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How social class affects educational attainment
How social class affects educational attainment
Impact of social class
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Fighting for Justice or Just for Attention? The Many Ways Being Different Isn't Social Change The problem with structuring subcultures in the context of resistance is that sometimes it’s really hard to figure out just what someone is resisting. The CCCS approach focuses on subcultures of the Working Class because its much easier to see their actions in terms of resisting larger social structures. In Amy Wilkin’s (2008) book she depicts three subcultures primarily consisting of middle class white youth. While there is still the possibility of resistance, the efforts of goths and Unity Christians are aimed achieving distinction, while the wannabe desires authenticity. Instead of wanting to change the actual hierarchy, they simply want to rig the game so that they can win. Often these ‘deviant’ actions serve to reinforce existing structure. Goths, Christians, and Puerto Rican Wannabes use the idea of the ‘other’ to form their own identities, often by using less privileged groups to define their own distinction. The use of sex is common among all three as a way of lending biological weight to what would otherwise be viewed as a ‘phase’. In a way, Wilkins’ subcultures are actually the opposite of resistant. As Thornton notes, “distinctions are never just assertions of equal difference; they usually entail some claim to authority and presume the inferiority of others” (Thornton 1995, p 201). However, Wilkins’ notes a number of contradictions and places of resistance in her …show more content…
participants individual narratives, opening the possibility for more postmodern, individual pockets of resistance. Amy Wilkins views her participants as constantly enacting a combination of race, class and gender.
The problem for her studying it is that “the goths and the Christians talked little about race. The wannabes talked little about gender. And almost nobody talked about class” (Wilkins, p. 3). However, just because we don’t speak about these things does not mean that they are not effecting our actions, rather Wilkins looks to see what lines were being drawn by what wasn’t being said as well as what
was. The Goths are described as generally upper class white youth who are unaware of their own privileged positions, although one participant, Greg, whose mother is Puerto Rican admitted that “nonwhite people...may or may not have the money to buy the clothes” (p. 37). Wilkins notes “the difficulties of separating race and class in the goth scene since most goths occupy the privileged side of both axes” (p. 37). When Goths use others to define themselves, they aren’t just using any group, but rather separating themselves from disadvantaged groups. When Wren claims that goths “had to have a certain courage to put on costumes. [They] weren’t there to show off, like at hip-hop clubs” (p. 42) she intentionally separates herself from youth of color, though she admits to never having actually been to a hip hop club as they“disgust” her (p. 42). Wilkins describes a “tall, beautiful white woman... wearing a kimono with chopsticks in her hair”. Goths see these things as a costume to put on or take off rather than a form of cultural appropriation. Their privileged position allows them to use minority groups to define themselves with no risk of reprisal or awareness it's even happening. As Wilkins notes, “[Goths] use upper-middle-class language and assumptions to validate their alternative style— and middle-class money to acquire it” (p. 43). They use youth of color as a foil to maintain their own distinctiveness, much as they use polyamory and bisexuality to achieve distinction while distancing themselves from the queer community— reaping the benefits of gay rights activism without any of the costs (p. 74). While their transgression of sexual norms could be seen as resistant to dominant culture, they cushion their actions in respectability politics. Their rhetoric regarding polyamory labels monogamous relationships as less “honest”, “open”, and “trustworthy” than their own (p. 85). In defending their own practice they in essence slutshame the ‘mainstream’, drawing a line that “separates the responsible from the irresponsible, the honest from the dishonest, the promiscuous from the polyamorous” (p. 85). Goths draw their identity in opposition to the mainstream, who in practice are seen as poor people of color— those who dance at hip-hop clubs, are promiscuous and irresponsible in sex, or are less enlightened in their gender relations (p. 86). Christians are a particularly interesting group as they aren’t a subculture per se in most of the country. In this particular space, however, they form a small group with distinct boundaries separate from their peers— its just that those things that make them distinct are rewarded by the larger structure. Unity Christians in Wilkins’ work are similar to the goths in their sense of ‘color-blindness’. The position of their organization in informally reproducing racial segregation is invisible to them. As Wilkins’ notes, ”The presence of a few, highly visible nonwhite members creates the impression that campus Christianity isn’t segregated, even while separate campus organizations cater specifically to Black Christians and to foreign students” (p. 94). Their very performance of ‘goodness’ is one of middle class whiteness (p. 97) and their use of informal sponsorship serves to unknowingly reproduce the white middle class composition of the group (p. 95). While one may assume that Unity Christians would be more apparently hierarchical, given their connection to the Religious Right, their value of modesty and individualist take on religion serves to obfuscate the role of race and class. Interestingly, Wilkins’ describes their focus on abstinence— sexual and romantic-- as paradoxically allowing women to “[resist] expectations that they be other-directed and romance-oriented” (p. 143) while still “[binding] women’s confidence and independence to their ability to live up to gender conservative expectations” (p. 147). Unity Christians are resisting gender-norms in the short term, but as with Goths they are benefiting from the gains of feminism while still using the “economically and socially marginal ‘at-risk girl’” to form their own identities (p. 148). Both Christians and Goths are struggling for what Thornton describes as distinction. While they place themselves in opposition to mainstream culture, they make no real efforts to change hierarchies. Even seemingly resistant actions are supported by mainstream values. For the goths this means supporting their non-traditional sexual habits with rhetoric of ‘safety’ and 'romance' and for Unity Christians this is opting out of an uneven romantic marketplace by calling on the raced and classed concept of ‘purity’ (p. 148). These groups do not see race and class, or even gender, in their actions, instead they see their choices and taste as ‘superior’-- Goths as seeing themselves as more progressive (p. 81), Christians by seeing themselves as more ‘happy’ (p. 111). What is clear is that both groups are unknowingly playing on hierarchies of race and class in order to assert that while they are distinct, they are still 'acceptable' by contrasting themselves to non-white stereotypes. Puerto Rican wannabes are even more complicated than Unity Christians to see as a subculture, as they try their best to avoid any connections with each others and almost universally reject the label (p. 199). However, they are seen as a group— and subsequently labeled as deviant-- by both just about everyone. This strongly differentiates them in one way from goths and Unity Christians— wannabes are not seeking distinction, as a group. Instead wannabes are labeled as deviant for their racial transgressions. For some this is a class change, others it is actually a relatively small difference between white trash label and ‘wannabe’. Notable, however, is the caricature of the wannabe given by others. In the eyes of others wannabes are white and middle class. The reality is not this simple, but it belays the inherent linking of class and race. Wannabes unintentionally confirm this connection by solely enacting particular poor minority roles (p. 198). Wilkins’ also turns her lens towards gender. She suggests that wannabes are not just people, but a “label [that] can be used as a threat, much like the slut label, tossed at anyone who violates behavioral expectations” (p. 193). In the post-modern concept of identity, the wannabe is the “Bad Subject” by which others position themselves as the “Good Subject” (Raby, p. 165). As Wilkins’ notes, the wannabe makes rules clear that others would rather remained unspoken. The indication that the wannabe is not acting ‘white’ draws attention to the fact whiteness requires enactment. While the wannabe may not claim her label, the very specter of her existence may be resistant in Butler’s conceptualization. By enacting the ‘wrong’ race, class, and gender performance she “challenges the clear alignment of assigned race with cultural performance” and allows for “elasticity” in racial categories (Wilkins, p. 195). However in continuing with Butler’s theories her acts may still be taken up by others in ways that realign race and class and that “fortify hierarchical gender categories” (p 195). No matter how they are taken up, it can be argued the wannabe is, in this instance, more resistant than the goths or Christians in that her actions violate norms in a way that draws attention to the arbitrariness and performativity of existing hierarchies. While the Christians are performing to white middle-class adult expectations and the goths are violating norms in ways that are temporary, the wannabe causes upset because she is violating norms in a way that may become permanent— the birth of a mixed-race child. Both Christians and goths use sexuality to define themselves in a way that raises up the specter of the wannabe— a single mother who is not performing proper white-ness. For all three group, performances of sexuality are “inflexible” (p. 247). Wilkins suggests this is as sexuality appears to be something “intrinsic to a person...something that someone [can't] try on and take off” (p. 247). However, for Unity Christians and goths these performances secure their status as distinctive while ensuring their continued ability to move on to middle-class adulthood and its associated privileges. For wannabes the birth of mixed-race children does exactly the opposite-- children “solidify the race and class transgressions of their mothers” (p. 238). Though their reasons for initial ‘racial transgression’ are more varied than the desires for distinction seen in the goths and Unity Christians, the wannabe’s conception of themselves is notable for the constant need to ‘prove’ legitimacy. Each woman interviews uses a different method, but there is no point where they may relax with certainty of in-group status. Rather, they are constantly in danger of the stigmatizing label of ‘wannabe’. In particular, Jaclyn attempts to claim “racial legitimacy by separating herself from the improper sexuality associated with white women” (p. 218). Rather than claiming her deviant label, Jaclyn is using her friend Kelli to define what she is not— in this case using the stigma of ‘loose sexuality’-- and in doing so position her own performance as authentic. Like the goths use of polyamory and the Christians use of abstinence, the wannabes interviewed at once break norms of sexuality and gender and reinforce them. However, the wannabe label is an external label of deviance rather than a group identification and as such members are notably more heterogeneous. While Jaclyn is concerned about being seen as ‘easy’, Laurie “negotiates her gender transgressions ambivalently” (p 228). While none of the three groups can be seen as fully resistant, a postmodern view of resistance allows for more hope. Raby discusses ‘fissures’, moments where conflicts and contradictions allow us to “temporarily step outside of discourse and locate new ways of thinking and behaving” (Raby 2005, p. 167). These fissures allow a possibility of resistance in the moment where hypocrisies or contradictions become apparent. Wilkins’ work provides a number of these moments both noted by the Wilkins and by the subjects themselves, where “individuals... become aware of social norms as arbitrary and inconsistent” (Raby p. 167). While Laurie lacks the words to conceptualize it, she shows perhaps the most ability to resist norms. On one occasion, Laurie “reversed typical gendered scripts” by boasting about “[kissing] a man whose girlfriend has recently given birth” and shaming him as the “stigmatized slut” for his “insincerity toward his girlfriend” (Wilkins, p. 231). While not a lasting refusal of gender norms, in that moment Laurie made clear the arbitrariness of those roles. In reference to the goths nonmonogamy, egalitarian ideals, and queer play, Wilkins insists “Goth strategies push important sexual boundaries... These are gains that should not be overlooked” (p. 84). While these groups are not fully resisting norms, it is important to remember the places where they make apparent the performativity of race, class, and gender expectations. Unity Christians, however, make clear the dangerousness of viewing resistance solely moment by moment. While their identities “bend the rules of femininity in unexpected ways” (p. 141) they are doing so by “resuscitating ... historical patterns” that marginalize the poor and communities of color as well as linking women’s “moral worthiness to sexual patterns” (p. 148). Their progressive choices are meant to be only temporary and while they may allow for deviation from peers, little about their habits is resistant in a lasting manner.
When Anne Moody was a young child she was not entirely aware of the segregation between whites and blacks. However, as time went on she began to see the differences between being black and being white and what that meant. One of the contrasts that Anne first encountered was that whites generally had better
In the book, the readers see the wall between black and white people during the movement. An example is a reaction to Fern’s doll which is white, while Fern, however, is black. On pg.65, it reads, “‘Li’l Sis, are you a white girl or a black girl?’ Fern said, ‘I’m a colored girl.’ He didn’t like the sound of a colored girl,’ He said, ‘Black girl.’ Fern said, ‘Colored.’ ‘Black girl.”
While Helga identified herself with African-Americans while living in Harlem this idea quickly fades as she becomes exasperated with some of the societal norms that come with living in Harlem. She hates how focused everyone is on “the race problem” and wishes to get away from it. “Even the gentle Anne distressed her. Perhaps because Anne was obsessed by the race problem and fed her obsession.” (p. 50-51) When Helga first came to Harlem she really admired Anne for her intelligence and aesthetic sense when it came to interior decoration. But the longer she stayed in Harlem among purely African-Americans, the more hypocritical she found Anne to be: “Anne’s insinuations were too revolting. She had a slightly sickish feeling, and a flash of anger touched her. She mastered it and ignored Anne’s inadequate answer.” The more intellectual side of Helga becomes annoyed with Anne because she contradicts herself constantly when it comes to “the race
But unlike Gregory’s tale, Wilkins’s story lacks figurative language. Though he does use descriptive language, like when he described what his white neighbors thought about him and his African American family moving in: “The prevailing wisdom in the neighborhood was that we were spoiling it and that we ought to go back where we belonged (or, alternatively ought not intrude where we not wanted.)” (Wilkins). The main problem is that there are no metaphors, similes, symbols, alliterations, and so on. But a strong point of this piece is that it is to the point. All the details he put in his story made sense and helped make his point of equality clear. One such example of this is when he describes his teacher Dorothy Bean, “I later came to know that in Grand Rapids, she was viewed as a very liberal person who believed, among other things, that Negroes were equal.” (Wilkins). This detail helps to establish her as a guiding force to help the other students see Wilkins as an equal. Another great strength in this story was its clear organization of the events that took place. It began with an explanation of the setting, how he was treated, how the teacher treated him, and ended with him being accepted by the other students. Everything was chronologically ordered and easy to follow, which also made it a more enjoyable
There were many acts of violence that took place during Moody’s childhood that helped prove to her that interracial relationships were unacceptable. For example, white people burned down the Taplin family home, killing everyone inside. Moody recalls being in shock and everyone in the car sitting still in dead silence, “We sat in the car for about an hour, silently looking at this debris and the ashes that covered the nine charcoal-burned bodies . . . I shall never forget the expressions on the faces of the Negroes. There was almost unanimous hopelessness in them.” It wasn’t until highschool when she came to her first realization about the racial problems and violence that have been plaguing her when a fourteen-year-old African American boy is murdered for having whistled at a white woman. Before this, Moody was under the impression that “Evil Spirits” were to blame for the mysterious deaths of African Americans, “Up ...
The human brain has great power and abilities, some of which we fail to realize it uses every day of our lives. This can be exemplified by our brain’s ability to create mental shortcuts by assigning labels to what is around us. Although this skill is typically good and helpful to us, “[it] can also be extremely damaging, especially when it comes to categorizing people” (Kaufman). This statement’s validity true enough that novelists have noticed and incorporated it into their work to raise awareness. Different authors have incorporated this into their work such as Barbara Kingsolver and John Irving. The novel that will be analyzed specifically is by Octavia Butler called Kindred. It is a 1979 novel of an independent, African-American woman who travels back through time to save her kin from death during the time of slavery. The analysis of this novel will present examples of labeling, the rejection of labeling, and real life commentary as it
In Rizga’s essay, she explains about how two different students who have experienced stereotype by someone’s race. A student named Brianna, was once in the bathroom with five of her other black girl friend’s fixing their hair. While two Asian American girls came in and saw them, they ran out right away, thinking something bad might happened and get bullied. Another experience from a student in Rizga’s essay was a girl named Rebecca. She exclaims how she moved to St. Louis from China. She went to an all-African American school and was told by her parents to stay away from black students, to not trust them, and run away even though they were all really nice to her. In Dickerson’s essay, she says one thing that is similar to these two situations of the student’s in Rizga’s essay. Dickerson says, “Race is an arbitrary system for establishing hierarchy and privilege” (69). If so, we shouldn’t rank one above the other or lower, stereotype and judge by their group of culture, education and race society has organized and shaped well in to be pushed and categorize by groups. Some of all of us, meaning of all people are not good. Stereo type and social stereo type has caused difficulties in the world tension and
Throughout, Bettie research describing how young women experience class differences within their peers and culture depending on living conditions and identity. I think Bettie explained fully how cultural capital can be a privilege but it can also be a reason why their is a huge gap between classes. Not only this but Julie illustrates how women are treated by earning lower wages then men. My favorite part is in the end how women shouldn’t be without class instead to look over how some too are apart of class. Not only that but class shouldn’t be divided upon race, sexuality, and gender but look at the formation evenly among each. Throughout my writing assignment I argued how Bettie’s theories of inequality connect with Pierre Bourdieu, Kimberle Crenshaw, Marx and Engels and the students perspectives towards class difference, race, gender, cultural, and
In the next few chapters she discusses how they were brought up to fear white people. The children in her family were always told that black people who resembled white people would live better in the world. Through her childhood she would learn that some of the benefits or being light in skin would be given to her.
Helga’s first indication of racial conflict revolves around her occupation as a teacher at Naxos. Not so much with her fellow teachers or the other staff, but with the core concepts and principles of the school itself. Helga admits that she has had trouble fitting into the “Naxos mold” (Larsen 10). She describes this failure to conform as “a lack somewhere,” stemming from “parts of her she couldn’t be proud of” (Larsen 10). These subtle hints show Helga’s conflict with racial discomfort. She strongly disagrees with the southern school’s values and ways of thinking. Helga feels that the school had become “a showplace in the black belt, [an] exemplification of the white man’s magnanimity, [and a] refutation of the black man’s inefficiency” (Larsen 8). In her opinion, this institution of le...
Different social classes come with different perspectives and challenges, usually the belief is that higher society is much happier than those in the lower rank, but not including race into the education does not give all sides of that story. By evaluating parts in Cane by Jean Toomer, Quicksand and Passing by Nella Larsen, and Their Eyes Were Watching God by Zora Neale Hurston story of class and race is being told. Color and classism have gone hand in hand for many years and evaluating the lives of characters that are considered the lowest of the low and yet made it up the totem pole brings up an important discussion. The conflicting ideas of race and class actually encourage racism and ruin the lives of characters in the black bourgeoisie.
A subculture can consist of any small group outside the central or key majority group. The groups can range from an organized crime group, to an Asian American group, to a religious group, to even a hippie commune. The main focus of this unit is the immigrant subcultures. The immigrant subculture that is becoming more commonplace every day in the United States is the Mexican Americans. Mexican Americans have many religious traditions, ceremonies, customs, as well as art and music forms. There are also various cultural traditions. Mexican Americans have their own identity on the contrary they still have distinct American characteristics.
During the sixties Americans saw the rise of the counterculture. The counterculture, which was a group of movements focused on achieving personal and cultural liberation, was embraced by the decade’s young Americans. Because many Americans were members of the different movements in the counterculture, the counterculture influenced American society. As a result of the achievements the counterculture movements made, the United States in the 1960s became a more open, more tolerant, and freer country.
Everyone is different in their own unique ways. We are characterized by what we wear, what we look like, how we walk, and how we move. We are also characterized by our likes, dislikes, hobbies, and more. In addition to all of this, each one of us is characterized by what culture we are a part of. We represent that culture and its subcultures in unique and interesting ways. Today, I will share with you what subculture I belong to. I belong to a subculture of gaming, and I will talk about how, when, and why I participate in this culture.
The sixties was a decade of liberation and revolution, a time of great change and exciting exploration for the generations to come. It was a time of anti-war protests, free love, sit-ins, naked hippie chicks and mind-altering drugs. In big cities such as San Francisco, Los Angeles, New York and Paris, there was a passionate exchange of ideas, fiery protests against the Vietnam War, and a time for love, peace and equality. The coming together of like-minded people from around the world was spontaneous and unstoppable. This group of people, which included writers, musicians, thinkers and tokers, came to be known as the popular counterculture, better known as hippies. The dawning of the Age of Aquarius in the late sixties was more than just a musical orgy. It was a time of spiritual missions to fight for change and everything they believed in. Freedom, love, justice, equality and peace were at the very forefront of this movement (West, 2008). Some wore beads. Some had long hair. Some wore tie-dye and others wore turtle-neck sweaters. The Hippie generation was a wild bunch, to say the least, that opened the cookie jar of possibilities politically, sexually, spiritually and socially to forever be known as one of the most memorable social movements of all time (Hippie Generation, 2003).