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Relevant bibliographies by topics / African American school children

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Academic literature on the topic 'African American school children'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "African American school children"

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Turner, Brenda G., Deborah C. Beidel, Sean Hughes, and Marquette W. Turner. "Text anxiety in African American school children." School Psychology Quarterly 8, no. 2 (1993): 140–52. http://dx.doi.org/10.1037/h0088835.

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Moran, Peter William. "From Jefferson to Banneker: The Intersection of Race, Demographic Change, and School Naming Practices in Kansas City's Segregated School System, 1940-1953." History of Education Quarterly 59, no. 1 (2019): 65–96. http://dx.doi.org/10.1017/heq.2018.51.

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This article examines the impact of African American migration into Kansas City, Missouri, on the city's segregated school system in the 1940s and early 1950s. Substantial increases in the number of African American elementary school-age children produced chronic overcrowding in the segregated black schools, which was not easily relieved due to the legal requirement to operate racially segregated schools. In order to address the crowding, the school district was compelled on four occasions in the late 1940s and early 1950s to convert an entire school from white use to African American use. In each case, the school district took the symbolic step of changing the name of the school so that it was clearly identifiable as a school for African American students. The school district's practice of renaming schools coded those schools by race and further signaled that the surrounding area had become a black neighborhood.

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Knudson, Paul. "Continuing Social Constraints in Education Agency: The School Choices and Experiences of Middle- Class African American Families in Albany, NY." Qualitative Sociology Review 17, no. 1 (2021): 150–75. http://dx.doi.org/10.18778/1733-8077.17.1.10.

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This paper explores the experiences of middle-class African American parents who have enrolled their children in a central-city public school district and the factors that inform and contribute to their school enrollment decisions. Data come from nineteen in-depth interviews with middle-class African American parents in Albany, New York. The paper uses the conceptual framework of empowerment and agency to explore and analyze the findings. Findings suggest that middle-class African American parents possess some measure of empowerment based on their human capital and positive childhood experiences in public schools. The latter denotes the salience of emotions in intergenerational education transmission. Parents’ empowerment, however, does not fully extend to agency. Most parents’ school choices have been structured and narrowed by racial segregation in residence and by the real and perceived racial exclusion in private school settings. Therefore, even for highly-educated, middle-income African Americans, anxieties over racial exclusion act as a strong social constraint on parents’ community and school choices.

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Anakwe, Adaobi, Wilson Majee, Kemba Noel-London, Iris Zachary, and Rhonda BeLue. "Sink or Swim: Virtual Life Challenges among African American Families during COVID-19 Lockdown." International Journal of Environmental Research and Public Health 18, no. 8 (2021): 4290. http://dx.doi.org/10.3390/ijerph18084290.

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This study explores African American parents’ experiences with using technology to engage their children in meaningful activities (e.g., e-learning) during COVID-19 and its impact on family health. Eleven African American families were recruited through a local health department program from a rural Midwestern community to participate in semi-structured interviews. Majority of participants reported stresses from feelings of “sink or swim” in a digital world, without supports from schools to effectively provide for their children’s technology needs. The COVID-19 pandemic underscored the importance of family-school collaborative engagement and empowerment. Digital technology needs to become part of our school education system so that technology use among African Americans is elevated and families protected against future outbreaks. Further research with a more diverse African American sample is needed.

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Holttum, Sue. "School inclusion for children with mental health difficulties." Mental Health and Social Inclusion 19, no. 4 (2015): 161–68. http://dx.doi.org/10.1108/mhsi-08-2015-0030.

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Purpose – The purpose of this paper is to highlight research on the exclusion from school of children with disabilities, and especially those identified as experiencing emotional disturbance. Two studies of schools that are inclusive are then described in order to examine how they achieve good results. Design/methodology/approach – Three papers are summarized. The first examines things that predict children with disabilities being excluded from school, including characteristics of children and of schools. The second is a qualitative study of four English schools involved in a national programme aimed at improving children’s mental health. The third is a case study of one American school identified for its high inclusivity and excellent educational results. Findings – In the first study, children with emotional disturbance, and African-American children were most likely to be excluded from school. The study of four English schools suggested that implementation of the national programme was variable but leadership and planning seemed vital, as well as whole-school commitment. The high-performing inclusive American school had whole-school commitment, high quality planning alongside flexibility, on-going further training for teachers, and close pupil tracking. Originality/value – The study of school exclusion was the first to examine children and schools together, as well as different disabilities and ethnicity. The study of English schools highlights the experiences of those directly involved in implementing a national programme to promote children’s mental health. The study of a high-performing inclusive school in America discovered much in common with inclusive high-performing schools in England, suggesting that some practices can be identified across the two cultures that aid successful inclusion of children with disabilities including mental health difficulties.

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Wegmann, Kate M. "Measuring Social Support and School Belonging in Black/African American and White Children." Research on Social Work Practice 27, no. 5 (2015): 582–93. http://dx.doi.org/10.1177/1049731515584065.

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Objective: To determine the suitability of the Elementary School Success Profile for Children (ESSP-C) for assessment and comparison of social support and school belonging between Black/African American and White students. Methods: Multiple-group confirmatory factor analysis and invariance testing were conducted to determine the ESSP-C’s validity for use with Black/African American and White students. Latent mean comparisons were performed to determine statistically significant differences in school belonging and social support between racial/ethnic groups. Results: The ESSP-C demonstrated partial measurement invariance at a level (93% invariant) that supports the validity of the measure for Black/African American and White students. Black/African American students reported a significantly higher mean level of school belonging compared to White students. Conclusion: The ESSP-C can be used to make valid assessments and comparisons of social support and school belonging between Black/African American and White students, which may be useful in guiding school social work practice and intervention.

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BENIN, MARY, and VERNA M. KEITH. "The Social Support of Employed African American and Anglo Mothers." Journal of Family Issues 16, no. 3 (1995): 275–97. http://dx.doi.org/10.1177/019251395016003003.

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Using the National Survey of Families and Households (NSFH), we investigate the support received by employed African American and Anglo mothers of young children. Supports investigated include care of sick and out-of-school children, general baby-sitting assistance, and help with transportation. Supports received from family and friends were analyzed separately. Care for sick and out-of-school children is deemed to be a particularly important source of support, and African Americans are more likely than Anglos to receive this support from relatives. A discouraging finding is that for every type of support, mothers below the poverty line are no more likely to receive support than more affluent mothers.

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Begg, Nicole A., Heidi M. Levitt, and Laura A. Hayden. "Understanding the School Experience of African-American Homeless Children." Journal of Constructivist Psychology 30, no. 3 (2016): 235–54. http://dx.doi.org/10.1080/10720537.2016.1183539.

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Stuart, Andrew, Baylee M. Engelhardt, and Emma K. Tomaszewski. "Tympanometric interaural asymmetry in African-American school-aged children." International Journal of Pediatric Otorhinolaryngology 138 (November 2020): 110259. http://dx.doi.org/10.1016/j.ijporl.2020.110259.

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Ofori-Dankwa, Joseph, and Robin McKinney. "Contextual Factors Associated with the Achievement of African American and European American Adolescents: A Diversimilarity Approach." Ethnic Studies Review 22, no. 1 (1999): 90–111. http://dx.doi.org/10.1525/esr.1999.22.1.90.

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The current study is an extension of Luster & McAdoo's 1994 study of African American children and ecological factors impacting academic performance of these children. Luster and McAdoo found that maternal educational level, income, number of children and living conditions were related to how well children performed in school. Those children from impoverished backgrounds with uneducated mothers had lower quality academic performance. Using the Nation Longitudinal Survey of Youth data (1992), the current study investigated similarities and differences in the impact of ecological factors in European American(n = 266) and African American adolescents (n = 400). The results indicated that the home environment best predicts academic performance in African American adolescents while neighborhood conditions are better predictors of academic performance in European American adolescents. This difference may be related to the function of education for the two groups. Education may be a vehicle for status enhancement for European American adolescents. For African Americans, education may enhance class but not social status associated with racial minority status. These results suggest that educational efforts be developed to assist all adolescent in achieving both status and class objectives.

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Dissertations / Theses on the topic "African American school children"

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Carpenter, Gloria Jean Oliver. "The School Success and Adjustment of Young African American Children." Miami University / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=miami1119635112.

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Guilford, Elizabeth. "African American Mother's Perceptions on School Readiness of their Children." Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1555018041353418.

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Jackson, Lucille Jordan Jerich Kenneth Frank. "African-American and Caucasian-American students satisfaction of perceived instructional strategies in third- and sixth-grade urban elementary classrooms." Normal, Ill. Illinois State University, 1999. http://wwwlib.umi.com/cr/ilstu/fullcit?p9960417.

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Thesis (Ed. D.)--Illinois State University, 1999.<br>Title from title page screen, viewed July 27, 2006. Dissertation Committee: Kenneth F. Jerich (chair), Guda Gayle-Evans, Larry McNeal, Wayne Benenson. Includes bibliographical references (leaves 123-139) and abstract. Also available in print.

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Howard, Eric D. "African American Parents’ Perceptions of Public School: African American Parents’ Involvement in Their Childrens’ Educations." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etd/2575.

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The goals for public schools are to educate all students so that they may attend colleges and/or develop relevant job and citizenship skills. African American students enrolled in American public schools struggle to keep up academically, revealing a so called “achievement gap.” Consequently, many African American children are unable to realize their potential and participate as successful contributing citizens. This study examined how African American parents might engage in their children’s schooling and how schools might support this participation to better meet the needs of these students. The segregation and racism historically practiced in public schools has led to negative perceptions between educators and African American families and communities. The gap in traditional measures of academic achievement between Black and White children has been debated and analyzed by scholars, legislators, and practitioners for decades. School based issues associated with this trend are lower teacher expectations for students of color, lack of curriculum rigor, effective teacher development and training, inadequate resources, tracking of African American students into less demanding programs, a lack of appreciation for Black cultures and inappropriate/misguided school administration. This study examines African American parents’ perceptions of public education and how it impacts Black student success and offers a synopsis of significant events that may have shaped some of these perceptions. Findings include evidence that African American parents perceive that schools do not reach out to them to foster a partnership or encourage participation, but most often engage them when behavior or academic issues arise with their children. Additional areas for investigation surface by the findings include evidence that the disconnect perhaps does not come from a lack of engagement, but from a lack of active participation and partnership. Parents are left feeling as if they have no influence on school culture. Recommendations for improving school and family interactions that may improve African American student outcomes include teacher led parent-school partnerships, communication outside the classroom and school setting, and consideration for cultural differences.

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Pallotta, Robert. "Factors contributing to African Americans graduating high school." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1509.

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Parish, Brittney Joy. "PARENTAL INFLUENCE ON RISK FACTORS FOR OBESITY IN AFRICAN AMERICAN SCHOOL AGED CHILDREN." CSUSB ScholarWorks, 2017. https://scholarworks.lib.csusb.edu/etd/609.

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The growing childhood obesity epidemic and its association with adverse health outcomes have prompted increasing research in the recent past. Researchers have examined numerous aspects of the obesity epidemic. For example, the impact of parent behavior on child behavior has been considered. Likewise, researchers have examined the connection between parent perceptions of obesity and concern regarding a child’s weight status. Still other research has focused on the influence of a child’s behavior on weight status. Existing research has reported that within the African American community there is an apparent inaccuracy in perceptions regarding weight. Children who would be classified as overweight or obese according to body mass index (BMI) calculations are viewed by parents as having normal or healthy weight. Thus, among African-American parents, there is often no correlation between a child’s weight status and the parent’s perception of a weight concern. Moreover, it is not clear that there is a relation between parent concern regarding a child’s weight status and the amount of physical activity that the child engages in among African-American individuals. Further, it is not clear what relations may exist among parent physical activity level, child physical activity level, and the child’s BMI status. Finally, after conducting a semi-exhaustive study of the research, the links among child dietary habits, parent dietary habits, and the child’s BMI status in the African American population have not been addressed. The purpose of this study is to more closely examine the impact of risk factors such as parental physical activity, dietary habits, and parent concern and perception regarding weight on children’s weight status within an African American sample.

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Schier, Nicole Renee. "Fruit and vegetable intakes and body mass index of primarily low-income African American children living in rural Alabama." Auburn, Ala., 2005. http://repo.lib.auburn.edu/2005%20Summer/master's/SCHIER_NICOLE_56.pdf.

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Ferguson, Sharon E. "The effects of the Getting Away Clean program on disruptive school behaviors in the black male child." Diss., This resource online, 1990. http://scholar.lib.vt.edu/theses/available/etd-08252008-162806/.

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Nzeocha, Emeka. "A qualitative case study on the perception of middle school stakeholders on the effectiveness and importance of character education in three middle schools in an inner city school district in Alabama." Birmingham, Ala. : University of Alabama at Birmingham, 2009. https://www.mhsl.uab.edu/dt/2009p/nzeocha.pdf.

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Thesis (Ph. D.)--University of Alabama at Birmingham, 2009.<br>Additional advisors: Aaron Kuntz, Aaron Moyana, Andrew McKnight, William Boyd Rogan. Description based on contents viewed June 5, 2009; title from PDF t.p. Includes bibliographical references (p. 212-228).

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Griffin, Wynette O. "The impact of selected school factors on the test performance of African-American economically disadvantaged elementary students." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5275/.

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In order for America to retain its superior position in a global economy it is imperative that all students receive educational opportunities that will prepare them for the future. Currently, African-American economically disadvantaged students in the United States perform lower on standardized tests than their grade and age-level peers. Educators must find ways to improve the performance of students in this group in order to maximize future opportunities. Through a mixed-methodology approach, the current study finds three school factors that may positively impact the performance of African-American economically disadvantaged students: high expectations, student-teacher relationships and teacher effectiveness. Quantitative and qualitative analysis provides perspectives from principals primarily from a large urban school district on the impact of these factors on student performance.

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Books on the topic "African American school children"

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African-American principals: School leadership and success. Greenwood Press, 1989.

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H, Jones Alan, ed. Seeking effective schools for African American children: Strategies for teachers and school managers. Caddo Gap Press, 1993.

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Gifted and advanced Black students in school: An anthology of critical works. Prufrock Press, 2011.

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36 children. New American Library, 1988.

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Bempechat, Janine. Fostering high achievement in African American children: Home, school, and public policy influences. ERIC Clearinghouse on Urban Education, Institute for Urban and minority Education, 1992.

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Williams, Twyla J. Save our children: The struggle between black families and schools. African American Images, 2009.

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Tucker, Carolyn M. African American children: A self-empowerment approach to modifying behavior problems and preventing academic failure. Allyn & Bacon, 1999.

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Yocum, Barbara A. Smith School House: Boston African American National Historic Site, Boston, Massachusetts. Building Conservation Branch, Cultural Resources Center, National Park Service, North Atlantic Region, 1998.

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Davis, Beverly A. Preparing Black children for school and life: Building blocks to success (pre-pregnancy through age 5). B.A. Davis and T.M. Associates, 1995.

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Yocum, Barbara A. Smith School House: Historic structure report : Boston African American national historic site. Building Conservation Branch, Cultural Resources Center, National Park Service, North Atlantic Region, 1998.

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Book chapters on the topic "African American school children"

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Raines, Tara C., Jennifer Twyford, and Erin Dowdy. "School-based Assessment with African American Children and Adolescents." In Guide to Psychological Assessment with African Americans. Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4939-1004-5_18.

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Sealey, Beverly C. "Self-Perceptions of Relations with Parents, Attitudes Toward School, and Delinquency Among African-American, Caribbean American, and Ghanaian Adolescents." In Vulnerable Children. Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-6780-9_7.

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Tidwell, Nancy R. "National Association for the Education of African American Children with Learning Disabilities (NAEAACLD)." In Encyclopedia of Cross-Cultural School Psychology. Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_276.

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Prisock, Louis G. "Fight Against the “Special Rights” Movement and End the Mis-education of Black Children: Support School Vouchers!" In African Americans in Conservative Movements. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-89351-8_5.

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Wyatt, Toya A. "10. The role of family, community, and school in children’s acquisition and maintenance of African American English." In Varieties of English Around the World. John Benjamins Publishing Company, 2001. http://dx.doi.org/10.1075/veaw.g27.17wya.

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Lindsey, Michael A., and Von Nebbitt. "African American Youth." In Encyclopedia of Cross-Cultural School Psychology. Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_15.

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Goldfield, Raymond. "Jewish American Children." In Encyclopedia of Cross-Cultural School Psychology. Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_216.

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Haboush, Karen L. "Arab American Children." In Encyclopedia of Cross-Cultural School Psychology. Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_26.

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King, Wilma. "Afterword: African American Children in Contemporary Society." In African American Childhoods. Palgrave Macmillan US, 2005. http://dx.doi.org/10.1007/978-1-349-73165-7_11.

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Goudelock, Jessa D. Luckey. "Parenting Gifted African American Children." In Success Startegies for Parenting Gifted Kids. Routledge, 2021. http://dx.doi.org/10.4324/9781003238287-58.

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Conference papers on the topic "African American school children"

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Nche, Olivia. "Engaging African American Elementary School Children in Code Understanding." In SIGCSE '19: The 50th ACM Technical Symposium on Computer Science Education. ACM, 2019. http://dx.doi.org/10.1145/3287324.3293715.

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Ndukwu, C. I., O. B. Ozoh, B. M. Ale, A. C. Ayuk, and J. C. Elo-Ilo. "Prevalence of Lung Function Abnormalities and Associated Risk factors among School Aged Children in an African City." In American Thoracic Society 2019 International Conference, May 17-22, 2019 - Dallas, TX. American Thoracic Society, 2019. http://dx.doi.org/10.1164/ajrccm-conference.2019.199.1_meetingabstracts.a5680.

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Bryant-Stephens, T., C. Kenyon, A. J. Apter, et al. "The Role of Evidence-Based Intervention Mapping in the Design of a Community-Based Study to Improve Asthma Control in a Population of Low-Income African-American School-Age Children Living in West Philadelphia." In American Thoracic Society 2019 International Conference, May 17-22, 2019 - Dallas, TX. American Thoracic Society, 2019. http://dx.doi.org/10.1164/ajrccm-conference.2019.199.1_meetingabstracts.a3015.

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Dunbar, Jerone, Diandra Prioleau, and Juan E. Gilbert. "CS Motivation for Black/African American Middle School Students." In 2019 Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT). IEEE, 2019. http://dx.doi.org/10.1109/respect46404.2019.8985753.

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Arigliani, Michele, Mario C. Canciani, Leon Thsilolo, et al. "Comparison of lung function in Congolese vs African American children." In ERS International Congress 2016 abstracts. European Respiratory Society, 2016. http://dx.doi.org/10.1183/13993003.congress-2016.pa1233.

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Beydon, N., E. Dufetelle, and J. Taytard. "Interpretation of Static Volumes in Caucasian and African-Caribbean Children." In American Thoracic Society 2019 International Conference, May 17-22, 2019 - Dallas, TX. American Thoracic Society, 2019. http://dx.doi.org/10.1164/ajrccm-conference.2019.199.1_meetingabstracts.a5690.

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Forno, Erick, Glorisa Canino, Soma Datta, et al. "Allergen Exposure, African Ancestry, And Asthma In Puerto Rican Children." In American Thoracic Society 2012 International Conference, May 18-23, 2012 • San Francisco, California. American Thoracic Society, 2012. http://dx.doi.org/10.1164/ajrccm-conference.2012.185.1_meetingabstracts.a4074.

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Aoyama, Katsura, Christina Akbari, and James Flege. "Prosodic characteristics of American English in school-age children." In Speech Prosody 2016. ISCA, 2016. http://dx.doi.org/10.21437/speechprosody.2016-117.

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Brehm, John M., Edna Acosta-Perez, Lambertus Klei, et al. "African Ancestry, SES, FEV1 And Asthma Exacerbations In Puerto Rican Children." In American Thoracic Society 2012 International Conference, May 18-23, 2012 • San Francisco, California. American Thoracic Society, 2012. http://dx.doi.org/10.1164/ajrccm-conference.2012.185.1_meetingabstracts.a2515.

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Robinson, Ashley, Manuel A. Perez-Quinones, and Glenda Scales. "Understanding the attitudes of African American middle school girls toward computer science." In 2015 Research in Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT). IEEE, 2015. http://dx.doi.org/10.1109/respect.2015.7296507.

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Reports on the topic "African American school children"

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Sumino, Kaharu, Leonard Bacharier, Juanita Taylor, et al. Comparing Two Ways to Manage Asthma in African American Children—The ASIST Study. Patient-Centered Outcomes Research Institute® (PCORI), 2020. http://dx.doi.org/10.25302/07.2020.as.130705588.

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MacDonald-Wilson, Kim, Gregory McHugo, Kelly Williams, et al. Comparing Two Ways to Manage Asthma in African American Children—The ASIST Study. Patient-Centered Outcomes Research Institute® (PCORI), 2020. http://dx.doi.org/10.25302/07.2020.cdr.130602474.

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Wysocki, Tim, Mauri Carakushansky, Daniel Doyle, et al. Comparing Two Ways to Manage Asthma in African American Children—The ASIST Study. Patient-Centered Outcomes Research Institute® (PCORI), 2020. http://dx.doi.org/10.25302/02.2020.cer.805.

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Teach, Stephen, and Deborah Quint Shelef. Does a Stress Management Program for African American Parents Increase Asthma Symptom–Free Days for Their Children? The BEAMS Study. Patient-Centered Outcomes Research Institute (PCORI), 2020. http://dx.doi.org/10.25302/04.2020.as.130705284.

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Lazonick, William, Philip Moss, and Joshua Weitz. The Unmaking of the Black Blue-Collar Middle Class. Institute for New Economic Thinking Working Paper Series, 2021. http://dx.doi.org/10.36687/inetwp159.

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In the decade after the Civil Rights Act of 1964, African Americans made historic gains in accessing employment opportunities in racially integrated workplaces in U.S. business firms and government agencies. In the previous working papers in this series, we have shown that in the 1960s and 1970s, Blacks without college degrees were gaining access to the American middle class by moving into well-paid unionized jobs in capital-intensive mass production industries. At that time, major U.S. companies paid these blue-collar workers middle-class wages, offered stable employment, and provided employees with health and retirement benefits. Of particular importance to Blacks was the opening up to them of unionized semiskilled operative and skilled craft jobs, for which in a number of industries, and particularly those in the automobile and electronic manufacturing sectors, there was strong demand. In addition, by the end of the 1970s, buoyed by affirmative action and the growth of public-service employment, Blacks were experiencing upward mobility through employment in government agencies at local, state, and federal levels as well as in civil-society organizations, largely funded by government, to operate social and community development programs aimed at urban areas where Blacks lived. By the end of the 1970s, there was an emergent blue-collar Black middle class in the United States. Most of these workers had no more than high-school educations but had sufficient earnings and benefits to provide their families with economic security, including realistic expectations that their children would have the opportunity to move up the economic ladder to join the ranks of the college-educated white-collar middle class. That is what had happened for whites in the post-World War II decades, and given the momentum provided by the dominant position of the United States in global manufacturing and the nation’s equal employment opportunity legislation, there was every reason to believe that Blacks would experience intergenerational upward mobility along a similar education-and-employment career path. That did not happen. Overall, the 1980s and 1990s were decades of economic growth in the United States. For the emerging blue-collar Black middle class, however, the experience was of job loss, economic insecurity, and downward mobility. As the twentieth century ended and the twenty-first century began, moreover, it became apparent that this downward spiral was not confined to Blacks. Whites with only high-school educations also saw their blue-collar employment opportunities disappear, accompanied by lower wages, fewer benefits, and less security for those who continued to find employment in these jobs. The distress experienced by white Americans with the decline of the blue-collar middle class follows the downward trajectory that has adversely affected the socioeconomic positions of the much more vulnerable blue-collar Black middle class from the early 1980s. In this paper, we document when, how, and why the unmaking of the blue-collar Black middle class occurred and intergenerational upward mobility of Blacks to the college-educated middle class was stifled. We focus on blue-collar layoffs and manufacturing-plant closings in an important sector for Black employment, the automobile industry from the early 1980s. We then document the adverse impact on Blacks that has occurred in government-sector employment in a financialized economy in which the dominant ideology is that concentration of income among the richest households promotes productive investment, with government spending only impeding that objective. Reduction of taxes primarily on the wealthy and the corporate sector, the ascendancy of political and economic beliefs that celebrate the efficiency and dynamism of “free market” business enterprise, and the denigration of the idea that government can solve social problems all combined to shrink government budgets, diminish regulatory enforcement, and scuttle initiatives that previously provided greater opportunity for African Americans in the government and civil-society sectors.

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