Analysis Of The Article ' Stupid Rich Bastards ' By Laurel Johnson Black

"The views held by them were much like the white racist stereotypes of Blacks" (266). In the middle-class black eyes, the lower-class black was an impatient entity who threw their money away on alcohol. Lower-class blacks were also pictured as people lacking family morals: it was fun making the kids but when it came to caring for the children that was another story. These were the exact actions the middle class blacks did not want to be associated with, for they have worked their whole lives in being better than the lower-class society. The middle-class blacks moved to predominately white neighborhoods and held jobs in corporations occupied by mostly white co-workers. This was their way of escaping the lower-class black community.

This article says, “Too many of America’s most disadvantaged children grow up without the skills needed to thrive in the twenty-first century. Whether in educational attainment between income groups or racial/ethnic groups or across geographic locations—inequality persists.” This creates long-term problems within that community. Meaning people who start out with disadvantages, usually don’t have the skills that the upper class more privileged kids do which help them eventually get jobs and maintain this middle to upper class community. The disadvantages people receive bad jobs and

“The Rich People School” supports the value of elitism. The elite, bourgeois, dominate over the lower class, proletarian. To keep the elite dominance they use different forms of manipulation. Take for instance the American man, he tells Sylvia’s mother that her living conditions are not adequate for him and if she loved him she would go with him to America (Botswana). The American man is using the love that Sylvia’s mother have, maybe not so much for him, but for a better life for her family and her. The American man also uses harsh

In the popular 70’s sitcom “Good Times”, demonstrates a perfect example of monetary hindered family that values education because their race. For example, in season two episode four, the family express their concerns with the improper schooling system in their black economically depressed neighborhood. Based on their inadequate living conditions in the inner city of Chicago, the school has suffered lack of books, very violent encounters with students in school, and lack of proper teaching methods. This type of schooling fuels the Evans parents because they want the best for their children, and being

Privilege is giving someone unearned advantages that all cannot attain. When you are privilege most likely you are ignorant to the fact that you have received the best education, compared to others who do not share the same privileges. In this article the author mainly discusses the effects of social and economic privilege in our education system. Socio-economics deals with a person social class and income level. People who have the advantage of belonging to this social class are upper-middle and the upper class. They are the people who make six or more figures, compared to those who only make about $40,000 a year. The upper-middle and the upper class live opulently. To live opulent you have to have money, and money brings status and influence in

Author and sociologist, Dalton Conley, is a Caucasian boy who grows up in a predominantly African-American and Latino neighborhood in the Lower East Side of Manhattan during the 1970’s and 80’s. In his book, Honky, he tells us a unique view through a young boy’s eyes uncovering the way in which individuals are perceived in social reality, and how some groups of people are classified. He also speaks about how some groups get better opportunities and privileges then others. This book is a very powerful autobiography, according to his book, written by, “not your typical middle class white male.” (prologue, p. xiii) He goes on to say that he is middle class, even though his parents didn’t have any money and that he is a white boy, even though he grew up in an inner city housing project where mostly everyone was Black or Hispanic. Dalton speaks about his experience as a white boy exploring his definition of race and class and saying that, “race and class are nothing more than a set of stories we tell ourselves to get through the world, to organize our reality.” (prologue, p. xiv) He describes his childhood as a “social science experiment, Find out what being middle class really means by raising a kid from a so-called good family in a so-called bad neighborhood.” (prologue, p. xiii)

Throughout the story, there are hints about Twyla and Roberta’s economic class. The story indicates that Twyla would be considered poor, because she is married to a firefighter and seems to live with her in-laws. Roberta on the other hand would be considered upper class, because her husband works with “computers and stuff…” (Morrison 246). Along with having the luxury of servants and a driver. In the 20th century it was rare to see black people having more money than white people because of power and oppression which made it hard for blacks to get a good paying job.

Juxtaposition is seen throughout the essay “Class In America” by Gregory Mantsios. Mantsios uses juxtaposition often to compare and contrast the different financial classes in the United States. This is done to show the reader the diverse financial categorisation found within American society. The author subtly compares and contrasts the poor, middle class, and rich citizens residing in America. These classifications allows the reader to make connections to an otherwise difficult topic. Making experiential connections is important because it allows readers to better understand the authors designated thesis. Gregory Mantsios notes that "People do not choose to be poor or working class; instead, they are limited and confined by the opportunities afforded or denied them by a social and economic system." (295), this effectively describes how

The constant shaming of poor parents can only create an internalized oppression. Poor parents in society “internalize classism, they come to believe that their class position is deserved, that their failure to success economically is the result of their failure to work hard enough and exert enough effort to achieve class mobility” (Launius and Hassel 87). Rios addresses this personally, as she grew up in a poor household, “we worked hard, earned our way, and made something of ourselves. The rumors weren’t true.”

The New York Times, in the spring of 2005, ran a series of stories entitled Class Matters that dealt with social class in a variety of situations, such as how it impacts marriage, religion, and education. One of the stories they ran was written by Tamar Lewin and published on May, 19, 2005; it was entitled “When Richer Weds Poorer, Money Isn’t the Only Difference”. This story deals with the tales of Dan Croteau and Cate Woolner. Woolner grew up wealthy, the daughter of a doctor and a dancer in a luxurious home in Hartsdale, New York. Conversely, her eventually husband, grew up in the small, sleepy town of Keene, New Hampshire to parents who were factory workers. In large part, Lewin’s report deals with how the couple met and began dating, and the numerous difficulties the two encountered due to their respective social classes. An example of this would be that Croteau states that Woolner’s family is very kind to him, but he finds it difficult to discern if they are being sincere or smarmy. Another key point of contention between the families would be in the case of Croteau’s daughters versus Woolner’s sons. The former struggle to pay off college debt and sometimes struggle to find a decent meal, while the latter attend high-class universities, take vacations to study abroad, and attend massage schools just for the fun of doing so. In spite of these divides however, the two families still seem to accept and love one another, even if there seems to be a sense of social and

Throughout The Lesson economic class was deal with among the children in F.A.O Schwartz toy store. Sylvia mentions what Miss Moore have been saying about the economic barrier she states “how money ain’t divided up right in this country. And then she gets to the part about we all poor and live in the slums, which I don’t feature” (643). Even before the children were on their journey they were being made aware of the economic gap. A gap in which there were those who had more money than others. This was a reminder of the conditions in which they lived compared to others who had the money. Some of the children on the trip identified with the economic gap among themselves. While some had a desk and a stationary “I do…I have a box stationary on my desk” (644) says Mercedes other did not even have a desk. June bug states “I don’t have a desk” (644). Some of the kids had things that the others did not though they were all from the average working class family. Economic class was then identified as Sylvia was

The article America’s Broken Bootstraps begins by talking about families being primary transmitters of human capital.Stating that families have the most influence by far, on a child's academic and vocational success. All education favors middle and upper class born children. Also, how economic growth has made a large gap by increasing society’s complexity. Achievement more now than before relies on having the right knowledge. People who were born in a certain class typically remain within their

“King and Queen of the Universe,” written by Kurt Vonnegut takes place during the Great Depression. Henry and Anne, a wealthy couple, come across a poor man named Karpinsky who convinces them to come to his house. Karpinsky’s intentions were to use the couple to prove to his mom that his invention will make him successful. Through the Marxist lens the story suggests that even though everyone goes through different experiences in life, we all deserve some form of equality at the end of the day. Living in the lower class results to many hardships in life.

In Toni Cade Bambara’s short story “The Lesson,” readers are given a narrative focusing on a group of lower class neighborhood children and their mentor. The story takes place in 1972 in a lower class neighborhood in New York City and transitions to the wealthy district of 5th avenue. The children are faced with the reality of difference and class when introduced to the world of the wealthy, and self-realization of where they stand in the terms of class, and the inequality of the world. In this piece of literature the theme is difference of class. For instance, the children are shown difference in wealth after discovering the price of a $1995 sailboat at the toy store, the narrator offers a comparison of their toys “my sailboat costs me about

It is said that all men are created equal, but this is not all correct. Thomas Jefferson said that “All men are created equally”, but this feeling has been betrayed if all humans were equal. Then people would all get equal privileges. This is a belief that everyone is equal. Moreover, that they all have the same chance to be successful in life. If humans are, create equally, then why did the government split up the levels of pay rate and social class, and why racism stops people from being what they want to be? In this discussion Gregory Mantsios, the writer of “Class in America”, describes how society has divided into upper class, middle class, and lower class, and that the government is trying to deal with both extremes, forgetting that middle class will face deeper tragedy if it is unnourished. Likewise, Diane Kendall, a sociologist from Baylor University shows how mass media and social class is framed in her essay “Framing Class, Vicarious Living, and Conspicuous Consumption”. Kendall discusses how many people frame classes and everyday life. In addition, Mike Rose discusses how people just want to live there in life without people bully them. In his, article “I Just Want to Be Average”. He tells the story about some of his experiences throughout high school. When he was a freshman, he was placed into a vocational program. Rose goes into detail describing specific events and different