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Where are the Brothers and the Hallway Hangers at Midlife

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Where are the Brothers and the Hallway Hangers at Midlife

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    1. Where are the Brothers and the Hallway Hangers at Midlife? Boo-Boo: dead of AIDS, 1994 Frankie: Highway Dept (union, public sector) Jinx: landscaping crew, $25/hr Shorty: roofing and carpentry crew but on disability Steve: sells marijuana, lives with mother, out of prison Stoney: out of prison, supported by wife, helps mother-in-law after stroke Chris: in jail Slick: owns roofing company in the South Craig: no contact, personal fitness trainer out West Mokey: night shift manager of scanning company; on salary with benefits Super: moving furniture, $11/hr Mike: has real estate office (buys/sells, and manages) $50-60k/yr Juan: mechanic, bought home (but no down payment) James: help desk administrator (computers) for hotel chain in NYC, $52k with benefits Derek: trainer in call center in Utah, $11.50/hr

    2. What explains these outcomes?

    3. Michelle Alexander, The New Jim Crow: Mass Incarceration in the Era of Colorblindness (2010) Jim Crow laws (1870s-1960s) made African-Americans (and others) second-class citizens 2 million people incarcerated in the US today (compared to 300,000 in 1980) even though violent crime rates are declining Although people of all races use and sell drugs, the War on Drugs primarily targeted poor, African-American communities Felons lose their rights to vote or serve on juries; they have difficulty getting jobs and are barred from certain professions entirely

    4. Ann Arnett Ferguson, Bad Boys: Public Schools in the Making of Black Masculinity (2000) The punishing room at an elementary school was primarily filled with African-American boys, even though they were only a quarter of the school population. African-American boys were sent to the “punishing room” due to their reactions in a confrontation with the teacher In many cases, these reactions, “involved a bodily display of ‘stylized sulking’ as a face-saving device...for boys, the display involved hands crossed at the chest, legs spread wide, head down, and gestures such as a desk pushed away” (p. 68). These actions were seen as more threatening than actions of defiance by students of other races. The language, neighborhood and family histories, and non-verbal cues were considered when teachers were determining the course of disciplinary action that will be taken after they have acted out. These disciplinary procedures affected the boys’ identifications, with “schoolboys” on the verge of becoming “troublemakers”

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