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Cover image of the book Immigration and the Remaking of Black America
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Immigration and the Remaking of Black America

Author
Tod G. Hamilton
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6 in. × 9 in. 314 pages
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978-0-87154-407-0
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Winner of the 2020 Otis Dudley Duncan Award for Outstanding Scholarship in Social Demography

Honorable Mention for the 2020 Thomas and Znaniecki Award from the International Migration Section of the American Sociological Association

“Using the best available data, state-of-the-art analytical strategies, and sophisticated theoretical framing, Immigration and the Remaking of Black America offers the definitive statement about the diverse experiences of black immigrants to the United States and how they compare to their native-born African American counterparts. Professor Hamilton has unquestionably raised the bar for future scholars who would seek to further advance our understanding of this important, but heretofore poorly understood, population.”
—STEWART E. TOLNAY, S. Frank Miyamoto Professor Emeritus of Sociology, University of Washington

“In the most comprehensive study to date of voluntary black immigration to the United States, Tod Hamilton conducts a tempered and temperate demolition on cherished conventional claims about race, national origin, immigration, and social outcomes. Hamilton’s systematic comparisons of the characteristics and experiences of recent black immigrants vis-à-vis their fellow nationals who remain in their home country, of internal black migrants to the north vis-à-vis those blacks who remained in the south, and of recent black immigrants vis-à-vis the native black American population writ large eradicate cultural-cum-behavioral explanations for ongoing racial inequality in the United States. Immigration and the Remaking of Black America is a masterful study.”
—WILLIAM A. DARITY JR., Samuel DuBois Cook Professor of Public Policy, Professor of African and African American Studies, and Professor of Economics, Duke University

Immigration and the Remaking of Black America teaches us what it means to be black in America today. Its author, Tod G. Hamilton, provides a timely and accessible theoretical and empirical demographic benchmark describing America’s newest black immigrants. More importantly, Hamilton sets today’s black immigrant experience in comparison with native-born black Americans, who still feel the ancestral sting of forced migration from a much earlier and shameful period in U.S. history. America’s burgeoning immigrant and refugee populations from sub-Saharan Africa are too often overlooked but can tell us a great deal about contemporary race relations, race and class dynamics, and immigrant integration in a multiracial society. Immigration and the Remaking of Black America fills the current void.”
—DANIEL T. LICHTER, Ferris Family Professor, Cornell University

Over the last four decades, immigration from the Caribbean and sub-Saharan Africa to the U. S. has increased rapidly. In several states, African immigrants are now the primary drivers of growth in the black population. While social scientists and commentators have noted that these black immigrants’ social and economic outcomes often differ from those of their native-born counterparts, few studies have carefully analyzed the mechanisms that produce these disparities. In Immigration and the Remaking of Black America, sociologist Tod Hamilton shows how immigration is reshaping black America. He weaves together interdisciplinary scholarship with new data to enhance our understanding of the causes of socioeconomic stratification among both the native-born and newcomers.

Hamilton demonstrates that immigration from the Caribbean and sub-Saharan Africa is driven by selective migration, meaning that newcomers from these countries tend to have higher educational attainment and better health than those who stay behind. As a result, they arrive in the U.S. with some advantages over native-born blacks, and, in some cases, over whites. He also shows the importance of historical context: prior to the Civil Rights Movement, black immigrants’ socioeconomic outcomes resembled native-born blacks’ much more closely, regardless of their educational attainment in their country of origin. Today, however, certain groups of black immigrants have better outcomes than native-born black Americans—such as lower unemployment rates and higher rates of homeownership—in part because they immigrated at a time of expanding opportunities for minorities and women in general. Hamilton further finds that rates of marriage and labor force participation among native-born blacks that move away from their birth states resemble those of many black immigrants, suggesting that some disparities within the black population stem from processes associated with migration, rather than from
nativity alone.

Hamilton argues that failing to account for this diversity among the black population can lead to incorrect estimates of the social progress made by black Americans and the persistence of racism and discrimination. He calls for future research on racial inequality to disaggregate different black populations. By richly detailing the changing nature of black America, Immigration and the Remaking of Black America helps scholars and policymakers to better understand the complexity of racial disparities in the twenty-first century.

TOD G. HAMILTON is assistant professor of sociology at Princeton University.

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Cover image of the book Dimensions of Tolerance
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Dimensions of Tolerance

What Americans Believe About Civil Liberties
Authors
Herbert McClosky
Alida Brill
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978-0-87154-592-3
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Although tolerance is one of our most cherished ideals, history suggests it is not an inborn human trait. Tolerance must be learned, and the sophisticated arguments on which it is based make it much harder to learn than intolerance. In this extensive study of civil liberties, Herbert McClosky and Alida Brill attempt to discover who learns the norms of tolerance and why.

Reaching well beyond traditional categories of analysis, McClosky and Brill have surveyed civil libertarian attitudes among the general public, opinion leaders, lawyers and judges, police officials, and academics. They analyze levels of tolerance in a wide range of civil liberties domains—first amendment rights, due process, privacy, and such emerging areas as women's and homosexual rights—and along numerous variables including political participation, ideology, age, and education.

This landmark study offers a comprehensive assessment of the viability—and vulnerability—of beliefs central to the democratic system. It makes an invaluable contribution to the study of contemporary American institutions and attitudes.

Herbert McClosky was research director at the Survey Research Center in Berkeley and professor of political science at the University of California, Berkeley.

Alida Brill was program director and scholar in residence at the Russell Sage Foundation.

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Cover image of the book Cycle of Segregation
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Cycle of Segregation

Social Processes and Residential Stratification
Authors
Maria Krysan
Kyle Crowder
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978-0-87154-490-2
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Winner of the 2019 Otis Dudley Duncan Book Award from the Sociology of Population Section of the American Sociological Association

Winner of the 2018 Oliver Cromwell Cox Book Award from the Section on Racial and Ethnic Minorities of the American Sociological Association

Winner of the 2018 Robert E. Park Award for Best Book from the Community and Urban Sociology Section of the American Sociological Association

Honorable Mention for the 2018 Outstanding Contribution to Scholarship Book Award from the Race, Gender, and Class Section of the American Sociological Association

“In The Cycle of Segregation, Maria Krysan and Kyle Crowder offer a major breakthrough in understanding of the roots of residential segregation in U.S. society today. Their social-structural sorting perspective elegantly and convincingly explains how black and Hispanic segregation can persist even as minority incomes rise and discrimination and prejudice in housing markets decline. It is a remarkable achievement.”

—Douglas S. Massey, Henry G. Bryant Professor of Sociology and Public Affairs, Princeton University

“I highly recommend this book. Maria Krysan and Kyle Crowder's social structural sorting perspective provides new theoretical lens for recognizing and understanding the self-reinforcing processes of residential segregation. Their original analysis of the drivers of segregation and thoughtful policy prescriptions for dismantling it make Cycle of Segregation a must-read.”

—William Julius Wilson, Lewis P. and Linda L. Geyser University Professor, Harvard University

“It is rare that a book written on a problem so fundamental to social life—segregation—is able to make a truly unique contribution and to set the stage for a new, more refined research agenda. Cycle of Segregation does so. Maria Krysan and Kyle Crowder have synthesized insights from a wide range of empirical studies, and put them together to develop a theory of how the structure of urban inequality constrains and shapes individuals’ residential choices, giving segregation its own self-perpetuating momentum. This book changed how I think about segregation, and it should be read by anyone who cares about America’s urban neighborhoods.”

—Patrick T. Sharkey, Professor and Chair of Sociology, New York University

The Fair Housing Act of 1968 outlawed housing discrimination by race and provided an important tool for dismantling legal segregation. But almost fifty years later, residential segregation remains virtually unchanged in many metropolitan areas, particularly where large groups of racial and ethnic minorities live. Why does segregation persist at such high rates and what makes it so difficult to combat? In Cycle of Segregation, sociologists Maria Krysan and Kyle Crowder examine how everyday social processes shape residential stratification. Past neighborhood experiences, social networks, and daily activities all affect the mobility patterns of different racial groups in ways that have cemented segregation as a self-perpetuating cycle in the twenty-first century.

Through original analyses of national-level surveys and in-depth interviews with residents of Chicago, Krysan and Crowder find that residential stratification is reinforced through the biases and blind spots that individuals exhibit in their searches for housing. People rely heavily on information from friends, family, and coworkers when choosing where to live. Because these social networks tend to be racially homogenous, people are likely to receive information primarily from members of their own racial group and move to neighborhoods that are also dominated by their group. Similarly, home-seekers who report wanting to stay close to family members can end up in segregated destinations because their relatives live in those neighborhoods. The authors suggest that even absent of family ties, people gravitate toward neighborhoods that are familiar to them through their past experiences, including where they have previously lived and where they work, shop, and spend time. Because historical segregation has shaped so many of these experiences, even these seemingly race-neutral decisions help reinforce the cycle of residential stratification. As a result, segregation has declined much more slowly than many socialscientists have expected.

To overcome this cycle, Krysan and Crowder advocate multilevel policy solutions that pair inclusionary zoning and affordable housing with education and public relations campaigns that emphasize neighborhood diversity and high-opportunity areas. They argue that together, such programs can expand the number of destinations available to low-income residents and help offset the negative images many people hold about certain neighborhoods or help introduce them to places they had never considered. Cycle of Segregation demonstrates why a nuanced understanding of everyday social processes is critical for interrupting entrenched patterns of residential segregation.

MARIA KRYSAN is professor of sociology at the University of Illinois at Chicago.

KYLE CROWDER is Blumstein-Jordon Professor of Sociology at the University of Washington.

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Cover image of the book Marriage Vows and Racial Choices
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Marriage Vows and Racial Choices

Author
Jessica Vasquez-Tokos
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978-0-87154-868-9
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“If marriage patterns indicate the durability of the color line, Marriage Vows and Racial Choices is a rich account of how the color line shapes the experience of marriage. With lucid prose, Jessica Vasquez-Tokos goes inside the lives of Latina wives and Latino husbands to show how race colors whom they marry, how they stay married, and how they raise children. Demography is destiny, and Marriage Vows and Racial Choices is a must read for anyone who hopes to understand how that destiny is unfolding.”

—Tomás R. Jiménez, associate professor of sociology, Stanford University

“Jessica Vasquez-Tokos’s key contribution in this important new book is to open a black box inside theories of assimilation by illuminating how people actually make their marriage choices. Marriage Vows and Racial Choices details how race and ethnicity, generation, and gender ideologies and images about them play into people’s decisions on whom to marry. A strong empirical scientist, she follows her data to unanticipated places, deepening our understanding of immigration and contemporary America and reframing the debate.”

—Robert C. Smith, professor of sociology, immigration studies, and public affairs, Austin W. Marxe School of Public and International Affairs, Baruch College and CUNY Graduate Center

Choosing whom to marry involves more than emotion, as racial politics, cultural mores, and local demographics all shape romantic choices. In Marriage Vows and Racial Choices, sociologist Jessica Vasquez-Tokos explores the decisions of Latinos who marry either within or outside of their racial and ethnic groups. Drawing from in-depth interviews with nearly fifty couples, she examines their marital choices and how these unions influence their identities as Americans.

Vasquez-Tokos finds that their experiences in childhood, adolescence, and young adulthood shape their perceptions of race, which in turn influence their romantic expectations. Most Latinos marry other Latinos, but those who intermarry tend to marry whites. She finds that some Latina women who had domineering fathers assumed that most Latino men shared this trait and gravitated toward white men who differed from their fathers. Other Latina respondents who married white men fused ideas of race and class and perceived whites as higher status and considered themselves to be “marrying up.” Latinos who married non-Latino minorities—African Americans, Asian Americans, and Native Americans—often sought out non-white partners because they shared similar experiences of racial marginalization. Latinos who married Latinos of a different national origin expressed a desire for shared cultural commonalities with their partners, but—like those who married whites—often associated their own national-origin groups with oppressive gender roles.

Vasquez-Tokos also investigates how racial and cultural identities are maintained or altered for the respondents’ children. Within Latino-white marriages, biculturalism—in contrast with Latinos adopting a white “American” identity—is likely to emerge. For instance, white women who married Latino men often embraced aspects of Latino culture and passed it along to their children. Yet, for these children, upholding Latino cultural ties depended on their proximity to other Latinos, particularly extended family members. Both location and family relationships shape how parents and children from interracial families understand themselves culturally.

As interracial marriages become more common, Marriage Vows and Racial Choices shows how race, gender, and class influence our marital choices and personal lives.

JESSICA VASQUEZ-TOKOS is associate professor of sociology at the University of Oregon.

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Cover image of the book Hard Bargains
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Hard Bargains

The Coercive Power of Drug Laws in Federal Court
Author
Mona Lynch
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6 in. × 9 in. 220 pages
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978-0-87154-511-4
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Winner of the 2017 Michael J. Hindelang Award from the American Society of Criminology

“In this timely and engaging book, Mona Lynch exposes and examines how draconian federal drug laws operate on the ground. Drawing upon extensive and meticulous research, Lynch paints a disturbing portrait of a flawed system of justice in which Congress has provided remarkable power to prosecutors to induce guilty pleas in drug cases by threatening additional charges that in many cases would double or triple the sentence imposed after conviction at trial. The failure of prosecutors to exercise discretion is matched by the inability of judges to do so, because decades-long sentences are usually mandated by Congress itself. Original, accessible, and critically important, Hard Bargains is a must-read for scholars, lawmakers, lawyers, and citizens interested in achieving more proportional and equitable federal drug policies.”

KATE STITH, Lafayette S. Foster Professor of Law, Yale Law School

“Mona Lynch demonstrates convincingly how changes in U.S. sentencing and drug laws have concentrated the power to punish in the hands of prosecutors. Through on-the-ground research in three contrasting districts, Hard Bargains portrays region-specific ways in which such power is deployed. Weakened due process and the destruction of myriad lives, especially among African American men, is the outcome everywhere. This thoroughly researched and most readable book reveals the urgency of law reform.”

JOACHIM J. SAVELSBERG, professor of sociology and law, Arsham and Charlotte Ohanessian Chair, University of Minnesota

The convergence of tough-on-crime politics, stiffer sentencing laws, and jurisdictional expansion in the 1970s and 1980s increased the powers of federal prosecutors in unprecedented ways. In Hard Bargains, social psychologist Mona Lynch investigates the increased power of these prosecutors in our age of mass incarceration. Lynch documents how prosecutors use punitive federal drug laws to coerce guilty pleas and obtain long prison sentences for defendants—particularly those who are African American—and exposes deep injustices in the federal courts.

As a result of the War on Drugs, the number of drug cases prosecuted each year in federal courts has increased fivefold since 1980. Lynch goes behind the scenes in three federal court districts and finds that federal prosecutors have considerable discretion in adjudicating these cases. Federal drug laws are wielded differently in each district, but with such force to overwhelm defendants’ ability to assert their rights. For drug defendants with prior convictions, the stakes are even higher since prosecutors can file charges that incur lengthy prison sentences—including life in prison without parole. Through extensive field research, Lynch finds that prosecutors frequently use the threat of extremely severe sentences to compel defendants to plead guilty rather than go to trial and risk much harsher punishment. Lynch also shows that the highly discretionary ways in which federal prosecutors work with law enforcement have led to significant racial disparities in federal courts. For instance, most federal charges for crack cocaine offenses are brought against African Americans even though whites are more likely to use crack. In addition, Latinos are increasingly entering the federal system as a result of aggressive immigration crackdowns that also target illicit drugs.

Hard Bargains provides an incisive and revealing look at how legal reforms over the last five decades have shifted excessive authority to federal prosecutors, resulting in the erosion of defendants’ rights and extreme sentences for those convicted. Lynch proposes a broad overhaul of the federal criminal justice system to restore the balance of power and retreat from the punitive indulgences of the War on Drugs.

MONA LYNCH is Professor of Criminology, Law & Society at the University of California, Irvine.

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Cover image of the book From High School to College
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From High School to College

Gender, Immigrant Generation, and Race-Ethnicity
Author
Charles Hirschman
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6 in. × 9 in. 412 pages
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978-0-87154-418-6
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“At a time of increasing diversity and inequality in U.S. society, understanding inequality in college graduation is more important than ever. With unique data and a nuanced understanding of the college attainment process, Charles Hirschman offers new insights on how inequality is generated and how greater equity may be pursued.”

ADAM GAMORAN, president, William T. Grant Foundation

“Charles Hirschman takes on one of the most vexing questions in American social stratification—why have rates of college completion stagnated for the last few decades? And why do traits like ethnicity and race and gender continue to shape young people’s educational attainment? This masterful study of 10,000 students provides a sophisticated and rigorous examination of the college pathways of young Americans. From High School to College teases out the effects of immigrant generation, parental social class, and cultural variables to explain why men and some racial and ethnic minorities have fallen behind. This welcome addition to our knowledge of why some children succeed in getting a college education should be required reading for policy makers, social scientists, and everyone concerned with America’s educational inequalities.”

MARY C. WATERS, M.E. Zukerman Professor of Sociology, Harvard University

“Charles Hirschman has ably extended the conditional educational transition model of Robert Mare and combined it with the insights of William Sewell and his colleagues in a comprehensive and intensive analysis of college aspirations, preparation, and attainment. Beginning with a simple, five-step model of the post-high school educational process, From High School to College addresses the influences of socioeconomic background, gender, academic performance, social influences, culture, work, and social participation in the high school years. The ethnic heterogeneity of Hirschman’s Washington State sample and an embedded experiment in support for low-income students add dimensions to the analysis that amplify its implications for educational policy and practice.”

—ROBERT M. HAUSER, executive director, Division of Behavioral and Social Sciences and Education, National Academies of Sciences, Engineering, and Medicine

Today, over 75 percent of high school seniors aspire to graduate from college. However, only one-third of Americans hold a bachelor’s degree, and college graduation rates vary significantly by race/ethnicity and parental socioeconomic status. If most young adults aspire to obtain a college degree, why are these disparities so great? In From High School to College, Charles Hirschman analyzes the period between leaving high school and completing college for nearly 10,000 public and private school students across the Pacific Northwest.

Hirschman finds that although there are few gender, racial, or immigration-related disparities in students’ aspirations to attend and complete college, certain groups succeed at the highest rates. For example, he finds that women achieve better high school grades and report receiving more support and encouragement from family, peers, and educators. They tend to outperform men in terms of preparing for college, enrolling in college within a year of finishing high school, and completing a degree. Similarly, second-generation immigrants are better prepared for college than first-generation immigrants, in part because they do not have to face language barriers or learn how to navigate the American educational system.

Hirschman also documents that racial disparities in college graduation rates remain stark. In his sample, 35 percent of white students graduated from college within seven years of completing high school, compared to only 19 percent of black students and 18 percent of Hispanic students. Students’ socioeconomic origins—including parental education and employment, home ownership, and family structure—account for most of the college graduation gap between disadvantaged minorities and white students. Further, while a few Asian ethnic groups have achieved college completion rates on par with whites, such as Chinese and Koreans, others, whose socioeconomic origins more resemble those of black and Hispanic students, such as Filipinos and Cambodians, also lag behind in preparedness, enrollment, and graduation from college.

With a growing number of young adults seeking college degrees, understanding the barriers that different students encounter provides vital information for social scientists and educators. From High School to College illuminates how gender, immigration, and ethnicity influence the path to college graduation.

CHARLES HIRSCHMAN is Boeing International Professor in the Department of Sociology and the Daniel J. Evans School of Public Policy and Governance at the University of Washington.

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Cover image of the book Coming of Age in the Other America
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Coming of Age in the Other America

Authors
Stefanie DeLuca
Susan Clampet-Lundquist
Kathryn Edin
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6 in. × 9 in. 318 pages
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978-0-87154-465-0
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Winner of the 2017 William T. Goode Distinguished Book Award from the Family Section of the American Sociological Association

2017 Choice Outstanding Academic Title 

“Tracing the journeys to adulthood of 150 impoverished kids from inner-city Baltimore, this powerful book illuminates the importance of both neighborhood and personal identity. These kids are our kids too, and this book helps us understand their lives more fully.”

ROBERT D. PUTNAM, Peter and Isabel Malkin Professor of Public Policy, Harvard University

“Stefanie DeLuca, Susan Clampet-Lundquist, and Kathryn Edin have written a deeply empathetic and insightful book providing a nuanced portrait of the tremendous resilience and untapped potential of low-income minority youth attempting to pursue the American Dream in the face of profound neighborhood and educational disadvantages in the other America. Their analysis suggests large gains from housing mobility and community development policies to improve the neighborhood environments experienced by disadvantaged children and youth.”

—LAWRENCE F. KATZ, Elisabeth Allison Professor of Economics, Harvard University

Coming of Age in the Other America tells the complex story of becoming an adult today in cities like Baltimore, where opportunities for youth are extremely limited. In contrast to stereotypes about minority inner-city adolescents, many of these resilient youth escaped the pull of the streets andachieved far more than their own parents. Yet, given the myriad of barriers that they face, too many others fall short of their potential. The account is heartwarming and heartbreaking at the same time. Anyone who wishes to understand how and why the path to adulthood is constrained for youth in our cities today must read this remarkable book. Coming of Age in the Other America is riveting, distressing, and uplifting all at once.”

—JEANNE BROOKS-GUNN, Virginia and Leonard Marx Professor of Child Development, Teachers College and College of Physicians and Surgeons

Recent research on inequality and poverty has shown that those born into low-income families, especially African Americans, still have difficulty entering the middle class, in part because of the disadvantages they experience living in more dangerous neighborhoods, going to inferior public schools, and persistent racial inequality. Coming of Age in the Other America shows that despite overwhelming odds, some disadvantaged urban youth do achieve upward mobility. Drawing from ten years of fieldwork with parents and children who resided in Baltimore public housing, sociologists Stefanie DeLuca, Susan Clampet-Lundquist, and Kathryn Edin highlight the remarkable resiliency of some of the youth who hailed from the nation’s poorest neighborhoods and show how the right public policies might help break the cycle of disadvantage.

Coming of Age in the Other America illuminates the profound effects of neighborhoods on impoverished families. The authors conducted in-depth interviews and fieldwork with 150 young adults, and found that those who had been able to move to better neighborhoods—either as part of the Moving to Opportunity program or by other means—achieved much higher rates of high school completion and college enrollment than their parents. About half the youth surveyed reported being motivated by an “identity project”—or a strong passion such as music, art, or a dream job—to finish school and build a career.

Yet the authors also found troubling evidence that some of the most promising young adults often fell short of their goals and remained mired in poverty. Factors such as neighborhood violence and family trauma put these youth on expedited paths to adulthood, forcing them to shorten or end their schooling and find jobs much earlier than their middle-class counterparts. Weak labor markets and subpar postsecondary educational institutions, including exploitative for-profit trade schools and under-funded community colleges, saddle some young adults with debt and trap them in low-wage jobs. A third of the youth surveyed—particularly those who had not developed identity projects—were neither employed nor in school. To address these barriers to success, the authors recommend initiatives that help transform poor neighborhoods and provide institutional support for the identity projects that motivate youth to stay in school. They propose increased regulation of for-profit schools and increased college resources for low-income high school students.

Coming of Age in the Other America presents a sensitive, nuanced account of how a generation of ambitious but underprivileged young Baltimoreans has struggled to succeed. It both challenges long-held myths about inner-city youth and shows how the process of “social reproduction”—where children end up stuck in the same place as their parents—is far from inevitable.

STEFANIE DELUCA is associate professor of sociology at Johns Hopkins University.

SUSAN CLAMPET-LUNDQUIST is associate professor of sociology at Saint Joseph’s University.

KATHRYN EDIN is Bloomberg Distinguished Professor of Sociology at Johns Hopkins University.

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Cover image of the book Unequal City
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Unequal City

Race, Schools, and Perceptions of Injustice
Author
Carla Shedd
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$35.00
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978-0-87154-796-5
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Winner of the 2016 C. Wright Mills Award from the Society for the Study of Social Problems

Winner of the 2016 Distinguished Contribution to Scholarship Book Award Presented by the American Sociological Association's Section on Race, Gender, and Class 

Honorable Mention, 2017 Outstanding Book Award from the Inequality, Poverty, and Mobility Section of the American Sociological Association

Unequal City is a revelatory study that shows and tells how inner city young people struggle to acquire a decent education. It powerfully describes the everyday challenges these students face—illuminating how they navigate school and their local communities and the way they confront what too often holds them back. This book should be required reading for anyone who wants to understand the relationship between inequality and urban education.”

—Elijah Anderson, William K. Lanman, Jr. Professor of Sociology, Yale University

“Carla Shedd has written an important book about how race and place shape the experiences of young people in Chicago. Unequal City stands out for many reasons, but most importantly for its empirical richness. Shedd has amassed amazing data and uses both quantitative and qualitative methods to amplify the voices of young people. If you want to understand what young people think about such topics as the police, schools, and in-equality, you should read this book. It is a timely and insightful book.”

–Cathy Cohen, David and Mary Winton Green Professor of Political Science, University of Chicago

Chicago has long struggled with racial residential segregation, high rates of poverty, and deepening class stratification, and it can be a challenging place for adolescents to grow up. Unequal City examines the ways in which Chicago’s most vulnerable residents navigate their neighborhoods, life opportunities, and encounters with the law. In this pioneering analysis of the intersection of race, place, and opportunity, sociologist and criminal justice expert Carla Shedd illuminates how schools either reinforce or ameliorate the social inequalities that shape the worlds of these adolescents.

Shedd draws from an array of data and in-depth interviews with Chicago youth to offer new insight into this understudied group. Focusing on four public high schools with differing student bodies, Shedd reveals how the predominantly low-income African American students at one school encounter obstacles their more affluent, white counterparts on the other side of the city do not face. Teens often travel long distances to attend school which, due to Chicago’s segregated and highly unequal neighborhoods, can involve crossing class, race, and gang lines. As Shedd explains, the disadvantaged teens who traverse these boundaries daily develop a keen “perception of injustice,” or the recognition that their economic and educational opportunities are restricted by their place in the social hierarchy.

Adolescents’ worldviews are also influenced by encounters with law enforcement while traveling to school and during school hours. Shedd tracks the rise of metal detectors, surveillance cameras, and pat-downs at certain Chicago schools. Along with police procedures like stop-and-frisk, these prison-like practices lead to distrust of authority and feelings of powerlessness among the adolescents who experience mistreatment either firsthand or vicariously. Shedd finds that the racial composition of the student body profoundly shapes students’ perceptions of injustice. The more diverse a school is, the more likely its students of color will recognize whether they are subject to discriminatory treatment. By contrast, African American and Hispanic youth whose schools and neighborhoods are both highly segregated and highly policed are less likely to understand their individual and group disadvantage due to their lack of exposure to youth of differing backgrounds.

CARLA SHEDD is assistant professor of sociology and African American studies at Columbia University.

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Cover image of the book Race, Class, and Affirmative Action
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Race, Class, and Affirmative Action

Author
Sigal Alon
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$37.50
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6 in. × 9 in. 348 pages
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978-0-87154-001-0
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“If you thought class-based affirmative action is the answer, think again. This provocative book, based on a rigorous study of current and historical trends in the United States and internationally, raises serious questions and challenges for both race- and class-based affirmative action policies. Bringing a timely and compelling perspective to the debate, Sigal Alon convincingly demonstrates what the most equitable admission solutions are for today.”

–Barbara Schneider, John A. Hannah University Distinguished Professor, Michigan State University

Race, Class, and Affirmative Action is an important book, which adopts an unusual and valuable international perspective, focusing on Israel and the United States. It is remarkably balanced and free of the abundance of cant too often found in American discussions of affirmative action. Equally noteworthy is Sigal Alon’s emphasis on evidence-based findings and her frank recognition that there is no ‘silver bullet.’ Trade-offs are unavoidable—between achieving significant representation of racial minorities in the most elite universities and achieving a broader diversity at affordable cost. Neither class-based affirmative action (in any number of guises) nor a well-crafted race-sensitive policy is, in and of itself, a cure-all. Alon is to be commended for her practical, realis - tic, and hard-headed approach to a topic that needs precisely those qualities.”

–William G. Bowen, president emeritus, The Andrew W. Mellon Foundation

“In her new book, Race, Class, and Affirmative Action, Sigal Alon offers a powerful comparative analysis which opens new approaches to assess the structural determinants of disadvantage, yielding new strategies for productive policy development. Her insights open our thinking for forward movement in the United States, but also for other countries such as Brazil, India, and South Africa which are struggling with similar challenges.”

–Ann Marcus, professor and director, The Steinhardt Institute for Higher Education Policy, New York University

No issue in American higher education is more contentious than that of race-based affirmative action. In light of the ongoing debate around the topic and recent Supreme Court rulings, affirmative action policy may be facing further changes. As an alternative to race-based affirmative action, some analysts suggest affirmative action policies based on class. In Race, Class, and Affirmative Action, sociologist Sigal Alon studies the race-based affirmative action policies in the United States and the class-based affirmative action policies in Israel. Alon evaluates how these different policies foster campus diversity and socioeconomic mobility by comparing the Israeli policy with a simulated model of race-based affirmative action and the U.S. policy with a simulated model of class-based affirmative action.

Alon finds that affirmative action at elite institutions in both countries is a key vehicle of mobility for disenfranchised students, whether they are racial and ethnic minorities or socioeconomically disadvantaged. Affirmative action improves their academic success and graduation rates and leads to better labor market outcomes. The beneficiaries of affirmative action in both countries thrive at elite colleges and in selective fields of study. As Alon demonstrates, they would not be better off attending less selective colleges instead.

Alon finds that Israel’s class-based affirmative action programs have provided much-needed entry slots at the elite universities to students from the geographic periphery, from high-poverty high schools, and from poor families. However, this approach has not generated as much ethnic diversity as a race-based policy would. By contrast, affirmative action policies in the United States have fostered racial and ethnic diversity at a level that cannot be matched with class-based policies. Yet, class-based policies would do a better job at boosting the socioeconomic diversity at these bastions of privilege. The findings from both countries suggest that neither race-based nor class-based models by themselves can generate broad diversity. According to Alon, the best route for promoting both racial and socioeconomic diversity is to embed the consideration of race within class-based affirmative action. Such a hybrid model would maximize the mobility benefits for both socioeconomically disadvantaged and minority students.

Race, Class, and Affirmative Action moves past political talking points to offer an innovative, evidence-based perspective on the merits and feasibility of different designs of affirmative action.

SIGAL ALON is an associate professor in the Department of Sociology and Anthropology at Tel-Aviv University.

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Cover image of the book Social Problems of Alabama
Books

Social Problems of Alabama

Author
Hastings H. Hart
Ebook
Publication Date
24 pages

About This Book

A study of the social institutions and agencies of the state of Alabama, as related to its war activities.

HASTINGS H. HART was director of the Department of Child-Helping of the Russell Sage Foundation.

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