From a Tangle of Pathology to a Race-Fair America

Aja, Alan A.; Bustillo, Daniel; Darity, William A.; Hamilton, Darrick

doi:10.1353/dss.2014.0065

Cited by 12 publications

(16 citation statements)

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“…It is this trope that particularly emphasizes a group-based underappreciation and underinvestment in personal and human capital development on the part of Blacks. If Blacks (and other subaltern communities of color, such as Native Americans, Mexicans, Filipinos, Puerto Ricans, and Vietnamese) simply would reverse their self-sabotaging attitudes and behaviors, full equality could be achieved (Aja et al, 2014).…”

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confidence: 99%

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The Political Economy of Education, Financial Literacy, and the Racial Wealth Gap

Hamilton

Darity

2017

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uch of the framing around wealth disparity, including the use of alternative financial service products, focuses on the poor financial choices and decisionmaking on the part of largely Black, Latino, and poor borrowers, which is often tied to a culture of poverty thesis regarding an undervaluing and low acquisition of education. This framing is wrong-the directional emphasis is wrong. It is more likely that meager economic circumstance-not poor decisionmaking or deficient knowledge-constrains choice itself and leaves borrowers with little to no other option but to use predatory and abusive alternative financial services. To make this point, what better indicator of economic circumstance is there than wealth? Wealth serves as a primary indicator of economic security. Wealthier families are better positioned to finance elite, independent school and college educations, access capital to start a business, finance expensive medical procedures, reside in neighborhoods with higher amenities, exert political influence through campaign financing, purchase better counsel if confronted with an expensive legal system, leave a bequest, and/or withstand financial hardship resulting from any number of emergencies (Hamilton and Darity, 2009). Wealth provides This article examines the mismatch between the political discourse around individual agency, education, and financial literacy, and the actual racial wealth gap. The authors argue that the racial wealth gap is rooted in socioeconomic and political structure barriers rather than a disdain for or underachievement in education or financial literacy on the part of Black Americans, as might be suggested by the conventional wisdom. Also, the article presents a stratification economic lens as an alternative to the conventional wisdom to better understand why the racial wealth gap persists. (JEL J15, Z13)

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confidence: 99%

“…By defining the central problem facing the Black community as not the deep-seated structures that perpetuate racism, but rather deficiencies internal to Blacks themselves, the focus of policy would become the rehabilitation of the Black family as opposed to addressing ongoing structural barriers such as inadequate capital finance endowment (Aja et al, 2014).…”

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confidence: 99%

The Political Economy of Education, Financial Literacy, and the Racial Wealth Gap

Hamilton

Darity

2017

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“…Others emphasized the structural underpinnings of an “oppositional culture” suggesting it could be altered by alleviating poverty concentration (Wilson ) or segregation (Massey and Denton ). Yet growing research challenges the idea of a “culture of poverty” (Aja et al ; Darity ; Small et al. ; Small and Newman ), finding diverse cultural logics in the inner city, consistent with mainstream norms and beliefs (Anderson ; Harding ; Newman ).…”

Section: Urban Latino Cognitive Frame Typesmentioning

confidence: 99%

“There's Nothing Holding Us Back”: The Enduring and Shifting Cultural Outlooks of Inner City Second–Generation Latinos

Rendón

2019

City & Community

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I advance knowledge on the cultural outlooks of inner city second‐generation Latinos, specifically their views about getting ahead. I draw on a longitudinal study of 42 young men transitioning to adulthood from two neighborhoods in Los Angeles close to 150 interviews. Researchers have suggested urban contexts negatively impact the cultural outlooks of young men. I find urban conditions do not uniformly impinge on the outlooks of Latinos, but interact with their migrant histories and social capital. Specifically, Latinos' segregation informs their beliefs in the American opportunity structure and their social support ties their faith in their ability to get ahead. Most respondents are “resolute optimists”: strong believers in the American Dream and optimistic about their chances to succeed. “Determined young men” lose faith in the American Dream but persevere, while “self‐blamers” are harsh critics not of the American opportunity structure but their personal choices and behavior. Latinos' outlooks vary and are fluid, shifting with structural conditions.

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“…Over the last four decades, American classrooms have become increasingly ethnically, racially, and socioeconomically diverse (Aja, Bustillo, Darity Jr, & Hamilton, 2014;Aldana & Byrd, 2015;Banks, 2006). While research shows that this increased diversity provides an opportunity for increased skill development in promoting democratic dialog, social understanding, and identity development (Gurin, Dey, Hurtado, & Gurin, 2002;Ramirez, Bromley, & Russell, 2009), current practices regarding the education of this diverse population fall on a wide spectrum of efficacy ranging from revolutionary to disenfranchising.…”

Section: Difference As Deficitmentioning

confidence: 99%

“…Aja, Bustillo, Darity Jr., and Hamilton (2014) contend that even in Lyndon B. Johnson's speech in 1965 touting the idea of "equality as a fact" over that of "equality as a right and a theory" engaged in language that problematized and normalized aspects of the African American experience. In Johnson's speech, he identified the most important problem confronting African Americans as the "breakdown of the Negro family structure" (p. 39).…”

Section: Difference As Deficitmentioning

confidence: 99%

Understanding the school environments that engage and motivate young adolescents

Deitch¹

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This study used a phenomenological study design to better understand the influence of school environments and structures upon student engagement. Data were collected using semi-structured interviews and researcher memos, and analyzed using the methods established by the design model of Interpretative Phenomenological Analysis (IPA). The study focused understanding teacher perceptions and understandings of student engagement and the practices and structures that engender it. Participants included eight members of a middle school faculty from a small, urban, independent school located on the Upper West Side of New York City. This study used stage-environment fit and positive youth development to help answer the following question: How do middle level teachers in a small, urban, independent school understand the role of the environment in fostering student engagement and motivation?Secondary questions focused specifically on the way these participants defined and understood student engagement and strategies and structures that foster student engagement.Findings from this study reinforce previous research findings demonstrating a lack of fit between the unique needs of young adolescents and the structures and environments of traditional secondary schools. The study makes an important contribution to the literature in its assessment that those working with young adolescents must first unlearn the traditional perceptions of secondary education. Findings suggest that environments and strategies that most effectively engage young adolescents (1) promote close relationships between teachers and students built on trust and care, (2) value the voices and identities of every individual student, and (3) stand in contrast to the traditional conceptions of middle school educations.Recommendations include establishing curricula that offer the opportunity to value and capitalize on student voice and autonomy, hiring and retaining diverse faculty who put the needs 3 of their students first, and re-evaluating the traditional practices of instruction and assessment almost universally employed in middle level education.

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From a Tangle of Pathology to a Race-Fair America

Cited by 12 publications

References 0 publications

The Political Economy of Education, Financial Literacy, and the Racial Wealth Gap

The Political Economy of Education, Financial Literacy, and the Racial Wealth Gap

“There's Nothing Holding Us Back”: The Enduring and Shifting Cultural Outlooks of Inner City Second–Generation Latinos

Understanding the school environments that engage and motivate young adolescents

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