Sociology 427 10-3-16
Sociology 427 10-3-16 Soc 427
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This 3 page Class Notes was uploaded by Sydney Anderson on Sunday October 9, 2016. The Class Notes belongs to Soc 427 at University of Mississippi taught by Thomas, James Michael in Fall 2016. Since its upload, it has received 6 views. For similar materials see Social Stratification in Sociology & Anthropology at University of Mississippi.
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Date Created: 10/09/16
10-3-16 The Long Shadow (pages 1-31) ● Goal: improve our understanding of how social contexts bear on long-term well-being of disadvantaged urban youth (page xv) ● Longitudinal study (from age 6-30) ● Probability sample; children were chosen randomly at many levels; children didn’t opt into study ● The “long shadow” is how your family’s resources affect your life’s trajectory ● 3 social contexts: family, neighborhood, school. Which has the biggest impact on the long shadow? ○ They play different roles at different points in life ● Urban disadvantaged: people who are working hard but still living in poverty. Not “bad people” ● Under class: small portion of impoverished people who are “deviant,” take advantage of welfare system, etc. ● Larger socioeconomic context of this study ○ In 70s and 80s, there was a push to decrease federal spending on social services ○ In 70s, white flight. People still in Baltimore were left without safety net 10-5-16 Long Shadow (p. 32-74) ● Family ○ Low SES High SES FRLP (free or reduced 95% 13% lunch program) Single parent 25% 12.5% Parents’ education 10 years 15 years Mom employed 29% 69% Dad employed 75% 96% ○ Socioeconomic profiles of low SES blacks and whites are virtually interchangeable (profiles within families are about the same. Variation is seen in neighborhoods and schools). ● Neighborhood ○ Low SES High SES Poverty 28% 11.4% Male unemployment 26.9% 16.8% Laborer and service 32.1% 16.3% Professional and 11.9% 34.5% manager ○ Lower SES black people see their neighborhoods much more negatively than lower SES whites (p. 60, 62) ● Schools ○ High income: 0-29% FRLP ○ Middle income: 30-67% FRLP ○ Low income: 68-100% FRLP ○ <10% white or black=a segregated school ○ Higher SES: slightly higher scores and attendance; better teacher student ratios 10-7-16 The Long Shadow (p. 75-120) ● Markers of adulthood ○ Moving away from parents ○ Working full time ○ Marriage/cohabitation ○ Finishing full-time education ○ Having children ● Transition to adulthood ○ By race ■ Marriage: 29% of blacks, 59% of whites ■ Father is coresident with child: 44% of blacks, 83% of whites ■ Work-home-parent (no union/marriage): black women ○ By SES ■ Higher parenting rates for lower SES (higher SES has higher status aspirations) ■ Low SES complete transition earlier ○ By gender ■ Women are at higher risk for poverty (they usually have to raise the children) ● Socioeconomic destinations ○ Low SES ■ Lower rates of 4 year degrees (they have to choose between work and school) ○ Whites ■ Higher income, no matter SES ○ Women ■ Lower paying positions ○ Gender and race have interactive effect on SES
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