The racial wealth gap is a deeply inexorable indicator of inequality. Today the average family of color holds only six cents of wealth for every dollar owned by whites. What accounts for such stubborn inequality in an era lauded as racially progressive? Intergenerational family links suggest a major linchpin. In this dissertation I work toward a race critical theory of social reproduction, drawing on 156 family histories of intergenerational wealth transfer. These data were categorically coded for instances of wealth and capital acquisition and transfer, as well as qualitatively analyzed for thematic patterns using the extended case method. My analysis targets specific social mechanisms that differentially promote the transmission of wealth and other forms of capital (e.g., social networks, educational credentials) across racial groups over time. I isolate racial patterns in the mobility trajectories of families through an original construct, inheritance pathways – instances involving the transfer and/or interconvertiblity of wealth/capital between two or more generations. Among my sample, inheritance pathways were regularly traceable from ancestors living during legal slavery and segregation. My analysis reveals that the wealth and capital acquired by white families regularly works in interlocking, supportive ways to “pave” pathways of protected, intergenerational mobility over time. In contrast, though families of color evidence many efforts to build upwardly mobile pathways, they are frequently divested of their capital through both explicitly and subtly racist means. Moreover, the value of their capital is often diminished, making it less useful in launching and sustaining mobility pathways. My analysis hones in on the recursive relationship between micro level family actions and the racial state, which is regularly implicated in these processes. I draw on these data to additionally expand the concept racial capital – a type of “currency” that intersects with other forms of capital for individuals, families and groups. Collectively, the inheritance pathways of families suggest that whiteness often intervenes to (1) “unlock” forms of capital for some individuals/families/groups; and, (2) enhance the value of other forms of capital. Ultimately I argue that inheritance pathways and racial capital serve as primary means for reproducing conditions and meanings that sustain systemic racism over time.

Made available in DSpace on 2014-06-11T19:24:11Z (GMT). No. of bitstreams: 0 Previous issue date: 2008-04-18Bitstream added on 2014-06-13T20:31:14Z : No. of bitstreams: 1 menegati_ra_me_prud.pdf: 1206334 bytes, checksum: 834e5c462f9c867ca75432c37f8e254d (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP) / Este trabalho tem como objetivo analisar a dinâmica da produção familiar no Município de Indiana, por meio da organização social, econômica e cultural das unidades produtivas familiares. O estudo pretende enfocar o período que se estende entre a década de 1970 até o início do século XXI (2005). Além disso, buscou-se: identificar o perfil dos produtores familiares, compreender a organização interna e o estabelecimento de relações externas às unidades produtivas, analisar a importância das diferentes fontes de renda e caracterizar o desenvolvimento de estratégias de reprodução social dos produtores familiares. Desse modo, o trabalho encontra-se estruturado em quatro capítulos. No primeiro capítulo apresenta-se a fundamentação teórica e metodológica sobre a produção familiar e as estratégias de reprodução social. Também é enfocada a pluriatividade, na qual se privilegia a tentativa de definição da noção e os significados para a produção familiar do conjunto de atividades agrícolas ou não, realizadas dentro e fora da unidade produtiva, pelos membros das famílias rurais para a reprodução social no campo. / This work has like objective purpose to analyse the dynamics of familiar production in the Indiana city, by social, economic and cultural organization of familiars productives units. The study pretends to emphasize period that extends between decade 1970 until beginning of century XXI (2005). Besides, searched for: identify the profile of familiars producers, to understand the internal organization and establishment of external relationship ace productives units, to analyse the importance of differents income’s source and characterize the development of strategies social reproduction of the producer familiars. This way, the work is structured in four chapters. In first chapter shows the theoretical and methodologyc foundation about familiar production and strategies of social reproduction. Also is focalize the diversity activities, which each other privileges the experiment of definition in the notion and signification for the familiar production of group of rural activities or no, realized into and out in the productive unity by members of rural families for the social reproduction in the camp. In the second chapter discusses the formation and occupation of Indiana’s city in the context of Geografic Microrregião from Presidente Prudente. Is realized the characterization how it’s of point of view from District, the articulations of familiar production with the various instances from local power. In the third chapter look up to present agrarian structure in the Indiana’s city, by analyse of dice and information in the animal husbandry census of IBGE (1970-1995/96). The fourth chapter shows the results of the research about field realized in the units familiars productive of rural space in the Indiana city.

FundaÃÃo Cearense de Apoio ao Desenvolvimento Cientifico e TecnolÃgico / nÃo hà / As duas primeiras dÃcadas do sÃculo XX demarcam o momento de maior expressÃo de um conjunto de esforÃos em torno da edificaÃÃo do pensamento Neopositivista. O CÃrculo de Viena, um grupo de cientistas de diversas Ãreas, tais como o fÃsico alemÃo Moritz Schlick, os matemÃticos alemÃes Hans Hahn e Rudolf Carnap, o sociÃlogo e economista austrÃaco Otto Neurath, entre outros, marcou a histÃria da Filosofia ao tentar estabelecer uma filosofia cientÃfica. A doutrina Neopositivista, sobre a esteira do Cientificismo â Empirismo â Naturalismo, propÃe os procedimentos das ciÃncias experimentais como os Ãnicos a possuÃrem validade cientÃfica, negando, desta forma, a realidade de qualquer ente que nÃo seja empiricamente experimentÃvel. Inegavelmente, ao longo do Ãltimo sÃculo a ciÃncia passou a ser interesse dos diversos campos do conhecimento. Historiadores, sociÃlogos, pensadores dos mais diversos matizes demonstram cada vez mais interesse nesse campo de estudo e investigaÃÃo. Mesmo a despeito de o Neopositivismo haver desqualificado, como atesta LukÃcs, toda indagaÃÃo acerca do ser, colocando-a como anticientÃfica, a verdade à que as proposiÃÃes filosÃficas no campo da investigaÃÃo ontolÃgica se desenvolveram, cada uma a seu modo, e se constituÃram como fenÃmeno de comprovaÃÃo direta da relaÃÃo entre a questÃo do ser com a prÃxis. Ou seja, trata-se do âcarÃter ineludÃvel da abordagem ontolÃgica dos problemas do mundo como um fato que nÃo pode ser negligenciado no pensamento tambÃm de nossa Ãpoca (LukÃcs, 2010, p. 34)â. No entanto, esse reconhecimento nÃo iguala tais proposiÃÃes filosÃficas à ontologia delineada por LukÃcs, a partir de Marx. A concepÃÃo de ser encontrada nas tendÃncias contemporÃneas a LukÃcs trata de um indivÃduo isolado, supostamente abandonado ao mundo. Ao lanÃar mÃo da reflexÃo sobre o ser, LukÃcs aponta para a determinaÃÃo de um ser especÃfico, objetivo, o ser social. Seu projeto intelectual aponta para o resgate da ontologia do marxismo como Ãnico caminho possÃvel de conduzir o pensamento do mundo para o ser. Desta forma, o presente trabalho se insere num campo de estudos e investigaÃÃes demarcado pala ontologia marxiana, inaugurada por LukÃcs, assumindo, aqui, como objeto de apreciaÃÃo para nossas anÃlises a obra ProlegÃmenos para uma ontologia do ser social. / The first two decades of the twentieth century define the moment of greatest expression of a set of efforts around the building of the neo-positivist thought. The Vienna Circle, a group of scientists from different fields, such as the German physicist Moritz Schlick, the German mathematicians Hans Hahn and Rudolf Carnap, the Austrian sociologist and economist Otto Neurath, among others, marked the history of philosophy trying to establish a scientific philosophy. The neo-positivist doctrine, on the wake of Scientism - Empiricism - Naturalism, proposes the experimental sciences procedures as the only ones to possess scientific validity, thus, denying the reality of any entity that is not empirically perceptible. Undeniably, over the last century, science has become the interest of various fields of knowledge. Historians, sociologists, thinkers of different hues have shown increased interest in this field of study and research. Even despite the fact that neopositivism has disqualified, as LukÃcs attests, every question about being, placing it as unscientific, the truth is that philosophical propositions in the field of ontological investigation developed, each in its own way, and constituted as direct evidence of the phenomenon of the relationship between the question of being and praxis. That is, it is the "inescapable character of the ontological approach to the world problems as a fact that can not be overlooked also in our timesâ (LukÃcs, 2010, p. 34). However, this recognition does not equal such philosophical propositions to the ontology outlined by LukÃcs, from Marx. The concept of being found in trends contemporary to LukÃcs relies upon an isolated individual, allegedly abandoned in the world. To resort to the reflection on being, LukÃcs points out the determination of a specific, objective being, the social social. His intellectual project aims to rescue the Marxist ontology as the only possible way to conduct the thinking of the world to the being. Thus, this work is part of a field of studies and research marked by Marxian ontology, inaugurated by LukÃcs, assuming, here, as an object of appreciation for our analysis, the work Prolegomena to an ontology of social being.

Philosophiae Doctor - PhD / This thesis investigates socio-spatial trajectories of class formation and processes of accumulation from below and above on redistributed farmland, the ‘New Qwaqwa Farms’ in the Eastern Free State province of South Africa, from the mid-1980s to 2016. Class formation trajectories of the studied land beneficiaries are traced across localised historical geographies and political contexts, from apartheid to the current democratic dispensation, that is, from the land beneficiaries’ recent ancestral history as labour tenants on white-owned farmland, and subsequent systematic expulsions from farmland, to their Bantustan labour reserve resuscitations as mainly nonagricultural petty commodity producers, and later targeting for land reform, as one measure of redistribution.

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This study examines the role of parental cultural capital as it pertains to whether a student attends a chosen school and whether the quality of the school a student attends is a function of cultural capital. Three theory-based factors representing cultural capital and three factors that represent facets of school quality were created using principal components analysis. Logistic regression was used to determine that cultural capital does play a role in whether a student attends a chosen school. In fact, one aspect of cultural capital, institutional engagement, is the strongest predictor of whether a student attends a chosen school. Linear regression models shed light on the role that different forms of cultural capital and choosing may play in the quality of school that the student attends. While the results are complex, I am able to conclude that cultural capital and choosing do play a role in the quality of school that a student attends, but community and school district characteristics, as well as parental socioeconomic status may play a stronger role. Models control for student and school district characteristics and school clustering effects. Suggestions for future research and implications for policy are discussed. / Urban Education

A growing amount of research finds that the accumulation of, investment in, and mobilization of certain cultural resources are significant predictors of children's advantageous social development in both institutional settings and interpersonal relationships. Several theories and empirical analyses illustrate the importance of children's leisure-time activities in the accumulation of valuable resources. These cultural resources confer advantages to children, especially in educational settings (e.g. teachers' perception of students, intellectual development, and academic outcomes) because these arenas are often key spaces for social mobility. However, few research studies attempt to empirically pinpoint the socioeconomic origins of children's cultural (dis)advantages. This notable gap in the research literature can be addressed by examining family-level predictors of the accumulation and transmission of these cultural resources. The purpose of this study is to investigate the link between family-level socioeconomic status and children's participation in structured, extracurricular, arts-based activities as well as cultural performance attendance. Drawing on Bourdieu's (1984) concept of 'cultural capital' and Lareau's (2002; 2003) concept of 'concerted cultivation', this study explores whether or not socioeconomic status is a significant predictor of children's participation in extracurricular arts activities as well as attendance of cultural performances using the Panel Study of Income Dynamics (PSID) and the Child Development Supplement (CDS-II). I evaluate Lareau's class analysis and expand upon it by disaggregating the key dimensions of socioeconomic status and identifying which are the most salient for increased participation in arts-based activities among children in the United States context. I provide a detailed analysis and discussion of the nuanced relationships between socioeconomic status measures and youth participation in the arts. / Master of Science

Educators face multiple forms of misbehavior in the classroom on a regular basis. Quantitative data in the academic literature indicates that some subgroups, particularly minority students, lower income students and boys, face higher rates of disciplinary actions than their peers. Whether this indicates that those students misbehave more often, whether their actions are perceived differently by educators, or whether they are punished more harshly for their misbehavior are issues that are not well-settled by academic research. This research project addresses this gap in the literature, by addressing how the overrepresentation of subgroups may occur and by addressing the decision-making process in general, regardless of a student’s social characteristics. This qualitative research project provides an in-depth account of daily life at a rural high school in Kentucky, illustrating instances of misbehavior within the classroom and the various methods that teachers employed to control the misbehaving students. This project gives voice to the teachers, giving consideration to the factors that impacted the decisions they made with respect to consequences for misbehavior. This research project triangulates observations and interviews with disciplinary data from the school to provide a detailed picture of misbehavior and the resulting consequences. The teachers at this school typically gave students ample opportunity to rectify misbehavior before moving to more serious sanctions and considered consequences for most misbehavior on an individual basis. Nonetheless, minority students were overrepresented among students referred to administrators for misbehavior, indicating the possibility of a cultural mismatch between white educators and students of color. At the administrative level, consequences were fair and consistent, and no evidence of discrimination against any subgroup was demonstrated.

Social reproduction is well established in educational literature. Diminished outcomes for students marked by class and race persist despite analysis and educational policy. Teachers articulate discourse to explain student success and failure and satisfy personal and professional investments (Miles, 1989; Popkewitz, 1998). Interviews with teachers in urban secondary schools point to the operation of discourse in the reproduction of inequality with profound effects on students on the margin. Meritocratic, individualist discourses privilege white, middle-class students, excluding others. Constructing students as Other and beyond reason (Popkewitz, 1998), teachers articulate discourses of motivation as explanatory of student success and failure and posit a neoliberal normative subjectivity as explanatory of success. Social, historical and economic factors are silenced. The instability and arbitrary closure of discursive articulation offer possibility for a progressive, ethical pedagogy.

Abstract This dissertation is a study of social reproduction in different classes of migrant households in Emnambithi, a town in northern KwaZulu-Natal, South Africa. It traces the history of households in this community under the impact of racialised dispossession and migration, and illustrates how households were stratified into distinct classes. The three classes identified are a semi-professional, educated class, a migratory working class, and the marginalised, a segment of the “bantustan” population who never had the possibility of working in the capitalist economy during apartheid. The research then focuses on the gendered nature of social reproduction in households in the post-apartheid era, when this community continues to be shaped by migration. The research illustrates that class-based advantage and disadvantage are reproduced in post-apartheid South Africa. The dissertation analyses the different ways in which household members – predominantly migrant and resident women – deal with daily provisioning and consumption, education and care of the dependants of migrants in the absence of some members of the household. The study argues that social reproduction varies significantly in different classes of households. The class-based and gendered nature of social reproduction has implications for an understanding of developmental needs in post-apartheid South Africa, and this research opens up ways in which job creation and social policies could lead to class-based redress and gender equity.