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Inner-City Kids Tell Their Stories Through Photographs

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Inner-City Kids Tell Their Stories Through Photographs “We Live in the Shadow” ELAINE BelL KAPLAN “We Live in the Shadow” Inner-City Kids Tell Their Stories through Photographs TEMPLE UNIVERSITY PRESS PHILADELPHIA T EMPle UNIVERSITY PResS Philadelphia, Pennsylvania 19122 www.temple.edu/tempress Copyright © 2013 by Temple University All rights reserved Published 2013 Library of Congress Cataloging-in-Publication Data Kaplan, Elaine Bell. “We live in the shadow” : inner-city kids tell their stories through photographs / Elaine Bell Kaplan. pages cm Includes bibliographical references and index. ISBN 978-1-4399-0789-4 (cloth : alk. paper) — ISBN 978-1-4399-0790-0 (pbk. : alk. paper) — ISBN 978-1-4399-0791-7 (e-book) 1. Inner cities— United States. 2. City children—United States—Social conditions. 3. Urban poor—United States—Social conditions. 4. Equality—United States. 5. Photography—Social aspects—United States. I. Title. HN59.2.K38 2013 305—dc23 2012042289 The paper used in this publication meets the require- ments of the American National Standard for Information Sciences—Permanence of Paper for Printed Library Materials, ANSI Z39.48-1992 Printed in the United States of America 2 4 6 8 9 7 5 3 1 Photological Proof is not stringent, merely Overpowering —Theodor W. Adorno, The Culture Industry Contents Acknowledgments ix PART I KIDS WITH CAMERAS 1. “What Do You Want to Tell Me about This Picture?” 3 2. The Photovoice Methodology 17 PART II HISTORY AND TRANSFORMATION OF SOUTH CENTRAL 3. “Don’t Be a Menace to South Central while Drinking Your Juice in the Hood” 29 4. “Send Them All to Iraq” 41 PART III KIDS’ SCHOOL STORIES 5. Teachers and Dirty Bathrooms 53 6. “She’s Gettin’ Her Learn On” 69 PART IV KIDS’ NEIGHBORHOOD STORIES 7. “I Was Just Scared” 91 8. Garbage, Alleyways, and Painted Doors 111 viii | Contents PART V KIDS’ FAMILY STORIES 9. Strain of a Heart 129 10. To Hope for Something 151 Appendix A: Participants by Race/Ethnicity, Gender, and Age 167 Appendix B: University of Southern California Neighborhood Academic Initiative Program Graduate Survey, 1997–2011 168 Appendix C: Assignments and Questionnaire 171 Notes 173 Index 187 Acknowledgments owe a debt of gratitude to the brilliant kids who trusted me with their photos and stories and whose inner-city experiences challenge popular assumptions and theoretical perspectives about inner-city kids’ lives. I Igive special thanks to the directors of the after-school centers who took time out of their busy schedules to talk with me and introduced me to the kids at the centers, especially Kim Thomas-Barrios, the director of the University of Southern California Neighborhood Academic Initiative (NAI), who granted me full access to the kids, their parents, and the extraordinary NAI staff, including Danielle Chavez and Angela Reyes. I owe a debt of gratitude to Isabel Duenes and Michelle Zavella, former NAI and USC graduates, who assisted in the early stages of this project with setting up interviews, typing transcripts, and sharing their views on the NAI program. This re- search could not have gotten off the ground as well as it did without their support and guidance. Gloria Sohacki introduced me to directors of several after-school progams. Her commitment to supporting the eduation and well-being of children serves as a model for me. I was fortunate to have the support and many contributions of Karen Sternheimer, who had to sign off as coauthor because of her own writing com- mitments. She co-organized a workshop based on an earlier version of this book for the 2007 American Sociological Association annual meeting in New York City. And despite a busy schedule, she was always willing to lend me an ear when I rambled on about the kids in early-morning hallway meetings and x | Acknowledgments to let her students attend a special class meeting to discuss an earlier version of this project. I offer a special thanks to Linda Fuller for her support and to Arlie Hochschild for offering critical analysis, insight, and encouragement in the early stages of this project and for her support throughout the years. Many drafts later, I remember having an “aha” moment when I discovered how much the theoretical perspective of the sociology of emotion added to my own take on the kids. Mitchell Duneier’s powerful study of Greenwich Village street vendors, which included their interviews and photos, greatly aided my understanding of how to use the kids’ photos and stories in a socio- logically meaningful way. I thank my colleagues Mike Messner and Pierrette Hondagneu-Sotelo for reading the first draft of half-baked ideas. I was sure they would throw the draft back at me. Instead, they took it seriously enough to critique my ideas and encourage me to move on. Other colleagues in my department offered me tremendous support, especially Veronica Terriquez and the former chair, Tim Biblarz, who suggested that I develop a visual sociology course based on the photovoice methodology used in this book. The sociology department pro- vided funding for some expenses, and the current department chair, Rhacel Parrenas, was very supportive. Sharon Hays and Ed Ransford took time out of their busy schedules to read an early draft and told me to move ahead. Emir Loy, a former graduate student and my associate researcher, spent a great deal of time working with me at the NAI students’ group meetings. Emir also cre- ated the certificate of participation given to the participants. Oscar Verdugo, a former undergraduate student, shared his experiences as a Latino teenager. Jeb Middlebrook was very supportive of this project, as were the students in my classes, who peppered me with comments and questions that contributed to my thinking about these issues. I also thank Stan Huey, whose knowledge of kids in gangs also added to my understanding of these kids. The great women of the sociology department’s office staff, especially Lisa Rayburn, Stachelle Overland, Amber Thomas, and Melissa Hernandez, have all sup- ported me in one way or another. Special thanks go to Cynthia Hudley for reading a draft and for her keen analysis of the material and all her support throughout this long process, and to Manuel Pastor for taking time out of his busy day to talk with me. That talk led to another “aha” moment. I also learned much from the many con- versations with the fantastic women in my Curves group, including Gloria Sohacki, Linda Poverny, and Kathy Yoshimi. I cannot say enough about Christine Cardone for the many insightful and stimulating conversations I Acknowledgments | xi had with her that greatly influenced my ideas about these kids. These women shared ideas, many of which I use in this book, as they pumped away on gym machines and when they viewed the photos at a potluck dinner. I received a great deal of encouragement from Mick Gusinde-Duffy of Temple University Press, whose support of this project was important in get- ting to it to the final stages. I also thank Rebecca Logan at Newgen and other Temple staff who aided in the production of this work, including the anony- mous reviewers for their valuable critiques. My family has always been supportive of my work. My son, Daveed Franz Robert Kaplan, even offered to read the last draft. I thank him and Stephanie Kaplan for their support. I offer a special thanks to Shez Kennedy and Sherry Patterson and their kids and to Gloria and Selig Kaplan and Judy Kaplan for their interest in my work. I thank Lewis Kaplan, my soul mate, for his criti- cal comments as he read draft after draft. I love his generosity of spirit, his deep compassion for these kids, his intellect and talent in understanding the way society works, and his commitment to changing the status quo. All these people have contributed to this book. I hope it meets their approval. “We Live in the Shadow” 1 “What Do You Want to Tell Me about This Picture?” n a bright spring day, ten middle schoolers from the Latino and African American communities in South Central Los Angeles,1 ranging in age from twelve to fourteen, sit around an oval-shaped Odesk in a dimly lit second-floor classroom on the campus of the University of Southern California (USC) staring at a photograph of a railroad track (see Figure 1.1) featured on a PowerPoint slide. These middle schoolers are participating in the Neighborhood Academic Initiative (NAI) tutorial pro- gram sponsored by USC.2 Twelve-year-old Cesar, who has taken the photo, waits a few minutes before he speaks up: “It’s about that we can choose our path, the dark or the light; we can choose.” Thirteen-year-old Manuel likes that idea: “Yeah, the tracks are a road to somewhere.” Cesar shakes his head in agreement and says, “The tracks will get us away from the ghetto.” The other kids have a different view of the railroad track photograph. For thirteen-year-old Juan, “those tracks are in a dirty area.” Fourteen-year- old Wynette agrees: “The railroad is in a bad environment.” Six of the kids nod when thirteen-year-old Kyle adds, “It’s ugly. That’s what I see every day. We live in the shadow, and no one sees that we are here.” By the end of this two-year study, fifty-four kids have shared their experiences of liv- ing in the “ugly” South Central area. I also hold interviews with a smaller group consisting of twenty-one college students from USC, three teachers, two psychologists, the directors of NAI and the Willard Center, and fifteen 4 | Chapter 1 NAI parents—bringing the total to seventy-nine participants, all of whose perspectives I include in this book.3 Not every area of South Central can be considered ugly.
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