregated America Government Role

• Overtly Discriminatory Government Policies
• Federal Housing Authority recommends use of
  restrictive covenants
• Recommendation remains in underwriting manual
  even after Supreme Court rules restrictive
  covenants unconstitutional

37
Creating a Segregated America Government Role

• Government Lending Agents engage in Redlining
• the practice of financial lenders refusing to
  grant home and commercial loans in minority and
  racially changing neighborhood
• Neighborhoods rated into 4 categories
• Black neighborhoods rated in lowest categories
• within such a low price or rent range as to
  attract undesirable elements.
• Areas would be outlined in red pen and denied
  loans

38
Building the suburbsneglecting the cities

• In 1966, Paterson and Camden New Jersey both had
  no FHA loans.
• Nassau County in Long Island had 60 times more
  loans than the Bronx.
• With no loans, houses cant be maintained
• Without access to credit, houses cant be
  purchasedand sold, which depresses wealth in
  these communities

39
Massey and Denton, American Apartheid

• Given the importance of the FHA in the
  residential housing market, such blanket
  redlining sent strong signals to private lending
  institutions, which followed suit and avoided
  making loans within affected areas. The lack of
  loan capital flowing into minority areas made it
  impossible for owners to sell their homes,
  leading to steep declines in property values and
  a pattern of disrepair, deterioration, vacancy
  and abandonment. Thus by the 1950s, many cities
  were locked in a spiral of decline that was
  directly encouraged and largely supported by
  federal housing policies. As poor blacks from the
  south entered cities in large numbers, middle
  class whites fled to the suburbs to escape them
  and to insulate themselves from the social
  problems that accompanied the rising tide of
  poor.

40
Maintaining the Ghetto

• If Blacks cant spread outWhat do you do? What
  did they do in Chicago?
• Build Up.
• 1950s and 1960s Government Housing Projects
• Decent Modern Accommodations
• Projects often nice
• But still Segregation
• Reservations in the Sky,Vertical or Perpendicular
  Ghettos

41
Maintaining the Ghetto

• Double edged swordNew but segregated
• By both race and class
• The replacement of low density slums with
  high-density towers of poor families also reduced
  the class diversity of the ghetto and brought
  about a geographic concentration of poverty that
  was previously unimaginable. This new segregation
  of blacks in economic as well as social terms-
  was the direct result of unprecedented
  collaboration between local and national
  government.
• Massey and Denton, p.57

42
Explaining Concentrated Poverty

• Concentrated Poverty as result of strong
  interaction between the level of segregation and
  changes in the structure of income distribution.
  (Massey, p.331)
• Bumper Sticker
• High Poverty Rate High Segregation Rate
  Highest Levels of Poverty Concentration
• Massey uses a model to show the mechanism that
  leads to this situation
• Try not to have a brain hemorrhage try to follow
  the logic I am not going to show you the math
  and equationsif you interested you can look at
  the original article
• American Apartheid Segregation and the Making of
  the Underclass Author(s) Douglas S. Massey
  Source The American Journal of Sociology, Vol.
  96, No. 2 (Sep., 1990), pp. 329-357 Published by
  The University of Chicago Press Stable

43
Masseys ModelA Picture of America1970

• Blacks not permitted into many sectors of the
  economy, and therefore have higher rates of
  poverty
• Black poverty level in City X is 20
• White poverty level in City X is 10
• Picture more or less corresponds to NYC and
  Chicago

44
Masseys Model A city without Segregation

• If Blacks Whites live in integrated
  neighborhoods poverty rate in all neighborhoods
  is 12.5

B2000 W6000 B2000 W6000 B2000 W6000 B2000 W6000
B2000 W6000 B2000 W6000 B2000 W6000 B2000 W6000
B2000 W6000 B2000 W6000 B2000 W6000 B2000 W6000
B2000 W6000 B2000 W6000 B2000 W6000 B2000 W6000
45
Masseys ModelIf Blacks are Barred from 4
Northern NeighborhoodsAverage white environment
improves as poverty reduced

• All Black experience a poverty rate of 13.3
• Some Whites live in neighborhoods with 10 poor
  (no Blacks)on average White are in neighborhoods
  with poverty rate of 12.2

B0 W8000 B0 W8000 B0 W8000 B0 W8000
B2666 W5334 B2666 W5334 B2666 W5334 B2666 W5334
B2666 W5334 B2666 W5334 B2666 W5334 B2666 W5334
B2666 W5334 B2666 W5334 B2666 W5334 B2666 W5334
46
As segregation increases, so does level of
poverty in Black communitieswhile level in White
communities drops

• All Whites live in segregated communityWhite
  poverty is 10...so that is the avg. for each
  neighborhood
• All Blacks live in segregated communityBlack
  poverty is 20...so that is the avg. for each
  neighborhood

B0 W8000 B0 W8000 B0 W8000 B0 W8000
B0 W8000 B0 W8000 B0 W8000 B0 W8000
B0 W8000 B0 W8000 B0 W8000 B0 W8000
B8000 W0 B8000 W0 B8000 W0 B8000 W0
47
Now add class segregation to racial segregation

• Middle class blacks leave poorest neighborhoods
• Class segregation reduces poverty in the non-poor
  neighborhoods and increases it on the poor sides
• Watch

48
Racial Segregation w/ Class Segregation Poor
Blacks become concentrated in HIGH POVERTY
NEIGHBORHOODS

• Poor blacks concentrated in high poverty areas

Pb0 Pw1600 Pb0 Pw1600 Pb0 Pw0 Pb0 Pw0
Pb0 Pw1600 Pb0 Pw1600 Pb0 Pw0 Pb0 Pw0
Pb0 Pw1600 Pb0 Pw1600 Pb0 Pw0 Pb0 Pw0
Pb3200 Pw0 Pb3200 Pw0 Pb0 Pw0 Pb0 Pw0
49
Now add class segregation to racial segregation

• Class segregation reduces poverty in the non-poor
  neighborhoods and increases it on the poor sides
• The imposition of racial segregation on a
  residential structure that is also segregated
  works to the detriment of poor blacks and to the
  benefit of poor whites(Massey 1990 336).
• All poor Blacks end up in neighborhoods with 40
  poverty

50
Masseys Main Finding...

• In a segregated environment, any exogenous
  economic shock that causes a downward shift in
  the distribution of minority income (e.g., the
  closing of factories, the mechanization of
  production, the suburbanization of employment)
  will not only bring about an increase in the
  poverty rate for the group as a whole, it will
  also cause an increase in the geographic
  concentration of poverty (Massey 1990 337).
• The economic shock is concentrated confined to
  a small number of minority neighborhoods the
  greater the segregation, the smaller the number
  of neighborhoods absorbing the shock, and the
  more severe the resulting concentration of
  poverty(Massey 1990 337)
• Can anyone interpret this?

51
A Tangle of PathologyBusiness Failure

• A major consequence of any downward shift in the
  distributional structure of black income is a
  reduction in buying power in neighborhoods where
  poor blacks live (Massey 1990 344).
• No race and class segregation, the loss of buying
  power is dispersed across the city
• With race and class segregation, the loss of
  buying power is concentrated in a few
  neighborhoods
• In poor neighborhoods, therefore, retail profits
  fall, services are cut back, and businesses
  inevitably close(Massey 1990 345)
• Racial segregation takes the overall loss in
  Black income, concentrates it spatially, and
  focuses on fragile neighborhoods that are least
  able to absorb it(Massey 1990 345)

52
A Tangle of PathologyHousing Deterioration

• Homeowners less able to make repairs
• Cant afford repairsSupply stores close
• Landlords cant recover costs of building
  maintenance
• Buildings are abandonedneighborhoods deteriorate

53
A Tangle of Pathology Everything becomes more
concentrated

• Percentage of welfare dependent families
  increases
• Percentage of female headed families increases
• Mortality risks increase
• Lack of health care
• Unhealthy behavior
• Education suffers
• Support for schools comes from local
  sourcesdecline in neighborhood reduces school
  funding
• Crime rates increasenote next slide

54
(No Transcript)
55
(No Transcript)
56
A Tangle of Pathology

• Racial segregation is the structural condition
  imposed on blacks that makes intensely deprived
  communities possible, even likely. When racial
  segregation occurs in the class-segregated
  environment of the typical American city, it
  concentrates income deprivation within a small
  number of poor black areas and generates social
  and economic conditions of intense disadvantage
  (Massey 1990 350).
• These conditions are mutually reinforcing and
  cumulative, leading directly to the creation of
  underclass communities typified by high rates of
  family disruption, welfare dependence, crime,
  mortality, and educational failure(Maseey 1990
  350)

57
Outline

• Doug Massey and Segregation
• Fundraising
• Trip to Campus

58
My MistakeDidnt give you credit for the
following MUST HAND IN AGAIN

• Week 5    Poverty and Self Interest
• Sociology 315 Assignment
• Week 5 Readings
• Due on Tuesday (2/9/10)
• 1. In chapter 4, Rank argues that is in
  everyones self interest to conclude that
  widespread poverty within our border isunwise,
  unjust, and intolerable(Rank 2005 87). His
  first line of argument involves the risk of
  poverty across the American life course. For
  this question please describe what is meant by
  the term life course and explain how the Panel
  Study of Income Dynamics (PSID) allows
  researchers to study the life course.

59
Creating a Segregated America

• Deliberate private and public choices made by
  Whites
• You cant just wave a magic wand an undo
  thisCensusScope -- Segregation Dissimilarity
  Indices
• The dissimilarity index (D), which may be
  interpreted as the proportion of the minority
  racial/ethnic group of interest (m) that would
  need to move across sub-units in order to achieve
  an even distribution, is given by

Isolation Indices by Year Isolation Indices by Year Isolation Indices by Year Isolation Indices by Year
1930 1970 1990
Chicago 8.1 89.2 83.9
Philly 11.7 75.6 72.2
Avg 31.7 73.5 64.9
60
Strategies are effective1933 Sociological Study
of Chicago

• Immigrant enclaves were never homogenous
• Always other nationalities
• Ethnics are never a majority of neighborhood
• Except Poles, 54
• Blacks were, 82 of population
• Most European Did not live in the Ethnic Hood
• 3 of Irish did..
• 50 of Italians did
• 93 of Blacks did
• European Ethnic Enclaves as Transition to Suburbs
• Blacks find it hard to leave ghetto

61
Masseys Main Finding...

• In a segregated environment, any exogenous
  economic shock that causes a downward shift in
  the distribution of minority income (e.g., the
  closing of factories, the mechanization of
  production, the suburbanization of employment)
  will not only bring about an increase in the
  poverty rate for the group as a whole, it will
  also cause an increase in the geographic
  concentration of poverty (Massey 1990 337).
• The economic shock is concentrated confined to
  a small number of minority neighborhoods the
  greater the segregation, the smaller the number
  of neighborhoods absorbing the shock, and the
  more severe the resulting concentration of
  poverty(Massey 1990 337)
• Can anyone interpret this?

62
Continued Segregation

• 5. Massey suggests that it is a fundamental myth
  that the era of racial segregation is over.
  Please present one piece of statistical evidence
  that supports this claim.

63
Continued Segregation
64
South Africa and the US
65
Continued Segregation

• CensusScope -- Segregation Dissimilarity Indices
• The dissimilarity index (D), which may be
  interpreted as the proportion of the minority
  racial/ethnic group of interest (m) that would
  need to move across sub-units in order to achieve
  an even distribution, is given by

66
Continued Segregation

• 6. Massey notes that a variety of explanations
  for why segregation persists. He dismisses
  several common explanations and offers others.
• Anyone recall some of the dismissed theories

67
Not just class or income...Interpret this chart
please
68
Even Affluent Blacks are Segregated
69
Not Black Preference to live in segregated
neighborhoods
70
Continued Segregation

• 6. Massey notes that a variety of explanations
  for why segregation persists. He dismisses
  several common explanations and offers others.
  Please summarize one of the explanations that he
  offers. Be sure to cite the text in your answer.

71
Why Segregation Most Whites Prefer to Live in
Neighborhoods that are Mostly White
72
A lot of Whites prefer no Blacksor other
minorities

73
Experiment, December 2001 American Sociological
Review

• So how come Whites dont seem to want to live
  with Blacks
• Is race the factor, or concerns about crime,
  schools etc. that Whites may associate with
  Black stereotypes?

74
Experiment, December 2001 American Sociological
Review

• Random Sample of Whites asked
• Imagine that you are looking for a new house and
  that you have two school aged children. You find
  a house that you like much better than any other
  house- it has everything youd been looking for,
  it is close to work, and it within your price
  range.
• Asked with random combinations of following
• Public schools (low, medium, high)
• Neighborhood is 5 to 100 Black, Asian, Hisp
• Property Values are declining, stable,
  increasing
• Crime rate is low, average, high

75
Experiment, Findings

• Puzzle Is race the factor, or crime, schools
  etc.
• Findings
• Regardless of racial/ethnic make up of
  neighborhood, no one wants high crime, bad
  schools
• Percent Of Asians and Hispanic, no effect on
  choice
• Percent Of Blacks has effect, even when schools
  good, property up, crime low
• If 35 Black, Whites would not buy
• If 35 Asian or Hispanic, Whites would buy
• Conclusion Stereotypes prejudice persist

76
Experiment, Findings

• What made Whites more likely to buy when Blacks
  were present
• Number of Black friends they had
• Suggests Contact reduces prejudice
• Integrated schools
• Affirmative Action in college

77
Another Explanation.Old fashioned Discrimination
78
Residential Segregation Why? Old fashioned
Discrimination

• U.S Government Experiments Paired Samples
• Blacks discriminated against by Realtors Others
• 56 of the time in rental market
• 59 of the time in home sales
• 15 told nothing available
• Shown 18 fewer units
• 21 steered to minority neighborhoodsin my case
  away

79
Continued Segregation

• 7. Massey presents several ways that segregation
  perpetuate disadvantage. Please explain two ways
  that segregation perpetuates disadvantage. Make
  sure that one of your explanations addresses the
  concentration of poverty. Be sure to cite the
  text in your answer.

80
Segregation and Disadvantage
81
Segregation and Disadvantage
82
Segregation and Disadvantage
83
Segregation and Opporunity

• So what can be done to eliminate concentrations
  of poverty that limit opportunity for many Black
  Americans?

84
Have you heard anyone talk about thisin NJ the
talk is about opposing it
85
Fundraising and a Trip to Campus

• For each task you volunteer for and complete,
  Ill give ¼ point on your assignment grade
• Fundraising new information or loose ends
• Change jars Track Lacrosse, other?
• Trip to Campus
• Spring Carnival

86

• 1. Describe your feelings about your community
  activity. Is it what you expected? Is it
  worthwhile? Why or why not?

87

• 2. Please describe the most fulfilling thing that
  you have experienced while with the afterschool
  program.

88

• 3. Please describe the most challenging thing
  that you have experienced while with the
  afterschool program.

89

• 4. Are there things that you have learned from
  the children or others that you work with at
  Chester Eastside Ministries? If so, what?

90

• 5. What have you learned about yourself from this
  experience? Have you learned any new skills or
  developed a new interest? Has the experience
  challenged or made you question any ideas that
  you previously held?

91

• 6. Has your community activity helped you learn
  something new about poverty in America? Has it
  raised any new questions in your mind?

92
Next

• Poverty and Family