Escaping Poverty and Securing Middle Class Status: How Race and Socioeconomic Status Shape Mobility Prospects for African Americans during the Transition to Adulthood

Autor/inn/en	Hardaway, Cecily R.; McLoyd, Vonnie C.
Titel	Escaping Poverty and Securing Middle Class Status: How Race and Socioeconomic Status Shape Mobility Prospects for African Americans during the Transition to Adulthood
Quelle	38 (2009) 2, S.242-256 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-2891
DOI	10.1007/s10964-008-9354-z
Schlagwörter	African American Students; Race; Middle Class; Educational Attainment; Social Mobility; Poverty; Socioeconomic Status; Academic Achievement; Employment; Ownership; Housing; Racial Discrimination; Racial Bias; Social Capital; Cultural Capital + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Rasse; Abstammung; Mittelschicht; Bildungsabschluss; Bildungsgut; Soziale Mobilität; Armut; Socio-economic status; Sozioökonomischer Status; Schulleistung; Dienstverhältnis; Eigentum; Unterkunft; Racial bias; Rassismus; Racial discrimination; Sozialkapital
Abstract	This article draws on extant research from the disciplines of psychology, sociology, and economics to identify linkages between individual, family, community, and structural factors related to social mobility for African Americans during the transition to adulthood. It considers how race and class together affect opportunities for social mobility through where African Americans live, whom they associate with, and how they are impacted by racial and class-related stigma. Of particular interest is social mobility as accomplished through academic achievement, educational attainment, employment, economic independence, and homeownership. Research on five issues is reviewed and discussed: (a) the unique vulnerabilities of newly upwardly mobile African Americans, (b) wealth as a source of inequality, (c) racism and discrimination, (d) the stigma associated with lower-class status, and (e) social and cultural capital. The article concludes with a summary and directions for future research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10