socioeconomic class

ClassCrits VI is set for November 15-16, 2013 in Los Angeles. The theme is Stuck in Forward: Debt, Austerity and the Possibilities of the Political. Keynote speaker will be Dr. Akhil Gupta of UCLA. You can find more details here and here. Please submit your abstract or proposal to classcrits@gmail.com…

By Lisa R. Pruitt  I don't watch TV or follow much pop culture, and most of the country music I occasionally listen to is on old albums by the likes of Sara Evans, Faith Hill, Martina McBride and Alison Krauss.  But this was apparently a "big week" in country music thanks to Brad Paisley and his new album Wheelhouse.  I was on the road on Tuesday, but by the time I was catching up on email early Wednesday morning, I had lots of messages from friends giving me a heads up on the furor associated with Paisley's new song, "Accidental Racist," which includes a cameo from LL Cool J.  Commentators have varyingly discussed Paisley and his new song thusly: a "middle-age rural liberal reckoning" "well intentioned, if cringeworthy" "cringe-inducing sincerity" "ponderous and lumpy, the worst sort of agitpop" "some kind of elaborate joke" "intellectual undercookedness" "country's ultimate postmodernist" "how we 'do' race in the age of Obama" "a masterwork of camp to heap our snark upon" and, perhaps the most high-brow reference, "a Derridean act of derring-do." In short, as one commentator put it, the song has attracted "an unusual amount of ... sneering." Eric Weisbard did not sneer in his piece for NPR.  His headline references the history of white southern musical identity, and Weisbard touches on biases against the South, as well as white-on-white biases: As you may have heard, Paisley is sifting through some rubble of his own right now, having been declared a national laughingstock by virtually all commentators coming from outside mainstream country. But then, this condescending dismissal is nothing new. There is a history to "Accidental Racist," the history of how white Southern musicians — heatedly, implicitly, at times self-servingly and not always successfully — try to talk about who they are in answer to what others dismissively assume they are. After all, while the Jim Crow South was Anglo supremacist politically, American culture offered a very different dynamic. Ever since white Northerners started putting out their records, Southern whites have represented a backward rural mindset in a national culture of jazzy modernity.  ... Variety loved jazz but scorned the hillbilly in 1926 as " 'poor white trash' genera. The great majority, probably 95 percent, can neither read nor write English. Theirs is a community all to themselves. [They are] illiterate and ignorant, with the intelligence of morons."

By Lisa R. Pruitt One of the most e-mailed items in the New York Times for the past day or so has been Claire Vaye Watkins “The Ivy League Was Another Planet.” (The alternative headline is “Elite Colleges Are As Foreign as Mars.”) In her op-ed, Watkins recounts her journey from nonmetropolitan Pahrump, Nevada to college at the University of Nevada, Reno. Her story is that of a kid from a working class family in “rural” Nevada (her description; technically, Pahrump is not rural because, though unincorporated, its 2010 population is more than 35,000) who didn’t know about colleges or how to pick one.  Lucky for her, Watkins went on to get an MFA from Ohio State and is now an assistant professor of English at Bucknell. Watkins writes of getting her wake-up call about dramatic variations in educational resources when she was a high school senior, vying for a prestigious state-funded scholarship. That’s when she met a peer from a Las Vegas high school who attended a magnet school, took college prep courses, had a tutor, and had spent time abroad.  The variations in resources, she realized, were based on geography:  he was an urban kid and she was a rural one.  But they were also based on class.  She doesn’t specify the background of the Vegas teen, but she mentions that her mother and step-father had not gone to college.  I note that Pahrump’s poverty rate is a fairly steep 21.1%.  Just 10.1% of residents there have a bachelor’s degree or better, compared to about 30% nationwide. Even after meeting the privileged teen from Vegas, however, Watkins didn’t know what she didn’t know.  She remained ignorant of the world of elite colleges, a sector that represented the “other planet” or “Mars” of the headline.  Instead, Watkins applied to UN Reno, she explains, because she had once taken a Greyhound bus to visit friends there. As Watkins expresses it, when poor rural kids apply to college (which, I might add, is altogether too rare), they typically apply to those institutions to which they have been “incidentally exposed.”

This year's ClassCrits meeting will be at Southwestern Law School in Los Angeles, November 15-16.  The deadline for abstracts and panel proposals is fast approaching:  March 20, 2013. The call follows, and you can get more details here.  Send proposals to classcrits@gmail.com. The theme of this year’s workshop--the sixth meeting of ClassCrits--is debt, austerity and the possibilities of the political. The economic crisis of 2008 was a referendum on the failures of deregulation and neoliberal ideology all over the world. Far from being a sophisticated mechanism to absorb and diffuse systemic economic risk, the crisis exposed a fragile global financial system characterized by dysfunctional imbalances of increasingly precarious and largely unregulated risk societies. In the United States, the social contract of class mobility and the “American Dream” financed with “easy” credit was exposed as an empty promise. In the European context, the sovereign debt crisis resulted in the imposition of draconian austerity measures in several nation-states, like Greece, undermining social safety nets and wage structures, rupturing traditional alliances, and driving down individual standards of living. At the same time, the Occupy Movement—and similar movements across the globe—refocused attention on socio-economic inequality for the first time in decades. The old ways of seeing things proved inadequate for framing the changing realities of the new post-recession world. But whatever the initial shock to the social order, political and financial elites everywhere have since doubled down on the failed neoliberal project with a mania for balancing budgets in the name of discredited austerity policies which have only accelerated neoliberalism’s upward transfer and concentration of wealth and intensified the class stratification in contemporary global societies. Stuck in the grip of austerity groupthink and faced with nation states captured by elite interests─a trend only made worse in the United States by Citizens United─any movement forward will require creatively leveraging national political and legal systems as instruments for progressive economic change and deleveraging social class divides.

Posted by Lisa R. Pruitt The Occupy Wall Street movement has recently drawn national attention to economic inequality, and several new studies and a book just published also invite us to consider the acuteness of this inequality, as well as its causes and/or consequences.  These publications all highlight education, to one degree or another, as a key indicator of class and class mobility. The New York Times, NPR and the Los Angeles Times all ran features this week on Charles Murray's new book, Coming Apart:  The State of White America, 1960-2010.  Murray, labeled "a libertarian social scientist" by NPR (and worse things by other liberal pundits), is a controversial figure due in large part to his co-authorship of The Bell Curve.  In that 1994 book, Murray described  a "cognitive elite" who, he argued, get ahead in large part because of their superior IQs.  The controversy was understandable given his assertion that whites tend to have higher IQs than African Americans and some other minorities. I want to focus here, however, on some of the less controversial information featured in Coming Apart. By this, I mean to steer clear of the book's commentary on values and related suggestions for remedying the problem.  (I do, however, recommend Paul Krugman's op-ed and Nicholas Confessore's review which offer incisive observations regarding those aspects of the book).  Also, to be clear, I have yet to read the book and so rely here on characterizations from media reports.

By Lisa R. Pruitt Americans like to think they live in a society unstratified by class, a society of equal opportunity, where the American dream survives.  Joe Bageant, a journalist turned cultural critic, challenged these myths with inimitable intensity, compassion, and wit. Along the way, he reminded us of the links between the nation’s white working class and rural America.  Bageant died earlier this year at the age of 64. I first heard the name Joe Bageant in, of all places, Waarnambool, Australia.  It was November, 2010, and I was there to give a lecture at the Rural and Regional Law and Justice Conference.  After my talk, “Toward a Critical Legal Ruralism,” an Australian law professor approached me and recommended the book Deer Hunting with Jesus:  Dispatches from America's Class Wars by Joe Bageant.  I promptly purchased it.  Who could resist such a provocative title? I found that what the academic literature teaches about class wars, Bageant expressed in sharper, colloquial terms, and I discussed Bageant in my essay, The Geography of the Class Culture Wars. The scholarly literature tells us that progressive elites look down on the white working class and fail to see their struggles, including the struggle within the white working class by which the “settled,” disciplined working class differentiate themselves from the “hard living.” Bageant—consistent with his rural roots—expressed this distinction between the settled and the hard living as that between rednecks and white trash, explaining:

By Lisa R. Pruitt The Chronicle of Higher Education this week released data summarizing the tertiary education (or lack thereof) of state legislators across the country.  An interactive map is available here, permitting you to see the percentage of lawmakers in each state who attended college, completed college, and/or completed a graduate or professional degree.  The map also tracks whether lawmakers attended public schools or private ones, and it features some data about whether they went to college within their state or outside it. The big headline is that about 75% of all state lawmakers have four-year college degrees, compared to 94% of those serving in the U.S. Congress.  The percentage of state legislators with such a degree varies considerably by state, however, from a high of 89.9% in California to a low of 53.4% in New Hampshire (where the Chronicle acknowledges it had greatest difficulty verifying educational attainment of the numerous legislators, who serve part time for just $100/year!).  South Carolina leads states in percentage of lawmakers who attended some college but did not receive degrees (97.7%), while Arkansas makes the poorest showing on this metric, with only 67% of its legislators having completed any college at all.  Stated another way, that means that a full third of Arkansas’s lawmakers have only a high school diploma.

By Lisa R. Pruitt Two recent news reports from very different parts of the world shared this theme: Affluence can have its drawbacks. The first story was Michael Wines, “Execution in a Killing that Fanned Class Rancor,” which reports the execution of the son of an affluent Chinese businessman and military official. The son, Yoa Jiaxin, stabbed to death a “peasant” woman last fall. Jiaxin had struck the woman, who was cycling, with his vehicle, but she suffered only minor injuries. When Jiaxin realized that she was memorizing his license plate number, however, he attacked her with a knife. Wines provides some class context for what happened next: "The crime had fanned deep public resentment against the “fu er dai,” the “rich second generation” of privileged families who are widely believed to commit misdeeds with impunity because of their wealth or connections." Jiaxin later said that he “feared the woman, a poor peasant, would ‘be hard to deal with’ should she seek compensation for her injuries.”

By Lisa R. Pruitt I responded last month to Martha McCluskey’s ClassCrits post, “Class as a Category of Vulnerability and Inequality.” In that initial response, I asserted that progressives need not choose between advocating mobility (the upward variety!) and advocating mobilization (collective action, labor rights) when it comes to class. I called the tension between mobilization and advocating class mobility a false dichotomy. This post takes up another issue that arose from the initial conversation: is class material or is it cultural? More precisely, will attending too much to the cultural aspects of class cause us to lose sight of its material aspects and consequences? Of course, class has both material and cultural components—no doubt one of the reasons we increasingly refer to it as “socioeconomic status” or “SES.” I believe we must take both seriously in our efforts to empower the working class and poor. As with my prior post, I take the white working class as my starting point for several reasons. One is that I don’t hear socially conscious progressives pushing for a bifurcation that separates the material from the cultural with respect to minority groups. The other is that focusing on working class and poor whites permits us to see class more clearly. If we are looking at the group which enjoys the greatest racial privilege, we will not be tempted to collapse the class problem into the racism problem. We thus have a distinct opportunity to see just how powerful class disadvantage is. This tack it is not intended to discount the ways in which racial disadvantage exacerbates class disadvantage. Thinking about class as culture implicates identity, and some have challenged class as a basis for identity, especially among “lower classes.” John Guillory wrote in 1993:

By Lisa R. Pruitt In a prior post about Thomas Espenshade and Alexandria Walton Radford’s book, No Longer Separate, Not Yet Equal:  Race and Class in Elite College Admission and Campus Life, I mentioned Ross Douthat’s assertion that “the downscale, the rural and the working-class” whites were most disadvantaged in elite college admissions.  In this second installment about the book and Douthat’s 2010 column comments on it, I want to discuss the rural issue, which Douthat characterizes as bias against rural or “Red America.”  Douthat wrote: “[W]hile most extracurricular activities increase your odds of admission to an elite school, holding a leadership role or winning awards in organizations like high school R.O.T.C., 4-H clubs and Future Farmers of America actually works against your chances.” In his response to Douthat’s initial column, Espenshade clarified that rural-oriented extracurriculars are not the only ones whose value is discounted by admission offices.   Espenshade wrote: “These extracurriculars might include 4-H clubs or Future Farmers of America, as Douthat mentions, but they could also include junior ROTC, co-op work programs, and many other types of career-oriented endeavors.  Participating in these activities does not necessarily mean that applicants come from rural backgrounds.  The weak negative association with admission chances could just as well suggest that these students are somewhat ambivalent about their academic futures.” As a related matter, Espenshade clarifies that applicants from “Red” states have better odds of getting into an elite university than those from more populous states, many of which are “Blue.”

By Lisa R. Pruitt Parts I and II of this series appeared in August, 2010 here and here. Ever since Ross Douthat discussed No Longer Separate, Not Yet Equal: Race and Class in Elite College Admission and Campus Life in a July 2010 column, I’ve been fretting about some of the book’s findings.  This 2009 book discusses the authors' exhaustive study of college admissions, with particular attention to elite colleges.  Among the conclusions of Princeton sociologists Thomas Espenshade and Alexandria Walton Radford is that whites and Asians needed higher grades and SAT scores to gain admission, while blacks and Hispanics were favored in the admissions process.  Stated thusly, I am not troubled by the finding.  But then Douthat makes a related point, about the consequences of this fact on “lower-class” whites: "For minority applicants, the lower a family’s socioeconomic position, the more likely the student was to be admitted. For whites, though, it was the reverse. An upper-middle-class white applicant was three times more likely to be admitted than a lower-class white with similar qualifications." Douthat goes on to explain that this failure to admit more working- and other “lower-class” whites may be “a money-saving tactic.”  Specifically, “Espenshade and Radford suggest that these institutions, conscious of their mandate to be multiethnic, may reserve their financial aid dollars ‘for students who will help them look good on their numbers of minority students,’ leaving little room to admit financially strapped whites.”

By Lisa R. Pruitt Martha McCluskey wrote a couple of weeks ago on the ClassCrits Blog about some questions regarding class that arose at Martha Fineman’s recent workshop, Masking and Manipulating Vulnerabilities, at Emory Law School.  To summarize, McCluskey asked whether it is “problematic to analyze class as a category of inequality without directly engaging questions of labor rights?” The genesis of that conversation at Emory was my speculation regarding the reasons for resistance to class analysis regarding whites and, by extension, resistance to the vulnerability paradigm.  Like my other recent work on class, my comments at Emory  focused on class mobility and did not engage issues of collective mobilization.  I thus believe the clear answer to McCluskey’s question is “no.”  Class mobility (think class ascension, although the sad trend these days is downward mobility) and class mobilization (as through unionizing and labor rights) seem to me different paths to empowerment of the working class and poor.  I see these as able to reside comfortably, side-by-side, on parallel tracks.  Indeed, now that McCluskey (echoing others at the Emory workshop) has voiced this issue, I find myself surprised that we do not see more law professors writing about class (im)mobility in a way that separates the issue from racism. That is, I am concerned that socially conscious progressives see challenges to upward mobility as stemming primarily, even solely, from bias against minorities.  If this is the case, we are failing to see that whites, too, are increasingly victims of the inequality gap and its attendant barriers to upward class migration.

Written by Lisa R. Pruitt In a recent post, I commented on what the film “Winter’s Bone” might reveal about white privilege.  There I discussed Ree Dolly, the film’s heroine, in the overwhelmingly white context of Taney County, Missouri, where the median household income is about 75% of the national median.  (In neighboring persistent poverty Ozark County, which seems more reflective of Ree’s milieu as depicted in the film, the median household income is about 65% of the national figure).  Now I want to discuss Ree’s whiteness and socioeconomic disadvantage in a broader context. What if Ree goes off to Southwest Missouri State in nearby Springfield, Missouri?  or even the University of Missouri?  First, should she be the beneficiary of affirmative action in getting there?  In my opinion, absolutely.  (Read a recent discussion regarding the lack of white, lower class and rural privilege in college admissions here and here).  She would bring diversity of life experience to the student body, and she represents extreme socioeconomic disadvantage.

Written by Lisa R. Pruitt Progressive law professors talk a lot about privilege, including white privilege.  If we're white (like I am), we try to be aware of it and not re-create it.  Law professors of color remind us that we benefit from it. Writing about rural people in relation to the law, which I have been doing for a few years now, has put me in an awkward position in relation to white privilege.  A lot of my work is about rural disadvantage and class, and I've been told my work is "very white."  The presumption about whiteness in my work is probably because rural places are popularly associated with stasis and homogeneity—and with white people in particular.  But I’ve written a lot about the sort of entrenched, inter-generational poverty that defines what the U.S. government labels persistent poverty, and the reality is that most persistent poverty counties are dominated by a cluster of a single racial/ethnic group:  Latina/o (Rio Grande Valley), African American (the Mississippi Delta and Black belt), American Indian (the Great Plains and Southwest) and, yes, white (Appalachia, the Ozarks plateau, the Texas panhandle).  A few of my articles have discussed racial and ethnic minorities in rural and/or persistent poverty contexts; examples are here, here and here. I have also written about impoverished rural white communities, and I do admit to being concerned about them, too.  Which brings me to Ree Dolly, 17-year-old heroine of “Winter's Bone,” the critically acclaimed indie film that won the Grand Jury Prize for Drama at Sundance this year.  The film is set in the Missouri Ozarks, about 50 miles from where I grew up in the Arkansas Ozarks, so when it began to garner media attention in the run up to its national release, I found myself holding my breath.  Who and what would it show—and how authentic would the depiction be?  Was “Winter’s Bone” going to be the 21st century “Deliverance”?  In fact, “Winter’s Bone” is pretty ugly, a very difficult film to watch.  It is also, I must admit, quite authentic in its depiction of a certain milieu.

Written by Lisa R. Pruitt I've been contemplating a series on "Elitism in Education," but the posting of a new paper by Richard Sander and Jane Yakowitz  prompted me to change the title to "Elitism and Education."  That's because their new study, "The Secret of My Success:  How Status, Prestige and School Performance Shape Legal Careers," suggests that an elite law school education is not as important to a successful legal career as conventional wisdom suggests.  The draft paper is not yet peer reviewed, but here's a summarizing excerpt: "The consistent theme we find throughout this analysis is that performance in law school--as measured by law school grades--is the most important predictor of career success.  It is decisively more important than law school 'eliteness.'  Socioeconomic factors play a critical role in shaping the pool from which law students are drawn, but little or no discernible role in shaping post-graduate careers.  Since the dominant conventional wisdom says that law school prestige is all important, and since students who 'trade up' in school prestige generally take a hit to their school performance, we think prospective students are getting the wrong message."