Evictions have become a common occurrence in the past 10 years. In this post, Stephanie Medley-Rath discusses Matthew Desmond’s book about evictions and her own experience with informal eviction.
I have never been evicted. Scratch that. I have never been formally evicted. I have been informally evicted.
In 2005, I lived in an apartment building one block from Piedmont Park in Atlanta. The building was old. There was a one-inch gap between the top and bottom windowpane in the bathroom–which I discovered during the winter. The ventilation was terrible–which I discovered when I found mold growing in my bedroom closet (and had to throw out a lot of clothing and shoes–some which were too far gone to clean). But it was near the park and all the park had to offer, so there were trade-offs to living here. I lived there for only a few months before our building was sold. The new landlords wanted to convert the building into condos. They needed the current tenants out so that they could do this. They paid me $1,000 to move (enough to cover my moving expenses). I did not consider this an eviction until I read Evicted: Poverty and Profit in The American City, by sociologist and wunderkind, Matthew Desmond (MacArthur Fellow, Pulitzer Prize, New York Times 10 Best Books of 2016). I also did not consider my next move an eviction when my rent was raised by $50 a month. Two forced moves in a row.
My family and I decided it was time to buy a home. Unfortunately, we bought during the housing crash–prices were still declining, but we had no idea how much more they would decline when we needed to move again (our choice). We sold for less than we paid for the house. We rented for awhile. Then we bought again. Then we moved again (read more about that here and here). Again we sold for less than we paid for our house. In both cases, we were just grateful for an offer…any offer.
The Extent of Evictions
In Evicted, Desmond reports the findings from the Milwaukee Area Renters Study (MARS) that he conducted. He found that:
- In Milwaukee, one in eight renters were either formally or informally evicted within the previous two years (p. 330). These evictions were categorized as (p. 330-1):
- Informal evictions: 48%
- Formal evictions: 24%
- Landlord foreclosures: 23%
- Building condemnation: 5%
Using Howard Becker’s labeling theory, Beverly Yuen Thompson combines a sociological analysis of the literary novel The Outsiders, about rivaling youth subcultures, on the eve of the book’s fiftieth anniversary.
On April 24th, 1967, S. E. Hinton published the coming-of-age novel The Outsiders, when only eighteen herself. The publisher had her use initials so as to disguise the gender of the author of a male-centric, gang-oriented novel, so as not to discourage the target audience of teenage boys and male reviewers. This was not uncommon practice at the time, in a literary-world decidedly male-oriented. Against the backdrop of the mid-1960s in Tulsa, Oklahoma, The Outsiders takes the perspective of members of the under-dog gang the “greasers”, as they engage in various rumbles with their arch-enemy, the “socs,” or the well-off, white, athletic students who dominate the social hierarchy of the high school. The esteemed movie director Francis Ford Coppola directed both the 1983 movie, and a 1990 television series adaption of The Outsiders, thus maintaining the story’s resonance for new generations.
Both the novel and the film present a bleak picture of American society in the mid 1960s, which, retrospectively, can be viewed as an anecdote to the baby boomer nostalgia of other renderings of the period in television shows such as Happy Days (1974-1984), Laverne and Shirley (1976-1983) and George Lucas’ American Graffiti (1973). Here we encounter an America of broken homes, where parents are strangely invisible or absent and where the young people wantonly roam the streets. So much of The Outsiders is about boundaries, both real and symbolic. The landscape is divided by fences and train lines, but it is the imagined and real lines of class, gender and age which present us with a divided middle America. And it is not hard to imagine in a time of wall building, that the young protagonists, now aged and retired, of the The Outsiders came to form the fodder of more recent political battles between elitism and populism….
In this essay, Jesse Weiss evaluates the symbolic representation of Marvel Comic’s Captain America as depicted in the recent film Captain America: Civil War. Drawing from the research of Peggy McIntosh, Weiss explains that Captain America can be seen as a symbol of white privilege.
Never has fiction seemed more representative of my reality than it is now. As voting results from the 2016 Presidential election came in, they indicated that working class white voters exerted themselves in support the Republican candidate. Making up almost one third of the electorate, whites without a college degree overwhelmingly voted Republican, representing a 14 percent increase from 2012. It could be argued that this election was meant to reassert white privileges that some may believe were lost in the last eight years of the Obama Administration. While some rejoice, others protest in what seems to be an ideological war of words, prompting many to make sense of “what is going on.” Is it possible that some of the answers lie in the pages of the comics and the movies based on them?
In 2006 and 2007, Marvel published a series of comic books that pitted two iconic heroes against each other in a battle of powers and ideologies. On one side was Captain America, the performance enhanced super soldier and defender of truth, justice, and the American way. On the other side was Tony Stark, genius, billionaire, playboy philanthropist with a technologically advanced suit of armor. The ideological clash between the two divided the Marvel Universe right down the middle and centered on who should have the power to regulate the actions of superheroes. Fast forward ten years and this comic book event came to be depicted in the Marvel Cinematic Universe in Captain America: Civil War.
Captain America: Civil War was widely praised and millions saw the movie in their local cinemas in the summer of 2016. I, like many others, not only saw the film in the theater but also when it was released on DVD later that fall. It was upon this second viewing that I came to see the plot of the film differently. Maybe it was the way that the 2016 Presidential election catapulted race back into the public consciousness or the fact that I just lectured about it in class, but I started to see Captain America (aka Steve Rogers) differently. The hero of the film may actually represent something that many experience but few discuss openly. Is it possible that Steve Rogers may not protect the interests of Americans, at least not all of Americans? Could it be that Captain America is actually a symbol of what sociologist Peggy McIntosh (1988) calls privilege?
In this essay, Beverly Yuen Thompson describes the structural racism created by the War on Drugs era and shows how the racial inequality it created may continue to disproportionately oppress people of color in the emerging legal marijuana economy.
While the 2016 U.S. presidential election will be remembered by history for the shocking election of Donald Trump for president, it should also be remembered for the 8 states that voted to legalize marijuana for adult and medical use. Continuing the trajectory established by the previous two elections, marijuana legalization increased its momentum by passing eight of the nine initiatives put forth. Medical marijuana became legal in Montana, North Dakota, Arkansas, and Florida, bringing the national total to twenty-eight states (plus Washington D.C.). Four states legalized marijuana for adult-use: California, Nevada, Massachusetts, and Maine, doubling the total to eight states nationally. Only one state rejected an adult-use legalization measure: Arizona. However, after this election multiple questions surrounding legalization remain. For instance, what will be done for individuals previously convicted or currently imprisoned on marijuana charges. Furthermore, how will our legal system treat felons seeking employment in this now legal industry?
The New Jim Crow and Structural Racism
“After 40 years of impoverished black men getting prison time for selling weed, white men are planning to get rich doing the same things. So, that’s why I think we have to start talking about reparations for the war on drugs. How do we repair the harms caused?”
–Michelle Alexander (2014)
Jim Crow laws enforced continued segregation of African Americans from white Americans in places such as public schools, restaurants, hotels, and rest rooms, after the Reconstruction period, and lasted until they were challenged in the mid–1960s by the Civil Rights Movement. Michelle Alexander points out in her book The New Jim Crow, that the drug war has been overwhelmingly oriented towards disenfranchising Black Americans convicted of possessing narcotics.
Jim Crow laws and the “War on Drugs” demonstrate how structural racism is enacted. While we may think of racism as an individual’s biased perception of other people, structural racism demonstrates that institutions themselves can uphold racism, such as segregated public places or discrimination against those seeking home mortgages. A modern example of structural racism can be found in the “good moral character” clause that bars many people of color from the legal marijuana industry….
In this piece, Nathan Palmer tells us how TRIO programs changed the course of his life and asks us to think about how systematic inequalities require systematic solutions.
Walking into the conference room, I knew I was in trouble. It was the summer of 1997 and I was taking summer school classes to make up for a bad semester my junior year of high school. Everything in the room reeked of the 1970s, from the shaggy orange carpet to the earth tone curtains and the giant square conference table made of real hardwood. At the far end of that table sat my math teacher and the director of the Upward Bound program that was paying for my summer school classes.
“Do you know why we’ve called you in today, Nate?” The director asked. I remember she had stringy brown hair and how her presence alone intimidated me. All summer I had dodged her eye contact. “My grades,” I said to the floor.
“No. We brought you in to talk about college.” Surprise snapped my head up from the floor. “Mr. Jones and I have been talking, and we think the only thing standing between you and a college education is… well, you.” At that moment, I was failing Mr. Jones remedial math class, so I was more than a bit taken aback. “You’re too smart, Nate, to be earning grades like this,” she said sliding my math test across the table towards me. The circled cherry red D+ next to my name made me feel like Hester Prynne.
“You’re not studying. You’re not doing your homework until 10 minutes before class starts.” The exasperation in Mr. Jones voice felt familiar. “You’re not trying in the slightest, and it pisses me off.” My hands clenched into fists reflexively. At 17, after spending a decade in the special education program, I was more than prepared me for situations like this. I knew how to appear dutiful without actually listening. I had a stock pile of snappy comebacks cocked and ready for classmates who called me retarded.
When a sociologist visits an art museum, what do they see? In this instance, Stephanie Medley-Rath connects the racial composition of the place to the artwork on display and the photography behavior of the patrons. In particular, what are the norms of selfie-taking?
I recently visited the Art Institute of Chicago. I went with the purpose of seeing the Van Gogh’s Bedrooms exhibit. While the Van Gogh exhibit was interesting and very crowded (too crowded to be enjoyable IMO), I also explored some of the other highlights of the museum. I did not tour the whole museum due to limitations on time and the stamina of the seven-year-old with me. My observations are limited to only those exhibits I saw on a Saturday afternoon Easter weekend of 2016.
One thing that immediately struck me at the art institute was how race mattered in the museum space. Among the visitors, I saw a sea of mostly white faces and bodies. Among the museum protection staff (i.e., security officers), I saw nearly all black faces and bodies. The museum protection staff are to remain mostly invisible. They are there to protect the art. They are quick to gently remind visitors to not use flash photography or stand too close to the art. Otherwise, they stand in place and do not interact with the patrons. The racial composition of those working in the museum and those visiting the museum was similar to my observations at a St. Louis Cardinal’s game in 2012. In other words, it is hardly noteworthy because the racial difference between those who are serving and those being served is normative in cities that are highly racially segregated like St. Louis and Chicago (which is the third most segregated city in the nation)….
Last week, the Supreme Court ruled that it is legal for university admissions offices to consider an applicant’s race when making enrollment decisions. In this piece, Nathan Palmer discusses why racial educational inequality remains a problem and the role affirmative action plays in addressing it.
On Thursday, the Supreme Court ruled that the University of Texas may continue to consider a student’s race when it decides who to admit. After her application was denied in 2008, Abigail Fisher sued the University of Texas arguing that as a White woman, her race was an unfair and unconstitutional impediment to her pursuit of a college degree.
Last year outside the courthouse, Fisher said, “Like most Americans, I don’t believe that students should be treated differently based on their race.” While on the surface, this argument may seem straightforward and sensible, it ignores the fact that race affects how students are treated from kindergarten through college.
Racial Inequality in Education
In the United States educational inequality is produced on two fronts: within the schools students attend and within the homes they return to after the final bell. White students are more likely to attend schools that are better funded and offer more educational resources opportunities than their peers of color (Kozol 1991; 2005, Lafortune, Rothstein, and Schanzenbach 2016; Reardon, Kalogrides, Shores 2016; Roscigno, Tomaskovic-Deveym, Crowley 2006). Schools with higher funding can afford to provide their students with state-of-the-art resources, more advanced placement (AP) courses, and a wider array of extracurricular activities. All of which give their disproportionately white graduates an advantage over students from less well funded schools in the competition for admission to the most prestigious universities. This is a form of inequality that is created by the public policy choices of state and local leaders. We could choose to fund all schools and students equally, but we don’t.
In this post Nathan Palmer explains why increases in sales of athletic clothing haven’t corresponded to increases increased participation in athletics by discussing Veblen’s theory of the leisure class.
When I was a kid, the saying was, “if you leave your house in sweatpants you’ve given up on life.” My how things have changed. Today sales of athletic clothing have been booming, celebrities like Kate Hudson and Beyonce have their own athletic fashion lines, and wearing your workout clothes outside of the gym is increasingly become the norm.
The days of wearing $8 Hanes drawstring sweats are over . Today, many customers will gladly pay over $100 for a pair of Nike sweatpants. Sweat pants have even gone “high fashion” with runway models strolling down the catwalk in $800 sweatpants(!).
Ready to say, “no duh”? Well, here you go; most of the people buying these athletic clothes aren’t exercising in them. This fashion trend is often called athleisure, because these athletic clothes are often worn by people who aren’t working out. For instance, in the Wall Street Journal Germano found that sales of yoga apparel grew approximately 45% in 2013, but yoga participation that same year only grew 4.5%. In many social circles, it has already become the norm to wear athleisure clothes in everyday situations, and some journalists have suggested that wearing sweatpants at the office or yoga pants in a board meeting may soon become the norm.
Athleisure & Symbolic Fitness
Symbolic interaction is a sociological theory that examines how we use symbols to communicate with one another who each of us is and what each of us thinks is going on at the moment. Dramaturgy, which is a more specific theory within symbolic interaction, argues that every second of the day we are performing our identities. We use costumes, props, settings, and movement to perform for one another. From this perspective, our bodies are like walking billboards that tell those around us who we are and where our place is within social hierarchies.
In this piece, Sarah Ford examines the process of socialization in to norms about money.
Recently I was at dinner with my family and a friend’s family. During our weekly family dinner date, my daughter’s friend Mister T crowed,
“… and my grandma also gave me fifty dollars!”
His mother glared at him. He, like a typical nine-year-old, was oblivious until she asked him, “Why am I upset with you?”
He hung his head. “Because I was talking about money.”
“That’s right. It’s not polite to talk about money. We don’t do it.”
Inside this little mother-son exchange we can see a lot of socialization taking place.
Socialization and Developing Your Generalized Other
Socialization is the process through which we learn our culture’s values and norms (the ways that we translate those values into behavior). The process of socialization begins at birth, if not before, and goes on throughout our lives. The first “agent of socialization” that we come into contact with is our family, and they take primary responsibility for making sure we can get along in society.
Many of the lessons of social interaction that we learn from our families and other early agents of socialization are relatively concrete. We learn not to hit people when we don’t get our way, we learn basic table manners, and even infants understand turn-taking in conversation.
According to George Herbert Mead, one of the key components of socialization is learning to “take on the role of the other”. This means that we learn to see situations from the perspective of other interactants, and to anticipate and respond to their interpretations of our actions. When we teach children not to hit each other, for example, we make this explicit by pointing out to them that hitting hurts their friends and asking whether they would like to be hit in a similar situation….
Matt Amaral, a teacher in the San Francisco Bay area and life long Warriors fan, wrote an open letter to Steph Curry where he asked the NBA MVP not to come visit his high school. In this piece Nathan Palmer uses Mr. Amaral’s letter to examine social inequality and the Weber’s concept of life chances.
Just days after Steph Curry was named the 2015 NBA MVP, Matt Amaral, a high school english teacher and lifelong Golden State Warriors fan, wrote an open letter on his blog titled “Dear Steph Curry, Now That You Are MVP Please Don’t Come Visit My High School”. And you can’t dismiss Mr. Amaral as merely a hater; in his letter he makes it clear that he loves Curry as a player and as a person.
Yet despite his admiration, Amaral argues that, “Coming to poor high schools like mine isn’t going to help any of these kids out, in fact, it might make things worse.” Amaral explains that he isn’t afraid of what Curry will say to his students, but rather he fears what the MVP won’t say.
You see, Steph (I hope you don’t mind if I call you Steph), if you come to my school you will be your usual inspiring, humble, hilarious, kind self and you will say all the right things. But the reason I don’t want you to come has to do with what you won’t say.
You won’t say that since the day you were born you had a professional one-on-one tutor who helped you hone your skills on a daily basis. Your father Dell Curry was an NBA great just like you are after him, but you will not remind the poor kids at my school that they have never had such a wonderful instructor and they never will.…