The Underclass/Mismatch Hypothesis as an Explanation for Black Economic Deprivation

Fainstein, Norman I.

doi:10.1177/003232928701500402

Cited by 41 publications

(12 citation statements)

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“…Wilson's (1987Wilson's ( , 1996 research on social disorganization and isolation and related literature concerning urban poverty (Fainstein 1986-87;Farley 1988;Hughes 1989;Iargowsky & Bane 1991;Massey & Denton 1993) have linked neighborhood disadvantages to a number of social problems, including educational failure, increased juvenile delinquency and teen pregnancy rates, and diminished psychological well-being of youth. Although several studies have established connections between neighborhood context and these outcomes, few have empirically addressed the mediating process through which neighborhood context influences youth.…”

Section: Discussionmentioning

confidence: 99%

Why Does It Take a Village? The Mediation of Neighborhood Effects on Educational Achievement

2002

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The urban and educational literature has recently begun to focus on the increase of concentrated povertyin inner-city neighborhoods and the educational failure ofyouth often associated with livingin these neighborhoods. The currentstudy examines this issue by identifying which neighborhood characteristics influence educational achievementand what mechanisms mediate these associations. Using the National Educational Longitudinal Study of 1988 linked to 1990 census information at the neighborhood level, the currentstudyfinds not only that neighborhood characteristics predicteducational outcomes but also that the strength ofthe predictions often rivals that associated with more commonly citedfamily-and school-related factors. When considering how neighborhood characteristics influence educational outcomes, theorists have proposed several mediating processes, including collective socialization, social control, social capital, perception of opportunity, and institutionalcharacteristics. The currentstudy reveals that these mediators account for about40% of the neighborhood effecton educational achievement, with collective socialization having the strongest influence. Also discussed are the theoretical and policyimplications ofthis study and directions for future research.Increasing concentration of poverty in urban areas over the last thirty years has renewed interest in the effects of neighborhood-level conditions on the well-being of residents (Massey

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Section: Discussionmentioning

confidence: 99%

Why Does It Take a Village? The Mediation of Neighborhood Effects on Educational Achievement

2002

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“…The Federal Housing Authority deliberately fostered segregated white housing and refused loans to blacks until the passage of the Fair Housing Act in 1968. Big-city governments refused to shift budgetary resources to basic services for these impoverished areas (Brown 1988;Fainstein 1987;Hirsch 1998;Reed 1986;Shefter 1985).…”

Section: Beyond the Afros And Bellbottomsmentioning

confidence: 99%

There's No Place Like Home: Domestic Domains and Urban Imaginaries in New Haven, Connecticut

Leonardo

2006

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In this article, I attempt to adumbrate shifting race, class, and gender politics in the United States through a "world in a grain of sand" focus on one American city and through the fulcrum of what Marx labeled the "historical and moral element" that must always be considered in gauging class formation and capitalist development: the gendered construction, across class and race, of the workings of the "proper home." In so doing, I both document ethnographically the counter-empirical nature of much public-cultural representation of American race/class/gender lived realities and demonstrate the ways in which we can and should consider "the political" both in terms of our older understandings of politics and political organizations and in the newer sense of cultural politics-but without succumbing to the etiolated idealism of political economy-less postmodernism.

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“…In their recent book on Los Angeles, Waldinger and Bozorgmehr (1996) contend that the whole debate on mismatch sheds little light on Los Angeles and its ethnic groups. Basically, this is because the story of industrial decline has no ready parallel in Los Angeles (see Fainstein (1986) for a more general critique on the mismatch thesis as an explanation for the labour-market situation of African Americans). It is still unclear whether or not the concentration in areas really does exert an independent in¯uence on the labour-market position of individuals.…”

Section: Economic Developmentsmentioning

confidence: 99%

Ethnic Segregation in Cities: New Forms and Explanations in a Dynamic World

1998

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Summary. As an introduction to this special issue on ethnic segregation in cities, we offer the readers an overview of the explanatory factors of ethnic segregation and spatial concentration in modern welfare states. After a discussion of the disadvantages and advantages of segregation and concentration, which can be seen as the impetus behind the widespread interest in this topic, we will brie¯y review som e`traditional' theories. That review will be followed by a closer look at behavioural theories and explanations in which constraints are central. The next section will elaborate on restructuring processes, giving special attention to economic change and its effects on cities, groups and spatial arrangements. W e will conclude this introduction with a few remarks on the future of ethnic segregation and concentration and outline some possible directions for future research in this ® eld.

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The Underclass/Mismatch Hypothesis as an Explanation for Black Economic Deprivation

Cited by 41 publications

References 1 publication

Why Does It Take a Village? The Mediation of Neighborhood Effects on Educational Achievement

Why Does It Take a Village? The Mediation of Neighborhood Effects on Educational Achievement

There's No Place Like Home: Domestic Domains and Urban Imaginaries in New Haven, Connecticut

Ethnic Segregation in Cities: New Forms and Explanations in a Dynamic World

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