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Class Race and American Dream > Exam 2 > Flashcards

Exam 2 Flashcards

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

A
17
Q

How do blacks gain a foothold?

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)

A

Circulation

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

Structural

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

Decentralization

A

The “suburbanization” of businesses.

20
Q

De-industrialization

A

Shift in production from goods to services.

21
Q

Relocation

A

Manufacturing jobs move offshore.

22
Q

Automation

A

“Technological unemployment”

23
Q

Distribution of employees

A
24
Q

Paradox of Unionization

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
Q

Working-class barriers to corporate jobs

A
  • Relocation
  • Education
  • Unionization
26
Q

Middle-class success finding white-collar jobs

A
  • Affirmative action
  • Government sector
27
Q

Job gains and losses

A
28
Q

Conflicts of sociopolitical order

A
  • Urban migration
  • Suburbanization
  • Loss of inner-city tax base
  • “Turf wars”
29
Q

Griggs v. Duke Power Co. (1971)

A
  • 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
Q

University of California v. Bakke (1978)

A
  • 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
Q

Gratz v. Bollinger (2003)

A
  • 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
Q

Grutter v. Bollinger (2003)

A
  • 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
Q

Technique-oriented Job Skills

A
  • Quantifiable
  • Objective measures of performance
  • Empirical criteria
  • Specific and unambiguous job requirements
  • Ability to discharge specific task-related skills or techniques important
34
Q

Social-skills-oriented Job Skills

A
  • “Squishy”
  • Subjective measures of performance
  • Social or “soft” criteria
  • Skill requirements more ambiguous
  • Communication, appearance, personality, attitude important
35
Q

How best to increase diversity?

A

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
Q

Does diversity pay?

A
37
Q

Exclusion

A

Cheaper labor resides outside the country
Higher-paid “native” labor restricts their entry

38
Q

Exclusivity (“caste”)

A

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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