A relational study of the Black middle classes and globalised White hegemony: Identities,interactions, and ideologies in the United States,United Kingdom,and South Africa

In this paper, I explore the experiences of the Black middle classes across the United States, United Kingdom (UK), and South Africa. I argue that the similar experiences the Black middle classes face across these nations are not coincidental but represent the process of globalised White hegemony. Globalised White hegemony refers to how the middle class, transnationally, is often understood as a symbolic category informed by specific White norms, identifications, and practices. I explore globalised White hegemony through three areas of Black middle‐class experience: identity, interactions, and ideologies. Thus, I examine how across the UK, United States, and South Africa, the Black middle classes construct public identities according to White norms, encounter interactions through which their blackness negatively trumps their middle‐class status, and confront classed‐racialised ideologies, which construe the Black middle class as inauthentic. I argue in this paper that central to fleshing out the similarities in Black middle‐class experiences across the globe is engaging in relational sociology, which stresses the globalised nature of contemporary raciality.     

‘Talkin' Jockney’? Variation and change in Glaswegian accent1

This paper presents an analysis of language variation and change in a socially stratified corpus of Glaswegian collected in 1997. Eight consonantal variables in read and spontaneous speech from 32 speakers were analysed separately and then together using multivariate analysis. Our results show that middle‐class speakers, with weaker network ties and more opportunities for mobility and contact with English English speakers, are maintaining traditional Scottish features. Working‐class adolescents, with more limited mobility and belonging to close‐knit networks, are changing their vernacular by using ‘non‐local’ features such as TH‐fronting and reducing expected Scottish features such as postvocalic /r/. We argue that local context is the key to understanding the findings. Mobility and network structures are involved, but must be taken in conjunction with the recent history of structural changes to Glasgow and the resulting construction of local class‐based language ideologies which continue to be relevant in the city today.     

Race‐Ethnicity,Union Status,and Change in Body Mass Index in Young Adulthood

This study used data from three waves of the National Longitudinal Study of Adolescent to Adult Health and fixed effects regression to consider whether associations between change in union status and change in body mass index (BMI) were moderated by race‐ethnicity. The results indicated that intimate unions were differentially associated with gains in BMI along racial‐ethnic lines, especially for women. When compared with White women, marriage was associated with larger increases in BMI for Black, Hispanic, and Multiracial women, and cohabitation was associated with larger increases for Black and Hispanic women. In contrast, marriage and cohabitation were associated with less weight gain for Asian when compared with White women. Among men, racial‐ethnic differences in the relationship between union status and BMI were similarly patterned but less pronounced. The results suggest that marital status further exacerbates racial‐ethnic disparities in BMI from adolescence to young adulthood.     

Beyond the cool pose: Black men and emotion management strategies

This review presents an overview of research on qualitative work that has documented emotion management strategies among Black men. I emphasize qualitative work here as it gives us insight into the processes that account for particular strategies. Research on Black men and emotions has focused on their class‐based experiences, as either lower SES working‐class or poor Black men in settings concentrated by people of color or higher SES middle‐class Black men in White‐dominated spaces. Within these two class positions, Black men adopt emotion management strategies for both the frontstage and backstage meant to best navigate their surroundings. This research emphasizes that Black men's emotional strategies are often a reaction to larger systems that oppress and discriminate against their race and gender status.     

“Gay Equals White”? Racial,Ethnic, and Sexual Identities and Attitudes Toward LGBT Individuals Among College Students at a Bible Belt University

While past research has certainly explored a variety of correlates of attitudes toward lesbian, gay, bisexual, and transgender (LGBT) individuals, the current study is among the first in an emerging line of inquiry that examines attitudes toward each of these groups separately utilizing an intersectional framework with special attention to racial, ethnic, and sexual identities. Using a college sample of students from the Bible Belt of the United States (N = 1,940), I investigated the roles of racial and ethnic identities (Caucasian/White, African American/Black, Asian/Pacific Islander, Native American/Alaskan Native, other race, and Hispanic/Latinx), religiosity, patriarchal gender norms, parental perspectives, and the intersections among these identities and experiences as they relate to attitudes toward LGBT individuals among heterosexual (n = 1,551) and LGB respondents (n = 389). This moves beyond explorations of White heterosexual people’s attitudes about “homosexuals” (i.e., away from a focus only on gayness and Whiteness) and expands to include non-White LGB people’s LGBT attitudes. Overall, results indicate that racial, ethnic, and sexual identities play a significant role in southern college students’ LGBT attitudes, and these patterns are further complicated by interacting cultural experiences with religiosity, patriarchy, and family dynamics. Campus policy and program implications are provided.     

‘Keeping the story alive’: is ethnic and racial dilution inevitable for multiracial people and their children?

This paper explores how multiracial parents with White partners articulate narratives of ethnic and racial ‘dilution’ and cultural loss in relation to the socialization of their children. In our broader study of how multiracial parents raise their children, we found that parents commonly spoke of concerns around dilution and generational change in relation to four key themes: the loss of cultural knowledge and diminishing practices that connected parents and their children to a minority ancestry; the embodiment of White‐appearing children and the implications of this for family relationships; the use of biological or genetic discourses in relation to reduced blood quantum; and concerns amongst Black/White participants about whitening and the loss of racial consciousness. Parental understandings of dilution varied greatly; some expressed sadness at ‘inevitable’ loss; others were more philosophical about generational change; and others still proactively countered loss through strategies to connect their children to their minority heritages. We show that despite growing awareness of the social constructedness of race and an emergent cosmopolitanism among these parents, discourses of genetics, cultural lineage, and the ‘naturalness’ of race continue to hold sway amongst many multiracial parents.     

Race/Ethnicity,Attitudes, and Living With Parents During Young Adulthood

Non‐White young adults are more likely to live with their parents throughout their 20s, more likely to return home after going away to college, and less likely to leave again after returning. Scholars have speculated that subcultural differences in attitudes toward marriage and family play a key role in generating racial/ethnic differences in rates of coresidence with parents among young adults. Data from the National Education Longitudinal Survey of 1988 (N = 11,228) were analyzed in order to test this hypothesis. Attitudes toward marriage and family were significantly associated with coresidence, especially among young men, but did not substantially account for racial/ethnic differences in living arrangements. Among young non‐White women and young Black men, higher rates of coresidence were related to differences from Whites in socioeconomic or marital status (and sometimes both) that were largely independent of differences in attitudes toward marriage and family.     

Levelling across the life‐span?: Tracing the face vowel in panel data from the North East of England

Apparent time analysis has revealed that the Tyneside face vowel is the site of two intersecting trends: levelling towards the supra‐northern monophthong as well as the gradual incursion of the southern standard closing diphthong. This article investigates the participation of individual speakers across their life‐span in these ongoing changes in the face vowel. We report on a small‐scale panel sample of six speakers who were recorded in 1971 and again, 42 years later, in 2013. The analysis probes the stability of individual speakers’ grammars, relying on longitudinal ethnographic analysis in the community as well as insights gleaned from sociolinguistic interviews about the speakers’ socio‐demographic trajectory and their presentations of self. The article contributes to the growing body of panel research that aims to determine the scope and the limits of linguistic malleability across speakers’ life histories.     

Gender,interaction and intonational variation: The discourse functions of High Rising Terminals in London

In this paper, I examine the different conversational and interactional functions that High Rising Terminals (HRT) fulfil among young, White, middle‐class speakers of London English. Data are drawn from sixteen small‐group interviews with forty‐two individuals (28 women and 14 men) aged 18–25. From this corpus, 7351 declarative Intonation Phrases were extracted, and auditorily coded for the presence/absence of HRT as well as for a variety of social, interactional and pragmatic factors. I combine quantitative and qualitative methods to demonstrate that while all of the speakers investigated use HRT to accomplish relational work in conversation, the specific interactional strategies that the feature is recruited to perform differ markedly across genders. I consider the ramifications of this finding for our understanding of ‘politeness’ as a gendered practice, and illustrate the importance of examining a variable like HRT in its discourse‐functional context.     

Toward a Minority Culture of Mobility: Immigrant Integration into the African‐American Middle Class

Two important social transformations have occurred since the 1960s: the rise of the Black middle class and the influx of immigrants from Latin, America, Asia and Africa. The cultural and economic outcomes for first‐ and second‐generation Black immigrants are often linked to the Black poor/underclass. However, we understand little about the ways in which the Black middle class is a potential pathway of integration for immigrants. This paper reviews the sociological debates on the socioeconomic incorporation of immigrants and the racial and ethnic relations of new and old African‐Americans. It discusses the important contributions of minority culture of mobility hypothesis for class‐based theories of immigrant integration. We draw from the literature on social stratification, race relations and immigrant incorporation in order to chime in on the conversation about how becoming socially mobile in America may mean having similar social experience as the African‐American or minority middle class. The paper also suggests ways to better analyze the relationship between identity, integration, space and generation in minority incorporation.     

Neighborhood racial & ethnic diversity as a predictor of child welfare system involvement

Using U.S. Census and child maltreatment report data for 2052 Census tracts in Los Angeles County, California, this study uses spatial regression techniques to explore the relationship between neighborhood social disorganization and maltreatment referral rates for Black, Hispanic and White children. Particular attention is paid to the racial–ethnic diversity (or ‘heterogeneity’) of neighborhood residents as a risk factor for child welfare system involvement, as social disorganization theory suggests that cultural differences and racism may decrease neighbors' social cohesion and capacity to enforce norms regarding acceptable parenting and this may, in turn, increase neighborhood rates of child maltreatment. Results from this study indicate that racial–ethnic diversity is a risk factor for child welfare involvement for all three groups of children studied, even after controlling for other indicators of social disorganization. Black, Hispanic and White children living in diverse neighborhoods are significantly more likely to be reported to Child Protective Services than children of the same race/ethnicity living in more homogeneous neighborhoods. However, the relationships between child welfare system involvement and the other indicators of social disorganization measured, specifically impoverishment, immigrant concentration child care burden, residential instability, and housing stress, varied considerably between Black, Hispanic and White children. For Black children, only housing stress predicted child maltreatment referral rates; whereas, neighborhood impoverishment, residential instability, and child care burden also predicted higher child maltreatment referral rates for Hispanic and White children. Immigrant concentration was unrelated to maltreatment referral rates for Black and Hispanic children, and predicted lower maltreatment referral rates for White children. Taken together, these findings suggest that racial–ethnic diversity may be one of the more reliable neighborhood-level demographic indicators of child welfare risk across different racial/ethnic groups of children. However, many of the other neighborhood characteristics that influence child maltreatment referrals differ for Black, Hispanic and White children. Consequently, neighborhood-based family support initiatives should avoid a one-size-fits-all approach to child abuse prevention and strategically consider the racial/ethnic make-up of targeted communities.     

‘Between authenticity and pretension’: parents', pupils' and young professionals' negotiations of minority ethnic middle‐class identity

Despite an increasing sociological interest in the middle classes and their educational practices, research has largely concentrated on the white middle classes. This paper considers the case of the minority ethnic (ME) middle classes through empirical data from a small, exploratory study conducted in England with 36 minority ethnic, ‘middle‐class’ individuals (parents, pupils and young professionals) from a range of ME backgrounds. It is argued that participants experienced ME middle‐class identity as a profoundly conflictual and precarious space, negotiated through a matrix of relational classed and racialized positionings. ‘Authentic’ middle‐classness remains the preserve of white society due to racial inequalities and the dominance of whiteness as the popularly legitimated marker of middle classness. Moreover, attempts to define an acceptable, legitimate and principled ME middle‐class identity are compromised by the discursive threats of ‘inauthenticity’, ‘pretension’ and ‘misrecognition’.     

From Taboo to Tourist Industry: The Construction of Interracial Intimacies between Black Men and White Women in Colonial and Contemporary Times

This literature review examines the role emotions play in the construction and regulation of commercialized heterosexual interracial intimacies between White women and Black men, beginning with the strict regulations of the colonial era, and moving to the development of “romance tourism” in the contemporary era between Northern White women and Black men in the Caribbean. During colonialism, White men constructed a taboo against sexual relationships between White women and Black men in order to ensure their dominance over women in their own racial group and all “Other” men. In contemporary times, relationships between White women and Black men have moved from taboo and marginalized to touristic attraction, as more middle class White women from the United States head to the Caribbean (and at times Africa) in search of romance with local men, demonstrating the importance that emotions like desire have in (re)producing globalization.     

Intersectional Identities and Conceptions of the Self: The Experience of Transgender People

Transgender people in the United States change genders in relation to androcentric, heterocentric, and middle‐class whitenormative cultural narratives. Drawing on ethnographic data primarily with transgender people of color, I analyze the ways in which gender, race, social class, and sexuality all combine to create specific background identities – intersected identity frames – which others attribute in interaction. We can better understand these intersected identity frames through the experiences of transgender people, who actively engage in identity management. The meanings others attach to specific combinations are foregrounded in the context of transitioning; some audiences employ dominant, white cultural narratives, while others draw upon ethnic cultural narratives. In all cases, transitioning throws the multi‐dimensionality of intersected identity frames into sharp relief against the background of intersecting social and cultural structural arrangements.     

Perceptual identification of talker ethnicity in Vancouver English

Studies of ethnolinguistic variation typically begin by describing the speech production variables used to index social groups. In this study, we begin with indexical recognition – the perceptual identification of speakers’ self‐identified ethnic groups – to determine whether speakers produce ethnolinguistic variation and whether listeners are sensitive to it. Speech samples were recorded from thirty individuals from Metro Vancouver who self‐identified as Chinese, East Indian, or White Canadian. These utterances were used in a perception task where listeners categorized speakers’ ethnicities. Listeners’ social networks were labeled according to the ethnic group with which they reported spending the most time. Analyses indicate that while speakers vary in their productive expression of ethnolinguistic variation, listeners are consistent in their labeling choices. Listener accuracy was higher for voices from the listeners’ reported social group and White voices. These results suggest that familiarity with ethnic groups through social networks and mainstream culture influences indexical recognition.     

(Re)Seeing Black girls: intersections of liberalism,difference, and the hidden curriculum

This article analyses the race and gender norms embedded in the verbal and visual discourse at an internationally acclaimed secondary magnet school in Philadelphia. While scholars have documented the visual learning of adolescents and elementary school-aged youth of colour extensively, few have focused exclusively on the nature of visual learning for young Black women in and around urban schools. The nature of looking and the visual is a highly contested and political process in the twenty-first century urban context. Images saturate the cityscape; these images teach. Thus this article examines the specific lessons related to race, gender, and place young Black women learn from the school adults who shape the visual culture of their school environment. Based on an ethnographic, photographic and discourse analysis study, this article argues that even in the context of an award-winning, progressive, liberal-minded school culture, young working class Black women are often softly encouraged to change and or are re-programmed into more palatable, commodifiable versions of themselves that both sustain and advance the school’s identity as different. This ‘re-programming’ often requires young Black women to alter their dress, speech, and physical demeanour in order to find belonging in a larger school culture dominated by a discourse of inclusivity and diversity.     

Assets and liabilities, race/ethnicity, and children's college education

This study examines the extent to which household assets and liabilities are related to disparities in children's college attendance and college graduation among White, Black, and Hispanic families. Results indicate that, after household assets are considered, a substantial portion of the Black-White gap in college attendance and college graduation disappears, and a small portion of the Hispanic-White gap in college graduation also disappears. Separate analyses of children from each racial/ethnic group further indicate that family income and financial assets are related to White children's college attendance and graduation, but nonfinancial assets and unsecured debt are associated with college attendance and graduation among Black and Hispanic children. Policy implications are considered.     

Extracurricular Activities in Multiethnic Middle Schools: Ideal Context for Positive Intergroup Attitudes?

This study examined processes by which extracurricular participation is linked with positive ethnic intergroup attitudes in multiethnic middle schools in California. Specifically, the mediating roles of activity‐related cross‐ethnic friendships and social identities including alliances with multiple groups were examined in a sample including African American or Black, East or South‐East Asian, White, and Latino youth (N = 1,446; M_age = 11.60 in sixth grade). Results of multilevel modeling suggested that in addition to activity‐related cross‐ethnic friendships, complex social identities mediated the association between availability of cross‐ethnic peers in activities and ethnic intergroup attitudes. Results are discussed in terms of how activities can be structured to promote cross‐ethnic relationships and complex social identities, as well as positive ethnic intergroup attitudes.     

School bullying and the ongoing social dynamics: A thematic analysis of young peoples' perspectives on a specific bullying case

Based on analyses of six individual interviews with young people from a sixth-grade school class, this study explores how young people talk about bullying and a particular bullying case in their class from various positions. Utilising thematic analysis, three themes were conceptualised as crucial in bullying: social status, powerful positions and fragile social positions. Symbolic interactionism, emphasising perspectives as constructed in interaction, were used to understand these social dynamics and bullying as a group phenomenon. The findings demonstrate the social landscape in which young people navigate, where social positions are in process but affected by their group norms.     

Class,gender and generation matter: using the concept of social generation to study inequality and social change

This article highlights how concepts from the sociology of generations can facilitate new understandings of the processes by which social inequalities are made and perpetuated in the lives of young people. There is a tendency in some youth research for inequality to be conceptualised too simplistically, as a process of reproduction that remains stable over time. Hence, continuing inequality is weighed as evidence against theories proposing social change. Using the sociology of generations, the article argues that social change and new risks are not facades behind which more real, and long-standing, forms of inequality are hidden, but are central to the way inequalities, including but not only by class, gender and race, are made in the conditions facing emerging generations of young people.