Escaping Poverty and Securing Middle Class Status: How Race and Socioeconomic Status Shape Mobility Prospects for African Americans During the Transition to Adulthood

Abstract

This article draws on extant research from the disciplines of psychology, sociology, and economics to identify linkages between individual, family, community, and structural factors related to social mobility for African Americans during the transition to adulthood. It considers how race and class together affect opportunities for social mobility through where African Americans live, whom they associate with, and how they are impacted by racial and class-related stigma. Of particular interest is social mobility as accomplished through academic achievement, educational attainment, employment, economic independence, and homeownership. Research on five issues is reviewed and discussed: (a) the unique vulnerabilities of newly upwardly mobile African Americans, (b) wealth as a source of inequality, (c) racism and discrimination, (d) the stigma associated with lower-class status, and (e) social and cultural capital. The article concludes with a summary and directions for future research.

School Racial Climate and the Academic Achievement of African American High School Students: The Mediating Role of School Engagement

“…It is not yet clear why economically disadvantaged youth reported increased school engagement given evidence suggesting that economic deprivation among children is a risk factor for achievement difficulties (McLoyd, 1998;Sameroff & Gutman, 2004;Skinner, Elder, & Conger, 1992). However, it could be that kids who have fewer economic opportunities may be more motivated to engage in school because they view education as a facilitator of upward economic mobility (Hardaway & McLoyd, 2009). For instance, some research indicates that less economically advantaged African American report higher academic importance values (Chavous et al, 2008).…”

Research on Students' Performance in Higher Education through Sequence Analysis

“…Compared to whites they are likely to face more difficulty in obtaining a job, because of discrimination and cultural differences may provide them with less cultural capital, which may make it more difficult for them to enter college and obtain a high status occupation (Black & Sufi, 2002;Hardaway & McLoyd, 2009). Blacks are also found to marry less and more often have children outside of wed-lock compared to other racial groups (Loomis & Landale, 1994;Manning & Smock, 1995;Schoen & Cheng, 2006) and as mentioned above marriage is associated with many positive outcomes.…”

Low Socioeconomic Factors: Not a Limiting Factor for African American Men

“…Folmer, 2008;Haynie, Petts, Maimon & Piquero, 2009). Those who drop out of school experience difficulty when competing with more qualified peers and often end up in jail (Stapleford, 2008 (Hardaway & McLoyd, 2009). In addition, many African Americans have often experienced instances of racially based contextual stressors in the form of disrespect, marginalization, segregation, and ridicule among others (Hardaway & McLoyd, 2009).…”

“…Those who drop out of school experience difficulty when competing with more qualified peers and often end up in jail (Stapleford, 2008 (Hardaway & McLoyd, 2009). In addition, many African Americans have often experienced instances of racially based contextual stressors in the form of disrespect, marginalization, segregation, and ridicule among others (Hardaway & McLoyd, 2009). These events tend to strengthen perceptions of disparity by those who are targeted, while fomenting resentment toward those who demonstrate such behaviors (Lambert, Herman, Bynum, & Ialongo, (2009).…”