Relevant bibliographies by topics / African American school children Bullying

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
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Academic literature on the topic 'African American school children Bullying'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "African American school children Bullying"

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Kelsey, Caroline, Janice Zeman, and Danielle Dallaire. "Emotion Correlates of Bullies, Victims, and Bully-Victims in African American Children." Journal of Black Psychology 43, no. 7 (2016): 688–713. http://dx.doi.org/10.1177/0095798416680719.

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Bullying is a pervasive and widely studied problem. Less is known about the emotion correlates that accompany being a bully, being a victim of bullying, and experiencing both bullying and victimization for African American elementary-school-age students. The current study examined differences in emotion dysregulation and internalizing symptoms (depression, anxiety) across levels of bullying and victimization. Children ( N = 336, Mage = 9.58 years, 42.3% boys, 100% African American) were recruited from two inner-city elementary schools and completed self- and peer-reports of bullying and self-reports of victimization, emotion dysregulation, and internalizing symptoms. Results indicated that emotion dysregulation and anxiety symptoms were predicted by an interaction between self-reported bullying and victimization. For children low in victimization, higher levels of self-reported bullying predicted an increase in emotion dysregulation and anxiety symptoms. However, for children high in victimization, bullying was not predictive of these outcomes. Depressive symptoms were predicted by self- and peer-reported bullying and self-reported victimization. Understanding underlying emotional correlates of bullying and victimization within this context have important implications for prevention programs.
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Hong, Jun Sung, Bee Ryou, and Alex R. Piquero. "Do Family-Level Factors Associated With Bullying Perpetration and Peer Victimization Differ by Race? Comparing European American and African American Youth." Journal of Interpersonal Violence 35, no. 21-22 (2017): 4327–49. http://dx.doi.org/10.1177/0886260517714441.

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Patterns of—and correlates associated with—bullying perpetration and peer victimization have received widespread research attention. Somewhat less research has considered how protective factors in the parental domain help to buffer against both adverse behaviors. And perhaps more importantly, even less research has considered potential racial differences in the manner in which family-level variables relate to both bullying perpetration and peer victimization. Using a nationwide sample of adolescents, the present study examines (a) how parent/guardian support, mother’s parental monitoring, father’s parental monitoring, and family satisfaction buffer against bullying perpetration and peer victimization; and (b) whether these relationships vary across race. Data are derived from the 2009 to 2010 Health Behavior in School-Aged Children study in the United States. A total of 8,998 adolescents were included in the study sample, which consisted of 6,521 European Americans and 2,477 African Americans. Findings show that both European American and African American youth who received parental/guardian support were less likely to report being bullied. Among both African American and European American sub-samples, results showed that mother’s parental monitoring was negatively associated with both bullying perpetration and peer victimization. Father’s parental monitoring was negatively associated with peer victimization and bullying perpetration for European Americans only. Both European and African American youth who reported being satisfied with their family were less likely to report being bullied while European American youth who reported higher family satisfaction were less likely to engage in bullying. In sum, several family variables help to buffer against both bullying perpetration and peer victimization, but for the most part these relationships are race-invariant.
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Fitzpatrick, Kevin M., Akilah J. Dulin, and Bettina F. Piko. "Not Just Pushing and Shoving: School Bullying Among African American Adolescents." Journal of School Health 77, no. 1 (2007): 16–22. http://dx.doi.org/10.1111/j.1746-1561.2007.00157.x.

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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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Smokowski, Paul R., Katie L. Cotter, Caroline Robertson, and Shenyang Guo. "Demographic, Psychological, and School Environment Correlates of Bullying Victimization and School Hassles in Rural Youth." Journal of Criminology 2013 (June 11, 2013): 1–13. http://dx.doi.org/10.1155/2013/137583.

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Little is known about bullying in rural areas. The participants in this study included 3,610 racially diverse youth (average age = 12.8) from 28 rural schools who completed the School Success Profile-Plus. Binary logistic regression models were created to predict bullying victimization in the past 12 months, and ordered logistic regression was used to predict school hassles in the past 12 months. Overall, 22.71% of the sample experienced bullying victimization and school victimization rates ranged from 11% to 38%. Risk factors for bullying victimization included younger students and students experiencing depression and anxiety. Being female, Hispanic/Latino or African American, was associated with lower bullying victimization. Thirty-nine percent of the sample reported a high level of school hassles. Younger students and students with higher levels of anxiety and depression were at increased risk for school hassles. Students from larger schools reported high levels of school hassles, while students from schools with more teachers with advanced degrees reported fewer school hassles.
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Bachman, Ronet, Antonia Randolph, and Bethany L. Brown. "Predicting Perceptions of Fear at School and Going to and From School for African American and White Students: The Effects of School Security Measures." Youth & Society 43, no. 2 (2010): 705–26. http://dx.doi.org/10.1177/0044118x10366674.

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This article uses the School Crime Supplement of the National Crime Victimization Survey to investigate the factors related to White and African American students’ perceived levels of fear of harm, while at school and while commuting to and from school. Of particular interest were the effects of school security measures, including metal detectors, security guards, locked doors, and surveillance cameras. After controlling for the effects of previous victimizations, security measures, and other contextual and demographic variables, there were no differences in levels of fear across gender and race groups. However, certain predictors of fear differentially affected White and African American students. Previous victimization experiences, including bullying, and the presence of metal detectors increased levels of fear for all groups. Security guards in schools increased levels of fear for White students but not for African American students. African American students attending school in suburban and rural areas were more fearful compared to their central city counterparts, whereas White students were more fearful if they attended school in urban areas. Implications for policy are discussed.
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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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Thurman, Dawn. "Psychosocial Correlates of Depressive Symptoms Among Preadolescent African American Youth." Urban Social Work 2, no. 1 (2018): 48–65. http://dx.doi.org/10.1891/2474-8684.2.1.48.

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The present study seeks to explore the correlations of depressive symptoms among African American youth. The sample included 118 African American preadolescents (age range: 9–12, M = 10.54; SD = 1.02) living in an urban environment. The sample was primarily female (64.4%, n = 76) and in the 4th grade (43.2%, n = 51). Depressive symptoms were negatively associated with spiritual well-being, self-esteem and positively associated with exposure to violence and bullying. This study identified correlations as well as predictors of depressive symptoms. The predictors include spiritual well-being, bullying, exposure to violence, and self-esteem. These findings documented individual and social level psychosocial factors as an important determinant of depressive symptoms. Furthermore, these findings provided needed empirical evidence documenting factors that affect depressive symptoms among African American children.
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Steyn, Gertruida Maria, and Gunam Dolan Singh. "Managing bullying in South African secondary schools: a case study." International Journal of Educational Management 32, no. 6 (2018): 1029–40. http://dx.doi.org/10.1108/ijem-09-2017-0248.

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Purpose The high prevalence of bullying in South African schools in recent times is a cause for serious concern. Bullying is traumatic and has a painful, corrosive and damaging impact on children, families and society. Hence, curbing the problem before it spirals out of control in secondary schools requires immediate urgent attention from all stakeholders of the school. The purpose of this paper is to report on part of the investigation done for a doctoral thesis (Singh, 2016), which looked at the factors contributing to bullying perpetration in secondary schools and on the basis of the findings, recommend a model that may be used to curb bullying in secondary schools. A qualitative research design was used to investigate the problem through an interview process with participants from secondary schools, as well as a circuit manager from the Uthungulu district of KwaZulu-Natal. The findings confirmed that the problem of bullying emanated at the level of the family, the school and the community. The paper concludes with the provision of a model to manage and curb bullying in these secondary schools. Design/methodology/approach A qualitative research approach, in particular a case study design, was selected to give a clear understanding of participants’ views and experiences (Johnson and Christensen, 2011; Mason, 2013). The design involved a social constructivist paradigm, which was primarily concerned with meaning and understanding people’s “lived experiences” and “inner-worlds” in the context of the conditions and circumstances of their lives, which in this particular instance was bullying in secondary schools, occurring within a social context, which was the school (Johnson and Christensen, 2011). Purposeful sampling was used to identify five secondary schools in the Uthungulu district of KwaZulu-Natal where the problem of bullying was most prevalent principals at circuit and district-level meetings complained about the high incidence of bullying perpetration in their schools. Findings This paper highlights the findings in respect of the factors contributing to bullying perpetration in schools and presents a management model to curb bullying in secondary schools in KwaZulu-Natal. Factors contributing to bullying: the findings from the empirical investigation avowed that the three key factors contributing significantly to bullying behaviour are located at the level of the family, the school and the community. First, influence at family level: “60–70 per cent of our learners come from broken homes”. An overwhelming majority of participants in all five secondary schools attributed the escalation of bullying in schools directly to the influence at the family level. Broken homes, poor upbringing, the absence of positive role models and the influence of media violence on learners have had a negative impact on the culture of discipline, teaching and learning in the classroom and the general ethos of schools. Second, influence at school level: “the foremost problem here is peer pressure”. An overwhelming number of participants identified several factors at the school level that contributed to bullying in secondary schools. Learner 3 (School A) highlighted the problem of peer pressure and the need to belong to a group as a critical factor in advancing bullying in schools. Third, influence at community level: “they come from that violent environment”. Participants explained that the absence of after-school programmes and a lack of facilities, particularly in rural communities, misdirected youngsters into engaging in other destructive vices such as forming gangs and indulging in drugs and alcohol, to keep themselves occupied. Originality/value Various studies have been conducted in South Africa to understand the phenomenon of bullying and violence in South African schools. While the current body of research highlights the problem of bullying in schools and provides some guidelines on what measures may be adopted to address the problem, the suggested methods are not effective enough, resulting in the problem continuing unabated. This study therefore suggests a model to manage and curb bullying in secondary schools in South Africa.
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Dissertations / Theses on the topic "African American school children Bullying"

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Esposito, Layla E. "The Role of Empathy, Anger Management and Normative Belief about Aggression in Bullying Among Urban, African American Middle School Children." VCU Scholars Compass, 2007. http://scholarscompass.vcu.edu/etd/1181.

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This study used binary logistic regression analysis to examine the role of empathy,anger management, and normative beliefs about aggression on overt bullying, relational bullying, and prosocial behavior in urban African-American middle school children. Participants included 177 African-American sixth, seventh and eighth grade students from two public, urban middle schools in a large city in the Southeast United States. The results of this study indicated that binary logistic regression models including empathy, anger management, and normative beliefs about aggression predicted prosocial behavior, and marginally predicted relational bullying. Nonnative beliefs about aggression had a significant moderating effect, such that for participants who endorsed higher normative beliefs about aggression, low levels of empathy significantly increased the likelihood of being classified as a relational bully. Participants in this study reported highly aggressive behavior, with 24% of the sample being identified as overt bullies. Significant gender differences were also identified in this study. Boys reported more relational aggression than girls, and girls reported higher levels of empathy, and prosocial behavior. Implications for future research and intervention programs for bullying among middle school children are discussed.
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Pennington, Yvette. "Cyberbullying Incidents Among African American Female Middle School Students." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3280.

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Recent research has shown an increase in cyber bullying acts against middle and high school students. The National Center of Education Statistics (2010) reported that cyberbullying incidents increased 73% between the years of 2007 and 2009. In 2011, 75% of cyberbullying victims were adolescents (National Center of Education Statistics, 2013). Using data collected from the Pew Research and American Life Project, the study examined the prevalence of cyber bullying acts against African American female adolescents compared to Caucasian male and female adolescents and African American male adolescents. Additionally, the study reported the cyber bullying incident that occurred most frequently as either directly using texting or indirectly using social media websites. Past research studies have shown a prevalence of cyber bullying acts against Caucasian females. The participants in this study were 737 adolescents 12-17 years old. The results suggested that a prevalence of cyber bullying acts against African American female students occurred at a significantly lower rate than Caucasian female and male students but a significantly higher rate than African American male students and Hispanic male and female students. Additionally, indirect cyberbullying incidents occurred significantly more frequently than direct cyberbullying incidents.
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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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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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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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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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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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Books on the topic "African American school children Bullying"

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Warner, Sally. EllRay Jakes is not a chicken. Viking, 2011.

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

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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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36 children. New American Library, 1988.

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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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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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Book chapters on the topic "African American school children Bullying"

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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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"African American Children in Academic Distress." In Malik Goes to School. Psychology Press, 2006. http://dx.doi.org/10.4324/9781410615602-14.

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"Narratives Related during Sunday School." In African-American Children at Church. Cambridge University Press, 2001. http://dx.doi.org/10.1017/cbo9780511500060.007.

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"Elementary School Bully Busters Program: Understanding Why Children Bully and What to Do About It." In Bullying in American Schools. Routledge, 2004. http://dx.doi.org/10.4324/9781410609700-27.

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"Home-school Collaboration and Bullying: An Ecological Approach to Increase Social Competence in Children and Youth." In Bullying in American Schools. Routledge, 2004. http://dx.doi.org/10.4324/9781410609700-24.

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"“People Like Us”: African American Children Respond to Self-Affirming Texts." In Pathways To Success in School. Routledge, 1999. http://dx.doi.org/10.4324/9781410601438-10.

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Knoche, Lisa L., and Amanda L. Witte. "Home-School Partnerships in Support of Young Children’s Development: The Intersection of Relationships, Rurality, and Race." In African American Children in Early Childhood Education. Emerald Publishing Limited, 2017. http://dx.doi.org/10.1108/s2051-231720170000005007.

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Brown, Jeannette. "Industry and Government Labs." In African American Women Chemists. Oxford University Press, 2012. http://dx.doi.org/10.1093/oso/9780199742882.003.0009.

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Dr. Hopkins is one of the few American women to have held a doctorate in science and a license to practice before the U.S. Patent and Trademark Office. Her career included academia, industry, and government. Esther was born Esther Arvilla Harrison on September 16, 1926, in Stamford, Connecticut. She was the second of three children born to George Burgess Harrison and Esther Small Harrison. Her father was a chauffeur and sexton at a church, and her mother worked in domestic service. Neither of her parents had an advanced education. Her father had some high school education; her mother attended only primary school. However, both of her parents wanted to make sure their children had a good education. When Esther was three and a half years old, her mother took her along to register her older brother for school. Because Esther was taller than her brother, the teacher suggested that she take the test to start school. She passed the test and was able to start kindergarten at the age of three and a half! She and her brother went to school together all through elementary school. Boys and girls were separated in junior high school; in high school they remained separate but attended the same school. She decided in junior high school that she wanted to be a brain surgeon. This was because she met a woman doctor in Stamford who had an office in one of the buildings that her father cleaned. The woman was a physician and graduate of Boston University Medical School. Esther decided that she wanted to be just like her. Therefore, when Esther entered high school, she chose the college preparatory math and science track. She took as many science courses as possible in order to get into Boston University. She spent a lot of time at the local YWCA, becoming a volunteer youth leader. One speaker at a YWCA luncheon discouraged her from entering science and suggested that she become a hairdresser. Esther was hurt but not discouraged by this. She graduated from Stamford High School in 1943.
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Conference papers on the topic "African American school children Bullying"

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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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Reports on the topic "African American school children Bullying"

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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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