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Class Race and American Dream > Exam 2 > Flashcards

Exam 2 Flashcards

(38 cards)

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1
Q

Marxian Theory of Stratification

A

Dialectical materialism

Epiphenominalism

Instrumentalism

Class

Labor theory of value

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2
Q

Epiphenominalism

A

Base (Means and relations of production)

Superstructure (Ideologies, laws, politics, religion, culture)

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3
Q

Lochner v. New York (1905)

A

Supreme Court overturned a law declaring that employers cannot require bakers to work more than ten hours a day or 60 hours a week, arguing that it restricted the liberty of employees and employers to enter into free labor contracts.

Individuals can decide for themselves how long and when to work.

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4
Q

Players in Split Labor Markets

A

Business

Lower-paid labor

Higher-paid labor

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5
Q

Split Labor Markets (definition)

A

Two groups of workers whose price for labor differ for the same work.

Price determinants of labor.

* Standard of living

* Information

* Political resources

Motives

* “Target earners”

* Supplementary earners

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6
Q

Compare Split Labor Markets and Marxism

A

Split labor markets

  • Business supports free market competition
  • Leads low-paid labor to displace high-paid labor
  • High-paid labor able to assert its prerogatives against both low-paid labor and business interests

Marxism

  • Business engages in “divide and conquer” tactics
  • Uses low-paid labor to undercut high-paid labor
  • Encourages racial antagonism as “false consciousness” to prevent worker solidarity
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7
Q

Shifting Modes of Production

A

Agricultural (Maxian)

Industrial (Bonacich)

Post-industrial (?)

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8
Q

Plantation Dynamics

A
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9
Q

Industrial Dynamics

A
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10
Q

Post-industrial Dynamics

A
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11
Q

Slavery (two distinct phases)

A

Pre-1808

  • Slaveholders exonerated for killing slaves
  • Fear of losing liberty vs. fear of losing life

Post-1808

  • End of the trans-Atlantic slave trade
  • Depended on natural reproduction
  • Territorial and agricultural expansion
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12
Q

Illinois “Black Law” (1853)

A

Prohibited black immigration into the state.

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13
Q

Indiana Constitution (1851)

A

“No negro or mulatto shall come into, or settle in, the State”

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14
Q

Theories of race relations

A

Marxism

  • Racial caste system in the antebellum South
  • Paternalistic race relations
  • Black Codes of the immediate postbellum era
  • Capitalist class was NOT responsible for segregation during the industrial era

Split labor market

  • Laws restricting black competition in antebellum North
  • Rise of Jim Crow segregation in the South
  • Reinforced by ideology of biological racism
  • Efforts to exclude blacks arose out of the white working class
  • Capitalists encouraged free market competition between black and white labor
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15
Q

Jim Crow Laws

A

Intense competition between white and black workers.

  • Denied voting rights to African Americans
  • Legalized segregation
    • 1887: Florida
    • 1888: Mississippi
    • 1889: Texas
    • 1890: Louisiana
    • 1891: Alabama, Arkansas, Kentucky, Georgia
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16
Q

Determinants of Lynchings

17
Q

How do blacks gain a foothold?

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A

Labor shortages

  • World War I
  • Immigration Acts of 1917 and 1924

Economic expansion

  • “Roaring ‘20s”

Declining strength of white labor

  • Union membership declines
18
Q

Mobility (two types)

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A

Circulation

  • “Zero sum” (fixed number of positions)
  • Replacement and reshuffling

Structural

  • Economic expansion or contraction
  • Job creation or losses
19
Q

Decentralization

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A

The “suburbanization” of businesses.

20
Q

De-industrialization

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A

Shift in production from goods to services.

21
Q

Relocation

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A

Manufacturing jobs move offshore.

22
Q

Automation

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A

“Technological unemployment”

23
Q

Distribution of employees

24
Q

Paradox of Unionization

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A

Early industrial

  • Unions bad for blacks
  • Exclusionary

Late industrial

  • Unions better for blacks
  • Egalitarianism

Post-industrial

  • Unions good for a few, bad for the masses
  • Unintended consequences
25
Working-class barriers to corporate jobs
* Relocation * Education * Unionization
26
Middle-class success finding white-collar jobs
* Affirmative action * Government sector
27
Job gains and losses
28
Conflicts of sociopolitical order
* Urban migration * Suburbanization * Loss of inner-city tax base * “Turf wars”
29
Griggs v. Duke Power Co. (1971)
* Jobs requiring diplomas, credentials, test scores, etc., must show that they are “reasonably related” to job requirements if they disproportionately impact minority groups * White workers with higher and lower test scores showed no significant differences in job performance * “Institutionalized discrimination” is unconstitutional * Disparate impact vs. disparate intent
30
University of California v. Bakke (1978)
* UC-Davis reserved 16 places in each entering class of 100 for “qualified” minorities * Allan Bakke’s college GPA and test scores exceeded those of minority students admitted, but he was rejected * Split decision * 4: Any racial quota is unconstitutional * 4: Use of race in admissions decisions is permissible * 1: Quotas are unconstitutional, but race may be used as one factor among many
31
Gratz v. Bollinger (2003)
* University of Michigan used a 150-point scale to rank applicants, with 100 points needed to guarantee admission * Gave African Americans, Hispanics, and Native Americans an automatic 20-point bonus * A perfect SAT score was worth 12 points * Ruled unconstitutional in a 6-3 vote * Under this system, “the diversity contributions of applicants cannot be _individually_ assessed”
32
Grutter v. Bollinger (2003)
* Non-quota-based affirmative action policy used by Michigan’s law school is constitutional * Closely divided court: 5-4 decision * The Constitution “does not prohibit the law school’s narrowly tailored use of race in admissions decisions to further a compelling interest in obtaining the educational benefits that flow from a diverse student body.” * Race may be used as a qualitative “plus” factor
33
Technique-oriented Job Skills
* Quantifiable * Objective measures of performance * Empirical criteria * Specific and unambiguous job requirements * Ability to discharge specific task-related skills or techniques important
34
Social-skills-oriented Job Skills
* “Squishy” * Subjective measures of performance * Social or “soft” criteria * Skill requirements more ambiguous * Communication, appearance, personality, attitude important
35
How best to increase diversity?
**Structures of responsibility (best one)** * Set goals, devise means, evaluate progress * Diversity managers, oversight committees **Behavioral change** * Diversity and sensitivity training * Feedback and performance evaluations **Reducing social isolation** * Networking programs * Mentoring programs
36
Does diversity pay?
37
Exclusion
Cheaper labor resides outside the country Higher-paid “native” labor restricts their entry
38
Exclusivity (“caste”)
Occurs when low-paid labor cannot be excluded “Aristocracy of labor” Monopolization of valued jobs Restricted access to education and training Weaken low-wage group politically

Class Race and American Dream (2 decks)

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