Relevant bibliographies by topics / History of African American education

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'History of African American education'

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

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Journal articles on the topic "History of African American education"

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Spivey, James R. "Teaching American History to African-American Students." NASSP Bulletin 79, no. 570 (April 1995): 109–15. http://dx.doi.org/10.1177/019263659507957020.

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Paul, James C. N. "American Law Teachers and Africa: Some Historical Observations." Journal of African Law 31, no. 1-2 (1987): 18–28. http://dx.doi.org/10.1017/s0021855300009207.

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In 1961 Tony Allott, then a rather young elder statesman of African law, helped to foster my interest in that subject, and my subsequent work in Ethiopia. He and several other distinguished colleagues in London also encouraged other American initiatives to assist the development of legal education and research in Africa, efforts which began in 1962, burgeoned during the ensuing decade, and then withered rapidly.The activities of the early 60s helped to generate an extraordinary number of different kinds of projects: the temporary placement of over 150 Americans in law teaching positions in African institutions; a large and wide variety of research and writing; the founding of law reporters, law journals and university institutes of African law, both within Africa and elsewhere; the flow of a substantial number of Africans to graduate legal studies in U.S. and U.K. universities; new kinds of interactions between African, British and American scholars. These activities also contributed to the emergence (notably in North America) of that amorphous, contentious field of scholarship which came to be called “law and development”, and, then, in the latter 70s, to acrimonious critiques and agonising reappraisals of much of all this effort.Tony Allott participated in, or observed, much of this history, as anyone familiar with his career and bibliography will know. I hope that this brief account of some of these past activities may be of some interest to him, and to others interested in law and social change in Africa.
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de Sánchez, Sieglinde Lim. "Crafting a Delta Chinese Community: Education and Acculturation in Twentieth-Century Southern Baptist Mission Schools." History of Education Quarterly 43, no. 1 (2003): 74–90. http://dx.doi.org/10.1111/j.1748-5959.2003.tb00115.x.

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During Reconstruction between one-fourth and one-third of the southern African-American work force emigrated to northern and southern urban areas. This phenomenon confirmed the fears of Delta cotton planters about the transition from slave to wage labor. Following a labor convention in Memphis, Tennessee, during the summer of 1869, one proposed alternative to the emerging employment crisis was to introduce Chinese immigrant labor, following the example of countries in the Caribbean and Latin America during the mid nineteenth century. Cotton plantation owners initially hoped that Chinese “coolie” workers would help replace the loss of African-American slave labor and that competition between the two groups would compel former slaves to resume their submissive status on plantations. This experiment proved an unmitigated failure. African Americans sought independence from white supervision and authority. And, Chinese immigrant workers proved to be more expensive and less dependable than African-American slave labor. More importantly, due to low wages and severe exploitation by planters, Chinese immigrants quickly lost interest in agricultural work.
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Bradley, Joe. "Defining and Overcoming Barriers between Euro-American Chaplains and African American Families." Journal of Pastoral Care & Counseling: Advancing theory and professional practice through scholarly and reflective publications 63, no. 3-4 (September 2009): 1–7. http://dx.doi.org/10.1177/154230500906300313.

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This article describes various communication barriers between Euro-American chaplains and African American families which prevent effective spiritual care. These barriers include covert and deeply internalized racism, belief in false ideologies, persistent stereotyping, and being unaware of white privilege. Proposes potential solutions of acknowledging ones own race; becoming sensitive to the history and continuing oppression of Euro-Americans toward African Americans; building multicultural competence through education; and building equal-status relationships with African American individuals.
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Alston, Geleana Drew. "Adult education and an African American history museum." Studies in the Education of Adults 48, no. 2 (July 2, 2016): 225–39. http://dx.doi.org/10.1080/02660830.2016.1219472.

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Warren, Kim Cary. "Rethinking Racial, Ethnoracial, and Imperial Categories: Key Concepts in Comparative Race Studies in the History of Education." History of Education Quarterly 60, no. 4 (November 2020): 657–69. http://dx.doi.org/10.1017/heq.2020.42.

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While researching racially segregated education, I came across speeches delivered in the 1940s by two educational leaders—one a black man and the other a Native American man. G. B. Buster, a longtime African American teacher, implored his African American listeners to work with white Americans on enforcing equal rights for all. A few years before Buster delivered his speech, Henry Roe Cloud (Winnebago), a Native American educator, was more critical of white Americans, specifically the federal government, which he blamed for destroying American Indian cultures. At the same time, Roe Cloud praised more recent federal efforts to preserve cultural practices, study traditions before they completely disappeared, and encourage self-government among Native American tribes.
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Zimmerman, Jonathan. "Brown-ing the American Textbook: History, Psychology, and the Origins of Modern Multiculturalism." History of Education Quarterly 44, no. 1 (2004): 46–69. http://dx.doi.org/10.1111/j.1748-5959.2004.tb00145.x.

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In June 1944, a delegation of African-American leaders met with New York City school officials to discuss a central focus of black concern: history textbooks. That delegation reflected a broad spectrum of metropolitan Black opinion: Chaired by the radical city councilman Benjamin J. Davis, it included the publisher of theAmsterdam News—New York's major Black newspaper—as well as the bishop of the African Orthodox Church. In a joint statement, the delegates praised public schools' recent efforts to promote “intercultural education”—and to reduce “prejudice”—via drama, music, and art. Yet if history texts continued to spread lies about the past, Blacks insisted, all of these other programs would come to naught. One book described slaves as “happy”; another applauded the Ku Klux Klan for keeping “foolish Negroes” out of government. “Such passages… could well have come from the mouths of the fascist enemies of our nation,” the Black delegation warned. Even as America fought “Nazi doctrine” overseas, African Americans maintained, the country needed to purge this philosophy from history books at home.
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Littlefield, Valinda W. "Using the Educational Histories of Individuals to Complicate Standard Historical Narratives about Expanding Citizenship Rights and Opportunity." History of Education Quarterly 56, no. 1 (February 2016): 157–63. http://dx.doi.org/10.1111/hoeq.12157.

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My History of Southern African American Education, 1865–Present class, a mid-level survey course, examines the history of education for African Americans in the South from Reconstruction to the twenty-first century. It draws a variety of undergraduate students, as it is cross-listed with the College of Education, Department of History, African American Studies Program, and the Institute of Southern Studies. We examine issues of power and privilege, and the ways that race, ethnicity, gender, and socioeconomic status interact with educational opportunities and achievement. A major objective is to help students understand the ways in which public education in the United States was shaped by competing economic, political, and ideological interests; this focus includes learning the ways in which schools reinforced and reshaped the larger society. Another objective is to use local, state, and regional educational issues to provide a background for understanding the history of education as well as patterns, trends, and changes in the larger historical narrative.
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BONDARENKO, D. M., and N. E. KHOKHOLKOVA. "Metamorphoses of the African American Identity in Post-segregation Era and the Theory of Afrocentrism." Outlines of global transformations: politics, economics, law 11, no. 2 (August 27, 2018): 30–45. http://dx.doi.org/10.23932/2542-0240-2018-11-2-30-45.

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The article deals with the issue of African American identity in the post-segregation period (after 1968). The problem of African Americans’ “double consciousness”, marked for the first time yet in the late 19th – early 20th century, still remains relevant. It is that descendants of slaves, who over the centuries have been relegated to the periphery of the American society, have been experiencing and in part are experiencing an internal conflict, caused by the presence of both American and African components in their identities. The authors focus on Afrocentrism (Afrocentricity) – a socio-cultural theory, proposed by Molefi Kete Asante in 1980 as a strategy to overcome this conflict and to construct a particular form of “African” collective identity of African Americans. This theory, based on the idea of Africa and all people of African descent’s centrality in world history and culture, was urged to completely decolonize and transform African Americans’ consciousness. The Afrocentrists proposed African Americans to re- Africanize their self-consciousness, turn to African cultural roots in order to get rid of a heritable inferiority complex formed by slavery and segregation. This article presents a brief outline of the history of Afrocentrism, its intellectual sources and essential structural elements, particularly Africology. The authors analyze the concepts of racial identity, “black consciousness” and “black unity” in the contexts of the Afrocentric theory and current social realities of the African American community. Special attention is paid to the methodology and practice of Afrocentric education. In Conclusion, the authors evaluate the role and prospects of Afrocentrism among African Americans in the context of general trends of their identities transformations.
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Masghati, E. "The Patronage Dilemma: Allison Davis's Odyssey from Fellow to Faculty." History of Education Quarterly 60, no. 4 (November 2020): 581–610. http://dx.doi.org/10.1017/heq.2020.58.

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This article analyzes the role of the Julius Rosenwald Fund in shaping the career of W. Allison Davis, a distinguished anthropologist who became the first African American appointed to the faculty of a mostly white university. From 1928 to 1948, the Rosenwald Fund ran an expansive fellowship program for African American intellectuals, which, despite its significance, remains largely unexamined in the scholarly literature. Davis tied his academic aspirations to Rosenwald Fund support, including for his early research and the terms of his faculty appointment. His experiences illustrate the dynamics inclusion and exclusion of African Americans in the academy; paternalistic promotion and strategic denial functioned as two sides of the same coin. Spotlighting Davis's negotiations, this article establishes how presumptions of racial inferiority guided Rosenwald patronage and demonstrates the extent to which the principles of meritocracy and expertise remained secondary concerns for those interested in cultivating African American intellectuals.
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Dissertations / Theses on the topic "History of African American education"

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Childs, David J. "The Black Church and African American Education: The African Methodist Episcopal Church Educating for Liberation, 1816-1893." Oxford, Ohio : Miami University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1250397808.

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Ward, Adah Louise. "The African-American struggle for education in Columbus, Ohio: 1803-1913." Connect to resource, 1993. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1244143944.

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Hancock, Carole Wylie. "Honorable Soldiers, Too: An Historical Case Study of Post-Reconstruction African American Female Teachers of the Upper Ohio River Valley." Ohio : Ohio University, 2008. http://www.ohiolink.edu/etd/view.cgi?ohiou1205717826.

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Greenwood-Ericksen, Adams. "LEARNING AFRICAN-AMERICAN HISTORY IN A SYNTHETIC LEARNING ENVIRONMENT." Doctoral diss., University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3350.

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Synthetic Learning Environments (SLEs) represent a hybrid of simulations and games, and in addition to their pedagogical content, rely on elements of story and interactivity to drive engagement with the learning material. The present work examined the differential impact of varying levels of story and interactivity on learning. The 2x2 between subjects design tested learning and retention among 4 different groups of participants, each receiving one of the 4 possible combinations of low and high levels of story and interactivity. Objective assessments of participant performance yielded the unexpected finding that learners using the SLE performed more poorly than any other learning group, including the gold-standard baseline. This result is made even more surprising by the finding that participants rated their enjoyment of and performance in that condition highest among the four conditions in the experiment. This apparent example of metacognitive bias has important implications for understanding how affect, narrative structure, and interactivity impact learning tasks, particularly in synthetic learning environments.
Ph.D.
Department of Psychology
Sciences
Psychology PhD
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Doyle, Larry O. Sr. "Oral History of School and Community Culture of African American Students in the Segregated South, Class of 1956: A Case Study of a Successful Racially Segregated High School Before Brown Versus Board of Education." University of Toledo / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1587045920719023.

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Toure, Abu Jaraad. "Towards A ‘Griotic’ Methodology: African Historiography, Identity Politics and Educational Implications." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1320631211.

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Fitchue, M. Anthony. "Situating the contributions of Alain Leroy Locke within the history of American Adult Education, 1920-1953 /." Access Digital Full Text version, 1995. http://pocketknowledge.tc.columbia.edu/home.php/bybib/1179074x.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1995.
Typescript; issued also on microfilm. Sponsor: Kathleen Loughlin. Dissertation Committee: Matthais Finger. Includes bibliographical references (leaves 431-463).
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Richardson, Lina. "AN ETHNOGRAPHIC STUDY OF BLACK STUDENTS LEARNING ABOUT AFRICAN AMERICAN HISTORY: IMPLICATIONS FOR TEACHING." Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/443294.

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Urban Education
Ph.D.
The value of Black students knowing about their history has been well-established within the scholarly literature on the teaching and learning of African American history. There is a paucity of empirical studies, however, that examine how exposure to this knowledge informs students’ historical and contemporary understandings. Framed by the theory of collective memory, the purpose of this study was to investigate how two teachers’ contrasting representations of African American history shaped student’ understanding of the Black past and its relationship to the experiences of Black Americans today. To examine this, I conducted an ethnographic study at two school sites that each required students to complete a year-long course on African American history. The participants in this study were two groups of Black high school students and their respective African American history teacher. Analysis of data derived from classroom observations, student and teacher interviews and curricular artifacts (e.g., reading materials, handouts, assessments and writing samples) indicate that teachers’ representations of African American history shaped students’ understandings in distinctive ways. This study contributes to the existing literature by examining students’ interpretations of the Black experience in relation to two teachers’ competing narratives on the meaning and significance of African American history. Findings from this study suggest that we must go beyond advocating for inclusion of African American history curricula and work toward ensuring this is being taught in a way that is relevant and meaningful for students.
Temple University--Theses
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Gillespie, Susan W. "Church, State, and School: The Education of Freedmen in Virginia, 1861-1870." W&M ScholarWorks, 1998. https://scholarworks.wm.edu/etd/1539626178.

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Hogan, Christopher James. "EXAMINING THE AFRICAN AMERICAN MALE UNDERGRADUATE STUDENTS' PERCEPTIONS OF BARRIERS AND FACTORS FOR SUCCESS." Wright State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=wright1310390628.

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Books on the topic "History of African American education"

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African American Education. Santa Barbara: ABC-CLIO, 2008.

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Schooling citizens: The struggle for African American education in antebellum America. Chicago: The University of Chicago Press, 2009.

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Self-taught: African American education in slavery and freedom. Chapel Hill: University of North Carolina Press, 2005.

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Mwadilifu, Mwalimu I. Richard Allen: The first exemplar of African American education. New York: ECA Associates, 1985.

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African-American/Afro-Canadian schooling: From the colonial period to the present. New York: Palgrave Macmillan, 2011.

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Education for the new frontier: Race, education and triumph in Jim Crow America (1867-1945). Hauppauge, N.Y: Nova Science Publishers, 2011.

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C, Wilson Benjamin, and Cousins Linwood H. 1955-, eds. African Americans in Michigan. East Lansing: Michigan State University Press, 2001.

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Education: Assumptions versus history : collected papers. Stanford, Calif: Hoover Institution Press, Stanford University, 1986.

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Black radical: The education of an American revolutionary. New York: New Press, 2007.

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Western-educated elites in Kenya, 1900-1963: The African American factor. New York: Routledge, 2006.

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Book chapters on the topic "History of African American education"

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Fultz, Michael. "“As Is the Teacher, So Is the School”: Future Directions in the Historiography of African American Teachers." In Rethinking the History of American Education, 73–102. New York: Palgrave Macmillan US, 2008. http://dx.doi.org/10.1057/9780230610460_4.

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Rickford, Russell. "Integration, Black Nationalism, and Radical Democratic Transformation in African American Philosophies of Education, 1965–74." In The New Black History, 287–317. New York: Palgrave Macmillan US, 2011. http://dx.doi.org/10.1057/9780230338043_17.

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Perkins, Linda M. "African American Women, Femininity and Their History in Physical Education and Sports in American Higher Education: From World War I Through the Mid-century." In ‘Femininity’ and the History of Women's Education, 37–62. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-54233-7_3.

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Richardson, Elaine. "African American Literacies." In Literacies and Language Education, 379–97. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-02252-9_31.

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Richardson, Elaine. "African American Literacies." In Literacies and Language Education, 1–19. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-02321-2_31-1.

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Amin, Takiyah Nur. "African American dance revisited." In Rethinking Dance History, 44–55. Second edition. | Abingdon, Oxon ; New York, NY : Routledge, 2017. | Revised edition of: Rethinking dance history : a reader / edited by Alexandra Carter. 2004.: Routledge, 2017. http://dx.doi.org/10.4324/9781315544854-5.

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King, LaGarrett J., Alana D. Murray, and Christine Woyshner. "African American curriculum history." In Transnational Perspectives on Curriculum History, 63–82. Abingdon, Oxon; New York, NY: Routledge, 2020.: Routledge, 2019. http://dx.doi.org/10.4324/9780429468384-5.

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Felder, Monique T., Gloria D. Taradash, Elise Antoine, Mary Cay Ricci, Marisa Stemple, and Michelle Byamugisha. "African American Gifted Learners." In Increasing Diversity in Gifted Education, 9–25. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003235767-2.

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Moore, Louis. "The African American Athlete." In A Companion to American Sport History, 434–53. Oxford: John Wiley & Sons, Inc., 2014. http://dx.doi.org/10.1002/9781118609446.ch19.

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"Education in the A.M.E. Church." In African American Religious History, 261–69. Duke University Press, 2000. http://dx.doi.org/10.1215/9780822396031-029.

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Conference papers on the topic "History of African American education"

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Nasution, Abdul, Flore Tanjung, and Arfan Diansyah. "Development of African History-Based Multiculturalism for Historical Education Students." In Proceedings of the 2nd International Conference on Social Sciences and Interdisciplinary Studies (formerly ICCSSIS), ICCSIS 2019, 24-25 October 2019, Medan, North Sumatera, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.24-10-2019.2290631.

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Jeffers, Adam. "EARLY ACADEMIC EXPERIENCES OF RECENTLY INCARCERATED AFRICAN AMERICAN MALES." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.1590.

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Adams, Stephanie, Carlotta Berry, Cordelia Brown, Christine Grant, Patricia Mead, Sonya Smith, and Ingrid Omer. "Panel Session - The Experiences of African American Women Engineering Faculty." In Proceedings. Frontiers in Education. 36th Annual Conference. IEEE, 2006. http://dx.doi.org/10.1109/fie.2006.322546.

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Nekita, A. G. "Didactic And Heuristic Potential Of American Horror Cinema." In Pedagogical Education: History, Present Time, Perspectives. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.08.02.54.

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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. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3287324.3293715.

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Malenko, S. A. "The Ideology Of Disciplinarity Educational Spaces In The American Horrorfilm." In Pedagogical Education: History, Present Time, Perspectives. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.08.02.55.

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Ignjatijević, Svetlana, and Jelena Vapa Tankosić. "ECONOMIC ANALYSIS OF INTERNATIONAL TRADE IN PERSONAL AND BUSINESS TRAVEL SERVICES." In The Sixth International Scientific Conference - TOURISM CHALLENGES AMID COVID-19, Thematic Proceedings. FACULTY OF HOTEL MANAGEMENT AND TOURISM IN VRNJAČKA BANJA UNIVERSITY OF KRAGUJEVAC, 2021. http://dx.doi.org/10.52370/tisc21517si.

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The world today is facing one of the worst pandemics in modern history. Around the world, financial markets are in serious difficulties, the consequences of which have begun to spill over into the tourism sector. Covid-19 has caused sharp contractions in economic development, reduced mobility and has contacted tourism flows as the international tourist arrivals in most world sub-regions recorded declines from -60% to -70%. The aim of this paper is to analyze the international travel in the field of personal and business travel in the period of 2010-2019 exported to and imported from the Republic of Serbia. The findings show that the international travel for personal purposes has achieved the greatest value over the years, the second place is taken by travel for business purposes, whereas education-related travel achieved the third place. Exported and imported values of the category Travel, Personal and Travel, Business has the highest value of exports and imports from Serbia to European Union (EU 28), with Germany, Greece, Austria and Italy having the highest flows of exported and imported values. In 2020 Asia and the Pacific, was the region to suffer the hardest impact of Covid-19. On the second place there is Europe, followed by the Americas, Africa and the Middle East.
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Proulx, Michelle, and R. Shane McGary. "Reclaiming history: Using ground penetrating radar to identify the location of antebellum African American cemeteries." In SEG Technical Program Expanded Abstracts 2019. Society of Exploration Geophysicists, 2019. http://dx.doi.org/10.1190/segam2019-3216782.1.

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Thomas, Lauren D., Michael Smith, Kenjie Davis, and Erika Howell. "Work in progress - informal engineering experiences in the African American community." In 2009 39th IEEE Frontiers in Education Conference (FIE). IEEE, 2009. http://dx.doi.org/10.1109/fie.2009.5350854.

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King-Berry, Arlene, Rosa Boone, Nathalie Mizelle Johnson, and Richard Kalunga. "AFRICAN AMERICAN STUDENTS WITH DISABILITIES: BENEFICIARIES OF THE LEGACY OR DISPROPORTIONALITY?" In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.2018.

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Reports on the topic "History of African American education"

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Jackson, Dale O. Strengthening United States National Security Through Education in the African American Community. Fort Belvoir, VA: Defense Technical Information Center, April 1993. http://dx.doi.org/10.21236/ada278361.

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Washington, Julius C. Historic Preservation, History, and the African American: A Discussion and Framework for Change. Fort Belvoir, VA: Defense Technical Information Center, March 1992. http://dx.doi.org/10.21236/ada252306.

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Gordon, Jennifer Farley, and Eulanda A. Sanders. Will the real Mariah Watkins please stand up?: A case of inaccuracy and marginalization of African American history and appearance. Ames: Iowa State University, Digital Repository, November 2015. http://dx.doi.org/10.31274/itaa_proceedings-180814-142.

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Davis, A. G. Pride, Progress, and Prospects. A History of the Marine Corps Efforts to Increase the Presence of African-American Officers (1970-1995). Fort Belvoir, VA: Defense Technical Information Center, January 1998. http://dx.doi.org/10.21236/ada445108.

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Jennings, John M. Modern African, Asian, Latin American, and Middle Eastern Military History: A Bibliography of English-Language Books and Articles Published From 1960-2013. Fort Belvoir, VA: Defense Technical Information Center, March 2014. http://dx.doi.org/10.21236/ada597440.

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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, May 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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