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First published in 1999, Mary Pattillo’s Black Picket Fences explores an American demographic group too often ignored by both scholars and the media: the black middle class. Nearly fifteen years later, this book remains a groundbreaking study of a group still underrepresented in the academic and public spheres. The result of living for three years in “Groveland,” a black middle-class neighborhood on Chicago’s South Side, Black Picket Fences explored both the advantages the black middle class has and the boundaries they still face. Despite arguments that race no longer matters, Pattillo showed a different reality, one where black and white middle classes remain separate and unequal. Stark, moving, and still timely, the book is updated for this edition with a new epilogue by the author that details how the neighborhood and its residents fared in the recession of 2008, as well as new interviews with many of the same neighborhood residents featured in the original. Also included is a new foreword by acclaimed University of Pennsylvania sociologist Annette Lareau.
Behind the White Picket Fence: Power and Privilege in a Multiethnic Neighborhood
A Gentle Invitation into the Challenging Topic of Privilege The notion that some might have it better than others, for no good reason, offends our sensibilities. Yet, until we talk about privilege, we’ll never fully understand it or find our way forward. Amy Julia Becker welcomes us into her life, from the charm of her privileged southern childhood to her adult experience in the northeast, and the denials she has faced as the mother of a child with special needs. She shows how a life behind a white picket fence can restrict even as it protects, and how it can prevent us from loving our neighbors well. White Picket Fences invites us to respond to privilege with generosity, humility, and hope. It opens us to questions we are afraid to ask, so that we can walk further from fear and closer to love, in all its fragile and mysterious possibilities.
In Black on the Block, Mary Pattillo—a Newsweek Woman of the 21st Century—uses the historic rise, alarming fall, and equally dramatic renewal of Chicago’s North Kenwood–Oakland neighborhood to explore the politics of race and class in contemporary urban America. There was a time when North Kenwood–Oakland was plagued by gangs, drugs, violence, and the font of poverty from which they sprang. But in the late 1980s, activists rose up to tackle the social problems that had plagued the area for decades. Black on the Block tells the remarkable story of how these residents laid the groundwork for a revitalized and self-consciously black neighborhood that continues to flourish today. But theirs is not a tale of easy consensus and political unity, and here Pattillo teases out the divergent class interests that have come to define black communities like North Kenwood–Oakland. She explores the often heated battles between haves and have-nots, home owners and apartment dwellers, and newcomers and old-timers as they clash over the social implications of gentrification. Along the way, Pattillo highlights the conflicted but crucial role that middle-class blacks play in transforming such districts as they negotiate between established centers of white economic and political power and the needs of their less fortunate black neighbors. “A century from now, when today's sociologists and journalists are dust and their books are too, those who want to understand what the hell happened to Chicago will be finding the answer in this one.”—Chicago Reader “To see how diversity creates strange and sometimes awkward bedfellows . . . turn to Mary Pattillo's Black on the Block.”—Boston Globe
This book provides selections from the seminal works of Karl Marx, Max Weber, W.E.B. Du Bois, and Charlotte Perkins Gilman that reveal some of the reasons why class, race, and gender inequalities have proven very adaptive and can flourish even today in the 21st century.
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Runyon Heights, a community in Yonkers, New York, has been populated by middle-class African Americans for nearly a century. This book—the first history of a black middle-class community—tells the story of Runyon Heights, which sheds light on the process of black suburbanization and the ways in which residential development in the suburbs has been shaped by race and class. Relying on both interviews with residents and archival research, Bruce D. Haynes describes the progressive stages in the life of the community and its inhabitants and the factors that enabled it to form in the first place and to develop solidarity, identity and political consciousness. He shows how residents came to recognize common political interests within the community, how racial consciousness provided an axis for social solidarity as well as partial insulation from racial slights, and how the suburb afforded these middle-class residents a degree of physical and social distance from the ghetto. As Haynes explores the history of Runyon Heights, we learn the ways in which its black middle class dealt with the tensions between the political interests of race and the material interests of class.
Relating his fatherless childhood in inner-city Los Angeles, a poet and journalist describes his yearning, and that of other African American men, to escape this destructive cycle to achieve personal security and happiness.
In an American society both increasingly diverse and increasingly segregated, the signals children receive about race are more confusing than ever. In this context, how do children negotiate and make meaning of multiple and conflicting messages to develop their own ideas about race? Learning Race, Learning Place engages this question using in-depth interviews with an economically diverse group of African American children and their mothers. Through these rich narratives, Erin N. Winkler seeks to reorient the way we look at how children develop their ideas about race through the introduction of a new framework—comprehensive racial learning—that shows the importance of considering this process from children’s points of view and listening to their interpretations of their experiences, which are often quite different from what the adults around them expect or intend. At the children’s prompting, Winkler examines the roles of multiple actors and influences, including gender, skin tone, colorblind rhetoric, peers, family, media, school, and, especially, place. She brings to the fore the complex and understudied power of place, positing that while children’s racial identities and experiences are shaped by a national construction of race, they are also specific to a particular place that exerts both direct and indirect influence on their racial identities and ideas.