Welcome to Unit 2: Understanding Poverty and Class Privilege in Society

In Unit 1 we examined the concept of social construction and how it can help us see the ways systems of race, class, and gender, function to establish the boundaries of our lives. In Unit 2 we are going to extend our understanding of how poverty and class privilege operate in extending power to some in this society but not to everyone. While poverty is a function of individual and group economic conditions, the factors that that contribute to the unequal distribution of income and wealth are far more complex. Moreover, income and wealth are significant elements in determining social class and many of the sociocultural factors that contribute to poverty are also present in determining socioeconomic status (SES). SES is socially constructed; it is both ascribed and achieved. Our understanding of the factors that are associated with poverty and social class, and how they impact life's chances are important if we hope to address the structural inequalities that can result in discrimination and the perpetuation of a relatively powerless and permanent underclass.

Week Two Module 3

Unit 2, Module 3: Discrimination and the Poor

Introduction

Our economy has suffered significantly in the current recession, and the effects of the recession have not been experienced equally across all segments of US society. Race, class, gender, age, education, citizenship status and ethnicity, are some of the factors that affect the distribution of income and life chances in our society. And while unemployment and under-employment have hit almost every segment of society, youth, and especially minority youth have been significantly more vulnerable. 

Homelessness and unemployment levels provide indicators of the economics of race and age. According to the US Department of Numbers, unemployment is much higher for young and less-educated U.S.-born minorities than for the population as a whole. The unemployment rate for all 18- to 29-year-old U.S.-born workers with only a high school education was 32.4 percent in the second quarter of 2010 and 16.6 percent in 2007. For black, high school only, youth the unemployment level in 2010 was 40.7 percent; up from 2007 level of  25.6 percent (http://www.deptofnumbers.com/unemployment/demographics/). A new report by The National Center on Family Homelessness finds that more than 1.6 million children - or one in 45 children - are homeless annually in America in 2011. This represents an increase of 38% during the years impacted by the economic recession. The effects of recession are felt by all. The unemployment levels and homelessness are evidence of the effects of social construction of age and race in the lives of individuals and groups.

Goal

To analyze idea that social constructs are real. We will examine the historic evidenced of the social construction of race, gender and class categories, and the real effects this has on people's lives.

Required Reading

For this class meeting you must read the following sections of the Rothenberg text: Race, Class and Gender in the United States:

Module 3: race: creating and maintaining the color line.

http://www.pbs.org/moyers/journal/04022010/watch.html

• A Class Divided (46: 00) Frontline
• The Jim Crow Museum of Racist Memorabilia: "Using Objects of Intolerance to Teach Tolerance and Promote Social Justice

The Ethics of Living Jim Crow: An Autobiographical Sketch, Richard Wright, pp. 23-32

C.P. Ellis, Studs Terkel, pp. 482-492

• Without Sanctuary Photographs and Postcards of Lynching in America

• Scroll through menu
• NOTE: these are highly sensitive images via photo/video.

The Black Codes, W.E.B. Du Bois, pp. 532

Dred Scott v. Sandford, 1857, pp. 524-527

Brown v. Board of Education of Topeka, 1954, pp. 556-560

• Brown v. Board of Education In Pursuit of Freedom and Equality Traveling Exhibit 

Please scroll through all 12 panels on this website.

Week Two Module 4

Unit 2, Module 4: Class Discrimination: Debt, Death, Dreams, and Education

Lifestyles of the Rich & Famous and Dallas ('80s economic upswing) and Cribs, My Super Sweet 16, and the Real Housewife series (2000's boom). Various races gain exponential media coverage for both positive gains and negative setbacks over the decades - but is all this just a smokescreen for the underlying source of America's universal oppression: access to real economic advancement?

Goal

The challenge of this module is to understand the ways in which the main tenets of the American Dream for the lower and middle classes - education, jobs, and access to a better quality of life - are no longer a guarantee in the Twenty-First Century.

Required Reading

For this class meeting you must read the following sections of the Rothenberg text: Race, Class and Gender in the United States:

Module 4: race: ethnicity and nationality

1. Racial Formations, Michael Omi and Howard Winant, pp. 13-22
2. Presumed Guilty: American Muslims and Arabs (28:56), Making Contact: National Radio Project
3. What Kind of Asian Are You? (3 minute spoken word video)
4. Impossible Subjects: Illegal Aliens and the Making of America, Mae Ngai, pp. 224-234
5. Smells Like Racism, Rita ChaudhrySethi, pp. 141-148
6. Immigration's Aftermath, Alejandro Portes, pp. 397-400
7. Color-Blind Racism, Eduardo Bonilla-Silva, pp. 133-140
8. Part VII Introduction: How it Happened: Race and Gender Issues in U.S. Law, pp. 493-50
9. Civilize Them with a Stick, Mary Brave Bird (Crow Dog) and Richard Erodes, pp. 410-413
10. Indian Tribes: A Continuing Quest . . ., U.S. Commission on Human Rights, p. 501-505
11. For Many Latinos, Racial Identity is More Culture than Color, Mireya Navarro, pp. 238-241
12. People v. Hall, 1854, pp. 522-523
13. Yellow, Frank Wu, pp. 422-425
14. How Jews Became White Folks:  and What That Says About Race in America, Karen Brodkin, 39-53
15. Then Came the War, Yuri Kochiyama, pp. 414-421
16. Confinement and Ethnicity: An Overview of World War II Japanese American Relocation Sites

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Welcome to our Module discussion. This is the interactive part of the course and where the majority of class activity will take place. This course is designed so that active participation in the Discussions will serve as preparation for Unit Exams. It is important that your answers stay focused on the key ideas found in the various source. Please, no outside sources.

Once you have finished all of the required reading for this Module, please answer one of the following questions (see How to Make Answers and Responses directions below):

How to Make Answers and Responses:

• After completing the required readings and web viewings, there are two Discussion questions.
• Students will post an answer to one of the discussion questions
• Then, for responses, those who answered question #1 will respond to the question #2 answers; those who answered question #2 will respond to the question #1 answers.

Formatting Tips and Reminders:

• At minimum your answer to each question must be comprised of at least 250 words.
• Please label your answers with your name and the question #.
• Avoid typing in one large block. Instead break up your posting into small paragraphs so students can more easily read through them.
• Be sure to cite your sources properly in your posting.
• See the "Plagiarism, Eh?" video in Course Tools/Useful Links/Writing-related links to understand why referenced work need to be cited.
• Refer the various Course Tools/Useful Links/Writing-related links on in-text APA citing.
• Remember to spell check.
• Grading expectations are explained in the Syllabus.

How to Make Answers and Responses:

After completing the required readings and web viewings, there are two discussion questions.

Students will post an answer to one of the discussion questions.  Answer post is due by 11:59 pm PST on Thursday.

Then, for responses, those who answered question #1 will respond to the question #2 answers; those who answered question #2 will respond to the question #1 answers.  Response posts are due by 11:59 pm PST on Sunday.

Q.1 -  Race as a social concept

Omi and Winant say that race is a social concept, not a biological one.  Explain this idea and how it relates to the readings by Brodkin, Ngai, Sethi, Portes or Navarro (pick at least two of the authors listed to discuss).

Q. 2 - Thinking Intersectionaly

Before you answer the discussion question below, first read the stories of C.P. Ellis and Richard Wright, who were both poor Southern men (C.P. Ellis is white and Richard Wright is black) and consider how each experienced and understood the relationship between poverty and race.