Who Is to Blame for the Underclass?

Who Is to Blame for the Underclass? The Underclass: Who is to Blame?   Upper class, middle class and working class; these are the traditional classifications of social classes in nearly all societies in the world. But, what if a group of people proves to be unable to fit into one of these social stratums and creates a need for establishing an additional lower class? In this case, one of the most prominent problems will inevitably surface. Such a problem was and still is a major issue that enters into the American society especially with the emergence of the ‘underclass’. This term that is generally used to refer to people â€Å"at the bottom of, or even below, the rest of society† (Alcock, 1997). However, some details about the underclass are still a subject of controversy. While some associate the underclass with those who could not integrate into the mainstream societies due to their behavior and different culture, others just ascribe the emergence of the underclass to certain structural and situational factors. In this respect, th e first part of this essay will discuss both approaches: the one that puts the blame on the behavioral characteristics of the underclass and the other which is oriented towards the structural process that led to the creation of the underclass. The following part will deal with blacks as a case of study. And the last part will cover one possible solution for this issue. Some sociologists argue that people belonging to the underclass are excluded from society due to their inappropriate attitudes, improper behavior and wrong choices. Adherents to this view agree that the underclass â€Å"includes only the undeserving poor† (Jencks, 1988), since this group of people often displays distinct behavioral characteristics that lead them to be â€Å"socially isolated from mainstream patterns of [society]† (Wilson, 1987). In this light, Ken Auletta (1991) divides the underclass into four elements stressing the boundaries that separate them from the rest of society. In his classification, he includes: â€Å"the passive poor, usually long-term welfare recipients, † the hostile street criminals†, â€Å"the hustlers† i. e. those who rely on underground economy and â€Å"the traumatized drunks, drifters, homeless shopping-bag ladies and released mental patients. † To these people, â€Å"violent crimes, drug abuse, teenage p regnancy [and] joblessness† (Sawhill, 1992) become distinguishing hallmarks. The underclass, in this respect, is depicted as living by a code of jungle (Marks, 1991); a code that is fueled by the breakdown of a paramount institution which is the family and characterized by the loss of any â€Å"tangible incentive to learn† (Murray, 1984). In this context, Murray points out the common issues that mark the underclass including: the breakdown of families, illiteracy and single-parent household. All these attributes not only set the underclass apart from the mainstream American culture but also make welfare dependency their preferred choice. For instance, the emergence of the underclass is often associated with â€Å"an ‘overgenerous’ [system] that encourages such a ‘dysfunctional’ behavior†(Heisler, 1991). Taking the example of unemployment, Lawrence Mead says â€Å"The problem is not that jobs are unavailable but that they are frequently unacceptable, in pay or conditions, given that some income is usually available from families or benefit programs (Mead, 1986). This means that underclass dependency on governmental support would create disincentives to work. Another causal factor of the existence of the underclass in the American society is the failure of the structure in providing a just society. In defining structure, sociologists analyze the complexities of social institutions and organizations in dealing with matters of integration and high trends of inequality. Hence, from a structuralist approach society is the one to blame for the emergence of an underclass. The American Sociologist William Julius Wilson (1987) argues that the ‘tangle of pathology of the inner-city’ is represented in structural factors: Among these inter-related factors, historical segregation and discrimination of the minority groups in America led to the emergence of large underclass communities in the cities. A persistent interaction between high poverty rates and rising level of residential segregation explains Segregation role in concentrating poverty. In their study of segregation in the U. S, Nancy and Douglas (1998) depicted an Apartheid-American style in dealing with minorities in Urban areas. Indeed, segregation has negative socio-economic impacts. Consequently, underclass was the result of profound structural economic shifts that have marginalized inner cities positions and displaced the industrial sectors that were supposed to provide employment for the minorities and for the working poor. (Darity, Myers, Carson, Sabol, 1994). This prevents the population from achieving its full potential in the labor market. Besides, Gender Discrimination is one key feature of the structuralist causation. The high rate of poverty among women may be viewed as the consequence of a patriarchal domination. Women were fighting to resist the exclusion in a society that has been historically dominated by men. Welfare programs have been designed in some ways to stigmatize public support for women. Indeed this tends to reinforce patriarchy. (Abramovitz, 1996) Moreover, social isolation was behind the inadequate human capital of the labor force that resulted in lower productivity and inability to compete for employment. (Darity, Myers, Carson, Sabol, 1994) William Wilson (1985) defines social isolation as follows â€Å"the lack of contact or a sustained interaction with individuals and institutions that represent mainstream society. † Indeed, urban poor suffer from the lack of assistance, resources and community safeguards. As a consequence, the difficult interaction between culture and behavior has produc ed an isolated-population from the labor economy. (Wilson, 1985) the isolation was linked to a growing concentration on poverty. Another major factor in the structuralist approach is that of Migration of the successful members of the community that leads to the reduction in social capital. (Wilson, 1987) This phenomenon essentially created a geographic polarization. Inner-cities are getting poorer and suburbs getting richer. The process of regeneration helped mobile individuals but was proved harmful for the ones who were not able to leave the urban areas. One perspective refers to the political factor adopted by Republicans (in America particularly) the welfare programs that have removed any desire to work, thus creating a culture of poverty and the underclass. Inner-city poverty is the unanticipated consequence of public policy that was intended to alleviate social problems but has, in fact, caused them to worsen in some ways. (Wilson, 1987). Public policies including federal aids and programs indirectly affected poverty. Public housing for example did not aim at improving or rebuilding slum dwellers but rather at eliminating poor housing (Gautreaux case in the 1970s) In an attempt to define the underclass, Time Magazine reported that it â€Å" is made up mostly of impoverished urban blacks who still suffer from the heritage of slavery and discrimination (1997). Because Blacks constitute the majority of the underclass, we chose to apply on them the two perspectives previously analyzed. According to the culture-of-poverty thesis, blacks â€Å"do not possess those traits or values that are conducive to individual achievement and success â€Å" (Zargouni, 2007). Minority groups, such as Chinese, Japanese and West Indians suffered from discrimination and yet they were able to â€Å"ris[e] to affluence† because of their â€Å"effort, thrift, dependability, and foresight that built businesses â€Å" (Sowell, 1981). Because these traits are absent within African-American’s culture, blacks remained â€Å"trapped† in the â€Å"same inner cities â€Å", other races were able to â€Å"escape† (Lemann, 1986). Lemann (1986)asserts that â€Å"the greatest barrier â€Å" for blacks is their â€Å"culture†. Within this same line, Chuch Robb suggests that the barriers of segregation and racism were abolished and it is time for blacks to get rid of their â€Å"self-defeating patterns of behavior â€Å" (in Jackson, 1988). Thus, according to this first perspective Black’s cultural traits are the reasons behind their failure in â€Å"some of the richest cities on earth â€Å" (Hamill, 1988). One major critique for this perspective is that the years following the Civil Rights Movement witnessed the rise of a black middle class (Wilson, 1990). That is, Blacks proved that when given equal opportunities and decent living conditions, they can defy the stereotypes and achieve success. Following the same line and in an attempt to distance himself from the â€Å"culture of poverty† thesis, Wilson (1990) insists that although blacks were living in poor conditions before the mid-twentieth century, unemployment, crimes and perverseness were not as prevalent as they are today. According to him these changes were due to two main reasons. First, many blacks lost their jobs in the manufacturing sector which was contracted and could not catch the new opportunities in the suburbs (Wilson, 1990). Second, the departure of the black middle class meant the removal of role models who used to show for the less advantaged that education is meaningful, that steady employment is a viable a lternative to welfare, and that family stability is the norm, not the exception (p. 56). In his assessment of the situation of blacks, Wilson does not deny that they have ghetto-specific cultural traits† (p. 137); but he acknowledges that they are but the consequences of unemployment and social isolation, rather than the reasons behind them. He also insists that these traits are not self- perpetuating and would disappear if faced with proper care (p. 138). The government’s reaction to the underclass was in the adoption of some welfarist measures. These policies were criticised by many who believe that they only encourage dependency. Goodman, Reed and Ferrara (1994) argue that welfare can only be successful if based on theâ€Å"- determination of the amount and type of aid case by case. The private sector â€Å"would be able to do so since it may reduce the level of assistance, or withdraw assistance altogether, if recipients do not show behavioral changes† (Goodman, Reed, Ferrara, 1994). We think that such a system would be more beneficial than the traditional welfare system for it encourages people to work hard to deserve and preserve the assistance they are getting. At the end of this research, it is worth to mention that Underclass is a major problem in the American society. Despite all the advancement and the principles on which this nation is built upon, the appearance of an underclass indicates that there is a notable failure in implementing the right measures to better the situation of minority groups. Blacks were chosen as a case of study in this report due to their high population and their difficult integration comparing to other races. Whether behavioral factors or Structural causes (Wilson, 1987) were behind the emergence of this distinct class, serious reforms should be adopted to overcome this phenomena. References Abramovitz, M. (1996). Regulating the Lives of Women: Social Welfare Policy from Colonial Times to the. Boston, MA: South End Press. Alcock, P. (1997). Understanding Poverty (à ©d. 2nd). Plgrave: Basingstoke. Auletta, K. (1991). The New Yorker. In C. Marks, Annual Review of Sociology. Darity, W. A., Myers, S. L., Carson, E. D., Sabol, W. (1994). The Black Underclass: Critical Essays on Race and Unwantedness. New York: Garland. Douglas, M., Nancy, D. (1998). American Apartheid: Segregation and the Making of the Underclass. Goodman, J. C., Reed, G. W., Ferrara, P. S. (1994). Why Not Abolish the Welfare State? Texas. Hamill, P. (1988). Breaking The Silence. Esquire. Heisler, B. S. (1991). jSTOR. Retrieved from Theory and Society: http://www. jstor. org/stable/657687 Jackson, J. (1988). Racism created the black underclass. In Poverty: Opposing Viewpoints. (D. Bender, B. Leone, Éds. ) Jencks, C. (1988). Deadly Neignborhoods. New Republic. Lemann, N. (1986). The Origins Of the Underclass. The Atlantic. Marks, C. (1991). Annual Review of Sociology. Rà ©cupà ©rà © sur Jstor: http://www. jstor. org/stable/2083350. Mead, L. (1986). From Beyond Entitlement. Murray, C. (1984). Losing Ground. Sawhill, I. V. (1992). Proceedings of the American Philosophical Society. Retrieved from Jstor: http://www. jstor. org/stable/986911. Sowell, T. (1981). Ethnic America. The American underclass: destitute and desperate in the land of plenty. (1997). Time Magazine Wilson, W. J. (1985). Cycles of Deprivation and the Underclass Debate. Social Service Review. Wilson, W. J. (1987). The Truly Disadvantaged. Chicago: University of Chicago Press Zargouni, C. H. (2007). Roots of american culture and identity : Connecting the present with the past. Tunis.

Rebuilding the Government: United States History Essay

Critical Essay One Gettysburg Address by Abraham Lincoln Abraham Lincoln, the sixteenth president, was one of the most decorated commander-in-chiefs in American History, due to his never-ending push to mend our broken nation and move to the beginning. Nevertheless, many African Americans were forced to come to America to be sold into slavery in 1619. While the treatment of slaves was very unfair and, in many cases, inhumane, and was plagued with a lifetime of hard work and humiliation, after a little more than a hundred years President Lincoln took steps to not only voice his discomfort with slavery, but to do something about it. It is because of this discomfort that Abraham Lincoln notably became known as political fgure that to end slavery. Four months after the bloody Battle of Gettysburg, Abraham Lincoln gave a speech that would go down in history as one of the most influential speeches in American Historyl . The famous speech given by President Lincoln, the â€Å"Gettysburg Address,† had a specific purpose. It also allowed Lincoln to have a profound effect on the American people as a whole, as well s urge each American to look at themselves critically and promote change. Because of this accomplishment, and many more, Abraham Lincoln is regarded as one of America’s best presidents2. An Analysis â€Å"Gettysburg Address† President Abraham Lincoln gave the speech, â€Å"the Gettysburg Address†, on November 19 1863 at the Soldiers National Cemetery in burg, Pennsylvania3 . There were two main purposes for him writing this speech: to consecrate the cemetery at Gettysburg and start to rebuild a torn country4. Although President Lincoln’s speech was very short, sweet, and straight to the point, it was full of vital information that ould begin to reshape the American society. Lincoln starts his speech in a very unique by using the term â€Å"Four score and seven years ago, our founding fathers brought forth this continent†¦ † 5. Lincoln acknowledges the founding fathers that had discovered America eighty-seven years prior to the day he gave the speech. Due to Lincoln’s wording, this phrase became one of the most well-known and celebrated parts of â€Å"the Gettysburg Address† Although Lincoln does not make a direct statement encouraging his audience to believe that he was talking about slavery, hrough the use of context clues, one can derive that this topic was definitely heavy on his heart while making his speech. Furthermore, one could argue that since slaves were not treated equally, Lincoln used the statement of supposed American equality to remind Americans of the true foundations that America was built upon. As Lincoln continues with his speech, he began to move on to the second reason for the speech: consecrating the cemetery at Gettysburg. He accomplished this by talking about how the battlegrounds at Gettysburg should be in honor of the thousands that had lost heir lives for the citizens of America. Dedicating the battlegrounds to those that lose their lives was the start of how America would honor troops the fallen and the soldiers left behind. This was a sign of respect and appreciation for all of the troops that fought during this battle. One last profound statement that Lincoln mentions in his speech is that â€Å"the government of the people, by the people and for the people†¦. 7† Many presidents after Lincoln have quoted this part of â€Å"the Gettysburg Address,† but have fallen short, in some instances, of taking the statement as a blueprint for heir presidency and using it to help them facilitate a more well-rounded country in which the government and the people of the country are on one accord. However, the statement was supposed to suggest that the government is a group of individuals that will stand by the American people and work for them for the better good of the country. While the speech had many technical terms and references to the government and political leaders of the country, Lincoln was actually trying to reach a very diverse audience that spanned from governmental figures, to surviving soldiers, to the general American public. Abraham Lincoln will forever be embedded in history for delivering a presidency filled with work that was geared towards the best interest of the American people. Lincoln took the seat at a very difficult time in America’s early history, which was the Civil War. Lincoln made sure that after the war, that America rebuilds itself. One thing from Lincoln’s iconic speech that is not forgotten is â€Å"all men are created equal†. In todays society, all people are granted the same freedoms and equalities. It could be said that Lincolns speech though was given in 1863 was the start of the Civil Rights movement in a sense. Even though it was only around 270 words, The Gettysburg Address was a speech with many messages8. These powerful words, spoken by an influential president, was sure to promote change and equality throughout America eventually. Critical Essay 2 â€Å"l Have a Dream Speech† by Martin Luther King There has been many influential figures in American History that have provided the American people with promising messages of hope and equality for all people. One of the most influential fgures of the twenty century was Dr. Martin Luther King Jr. This time period was marked by the Civil Rights Movement, which was a movement hat prompted a group of individuals to fght for the equality of African Americans. This is because â€Å"African Americans were granted better economic status after World War II but were still a disadvantaged group†. Dr. King started his non-violence approach to civil rights by first leading the Montgomery Bus Boycott. The purpose of the boycotts was to allow seating to be based on a â€Å"first come, first serve basis,† as advocated by Dr. King. Fueled by the Montgomery Bus Boycott, Rosa Parks refusal to give up her seat to a Caucasian passenger resulted in her arrest. After her arrest, the ourt ruled out the fact that segregated seating was not lawful according to the constitution. The next step that King took was founding the Southern Christian Leadership, which worked to stop segregation. One of Dr. Kings â€Å"ultimate goals were to unite the broken communities through bonds of Christian love. † In 1963, Dr. Martin Luther King Jr. graced America with a speech that expressed a profound optimism of equality for all individuals in America and his own dreams and hopes for better days. The speech was entitled â€Å"l Have a Dream†. His speech changed the face of America orever, even though equality for African Americans did not occur over night. It is important to consider the message with respect to the time period in which the speech is given. Dr. King hoped for a better society as a whole; His speech was not solely in regards to the equality for African Americans, he wanted equality for all Americans in general. Analysis: â€Å"l have A Dream Speech† by Dr. Martin Luther King Jr. On August 28, 1963, Martin Luther King Jr. ‘s speech entitled † I nave a Dream† was given in Washington DC at the Lincoln Memorial. King starts his introduction by eferring back to Abraham Lincoln’s Gettysburgs Address â€Å"Five score years ago, a great American, in whose symbolic shadow as we stand today, signed the Emancipation Proclamation. 10 King refers to Abraham Lincoln’s Emancipation Proclamation because it helped free slaves. However, he called out the fallacies in Lincoln’s speech by making note of the fact that Negroes still were not free, one hundred years after slavery had officially ended. ll During this time period, African Americans’ oppression came in the form of segregation and discrimination. Before delving into the heart of his speech, King mentions how the government had failed he African American population by pacifying them false promises and policies after the abolishment of slavery. King states, â€Å"America has given the Negro people a bad check; a check which has come back marked â€Å"insufficient funds. â€Å"12 This means, America did not grant Negros with the same equality and opportunities as Caucasians, or any other race during this time. Although the government policies banned slavery and poor treatment of African Americans, these policies had also failed the African American population by not making sure that the policies were strictly enforced. In his speech, King answers the critics when they asked, â€Å"When will ou be satisfied? 13 King gives a comprehensive list of things that would satisfy African Americans, as a whole. He mentions police brutalities and the unfair economic statutes of African Americans. King wanted to instill into the minds of the African American people that they should not be satisfied with these injustices, but fght against them in a non-violent way. Before King began to conduct the â€Å"l have a Dream† portion of his speech he ensured the African American people that their efforts had not taken place in vain and that they should not give up hope for better days! Dr. King began his speech by telling his audience that his dream is deeply rooted in the sought-after American Dream14. King mentions this because he wants America’s people to believe the vales, morals, and core roots on which America was established. It was important to him to continuously advocate his never-ending hope that African Americans would obtain the American Dream, Just as other American citizens of other races had done. In his speech, Dr. King mentions how all men are created equal and how the color of one’s skin should not factor into one’s ability to obtain equality. Martin Luther King Jr. phasizes that â€Å"one day little black and white children will Join hands and be as brothers and sistersl 5. † Although he refers to only two primary races, his words can be applied to children of all races. He references children because they are the future and ultimately look to them to become the generation of change. King recites the lyrics to â€Å"My c ountry Tis of Thee† because he wanted to clearly deliver the message that America is supposed to be a land of freedom and opportunities for all. By using one of America’s most prominent, national songs, King showcased that he had not lost faith in America as a whole.

Cyrano de Bergerac Essay

The centre of universe of the supremely captivating play â€Å"Cyrano de Bergerac† by Edmond Rostand is the beautiful Roxane. She is loved and admired by several powerful characters of the time and she has a long list of suitors who want to win her over. She is apparently oblivious to the affections of several of her suitors but at the same time is worldly wise enough to keep unwarranted advances of several characters at bay with typical feminine instinct and cunning. She is loved by the heroic of Cyrano but he rules himself unworthy of her as his appearance is hindered by an acutely large nose which lends an air of ugliness to him. She is also the object of affection of Christian who is handsome as handsome comes but not gifted with any of Cyrano’s strength of character or talents in arts. At heart, though he is one of the best human beings but not strong willed enough to do anything to advance anything he thinks is right. He is helped by Cyrano in creating an image of a poetic, obsessive lover gifted with the deliquescence of a connoisseur. Roxane falls for this image and several intriguing instances lead her into marrying Christian in a haste, shortly after which he is sent to the battle field by another of her scornful lover De Guiche, who is also the commander of the French army and a powerful man of the time. Roxane, the romantic that she is insists on Christian writing her regularly form the war front and Cyrano risks his life to keep the promise. At the war front when Christian slowly understands the strength of Cyrano’s feelings for Roxane and also gets a whiff of the suspicion that Roxane has fallen in love not with him for his beauty but the poetic, gentle and heroic image created by him, which is much closer to Cyrano in real life, he wants to unit the two lovers. But as fate would have it, Roxane comes into the battlefield, enamored with the image of her ardent lover and a series of unfortunate incidents lead to Christian’s death and Cyrano’s decision that he will never be able to reveal his love or his true identity in Roxane-Christian love affair. The last act deals with Roxane learning the identity of her true love just before Cyrano dies after reading her last letter to her(which is in her possession as the last letter of Christiano) In the beginning of the play, Roxane comes across as a regular beauty with some wit but an exceedingly kind heart and a large appetite for heroic morality. She manages well to thwart and deflect the attention of several of her suitors. She never lacks in friends, servants, attendants or admirers who would do her a favour or help her in any situation. As is usual with most girls of her age, she is enamoured with the glamour of youth and wants to be loved by the best looker – Christiano. His looks prompts her to be ready for his advances. In fact, she arranges and accepts for a meeting where Christiano is given an opportunity to speak out his mind about love. But the initial hints of artistic tenderness and a craving for something more than mere physical beauty is evident when she gets upset with Christiano when he fails to articulate his feelings for her. The moving expression of love for her by Cyrano in the darkness from below her balcony stirs her dormant feelings of intimacy and she offers to kiss him. There is a faint glimpse into her soul in these contrasting instances where mere handsomeness of Christiano fails to excite her but an artistic evoking of love and its description makes her desperate to kiss her lover. In the initial stages of the play, this is purposely described as though she is a victim of the usual feminine vanity of falling for excessive praise. But this craving for something more than utterly physical comes out strongly when she is moved into risking her life to visit her (now) husband Christiano at the battlefront. For the first time, she gives expression to her belief that she is in love with the soul of Christiano and not his physical persona. The play is at a crucial juncture where some revelations can happen but the tight dramatization of Rostand makes it impossible neither for her to know the truth nor for Cyrano to reveal his love and his true identity as the creator of the soul that she is so deeply in love with.

Plan Do Study Act Essay example - 684 Words

Plan-Do-Study-Act (PDSA): The Deming Cycle Patricia DeRiggs Grand Canyon University: EDA 577 December 19, 2012 Acelero Learning Inc. is a for-profit organization that was founded in 2001. Comprised of four delegates, Camden/Philadelphia, Monmouth/Middlesex and Las Vegas, Acelero Learning provides Head Start services to over 4000 children and their families. In 2010, Acelero became the permanent grantee of a head start program in Philadelphia that serviced 536 children. Along with providing educational services to prepare young children for success in school, Acelero also works to empower the families that take part in the Head Start services. Family goals are set annually regarding issues such as unemployment and high school†¦show more content†¦The domains identified by the Work Sampling tool align with both the Pennsylvania Learning Standards for Early Childhood: Prekindergarten and the organizations School Readiness Goals (SRGs). While all domains are assessed, Acelero Learning focuses only on Social-emotional development, language and literacy, and math and science for the purpo ses of kindergarten readiness. [pic] Figure 1 Table 1 |Domains |1st Period |2nd Period Total |3rd Period | | |Total | |Total | |3y:0m – 3y:5m |Ë‚ 8 |9-13 |14 Ë‚ | |3y:6m – 3y:11m |Ë‚ 13 |14-15 |16 Ë‚ | |4y:0m – 4y:5m |Ë‚ 18 |19-20 |21 Ë‚ | Table 3 New Student Screening Results |Age Range |Refer |Rescreen |OK |Total | |3y:0m – 3y:5m |0 |0 |3 |3 | |3y:6m – 3y:11m |0 |0 |1 |1 | |4y:0m – 4y:5m |0 |0 |0 |0 |Show MoreRelatedPlan-Do-Study-Act (Pdsa): the Deming Cycle906 Words   |  4 PagesRunning head: Plan-Do-Study-Act (PDSA): The Deming Cycle Plan-Do-Study-Act (PDSA): The Deming Cycle Dana T. Colter Grand Canyon University EDA 577 Data Driven Decisions for School Improvement September 29, 2010 Plan-Do-Study-Act (PDSA): The Deming Cycle Increasing student achievement is one of the goals at Lewisville High School. 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