Between 1975 and 2007, the American incarceration rate increased nearly fivefold, a historic increase that puts the United States in a league of its own among advanced economies. We incarcerate more people today than we ever have, and we stand out as the nation that most frequently uses incarceration to punish those who break the law. What factors explain the dramatic rise in incarceration rates in such a short period of time? In Why Are So Many Americans in Prison? Steven Raphael and Michael A. Stoll analyze the shocking expansion of America’s prison system and illustrate the pressing need to rethink mass incarceration in this country.

Raphael and Stoll carefully evaluate changes in crime patterns, enforcement practices and sentencing laws to reach a sobering conclusion: So many Americans are in prison today because we have chosen, through our public policies, to put them there. They dispel the notion that a rise in crime rates fueled the incarceration surge; in fact, crime rates have steadily declined to all-time lows. There is also little evidence for other factors commonly offered to explain the prison boom, such as the deinstitutionalization of the mentally ill since the 1950s, changing demographics, or the crack-cocaine epidemic. By contrast, Raphael and Stoll demonstrate that legislative changes to a relatively small set of sentencing policies explain nearly all prison growth since the 1980s. So-called tough on crime laws, including mandatory minimum penalties and repeat offender statutes, have increased the propensity to punish more offenders with lengthier prison sentences. Raphael and Stoll argue that the high-incarceration regime has inflicted broad social costs, particularly among minority communities, who form a disproportionate share of the incarcerated population. Why Are So Many Americans in Prison? ends with a powerful plea to consider alternative crime control strategies, such as expanded policing, drug court programs, and sentencing law reform, which together can end our addiction to incarceration and still preserve public safety.

As states confront the budgetary and social costs of the incarceration boom, Why Are So Many Americans in Prison? provides a revealing and accessible guide to the policies that created the era of mass incarceration and what we can do now to end it.

STEVEN RAPHAEL is professor of public policy at the Goldman School of Public Policy at University of California, Berkeley.

MICHAEL A. STOLL is professor and chair of public policy at the Luskin School of Public Policy at University of California, Los Angeles.

Nearly a half century after the civil rights movement, racial inequality remains a defining feature of American life. Along a wide range of social and economic dimensions, African Americans consistently lag behind whites. This troubling divide has persisted even as many of the obvious barriers to equality, such as state-sanctioned segregation and overt racial hostility, have markedly declined. How then can we explain the stubborn persistence of racial inequality? In Beyond Discrimination: Racial Inequality in a Post-Racist Era, a diverse group of scholars provides a more precise understanding of when and how racial inequality can occur without its most common antecedents, prejudice and discrimination.

Beyond Discrimination focuses on the often hidden political, economic and historical mechanisms that now sustain the black-white divide in America. The first set of chapters examines the historical legacies that have shaped contemporary race relations. Desmond King reviews the civil rights movement to pinpoint why racial inequality became an especially salient issue in American politics. He argues that while the civil rights protests led the federal government to enforce certain political rights, such as the right to vote, addressing racial inequities in housing, education, and income never became a national priority. The volume then considers the impact of racial attitudes in American society and institutions. Phillip Goff outlines promising new collaborations between police departments and social scientists that will improve the measurement of racial bias in policing. The book finally focuses on the structural processes that perpetuate racial inequality. Devin Fergus discusses an obscure set of tax and insurance policies that, without being overtly racially drawn, penalizes residents of minority neighborhoods and imposes an economic handicap on poor blacks and Latinos. Naa Oyo Kwate shows how apparently neutral and apolitical market forces concentrate fast food and alcohol advertising in minority urban neighborhoods to the detriment of the health of the community.

As it addresses the most pressing arenas of racial inequality, from education and employment to criminal justice and health, Beyond Discrimination exposes the unequal consequences of the ordinary workings of American society. It offers promising pathways for future research on the growing complexity of race relations in the United States.

FREDRICK C. HARRIS is professor of political science and director of the Institute for Research in African-American Studies and of the Center on African-American Politics and Society at Columbia University.

ROBERT C. LIEBERMAN is professor of political science and provost at The Johns Hopkins University.

CONTRIBUTORS: Anthony S. Chen, Richard P. Eibach, Devin Fergus, Philip Atiba Goff, Rodney E. Hero, Desmond King, Naa Oyo A. Kwate, Morris E. Levy, Devah Pager, Valerie Purdie-Vaughns, Benjamin Radcliff, Lisa M. Stulberg, Dorian T. Warren, Vesla M. Weaver.

In many school districts in America, the majority of students in preschools are children of recent immigrants. For both immigrant families and educators, the changing composition of preschool classes presents new and sometimes divisive questions about educational instruction, cultural norms and academic priorities. Drawing from an innovative study of preschools across the nation, Children Crossing Borders provides the first systematic comparison of the beliefs and perspectives of immigrant parents and the preschool teachers to whom they entrust their children.

Children Crossing Borders presents valuable evidence from the U.S. portion of a landmark five-country study on the intersection of early education and immigration. The volume shows that immigrant parents and early childhood educators often have differing notions of what should happen in preschool. Most immigrant parents want preschool teachers to teach English, prepare their children academically, and help them adjust to life in the United States. Many said it was unrealistic to expect a preschool to play a major role in helping children retain their cultural and religious values. The authors examine the different ways that language and cultural differences prevent immigrant parents and school administrations from working together to achieve educational goals. For their part, many early education teachers who work with immigrant children find themselves caught between two core beliefs: on one hand, the desire to be culturally sensitive and responsive to parents, and on the other hand adhering to their core professional codes of best practice. While immigrant parents generally prefer traditional methods of academic instruction, many teachers use play-based curricula that give children opportunities to be creative and construct their own knowledge. Worryingly, most preschool teachers say they have received little to no training in working with immigrant children who are still learning English.

For most young children of recent immigrants, preschools are the first and most profound context in which they confront the conflicts between their home culture and the United States. Policymakers and educators, however, are still struggling with how best to serve these children and their parents. Children Crossing Borders provides valuable research on these questions, and on the ways schools can effectively and sensitively incorporate new immigrants into the social fabric.

JOSEPH TOBIN is professor in the educational theory and practice department at the University of Georgia.

ANGELA ARZUBIAGA is associate professor of justice and social inquiry at Arizona State University School of Social Transformation.

JENNIFER KEYS ADAIR is assistant professor of early childhood education at the University of Texas, Austin.

In 1999, one in four British children lived in poverty—the third highest child poverty rate among industrialized countries. Five years later, the child poverty rate in Britain had fallen by more than half in absolute terms. How did the British government accomplish this and what can the United States learn from the British experience? Jane Waldfogel offers a sharp analysis of the New Labour government’s anti-poverty agenda, its dramatic early success and eventual stalled progress. Comparing Britain’s anti-poverty initiative to U.S. welfare reform, the book shows how the policies of both countries have affected child poverty, living standards, and well-being in low-income families and suggests next steps for future reforms.

Britain’s War on Poverty evaluates the three-pronged anti-poverty strategy employed by the British government and what these efforts accomplished. British reforms sought to promote work and make work pay, to increase financial support for families with children, and to invest in the health, early-life development, and education of children. The latter two features set the British reforms apart from the work-oriented U.S. welfare reforms, which did not specifically target income or program supports for children. Plagued by premature initiatives and what some experts called an overly ambitious agenda, the British reforms fell short of their intended goal but nevertheless significantly increased single-parent employment, raised incomes for low-income families, and improved child outcomes. Poverty has fallen, and the pattern of low-income family expenditures on child enrichment and healthy food has begun to converge with higher-income families.

As Waldfogel sees it, further success in reducing child poverty in Britain will rely on understanding who is poor and who is at highest risk. More than half of poor children live in families where at least one parent is working, followed by unemployed single- and two-parent homes, respectively. Poverty rates are also notably higher for children with disabled parents, large families, and for Pakistani and Bangladeshi children. Based on these demographics, Waldfogel argues that future reforms must, among other goals, raise working-family incomes, provide more work for single parents, and better engage high-risk racial and ethnic minority groups.

What can the United States learn from the British example? Britain’s War on Poverty is a primer in the triumphs and pitfalls of protracted policy. Notable differences distinguish the British and U.S. models, but Waldfogel asserts that a future U.S. poverty agenda must specifically address child poverty and the income inequality that helps create it. By any measurement and despite obstacles, Britain has significantly reduced child poverty. The book’s key lesson is that it can be done.

JANE WALDFOGEL is professor of social work and public affairs at the Columbia University School of Social Work and visiting professor at the Centre for Analysis of Social Exclusion at the London School of Economics and Political Science.

The way Americans live and work has changed significantly since the creation of the Social Security Administration in 1935, but U.S. social welfare policy has failed to keep up with these changes. The model of the male breadwinner-led nuclear family has given way to diverse and often complex family structures, more women in the workplace, and nontraditional job arrangements. Old Assumptions, New Realities identifies the tensions between twentieth-century social policy and twenty-first-century realities for working Americans and offers promising new reforms for ensuring social and economic security.

Old Assumptions, New Realities focuses on policy solutions for today’s workers—particularly low-skilled workers and low-income families. Contributor Jacob Hacker makes strong and timely arguments for universal health insurance and universal 401(k) retirement accounts. Michael Stoll argues that job training and workforce development programs can mitigate the effects of declining wages caused by deindustrialization, technological changes, racial discrimination, and other forms of job displacement. Michael Sherraden maintains that wealth-building accounts for children—similar to state college savings plans—and universal and progressive savings accounts for workers can be invaluable strategies for all workers, including the poorest. Jody Heymann and Alison Earle underscore the potential for more extensive work-family policies to help the United States remain competitive in a globalized economy. Finally, Jodi Sandfort suggests that the United States can restructure the existing safety net via state-level reforms but only with a host of coordinated efforts, including better information to service providers, budget analyses, new funding sources, and oversight by intermediary service professionals.

Old Assumptions, New Realities picks up where current policies leave off by examining what’s not working, why, and how the safety net can be redesigned to work better. The book brings much-needed clarity to the process of creating viable policy solutions that benefit all working Americans.

ROBERT D. PLOTNICK is professor of public affairs and adjunct professor of economics at the University of Washington.

MARCIA K. MEYERS is associate professor of social work and public affairs at the University of Washington.

JENNIFER ROMICH is associate professor of social work at the University of Washington.

STEVEN RATHGEB SMITH is Nancy Bell Evans Professor of Public Affairs at the Daniel J. Evans School of Public Affairs, University of Washington.

A West Coast Poverty Center Volume

A Volume in the American Sociological Association’s Rose Series in Sociology

Winner of the 2012 Academy of Management's George R. Terry Book Award

Winner of the 2013 Inequality, Poverty, and Mobility Outstanding Book Award Presented by the American Sociological Association's Section on Inequality, Poverty, and Mobility

The economic boom of the 1990s veiled a grim reality: in addition to the growing gap between rich and poor, the gap between good and bad quality jobs was also expanding. The postwar prosperity of the mid-twentieth century had enabled millions of American workers to join the middle class, but as author Arne L. Kalleberg shows, by the 1970s this upward movement had slowed, in part due to the steady disappearance of secure, well-paying industrial jobs. Ever since, precarious employment has been on the rise—paying low wages, offering few benefits, and with virtually no long-term security. Today, the polarization between workers with higher skill levels and those with low skills and low wages is more entrenched than ever. Good Jobs, Bad Jobs traces this trend to large-scale transformations in the American labor market and the changing demographics of low-wage workers. Kalleberg draws on nearly four decades of survey data, as well as his own research, to evaluate trends in U.S. job quality and suggest ways to improve American labor market practices and social policies.

Good Jobs, Bad Jobs provides an insightful analysis of how and why precarious employment is gaining ground in the labor market and the role these developments have played in the decline of the middle class. Kalleberg shows that by the 1970s, government deregulation, global competition, and the rise of the service sector gained traction, while institutional protections for workers—such as unions and minimum-wage legislation—weakened. Together, these forces marked the end of postwar security for American workers. The composition of the labor force also changed significantly; the number of dual-earner families increased, as did the share of the workforce comprised of women, non-white, and immigrant workers. Of these groups, blacks, Latinos, and immigrants remain concentrated in the most precarious and low-quality jobs, with educational attainment being the leading indicator of who will earn the highest wages and experience the most job security and highest levels of autonomy and control over their jobs and schedules. Kalleberg demonstrates, however, that building a better safety net—increasing government responsibility for worker health care and retirement, as well as strengthening unions—can go a long way toward redressing the effects of today’s volatile labor market.

There is every reason to expect that the growth of precarious jobs—which already make up a significant share of the American job market—will continue. Good Jobs, Bad Jobs deftly shows that the decline in U.S. job quality is not the result of fluctuations in the business cycle, but rather the result of economic restructuring and the disappearance of institutional protections for workers. Only government, employers and labor working together on long-term strategies—including an expanded safety net, strengthened legal protections, and better training opportunities—can help reverse this trend.

ARNE L. KALLEBERG is Kenan Distinguished Professor of Sociology at the University of North Carolina at Chapel Hill.