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"Ain't No Makin' It" is a sociological study written by Jay MacLeod, published in 1987. It is a critical examination of the concept of social mobility and the ways in which individuals and communities navigate the constraints and opportunities presented by their social and economic circumstances.
The study focuses on two low-income neighborhoods in a northern city in the United States: Hallway Hangers and Aspen Hill. MacLeod conducted in-depth interviews and observations with the residents of these neighborhoods over a period of several years, in order to gain a comprehensive understanding of their experiences and perspectives.
One of the key themes that emerges from MacLeod's study is the role of culture in shaping the opportunities and outcomes of individuals and communities. He argues that the culture of these neighborhoods plays a significant role in shaping the expectations and aspirations of the residents, as well as their ability to achieve social mobility.
For example, MacLeod found that the culture of Hallway Hangers, which was characterized by a strong sense of community and a commitment to collective action, had a positive influence on the residents' sense of agency and ability to achieve their goals. In contrast, the culture of Aspen Hill was characterized by a more individualistic and competitive mentality, which often resulted in conflicts and rivalries among the residents.
Another important theme of the study is the role of social institutions in shaping the opportunities and outcomes of individuals and communities. MacLeod found that the residents of Hallway Hangers and Aspen Hill were often hindered by a range of structural barriers, including poverty, discrimination, and limited access to education and employment. These barriers often made it difficult for them to achieve social mobility and attain their goals.
Overall, "Ain't No Makin' It" is a thought-provoking and insightful study that highlights the complex interplay between culture, social institutions, and individual agency in shaping the opportunities and outcomes of individuals and communities. It is an important contribution to the field of sociology and continues to be widely cited and discussed by scholars and practitioners interested in the dynamics of social mobility and inequality.
Aint No Making It Chapter Summaries Free Essay Example
How may you full his account? MacLeod was struck by the seeming self-defeatism of Freddie and his friends. Sometimes he just wants to be alone. Viewing ability and hard work as integral to educational and occupational attainment the Brothers committed themselves to school and engaged in extracurricular activities, rather than substance use. The achievement ideology states that a good training will bring an excellent profession and wealth. I wanted them to succeed in their lives, despite the heavily stacked odds against them. They may be ample, immoral and detrimental. The Brothers, nonetheless, value careers and are more optimistic about their futures.
Their circumstances are fairly related. If so, to what extent do you assume they should blame themselves? The book follows the kids as they go through their everyday lives, meeting and hanging out with friends, going to school, and working. He worked for several years working part time as a tape librarian at a bank for a temp agency. I will slay the beast so the no other must die……. Their children are more doubtless to end up in similar conditions due to social structure and social factors. It was enjoyable to read and at the same time, very realistic to what is happening in the society today. Make up your camp fire good.
The chapter ends with a look to what can be done. Ain't No Makin It Sparknotes. The employment of reverse racial discrimination as an explanation for misfortune pardons both their actions and society at giant. This results in working class children being surrounded by a restricted code of linguistics while middle class children use more elaborate codes. He is eager to place the blame on a poor work ethic. They rejected faculty and some of them had goals when it came to succeeding with respect to class consciousness.
Eight years later, some of the gang members of Clarendon Heights struggle to support families and hold jobs while others cope with unemployment and life on the streets. This is another aspect of my life that has been socially constructed as normal. MacLeod then introduces us to the two groups of teenagers he will be following throughout the book: the Hallway Hangers and the Brooks Brothers. The impact of social reproduction was illustrated by the speech by Dr. Objectively, MacLeod observes, this antagonism between groups favors the Brothers within the job market, for it solely is smart to evolve when another group, the Hallway Hangers, not chooses to compete for employment underneath circumstances of shortage. MacLeod showed the impact of social welfare policies, incarceration, racism, drug and alcohol abuse, and insufficient educational credentials explain why all of the men struggle to find stable employment in the primary labor market for most of their adult lives. Although some of the Brothers and Hallway Hangers are able to work their ways up through the right connections, their backgrounds, people they know, CHR, etc.
If education is not a main determiner of class status and financial success, as this book suggests, then do you think that education should be marketed in a more realistic way? After World War II 1945 , education system has embark the education system across some national s. The children in financially restricted school districts must take and pass the same exams as the children who have had access to better schooling since they were a toddlers. Every so often, she switches to following the Sheff v. Social and cultural capital are essential in relation to understanding what happened to the Brothers and the Hallway Hangers because social and cultural capital that all of them had are the primary determinants of what alternatives they had to start with. He feels that successive generations are getting worse and worse. In contrast, the Brothers are predominantly black and have fully bought into the achievement ideology.
An edition of a proud taste for scarlet and miniver 1973 a proud taste for scarlet and miniver by e. The brothers believed that as individuals, they may overcome many elements of racism and racial tension. Despite the lack of concrete policy implications, there are several important lessons to those on either side of the ideological divide within education reform. McClelland and Karen begin by analyzing all of the men, both the Brothers and the Hallway Hangers altogether. They cannot level to racial discrimination as an alternate trigger for their class place, and so acceptance can be tantamount to indicting themselves and their households as unfit to compete socially.
A proud taste for scarlet and miniver. He discovered that members of both groups are struggling to find stable employment and both failed to get themselves out of the poverty. They argue this concept with how faculties differ in instruction based on their location. However, the Brothers failed to achieve their desired success and blame themselves for this failure. It seemed as if that was the one major goal for every student at the school. Chapters 11-12 Questions: 1.
Going to the school I went to and being surrounded by educated people made being educated a norm. Chapters 3-5 MacLeod dives into the Hallway Hangers and the Brothers, two groups of youth that reside in Clarendon Heights. Yet, its precepts run counter to the lived expertise of each groups, so then what accounts for this divergence? Despite whether or not or how much they assert their discovered upbringing or any rational parenting strategies that they determine on, social inequality nonetheless exists all around them, of their pasts most undoubtedly and in the present for some of them as well. When it involves race, the Hallway Hangers all seem to agree on the same idea that racism is reversed as a end result of blacks are allowed jobs over whites because of affirmative motion. According to Jean, there are four different rating of schools like, working-class schools, middle-class schools, affluent professional schools, and executive elite schools.
