Race, Class, and Slavery During the American Civil
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Growing Detroit's African-American Middle
v GROWING DETROIT’S AFRICAN-AMERICAN MIDDLE CLASS THE OPPORTUNITY FOR A PROSPEROUS DETROIT GROWING DETROIT’S AFRICAN-AMERICAN MIDDLE CLASS THE OPPORTUNITY FOR A PROSPEROUS DETROIT Photography Tafari Stevenson-Howard 1st Printing: February 2019 GROWING DETROIT’S AFRICAN-AMERICAN MIDDLE CLASS THE OPPORTUNITY FOR A PROSPEROUS DETROIT 4 FOREWORD Foreword There’s a simple, universal concept concerning economic, social and educational growth that must be front of mind in planning about enlarging the black middle class: Authentic development and growth require deliberate investment. If we want to see more black people enter the middle class, we must invest in endeavors and interventions that lead to better- paying jobs, affordable housing, efficient transportation and effective schools. Though these amenities will attract middle- class people back to Detroit, the focus on development must be directed at uplifting a greater percentage of current residents so that they have the necessary tools to enter the middle class. Meaning, growing the black middle class in Detroit should not result from pushing low-income people out of the city. One may think a strategy to attract people back into to the city should take priority. White and middle-class flight significantly influenced the concentrations of families who make less than $50,000 in the suburbs (30 percent) and in Detroit (75 percent), according to findings in Detroit Future City’s “139 Square Miles” report. Bringing suburbanites back into the city would alter these percentages, and we most certainly want conditions that are attractive to all middle- class families. However, we also don’t want to return to the realities where the devaluing of low-income and black people hastened the flight to the suburbs. -
Uncertainty and Civil War Onset
Uncertainty and Civil War Onset Iris Malone∗ Abstract Why do some armed groups escalate their campaigns to civil war, while others do not? Only 25% of the 960 armed groups formed between 1970 and 2012 became violent enough to surpass the 25-battle death threshold, often used to demarcate \civil conflict.” I develop a new theory that argues this variation occurs because of an information problem. States decide how much counterinsurgency effort to allocate for repression on the basis of observable characteristics about an armed group's initial capabilities, but two scenarios make it harder to get this decision right, increasing the risk of civil war. I use fieldwork interviews with intelligence and defense officials to identify important group characteristics for civil war and apply machine learning methods to test the predictive ability of these indicators. The results show that less visible armed groups in strong states and strong armed groups in weak states are most likely to lead to civil war onset. These findings advance scholarly understanding about why civil wars begin and the effect of uncertainty on conflict. ∗Department of Political Science, 100 Encina Hall West, Stanford University, Stanford, CA 94305. ([email protected], web.stanford.edu/~imalone). 1 Introduction Why do some armed groups escalate their campaigns to civil war, while most do not? Using an original dataset, I show that only 25% of the 960 armed groups formed between 1970 and 2012 became violent enough to surpass the 25-battle death threshold, often used to demarcate \civil conflict.”1 Only 8% of armed groups surpassed the higher \civil war" threshold of 1000 fatalities per year. -
Social-Property Relations, Class-Conflict and The
Historical Materialism 19.4 (2011) 129–168 brill.nl/hima Social-Property Relations, Class-Conflict and the Origins of the US Civil War: Towards a New Social Interpretation* Charles Post City University of New York [email protected] Abstract The origins of the US Civil War have long been a central topic of debate among historians, both Marxist and non-Marxist. John Ashworth’s Slavery, Capitalism, and Politics in the Antebellum Republic is a major Marxian contribution to a social interpretation of the US Civil War. However, Ashworth’s claim that the War was the result of sharpening political and ideological – but not social and economic – contradictions and conflicts between slavery and capitalism rests on problematic claims about the rôle of slave-resistance in the dynamics of plantation-slavery, the attitude of Northern manufacturers, artisans, professionals and farmers toward wage-labour, and economic restructuring in the 1840s and 1850s. An alternative social explanation of the US Civil War, rooted in an analysis of the specific path to capitalist social-property relations in the US, locates the War in the growing contradiction between the social requirements of the expanded reproduction of slavery and capitalism in the two decades before the War. Keywords origins of capitalism, US Civil War, bourgeois revolutions, plantation-slavery, agrarian petty- commodity production, independent-household production, merchant-capital, industrial capital The Civil War in the United States has been a major topic of historical debate for almost over 150 years. Three factors have fuelled scholarly fascination with the causes and consequences of the War. First, the Civil War ‘cuts a bloody gash across the whole record’ of ‘the American . -
Class and Ocupation
Theory and Society, vol. 9, núm. 1, 1980, pp. 177-214. Class and Ocupation. Wright, Erik Olin. Cita: Wright, Erik Olin (1980). Class and Ocupation. Theory and Society, 9 (1) 177-214. Dirección estable: https://www.aacademica.org/erik.olin.wright/53 Acta Académica es un proyecto académico sin fines de lucro enmarcado en la iniciativa de acceso abierto. Acta Académica fue creado para facilitar a investigadores de todo el mundo el compartir su producción académica. Para crear un perfil gratuitamente o acceder a otros trabajos visite: http://www.aacademica.org. 177 CLASS AND OCCUPATION ERIK OLIN WRIGHT Sociologists have generally regarded "class" and "occupation" as occupy- ing essentially the same theoretical terrain. Indeed, the most common operationalization of class is explicitly in terms of a typology of occupa- tions: professional and technical occupations constitute the upper-middle class, other white collar occupations comprise the middle class proper, and manual occupations make up the working class. Even when classes are not seen as defined simply by a typology of occupations, classes are generally viewed as largely determined by occupations. Frank Parkin expresses this view when he writes: "The backbone of the class structure, and indeed of the entire reward system of modern Western society, is the occupational order. Other sources of economic and symbolic advantage do coexist alongside the occupational order, but for the vast majority of the population these tend, at best, to be secondary to those deriving from the division of labor."' While the expression "backbone" is rather vague, nevertheless the basic proposition is clear: the occupational structure fundamentally determines the class structure. -
Inside the Middle Class
Inside the Middle Class: Bad Times Hit the Good Life FOR RELEASE WEDNESDAY APRIL 9, 2008 12:00PM EDT Paul Taylor, Project Director Rich Morin, Senior Editor D'Vera Cohn, Senior Writer Richard Fry, Senior Researcher Rakesh Kochhar, Senior Researcher April Clark, Research Associate MEDIA INQUIRIES CONTACT: Pew Research Center 202 419 4372 http://pewresearch.org ii Table of Contents Foreword…………………………………………………………………………………………………………………………………………………………………...3 Executive Summary……………………………………………………………………………………………………………………………………………………5 Overview……………………………………… ……………………………………………………………………………………………………………………………7 Section One – A Self-Portrait 1. The Middle Class Defines Itself ………………………………………………………………………………………………….…………………..28 2. The Middle Class Squeeze………………………………………………………………………………………………………….……………..…….36 3. Middle Class Finances ……………………………………………………………………………………………….…………….……………………..47 4. Middle Class Priorities and Values………………………………………………………………………………………….……………………….53 5. Middle Class Jobs ………………………………………………………………………………………………………………….………………………….65 6. Middle Class Politics…………………………………………………………………………………………………………….……………………………71 About the Pew Social and Demographic Trends Project ……………………………………………………….…………………………….78 Questionnaire and topline …………………………………………………………………………………………………….………………………………..79 Section Two – A Statistical Portrait 7. Middle Income Demography, 1970-2006…………………………………………………………………………………………………………110 8. Trends in Income, Expenditures, Wealth and Debt………………………………………..…………………………………………….140 Section Two Appendix ……………………………………………………….…………………………………………………………………………………..163 -
The Dangerous Class the Concept of the Lumpenproletariat
The Dangerous Class The Concept of the Lumpenproletariat Marx and Engels’ concept of the “lumpenproletariat,” or underclass (an anglicized, politically neutral term), appears in The Communist Manifesto and other writings. It refers to “the dangerous class, the social scum, that passively rotting mass thrown off by the lowest layers of old society,” whose lowly status made its residents potential tools of the capitalists against the working class. Surprisingly, no one has made a substantial study of the lumpenproletariat in Marxist thought until now. Clyde Barrow argues that recent discussions about the downward spiral of the American white working class (“its main problem is that it is not working”) have reactivated the concept of the lumpenproletariat even among arguments that it is a term so ill-defined as to not be theoretical. Using techniques from etymology, lexicology, and translation, Barrow brings analytical coherence to the concept of the lumpenproletariat, revealing it to be an inherent component of Marx and Engels’ analysis of the historical origins of capitalism. However, a proletariat that is destined to decay into an underclass may pose insurmountable obstacles to a theory of revolutionary agency in post-industrial capitalism. The Concept of the Lumpenproletariat is the first comprehensive analysis of the concept of the lumpenproletariat in Marxist political theory. Clyde Barrow excavates and analyzes the use of this term from its introduction by Karl Marx and Frederick Engels in The German Ideology (1846) and Save 30% at The Communist Manifesto (1848) through the central role of the relative surplus population in Post-Marxist political theory. He argues that when press.umich.edu organized by a strong man—whether a Bonaparte, a Mussolini, or a with promotion code Trump—the lumpenproletariat gravitates toward a parasitic and violent UMLUMPEN lumpen-state created in its own image, and such a state primarily serves the interests of the equally parasitic finance aristocracy. -
The Dangerous Class: the Concept of the Lumpenproletariat
Review The dangerous class: The concept of the lumpenproletariat Clyde W. Barrow, University of Michigan Press, Ann Arbor, 2020, xii+196pp., ISBN: 978-0472132249 Contemporary Political Theory (2021). https://doi.org/10.1057/s41296-021-00487-9 An oft-cited description of the lumpenproletariat comes from Marx’s The Eighteenth Brumaire of Louis Bonaparte. The Parisian lumpenproletariat that Louis Bonaparte recruited during the French class struggles of 1848–1851 in order to defeat the proletariat and ultimately to seize state power consisted of the following: Alongside decayed roue´s with dubious means of subsistence and of dubious origin, alongside ruined and adventurous offshoots of the bourgeoisie, were vagabonds, discharged soldiers, discharged jailbirds, escaped galley slaves, swindlers, mountebanks, lazzaroni, pickpockets, tricksters, gamblers, ma- quereaus, brothel keepers, porters, literati, organ grinders, ragpickers, knife grinders, tinkers, beggars – in short, the whole indefinite, disintegrated mass, thrown hither and thither, which the French call la bohe`me (1963: 75). As self-interested hustlers whose services are for sale to the highest bidder, the lumpenproletariat – a term Marx and Engels created – is typically co-opted, as Bonaparte demonstrates, by reactionary movements. However, Marx’s taxonomy indicates the difficulty of locating a synthesized and explanatory definition for a term presented here as an ‘indefinite’ alterity with no clear framework of composition. The term has seemed, to some commentators, incoherent or reflective of scorn toward the disreputable or poor (Bussard, 1987; Draper, 1972; Hardt and Negri, 2004). Others – typically literary and cultural critics (Stallybrass, 1990; Mills, 2017) – have approached it as the discursive trace of a complex social scene that escapes full schematization by class relations. -
The American Middle Class, Income Inequality, and the Strength of Our Economy New Evidence in Economics
The American Middle Class, Income Inequality, and the Strength of Our Economy New Evidence in Economics Heather Boushey and Adam S. Hersh May 2012 WWW.AMERICANPROGRESS.ORG Introduction and summary To say that the middle class is important to our economy may seem noncontro- versial to most Americans. After all, most of us self-identify as middle class, and members of the middle class observe every day how their work contributes to the economy, hear weekly how their spending is a leading indicator for economic prognosticators, and see every month how jobs numbers, which primarily reflect middle-class jobs, are taken as the key measure of how the economy is faring. And as growing income inequality has risen in the nation’s consciousness, the plight of the middle class has become a common topic in the press and policy circles. For most economists, however, the concepts of “middle class” or even inequal- ity have not had a prominent place in our thinking about how an economy grows. This, however, is beginning to change. One reason for the change is that the levels of inequality and the financial stress on the middle class have risen dramatically and have reached levels that motivate a closer investigation. The interaction and concurrence of rising inequality with the financial collapse and the Great Recession have, in particular, raised new issues about whether a weak- ened middle class and rising inequality should be part of our thinking about the drivers of economic growth. Over the past several decades, the United States has undergone a remarkable transformation, with income growth stalling for the middle class while the incomes of those at the top continued to rise dramatically compared to the rest of the working population. -
How the American Dream Has Changed Over Time Gale Student Resources in Context, 2016
How the American Dream Has Changed Over Time Gale Student Resources in Context, 2016 The beginnings of the idea of the American Dream can be traced to the Founding Fathers, who declared their independence from England because of their belief in unalienable rights. Those men believed people inherently possessed the rights to life, liberty, and the pursuit of happiness. They created a country where people could break free from class restrictions and pursue the life they chose despite the circumstances of their birth. In time, writers dubbed this idea the American Dream, but people’s definition of the American Dream has changed greatly over time. Origins The term American Dream is often traced back to James Truslow Adams, a historian and author. In 1931, as Americans suffered through the Great Depression, Adams wrote a book called The Epic of America in which he spoke of “a land in which life should be better and richer and fuller for everyone, with opportunity for each according to ability or achievement … regardless of fortuitous circumstances of birth or position.” In the beginning, the American Dream simply promised a country in which people had the chance to work their way up through their own labor and ingenuity. Immigrants fled the entrenched class restrictions of their homelands for the United States in the hope of obtaining land and gaining religious and other freedoms. Revolutionaries fled England in search of freedom. This promise of a better life attracted people from all over the world to the United States. They came to America ready to work hard. -
Propaganda Use by the Union and Confederacy in Great Britain During the American Civil War, 1861-1862 Annalise Policicchio
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Duquesne University: Digital Commons Duquesne University Duquesne Scholarship Collection Electronic Theses and Dissertations Summer 2012 Propaganda Use by the Union and Confederacy in Great Britain during the American Civil War, 1861-1862 Annalise Policicchio Follow this and additional works at: https://dsc.duq.edu/etd Recommended Citation Policicchio, A. (2012). Propaganda Use by the Union and Confederacy in Great Britain during the American Civil War, 1861-1862 (Master's thesis, Duquesne University). Retrieved from https://dsc.duq.edu/etd/1053 This Immediate Access is brought to you for free and open access by Duquesne Scholarship Collection. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of Duquesne Scholarship Collection. For more information, please contact [email protected]. PROPAGANDA USE BY THE UNION AND CONFEDERACY IN GREAT BRITAIN DURING THE AMERICAN CIVIL WAR, 1861-1862 A Thesis Submitted to the McAnulty College & Graduate School of Liberal Arts Duquesne University In partial fulfillment of the requirements for The Degree of Masters of History By Annalise L. Policicchio August 2012 Copyright by Annalise L. Policicchio 2012 PROPAGANDA USE BY THE UNION AND CONFEDERACY IN GREAT BRITAIN DURING THE AMERICAN CIVIL WAR, 1861-1862 By Annalise L. Policicchio Approved May 2012 ____________________________ ______________________________ Holly Mayer, Ph.D. Perry Blatz, Ph.D. Associate Professor of History Associate Professor of History Thesis Director Thesis Reader ____________________________ ______________________________ James C. Swindal, Ph.D. Holly Mayer, Ph.D. Dean, McAnulty College & Graduate Chair, Department of History School of Liberal Arts iii ABSTRACT PROPAGANDA USE BY THE UNION AND CONFEDERACY IN GREAT BRITAIN DURING THE AMERICAN CIVIL WAR, 1861-1862 By Annalise L. -
Keywords—Marxism 101 Session 1 Bourgeoisie
Keywords—Marxism 101 Session 1 Bourgeoisie: the class of modern capitalists, owners of the means of social production and employers of wage labour. Capital: an asset (including money) owned by an individual as wealth used to realize a fnancial proft, and to create additional wealth. Capital exists within the process of economic exchange and grows out of the process of circulation. Capital is the basis of the economic system of capitalism. Capitalism: a mode of production in which capital in its various forms is the principal means of production. Capital can take the form of money or credit for the purchase of labour power and materials of production; of physical machinery; or of stocks of fnished goods or work in progress. Whatever the form, it is the private ownership of capital in the hands of the class of capitalists to the exclusion of the mass of the population. Class: social stratifcation defned by a person's relationship to the means of production. https://upload.wikimedia.org/wikipedia/commons/b/bf/Pyramid_of_Capitalist_System.png Class struggle: an antagonism that exists within a society, catalyzed by competing socioeconomic interests and central to revolutionary change. Communism: 1) a political movement of the working class in capitalist society, committed to the abolition of capitalism 2) a form of society which the working class, through its struggle, would bring into existence through abolition of classes and of the capitalist division of labor. Dictatorship of the Proletariat: the idea that the proletariat (the working class) has control over political power in the process of changing the ownership of the means of production from private to collective ownership as part of a socialist transition to communism. -
Education and the Dynamics of Middle- Class Status
June 2020 Education and the Dynamics of Middle- Class Status Bradley L. Hardy American University Dave E. Marcotte American University “Higher education is essential for a thriving society: it is the strongest, sturdiest ladder to increased socio-economic mobility and the locus, through research universities, of most of the major discoveries of the last two centuries.” -Drew Gilpin Faust Introduction: Education as a Pathway to the American Dream The economic security of America’s families is a central concern for policymakers. Benchmarks for economic security include employment, homeownership, savings and retirement security, and financial literacy. These indicators broadly characterize middle- class status and, for many, attaining and sustaining a life in the middle-class is among the most important measures of economic success. Indeed, a robust middle class is both a hallmark of aggregate economic health and the manifestation of the American dream. Access to the American middle class has been made possible by expanding educational attainment over the 20th Century (Goldin and Katz, 2001). The role of higher education in economic mobility is well established. Presently, access to post-secondary educational opportunities—especially a 4-year college degree—is increasingly seen as requisite for success in an economy that requires advanced analytical ability, facility with computers, and stronger inter-cultural communication skills (e.g. Haskins et al. 2009; Mazumder 2012). More open to question is how equitable access to higher education is, particularly during a period of sharp increases in cost of attendance. Many policy interventions, including Pell grants and subsidized student loans, have sought to reduce socioeconomic gaps in college entrance and completion (Bailey and Dynarski 2012).