The UC Davis Center for Poverty Research will host a major conference on the impact place has on poverty and effective interventions on November 13-14. Our own Professor Lisa Pruitt is the conference's organizer.

The conference "Poverty and Place" will host leading scholars in sociology, economics, law, education, social work, geography and planning. They will present new research on how place can aggravate poverty, addressing different aspects of urban, suburban and rural challenges and solutions.

"Concentrated poverty-whether in rural, urban, or suburban places-greatly aggravates the challenges facing those living in poverty, and place-specific or spatial barriers can undermine the efficacy of safety-net programs," said Professor Pruitt. "This conference takes up these and a broad array of other issues related to the geography of poverty."

The conference will coincide with another conference, titled "Poverty, Precarity and Work: Struggle and Solidarity in an Era of Permanent(?) Crisis," held at UC Davis School of Law. This second conference will take place November 14-15. Visit law.ucdavis.edu/class-crits for more information.

The UC Davis Department of Theatre and Dance will host The Grapes of Wrath Symposium on Friday, March 7, to explore John Steinbeck's work directly as well as the larger social, cultural and historical issues it raises, while celebrating this 75th anniversary year since the publication of the epic novel.

The symposium, open to the public and free-of-charge, will be held in Lab A at Wright Hall from 10:30 a.m. to 5:45 p.m.

Participating UC Davis scholars include Sasha Abramsky, author of "The American Way of Poverty: How the Other Half Still Lives" (one of the New York Times 100 Most Notable Books of 2013), who is a freelance journalist and part-time lecturer in the University Writing Program and research affiliate with the Center for Poverty Research.

Abramsky discusses contemporary poverty and the new Dust Bowl of Texas and New Mexico, the dislocation that water shortage causes, and how policies post-1930s have limited agricultural calamity. Marianne Page, professor of economics and deputy director of the Center for Poverty Research, joins Abramsky to discuss how poverty policies deal (or don't) with issues specific to rural areas.

Professor Eric Rauchway, history department, is discussing the Great Depression as a background context. Matthew Stratton, assistant professor of English, will be talking about changes between the play and the novel, and W. Scott McLean, lecturer in comparative literature, examines how some of Steinbeck's issues influenced later song writers.

Professors Philip Martin, chair, UC Comparative Immigration and Integration Program, and Lisa Pruitt (School of Law) will discuss rural poverty in Oklahoma/Dust Bowl and in the Central Valley, then and now, including efforts to prevent indigents from entering the state in the 1930s. They will also touch on the similar (and different) stresses of rural poverty in the 21st century.  Kathy Olmsted, professor of history, talks about labor politics in the 1930s in relation to Steinbeck.

The symposium, open to the public and free-of-charge, will be held in Lab A at Wright Hall from 10:30 a.m. to 5:45 p.m. A complete agenda is available at theatredance.ucdavis.edu.

What: The Grapes of Wrath Symposium featuring UC Davis scholars explores Steinbeck's work directly as well as the larger social, cultural and historical issues it raises.
Where: Lab A, Wright Hall, UC Davis
When:  Friday, March 7, 10:30 a.m.-12 noon.; 1:30 p.m.-5:45 p.m.
Unticketed, free-of-charge
Agenda: http://arts.ucdavis.edu/pod/grapes-wrath-symposium

Professor of Law Lisa Pruitt is also a faculty affiliate of the UC Davis Center for Poverty Research. She recently contributed to a podcast on Native Americans and Poverty.

From the Center's website:

Listen to the podcast at http://poverty.ucdavis.edu/post/native-american-poverty-focus.

I don't watch TV or follow much pop culture, and most of the country music I occasionally listen to is from old albums by the likes of Sara Evans, Faith Hill, Martina McBride and Alison Krauss.  But this was apparently a big week in country music thanks to Brad Paisley and his new album Wheelhouse.  I was on the road on Tuesday, but by the time I was catching up on email early Wednesday morning, I had lots of messages from friends giving me a heads up on the furor associated with Paisley's new song, "Accidental Racist," which includes a cameo from LL Cool J.  Commentators have varyingly discussed Paisley and his new song thusly:

• a "middle-age rural liberal reckoning" 
• "well intentioned, if cringeworthy" 
• "cringe-inducing sincerity" 
• "ponderous and lumpy, the worst sort of agitpop"
• "some kind of elaborate joke" 
• "intellectual undercookedness"
• "country's ultimate postmodernist" 
• "how we 'do' race in the age of Obama" 
• "a masterwork of camp to heap our snark upon" and, perhaps the most high-brow reference, 
• "a Derridean act of derring-do." 

In short, as one commentator put it, the song has attracted "an unusual amount of ... sneering."  Another called the response "overpowering vitriol." 

Eric Weisbard did not sneer in his piece for NPR. His headline references the history of white southern musical identity, and Weisbard touches on biases against the South, as well as white-on-white biases:

As you may have heard, Paisley is sifting through some rubble of his own right now, having been declared a national laughingstock by virtually all commentators coming from outside mainstream country. But then, this condescending dismissal is nothing new. There is a history to "Accidental Racist," the history of how white Southern musicians — heatedly, implicitly, at times self-servingly and not always successfully — try to talk about who they are in answer to what others dismissively assume they are. 

After all, while the Jim Crow South was Anglo supremacist politically, American culture offered a very different dynamic. Ever since white Northerners started putting out their records, Southern whites have represented a backward rural mindset in a national culture of jazzy modernity.  ... Variety loved jazz but scorned the hillbilly in 1926 as " 'poor white trash' genera. The great majority, probably 95 percent, can neither read nor write English. Theirs is a community all to themselves. [They are] illiterate and ignorant, with the intelligence of morons."

This reminds me of some of the points I made in The Geography of the Class Culture Wars about contemporary bias against Southerners, rural denizens, and the ever burgeoning group of people who get labeled "white trash." I note that various commentators of this Paisley/Cool J duet speak ill of the South in a broad-brush way that is not so different to what Variety had to say nearly a century ago.  This has me wondering if Paul McCartney and Stevie Wonder's "Ebony and Ivory," to which many commentators are comparing "Accidental Racist", elicited such ridicule when it was released?

Let me be clear:  I do not defend slavery, the historical South, nor the Confederate flag, which I see as necessarily signaling racism.  Further, I offer no comments on the artistic merits of "Accidental Racist," the song, though I will admit that this media frenzy about it led to my first country music download ever just so I could have the full musical experience, first hand.

Mark Kemp, too, puts "Accidental Racist" in historical musical perspective and notes regionalism's role in this kerfuffle.  Kemp observes that this is "hardly the first time a song by a Southerner dealing with white blue-collar issues has produced strong reactions among the Northeastern-based media."  

Weisbard's piece goes on to comment on the "choices" available to southern white musicians in the 1960s and 1970s, choices that may not have changed much:

They could embrace black music and contemporary life and cross over, like former Texan Janis Joplin. They could go bluegrass singing the Carter Family's now revived "Can the Circle Be Unbroken." Or they could join the notion of regional separatism to new concepts of identity: In songs by Merle Haggard and Loretta Lynn, that great euphemism, country, became something you could be proud of like James Brownwas proud to be black.

One of the most e-mailed items in the New York Times for the past day or so has been Claire Vaye Watkins "The Ivy League Was Another Planet." (The alternative headline is "Elite Colleges Are As Foreign as Mars.") In her op-ed, Watkins recounts her journey from nonmetropolitan Pahrump, Nevada to college at the University of Nevada, Reno. Her story is that of a kid from a working class family in "rural" Nevada (her description; technically, Pahrump is not rural because, though unincorporated, its 2010 population is more than 35,000) who didn't know about colleges or how to pick one.  Lucky for her, Watkins went on to get an MFA from Ohio State and is now an assistant professor of English at Bucknell.

Watkins writes of getting her wake-up call about dramatic variations in educational resources when she was a high school senior, vying for a prestigious state-funded scholarship. That's when she met a peer from a Las Vegas high school who attended a magnet school, took college prep courses, had a tutor, and had spent time abroad.  The variations in resources, she realized, were based on geography:  he was an urban kid and she was a rural one.  But they were also based on class.  She doesn't specify the background of the Vegas teen, but she mentions that her mother and step-father had not gone to college.  I note that Pahrump's poverty rate is a fairly steep 21.1%.  Just 10.1% of residents there have a bachelor's degree or better, compared to about 30% nationwide.

Even after meeting the privileged teen from Vegas, however, Watkins didn't know what she didn't know.  She remained ignorant of the world of elite colleges, a sector that represented the "other planet" or "Mars" of the headline.  Instead, Watkins applied to UN Reno, she explains, because she had once taken a Greyhound bus to visit friends there. As Watkins expresses it, when poor rural kids apply to college (which, I might add, is altogether too rare), they typically apply to those institutions to which they have been "incidentally exposed."

Commenting on what admissions deans at elite schools might do to reach out to high-achieving, poor rural kids--whom they purport to be interested in for reasons of diversity and excellence--Watkins suggests, tongue in cheek, that they do "anything." More specifically, Watkins cleverly contrasts Ivy League efforts to recruit rural kids, which might be characterized by the terms "zip" and "nada," with military efforts to recruit the same kids, which might be characterized as "fulsome" and "robust." Guess who's winning that contest? The military, of course.  Here are just a few of the points Watkins makes:

• No college rep ever showed up at Pahrump Valley High school, while the military brought a stream of alums through there on a regular basis.
• The school devoted half a day each year to ensuring that every junior took the Armed Services Vocational Aptitude Battery (ASVAB); that test was free, while taking the ACT and SAT was  not.  
• "But the most important thing the military did was walk kids and their families through the enlistment process."

Watkins closes by noting that elite colleges need to do more to reach those she calls "the rural poor," concluding that, until they do, "is it any wonder that students in Pahrump and throughout rural America are more likely to end up in Afghanistan than at N.Y.U.?"

The jumping off point for Watkins' op-ed is a recent paper by two profs (from Harvard and Stanford, no less), Caroline Hoxby and Christopher Avery, "The Missing 'One-Offs':  The Hidden Supply of High-Achieving, Low Income Students."  That paper was publicized in the Times last week-end in David Leonhardt's story, "Better Colleges Failing to Lure Talented Poor."  The summary and conclusions of the Hoxby and Avery paper do not talk in terms of rural-urban difference in relation to these missing "one-offs."  (They do, however, employ a tiny bit of geographical nuance in Table 9, listing two categories of "rural" students, those near an urban area and those far from one). Instead, Hoxby and Avery focus on the benefits to students of being in "geographic concentrations of high achievers."  They write in their abstract, for example, that these high-achieving students who fail to apply to elite schools

come from districts too small to support selective public high schools, are not in a critical mass of fellow high achievers, and are unlikely to encounter a teacher or schoolmate from an older cohort who attended a selective college.  

And where might those students be?  mostly in rural schools.  For folks like Watkins, it isn't hard to read between the lines and see that the high achievers most likely to slip between the cracks are kids in rural schools.    

All of this brings to me my own experience.  Like Watkins, I can see that many of the "missing" students Hoxby and Avery are talking about are rural.  My own K-12 school in rural Arkansas had an enrollment of about 400--and no counselor whatsoever to advise on college admissions. The first Ivy League graduates I ever met were professors at the University of Arkansas. I was there because, like many who Hoxby and Avery studied, I assumed it was the best bargain for me.  I didn't apply elsewhere.

I have to trust that the numerous people reading Watkins' tale will believe her revelations of her naiveté regarding college.  I certainly hope so, though I have been struck over the years at how many people are incredulous at my similar tale.  How, they marvel, disbelief in their voices, could you not have known to go to a "good school"?  People of privilege can find it remarkably difficult to believe that other people could really not know the things that are the very intellectual and emotional wall-paper of a life of privilege.

But there is another, related problem:  poor rural kids and the diversity they represent often go unvalued by educational decision makers.  Because these rural kids Watkins is talking about are often white, they don't appear, at first blush, to represent diversity.  Plus, I find privileged whites are just as uncomfortable around working class whites as they are around people of color--maybe more so in this day and age.  That discomfort--unmitigated by the need be politically correct because no PC imperative exists regarding poor whites--may deter the privileged from reaching out to recruit poor whites.  After all, as Watkins points out, it's not like these elite colleges are hurting for applicants.

Finally, privileged metropolitan and cosmopolitan types tend to hold the limitations of rural education against those who are products of it, discounting what these kids have achieved because of the absence of AP classes, the right extracurricular activities, and such.  (Read more here and here).  I recall being on the selection committee for the first round of elite Sturgis Fellows at the University of Arkansas in the late 1980s.  When I spoke up for a candidate with what I considered to have stellar credentials, a professor on the selection committee quickly countered by noting that the student was from a rural school, suggesting that the student's achievements had to be kept in proper perspective--namely that s/he had not been subjected to true intellectual rigor.  I recall meekly pointing out that I, too (then the University of Arkansas's undergraduate valedictorian) was the product of a rural school.  What was I?  chopped liver?  or just an anomaly?  I'll never know how the selection committee saw me.  But perhaps because I protested so meekly, my comment--and the outstanding rural candidate--got no traction.  All of that inaugural group of Sturgis Fellows, as I recall it, were from sizable high schools.    

Cross-posted to ClassCrits, UC Davis Faculty Blog, and SALTLaw Blog.    

Americans are often said to have a love-hate relationship with rural America. On the one hand, many wax nostalgic about the good old days, simpler times, the bond of "rural community" that many of our grandparents once lived, even if most of "us" grew up in the city. Plus, most everyone enjoys a bit of time spent in "nature," and some even realize--the urban ag craze aside--that most of our food is grown "in the country." On the other hand, urbanites often hold rural people in disdain, mocking them for their attachment to place, their regressive politics and culture and, yes, even for their nostalgia.

One particular aspect of the "love" (more precisely, nostalgia) with which we may regard rural America is the tendency to think that bad things associated with cities--most notably crime--are largely absent in smaller towns, in nonmetropolitan areas. That's hardly accurate, as I've discussed here and here. I wonder, though, if these rural myths are the reason that even more shocking crimes in rural settings--crimes involving, for example, racial or ethnic animus--don't get national attention. For crimes like these, I would think that urban Americans might be anxious to publicize the crimes, to hold these acts up as justification for the "hate" (that is, disdain, contempt) part of the relationship.

I was reminded of all this last week when the New York Times ran a story headlined, "Black Man's Killing in Georgia Eludes Spotlight," dateline Lyons, Georgia, population 4,169. Kim Severson's story tells of a white man, Norman Neesmith, killing a black man, Justin Patterson, in Lyons last year "on a rural farm road, here in in onion country." Neesmith was arrested and charged with seven crimes, but he is expected to plead guilty to involuntary manslaughter and reckless conduct, for which he might be sentenced to just a year in "special detention," which means no jail time. Severson goes on to compare the rural Georgia case to that of Trayvon Martin, which has attracted national and international attention:

In both cases, an unarmed young black man died at the hands of someone of a different race.

And [Justin Patterson's parents] began to wonder why no one was marching for their son, why people like Rev. Al Sharpton had not booked a ticket to Toombs County. The local chapter of the N.A.A.C.P has not gotten involved, although Mr. Patterson's farther approached them.

* * *

Why some cases with perceived racial implications catch the national consciousness and others do not is as much about the combined power of social and traditional media as it is about happenstance, said Ta-Nehisi Coates, a senior editor at The Atlantic who writes about racial issues.

Several events coalesced to push the Martin case forward: an apparently incomplete police investigation, no immediate arrest and Florida's expansive self-defense law.

The New York Times' highlighting the overlooked Patterson case reminded me of another pair of cases last year that received grossly disparate media attention.

I learned quite by accident last summer of a federal conviction based on a 2010 hate crime in Carroll County, Arkansas. It was especially odd to learn of the conviction by coincidence (from a UC Davis colleague whose distant relative in Arkansas sat on the jury!) because this was the first ever conviction ever under the Matthew Shepard and James Byrd Jr. Hate Crimes Prevention Act, a federal law passed in 2009. Here's what happened: After encountering each other at a gas station in Alpena, Arkansas (population 371) in the early morning hours in June 2010, three white men allegedly hurled racial epithets at five Latinos and then chased the Latinos in their car, while the white driver of the truck chasing them waved a tire wrench out his vehicle's window. The truck driven by the white men eventually ran the Latinos' car off the road, where it rolled over and burst into flames. All of the Latinos were injured, one very seriously, but all survived. Less than a year later, a jury in a federal courthouse in Harrison, Arkansas--(population 12,943, about 20 miles from the events, and with a reputation as a long-time bastion of KKK activity) took less than an hour (!) to convict the driver of the truck, 20-year-old Frankie Maybee, of "five counts of committing a federal hate crime and one count of conspiring to commit a federal hate crime." One of his companions, 19-year-old Sean Popejoy, had already pleaded guilty to a single hate crime and a conspiracy count; he turned state's witness. The third man was not charged, apparently because of a lack of evidence that he was part of the conspiracy. (In an effort to learn more about Carroll County matter last summer, I interviewed the Arkansas State Trooper who had helped investigate it, as well as the Arkansas Democrat-Gazette journalist who reported on it. They provided some back story, which I'll take up in a subsequent post.)

Several months after the convictions in this case, it had not yet been discussed anywhere except in local media. The Arkansas Democrat-Gazette ran about half a dozen stories, starting in April, 2011, when the men were indicted, running through the trial itself, and ending with Maybee's sentencing to 11 years in prison, in September, 2011. Television stations in nearby Springfield, Missouri covered only the sentencing, and Reuters, too, had finally found the story by then. In that way, the Arkansas case is similar to another Shepard/Byrd Act indictment that preceded the Arkansas conviction, this one in Farmington, New Mexico involving the torture of a developmentally disabled Native American by white men. That case resulted in a guilty plea and was mentioned, along with other Shepard/Byrd cases, in this NPR story a few days ago. (Other NPR coverage of the Shepard/Byrd law, which also mentions the New Mexico case post-guilty plea, is here and here).

Contrast that with the Shepard/Byrd charges against the three young white men who recently pleaded guilty in the death of James C. Anderson, a black man in Jackson, Mississippi. New York Times coverage of that crime is here, here, here and here. The Mississippi story is, of course, a huge one and deserves all the attention it got. But the Carroll County story seems like a pretty big one, too (did I mention that it was the first Shepard/Byrd conviction!?!), as does the case out of Farmington, New Mexico.

What explains the disparate and decidedly after-the-fact media attention to these cases? Perhaps coincidence. Perhaps differences in the Department of Justice's efforts to publicize the charges. Perhaps the fact that the Mississippi crime resulted in death whereas the Arkansas and New Mexico crimes did not. But as a ruralist, I can help wonder if the rural-ish settings of these crimes also obscured them from the national media?

Carroll County has a population of just 27,446, of which 12.7% are of Latino or Hispanic origin. I know the area quite well because I grew up in a contiguous county, and I wrote a lot about Carroll County's three-decade history of Latina/o migration in my 2009 article, Latina/os, Locality and Law in the Rural South. In 2003, MALDEF entered into a settlement with the Rogers, Arkansas Police Department, in neighboring Benton County, to prevent racial profiling.

Farmington, New Mexico has a population of just over 45,000, but surrounding San Juan county is technically metropolitan, with a population of just over 130,000. Indian reservations comprise more than 60% of San Juan County's land area, and 36.6% of its populace are Native American. Farmington has been the subject of major civil rights investigations over the course of four decades.

Like the relations between blacks and whites in Mississippi, then, both Carroll County, Arkansas and San Juan County, New Mexico have histories of racial and ethnic tensions. I would think the racial/ethnic contexts of these two incidents would make them interesting to a national audience--as would they way they illustrate widely held perceptions of the "best" and "worst" of rural America. The "worst" is that the hate crimes occurred--which confirms the image of rural folks as small-minded and bigoted. The "best"--at least in the Arkansas case--is that a local jury of the defendant's peers convicted the small-minded bigot--and they did so in no time flat.

Cross posted to Legal Ruralism and SALTLaw Blog.

In a prior post about Thomas Espenshade and Alexandria Walton Radford’s book, No Longer Separate, Not Yet Equal: Race and Class in Elite College Admission and Campus Life, I mentioned Ross Douthat’s assertion that “the downscale, the rural and the working-class” whites were most disadvantaged in elite college admissions. In this second installment about the book and Douthat’s 2010 column comments on it, I want to discuss the rural issue, which Douthat characterizes as bias against rural or “Red America.” Douthat wrote:

“[W]hile most extracurricular activities increase your odds of admission to an elite school, holding a leadership role or winning awards in organizations like high school R.O.T.C., 4-H clubs and Future Farmers of America actually works against your chances.”

In his response to Douthat’s initial column, Espenshade clarified that rural-oriented extracurriculars are not the only ones whose value is discounted by admission offices. Espenshade wrote:

“These extracurriculars might include 4-H clubs or Future Farmers of America, as Douthat mentions, but they could also include junior ROTC, co-op work programs, and many other types of career-oriented endeavors. Participating in these activities does not necessarily mean that applicants come from rural backgrounds. The weak negative association with admission chances could just as well suggest that these students are somewhat ambivalent about their academic futures.”

As a related matter, Espenshade clarifies that applicants from “Red” states have better odds of getting into an elite university than those from more populous states, many of which are “Blue.”

“Compared to otherwise similar applicants from California, those from Utah are 45 times as likely to be admitted to one of our elite colleges or universities. The advantage for applicants from West Virginia or Montana is 25 times greater, and nearly 10 times greater for students from Alabama. Because top private schools seek geographic diversity, and students from America’s vast middle are less likely to apply, it stands to reason that their admission chances are higher.”

This part of Espenshade’s response essentially skirts the rural issue by ignoring the fact that entire states are not rural, even if they are popularly perceived as “Red.” In short, Espenshade gets the scale wrong. If the goal is geographic diversity beyond a very superficial level, we should be considering not an applicant’s state of origin, but rather county of origin. I would guess that those being admitted from Montana are far more likely to hail from Billings, Bozeman, Missoula or Kalispell, less likely to have grown up in Columbus, Harlowton, Derby, or Plentywood. As Douthat points out, admitted Alabamans hardly represent meaningful geographic diversity and do nothing to enhance socioeconomic diversity if they are products of elite institutions such as Indian Springs School in Birmingham, which is a feeder institution to the Ivy Leagues. Further, Salt Lake City, Montgomery, and Charleston are metropolitan areas, not exactly the hinterlands.

Returning to the finding regarding the impact of rural-type extracurriculars, I find it problematic for several reasons, even with the career-orientation spin that Espenshade puts on it. My annoyance is attributable to my own education in a poor rural school where—guess what?—the only extra-curricular activities were Future Homemakers of America, Future Business Leaders of America (we learned typing and two-column bookkeeping, not portfolio management), a science club (this, ironically, although the school’s science curriculum was so limited that it offered chemistry and physics only on alternate years), basketball, and cheerleading. In the nearly three decades since I graduated, the school has acquired an ag/vo-tech shop program, begun participating in Future Farmers of America, and expanded its sports offerings. In just the last couple of years, it has added music/band. Apparently, only the last of these curricular changes makes students there any more appealing to elite college admission officers.

At the risk of taking this too personally and thus undermining my argument, I’ll continue to use myself as an example. As a high school senior, I applied only to the University of Arkansas, where I was admitted and given a scholarship based strictly on “the numbers.” Had I known I “should” apply to an elite college and done so, I apparently would have looked incredibly uninteresting to those making admission decisions—even though I had held leadership posts and won awards in all of my school’s organizations, participated in 4-H (a community activity, not a school one), and had a 4.0 GPA (no AP courses on offer). My ACT score that was probably in about the nation’s top quartile (no prep course—didn’t know they existed and would have had to travel hours to reach one).

I’m hopelessly biased, of course, but I think I was a pretty interesting 17-year-old—regardless of how this dossier might have looked to an elite college. Certainly I was ambitious, but because my parents were working class, I had very limited knowledge of how to get ahead in the world, and my high school did not then have a counselor. In terms of diversity of life experience, I would say I offered a great deal to the nation’s elite colleges.

As a white class migrant in academia, I suspect I am relatively rare—especially among my generational cohort. As a rural, working-class student with promise, however, I am sure that my 17-year-old self was/is not alone. How many such working-class white students—especially rural ones with credentials that are even less cognizable to and appreciated by admission officers—might get ahead and achieve their potential if they had the sort of opportunities and encouragement that gets them in the pipeline to an elite college (or, for that matter, any college)? We must ask the same question re: working class minority students, of course, but at least we know that elite college admissions officers are on the lookout for them. Those same admissions personnel don’t appear to be looking for—or perhaps even to know how to identify—working-class whites, rural or not. Read more here. If they do, they appear to dismiss them as uninteresting or unworthy, using the euphemism “career-oriented.”

Justice Powell wrote of the value of diversity in Bakke v. University of California Regents (1978):

“[A] great deal of learning occurs informally. It occurs through interactions among students of both sexes; of different races, religions, and backgrounds; who come from cities and rural areas, from various states and countries; who have a wide variety of interests, talents, and perspectives; and who are able, directly or indirectly, to learn from their differences and to stimulate one another to reexamine even their most deeply held assumptions about themselves and their world.”

Ironically, Powell was quoting a Princeton University admissions officer, who is also quoted in Espenshade and Radford’s book. In Bakke, Justice Powell also referred to diversity as a “tenet of Harvard College admissions,” writing:

“Fifteen or twenty years ago … diversity meant students from California, New York, and Massachusetts; city dwellers and farm boys; violinists, painters and football players, biologists, historians and classicists; potential stockbrokers, academics and politicians. The result was that very few ethnic or racial minorities attended Harvard College. In recent years, Harvard College has expanded the concept of diversity to include students from disadvantaged economic, racial and ethnic groups. Harvard College now recruits not only Californians or Louisianans, but also blacks and Chicanos and other minority students.

***

[T]he race of an applicant may tip the balance in his favor just as geographic origin or life spent on a farm may tip the balance in other candidates’ cases. A farm boy from Idaho can bring something to Harvard College that a Bostonian cannot offer. Similarly, a black student can usually bring something that a white person cannot offer. The quality of the educational experience of all the students at Harvard College depends in part on these differences in the background and outlook that students bring with them.”

Thus, the rural-urban axis was at one time prominently recognized in relation to diversity, and the rural-urban divide has only become more marked in the several decades since Bakke. Yet Espendshade and Radford’s study suggests that elite college admissions offices know precious little about the far rural end of the rural-urban continuum. They don’t seem to know, for example, that extra-curricular activities are extremely limited at many rural schools, and they tend to put those that are mostly available in the death knell category: “career-oriented.” Admission officers are perhaps not aware of the impact of spatial inequality and isolation, rural poverty, and other aspects of rural disadvantage (e.g., limited curriculum) on students’ lives, as well as on their college aspirations and applications. Or, maybe they are aware are and just have a “too bad,” “tough break” attitude.

If geographical context is beyond the knowledge of those assessing the presumably rare applications from rural students—those effectively denying these students access to elite education and its apparently snowballing benefits—how can the expansive view of diversity endorsed by the Bakke Court be achieved? Just as admission offices seem to know little of the realities of white working class, so they know little about the rural sub-set of that group. This blind spot seems to me one more reason that elite colleges should affirmatively seek to admit rural and other white working class youth. If we don’t facilitate their class migration, how are we going to know what we know—and what we don’t know—about the lived realities of these socially and spatially removed groups?

Cross posted to ClassCrits Blog, SALTLaw Blog, and Legal Ruralism.

Wealth and income inequality have been getting a lot of attention in recent months--at least in the New York Times. Op-Ed columnist Bob Herbert has been especially persistent about keeping the topic on readers' radar screens; read some of his columns here, here, here, and here. Paul Krugman, Frank Rich, and Robert Frank have had a say, too. Wealth inequality was also the subject of a "Room for Debate" feature a few weeks ago.

But geographic analysis of inequality has been little examined in the mainstream media until The Economist Magazine ran a couple of stories about uneven development and spatial inequality in the March 10, 2011 issue. The first "Internal affairs: The gap between rich and poor regions widened because of the recession," analyzes various nations' spatial inequality as measured by income and GDP. This analysis shows that Britain is the nation with the widest geography-based income gap: the per capita GDP is nine times greater in central London than it is in some Welsh regions. The smallest regional spreads, on the other hand, were in Italy and Germany, where "incomes in their most affluent areas are [nevertheless] almost three times those of the poorest." The United States falls at the British end of the spectrum, coming in second for inequality across regions among the nations studied. The District of Columbia, for example, is five times as rich as Mississippi. Further, the situation has worsened in the past few years.

Between 2007 and 2009 real GDP per head in the five richest states actually rose by an average of 2%, but fell by 3% in the five poorest. Both groups outperformed the national average, a fall of more than 4%. (The biggest slumps, both by more than 10%, were in Michigan, the eighth-poorest state, and in Nevada, site of the biggest house-price crash.)

The Economist notes that this is merely a continuation of a long-standing trend, and it attributes the phenomenon, in part, to the "dependence of poorer states on manufacturing, which has suffered big job cuts over the past decade." The feature concludes that "the income gap between richer and poorer areas is likely to widen further as government-spending cuts disproportionately hurt less prosperous parts."

One of the story's big attention getters is its comparison of GDP among regions and cities of different nations.

[O]ver a quarter of regions in Britain and Italy and one-tenth of those in Germany will this year have a lower GDP per head than the municipality of Shanghai. All the American states remain richer, but Shanghai looks set to overtake Mississippi by 2015; within ten years half of all the states, including Florida, Michigan and Ohio, could have a GDP per head lower than Shanghai and Beijing.

If the comparison were at the scale of the county rather than that of the state, these Chinese cities would no doubt be shown well out-pacing our nation's persistent poverty counties.

The second Economist feature on spatial inequality, "Gaponomics," takes up the question of what should be done to respond to this problem, particularly in the context of Britain. Instead of investing in particular regions or giving tax breaks to "enterprise zones" in these downtrodden areas, The Economist offers this proposal:

[M]ake it easier for people to move. Given inherent gaps in regional productivity prospects, there is a case for boosting mobility from declining regions to prospering ones. In Britain the main problem is the fetish for home-ownership and high house prices in the south-east, partly the result of severe shortages of supply. Easing planning restrictions below the Watford Gap would be a better way of helping Britons than propping up the north.

As a ruralist, I am immediately suspicious of policies that would aggravate uneven development. Among other things, they ignore those who will remain immobile and inevitably left behind. They also ignore attachment to place as an aspect of the political economy of rural areas in particular.

This story's second proposal is far more palatable: invest in education because it results in "the single biggest reward" for the nation--even if northerners then move south with their enhanced human capital. (Regarding the latter, I am reminded of this book on the rural brain drain).

Back in the United States, a recent New York Times editorial echoes the second of these ideas in relation to New York's funding scheme for education. In "Rich District, Poor District," the editorial staff consider how two of the state's school districts will fare under the Cuomo budget: "Ilion in the economically depressed Mohawk Valley, and Syosset, a wealthy town in Long Island’s Nassau County." Needless to say, it's not a pretty picture. Here' a summary:

The cuts would scarcely affect wealthy districts that rely primarily on local taxes to support lavishly appointed schools. But they would be catastrophic for impoverished rural districts that have been starved of state aid for decades and are still reeling from cuts levied last year .... Already struggling to furnish even basic course offerings, the poorest districts would need to cannibalize themselves to keep the doors open and the lights on.

As the editors express it, the $1.1 million cut Ilion is being asked to take to its $25 million budget "would not even come to a rounding error in the state's richest districts," like Syosset, which is being asked to absorb only a $1.4 million cut to its $188 million budget. But the New York Times editors aren't just arguing that school funding should be more equitable because "it's the right thing to do," they make an argument grounded in economics: Depressed regions like that around Illion "stand[ ] little chance of attracting high-skill jobs if [their] schools are allowed to deteriorate."

Going back to The Economist articles for a moment, I noted that enhanced investment in education is one reason for the income convergence across Germany, even as spatial inequalities become more acute in other nations. The story describes "huge national and European Union funds for infrastructure, R&D and education, as well as the transfer of some manufacturing jobs from factories in the western states to the east." For some reason, Germany sees reasons to take care of its citizens where they are--not to create incentives for residents of the less affluent East to move West. I'd like to know more about those reasons because I suspect they go beyond a sentimental desire to permit people to stay where they are and the attractive orderliness of a more evenly populated. I am guessing these policies are based in part on economic calculations about the value of existing infrastructure and human capital in the historically deprived East. Better understanding those reasons might inform debates in the United States about why regional development and reducing spatial inequalities--not fueling them--makes good sense from myriad perspectives.

Some of my writings mapping the sociogeographic concept of spatial inequality onto legal conceptions of (in)equality are here, here, and here.

Cross-posted to SALTLaw.blog, ClassCrits, and Legal Ruralism.

A headline in today's NYT proclaims, "'Culture of Poverty,' Once an Academic Slur, Makes a Comeback." Journalist Patricia Cohen writes of a new (or renewed) academic turn to discussions of poverty in relation to culture, and she recalls a time when such discussions became politically incorrect.

The reticence was a legacy of the ugly battles that erupted after Daniel Patrick Moynihan, then an assistant labor secretary in the Johnson administration, introduced the idea of a “culture of poverty” to the public in a startling 1965 report. Although Moynihan didn’t coin the phrase (that distinction belongs to the anthropologist Oscar Lewis), his description of the urban black family as caught in an inescapable “tangle of pathology” of unmarried mothers and welfare dependency was seen as attributing self-perpetuating moral deficiencies to black people, as if blaming them for their own misfortune.

Cohen then goes on to report recent events (e.g., the 2010 meeting of the American Sociological Association and a special issue of The Annals, the journal of the American Academy of Political and Social Science) which suggest an academic turn back to thinking about poverty in relation to culture.

Cohen quotes Robert Sampson, a Harvard sociologist who explains that culture in this context means "shared understandings." He continues:

“I study inequality, and the dominant focus is on structures of poverty” ... But he added that the reason a neighborhood turns into a “poverty trap” is also related to a common perception of the way people in a community act and think. When people see graffiti and garbage, do they find it acceptable or see serious disorder? Do they respect the legal system or have a high level of “moral cynicism,” believing that “laws were made to be broken”?

I find it interesting (albeit not terribly surprising) that Cohen's story focuses entirely on urban poverty. The photos and textual illustrations--like that of Sampson--are all drawn from urban contexts. Cohen does not use the words "rural" and "nonmetropolitan" even once.  She uses the phrase "persistent poverty" several times, yet among counties that the federal government designates as "persistent poverty" (meaning 20 percent or more of their populations were living in poverty over the last 30 years, as measured by the 1970, 1980, 1990, and 2000 decennial censuses), 340 of 386 such counties are nonmetro (with populations under 100,000 and the single largest urban cluster with fewer than 50,000).  Surely these, too, are places where poverty and culture are intertwined.

Dean Joliffe of USDA Economic Research Service wrote in a 2004 issue of the agency's Amber Waves publication:

Persistent poverty is also more pervasive in the most rural areas, as seen in the share of counties that were persistently poor—4 percent of metro counties, 13 percent of micropolitan counties (the more urbanized nonmetro counties), and 18 percent of noncore, nonmetro counties (the most rural of nonmetro counties). (For more information on these classifications, see “Behind the Data” in Amber Waves, September 2003.)

A strong regional pattern of poverty and persistent poverty also emerges. No persistent-poverty counties are found in the Northeast, and only 60 of the nonmetro persistent-poverty counties are in the Midwest and West. The remaining 280 nonmetro persistent-poverty counties are in the South, comprising 25 percent of the total nonmetro population there. Furthermore, the nonmetro South, with over 40 percent of the U.S. nonmetro population, has a significantly higher incidence of poverty. Poverty estimates for 2002 indicate that, in the South, 17.5 percent of nonmetro residents were poor compared with 14.2 percent of all nonmetro residents. Understanding differences in poverty between nonmetro and metro areas of the U.S. is important to understanding differences in well-being across these areas and can help inform the policy dialogue on poverty reduction strategies.

If sociologists and policy makers are re-thinking the role of culture in relation to poverty, they should consider how rural sub-cultures--and not only urban ones--evolve in the context of and in response to entrenched, inter-generational poverty.

Dr. Jennifer Sherman's, Those Who Work, Those Who Don't: Poverty, Morality and Family in Rural America (2009) is a book that does just that. Sherman's book is an ethnography of a small logging community in northern California in the wake of economic restructuring associated with the northern spotted owl's designation as an endangered species. While Sherman does not endorse a "culture of poverty" in the sense of suggesting that poverty persists because poor people are lazy (quite the contrary--see pp. 185-86), she does describe a rural culture that is shaped by entrenched economic distress across a community. One aspect of the relationship between poverty and culture in some rural contexts is the turn to morality and the focus on family values as a way of differentiating among people in the context of a largely homogeneous community, where few other bases for distinction exist. We need more work like Sherman's--work that attends to rural difference and observes it with compassion--to inform policymakers' responses to entrenched poverty and its relationship to place and culture.

Cross posted to Legal Ruralism and SALT Law Blog.

In a recent post, I commented on what the film “Winter’s Bone” might reveal about white privilege.  There I discussed Ree Dolly, the film’s heroine, in the overwhelmingly white context of Taney County, Missouri, where the median household income is about 75% of the national median.  (In neighboring persistent poverty Ozark County, which seems more reflective of Ree’s milieu as depicted in the film, the median household income is about 65% of the national figure).  Now I want to discuss Ree’s whiteness and socioeconomic disadvantage in a broader context.

What if Ree goes off to Southwest Missouri State in nearby Springfield, Missouri?  or even the University of Missouri?  First, should she be the beneficiary of affirmative action in getting there?  In my opinion, absolutely.  (Read a recent discussion regarding the lack of white, lower class and rural privilege in college admissions here and here).  She would bring diversity of life experience to the student body, and she represents extreme socioeconomic disadvantage.

Second, would she enjoy white privilege in a more racially and ethnically diverse university setting?  Yes, and it would presumably be more apparent there.  I daresay, however, that her peers’ and professors’ responses to her—whether and to what extent she experienced discrimination or benefit in a range of settings—would be greatly influenced by how effectively she practiced class passing.  Can and does she "clean up well" in appearance and accent?  And let’s not forget that class passing requires money—for clothes and other accoutrement.

In her new book, Reshaping the Work-Family Debate:  Why Men and Class Matter (2010), Joan Williams quotes from memoirs of “class migrants,” those “born and raised working class, who join the upper-middle class through access to elite education.”  One said, “It is striking to me and many other working-class academics that faculty who would never utter a racial slur will casually refer to ‘trailer trash’ or ‘white trash.’”   Observing that “academia barely acknowledges working-class existence,” another wrote:  “Where I live and work, white Southern working-class culture is known only as a caricature.”  Yet another reported condescension from his professors, who resented having to teach the likes of him at lower-status institutions, where the relatively few working-class students who get to college typically wind up.

All of this is to say that people of color may over-estimate the ease with which working-class whites assimilate and are supported at colleges and universities as they attempt to transcend class boundaries.  In my own observation, no one is more judgmental of lower class whites than more privileged whites.

Bearing in mind the recent reminder that “anyone who even tries to talk about race risks public outrage and humiliation,” I want to suggest that we lose something by being (too) oppositional when it comes to race and ethnicity.  If we see disadvantage and hardship as being so thoroughly grounded in color, we build walls instead of bridges between the wide range of folks who are socioeconomically disadvantaged or otherwise “lower class.”  I am reminded of Angela Harris’ comment regarding racial differences among feminists:  “wholeness and commonality are acts of will and creativity, not passive discovery.”  It takes such acts to build bridges, and this is true in the context of class, too.  To do so, we may have to look past the differences between “us” and a poor, rural white population who are—Ree Dolly and her exceptional, noble ilk aside—generally unsympathetic, a population whose politics often seem contrary to their own interests, as well as to ours.  (Read more here and here).

I am also reminded of this point from Barack Obama's famous race speech of March 18, 2008:

Most working- and middle-class white Americans don't feel that they have been particularly privileged by their race. Their experience is the immigrant experience—as far as they're concerned, no one's handed them anything, they've built it from scratch. They've worked hard all their lives.

This perception by whites—partial as it is—is shared by the poorest, most disadvantaged whites.  They are not feeling the privilege because their lives are so lacking the trappings associated it.  Imagine someone telling Ree:  “You’re white, you’ll be alright.”  What a slap in the face—which might be what Ree would literally give back to the speaker.  White privilege isn’t feeding the kids.

I don’t see progressive law professors writing or talking much about socioeconomic or geographic disadvantage except when it is linked to racial/ethnic disadvantage.  This leaves poor whites out of the conversation, and beyond apparent consideration.  Lani Guinier and Gerald Torres are notable exceptions, doing in The Miner’s Canary:  Enlisting Race, Resisting Power and Transforming Democracy just what Harris urges.  They identify commonalities between rural whites and racial/ethnic minorities in relation to educational disadvantage.  More scholars should follow their lead.

In his New York Times column about the Shirley Sherrod debacle, Bob Herbert similarly calls us to seek commonalities across race lines, writing:

“The point that Ms. Sherrod was making as she talked in her speech about the white farmer who had come to her for help was that we are all being sold a tragic bill of goods by the powerful forces that insist on pitting blacks, whites and other ethnic groups against one another.

Ms. Sherrod came to the realization, as she witnessed the plight of poverty-stricken white farmers in the South more than two decades ago, that the essential issue in this country “is really about those who have versus those who don’t.”

She explained how the wealthier classes have benefited from whites and blacks constantly being at each other’s throats, and how rampant racism has insidiously kept so many struggling whites from recognizing those many things they and their families have in common with economically struggling blacks, Hispanics and so on.”

To write about poor white people—especially the nearly invisible ones in rural places—is not to say that racism is not a problem in this country (or, for that matter, “in the country”).  It is not to ignore white privilege.  But while whiteness has value in many settings, it's not a magic bullet.

I'm sad to report that there's more than enough social injustice and socioeconomic disadvantage to go around.  Plenty of groups—even poor white folks, a lot of them rural—are getting a piece of that bitter pie.  Ree Dolly reminds us of this.

Film critics have touted Ree as brilliant, a feminist heroine, a modern-day Antigone.  Like many film goers to whom I have spoken, they look past her trappings and her kin, and they see her value.  This is progress—but then, Ree’s character and courageous acts are exceptional.

Last year's winner of the Sundance Grand Jury Prize for Drama, “Precious,” also featured a resilient and courageous female lead.  Both Precious and Ree represent opportunities for us to see profound disadvantage in the context of communities with which few of us have first-hand experience.  Thinking about what these young women share, and not only how their experiences diverge, should remind us to see beyond color—to shared vulnerability and humanity.

Cross-posted to SALTLaw Blog and Legal Ruralism.