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Understanding the Inequalities in Education and Employment for Youth in America

This article explores the challenges faced by young adults in America aged 20-24, highlighting their status regarding education, employment, and marriage. It discusses the impact of cultural isolation, poverty, and inadequate schooling conditions on Black youth, as presented in recent analyses. The challenges arising from educational policies, such as the 'No Child Left Behind' initiative, are also assessed, revealing the structural issues that obstruct progress. Overall, it emphasizes the need for a comprehensive approach to address these systemic barriers.

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Understanding the Inequalities in Education and Employment for Youth in America

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  1. Source: NYT 3/20/06, p.A1.

  2. In school, employed, or marriedCivilians ages 20-24 Source: Cohen analysis of 2003 March CPS; BJS “Prisoners in 2003”

  3. Percent experiencing life eventsBy age 30-34; men born 1956-1965 Source: Bruce Western, "Incarceration, Employment and Public Policy."

  4. No Child Left Behind, 2002 • Annual testing in math and reading • ‘Every child, every year’ • 71% of districts cut back other subjects • Adequate yearly improvement • Or students must have choice to transfer • Transfers only within districts, to open slots • 1% of eligible students transferred in 04-05 • Eventually school ‘restructuring’

  5. Head Start enrollment, 1974-2005 Source: U.S. HHS, Head Start Program Fact Sheet (2006).

  6. White-Black test gap, NAEP 71-04 Source: NAEP 2004 Trends in Academic Progress: Three Decades of Student Performance in Reading and Mathematics. http://nces.ed.gov

  7. Schools in inadequate conditionby student percent minority * Average repairs needed for all schools is $1.7 million. Percent in each group requiring more than average. Source: GAO (1996), “School Facilities: America’s Schools Report Differing Conditions.”

  8. New (?) culture of poverty theory • Orlando Patterson, Harvard • NYT March 26, 2006 • Cultural view of ‘disconnection’ of Black youth from mainstream • Consider: Attitudes, values, and resulting behavior • Poverty, lack of jobs, bad schools and housing can’t explain all • ‘Cool-pose culture’

  9. Patterson’s self-defense • Does it ‘blame the victim’? • No, culture is a product of conditions • Is it ‘deterministic’ • No, culture only ‘frames’ behavior • Does it imply change is impossible? • No, culture may be easier to change than structure (e.g., Jim Crow)

  10. Violence to a peacenik • Sometimes, without violence, violent oppression will become worse The only thing worse than having a war is not having a war?

  11. Job to a Marxist • Choose alienation and exploitation – or poverty and exclusion The only thing worse than having a job is not having a job?

  12. Marriage to a feminist • Dependence and domination – if not by husband, by state and market The only thing worse than having a husband is not having a husband?

  13. Dominant institutions • When is not having a ‘bad’ thing worse than having it? • When it’s the only practical choice • Choose between deprivation and complicity with your own subordination • Dominant institutions • Define the rules of success or survival • Enforce boundaries, punish deviants • Force ‘choices’ into a narrow range

  14. Mankind can achieve the inevitable merging of nations only by passing through the transition period of complete liberation of all the oppressed nations, i.e., their freedom to secede. -- V. I. Lenin (1916) “The Socialist Revolution and the Right of Nations to Self-Determination” Assimilation? • The only thing worse than assimilation is exclusion? • When independence is an option, inclusion may be freely chosen • Assimilation for immigrants was better than for slaves and Indians

  15. For Tuesday • Rank top five priorities for education if you ran the Federal government (e.g., infrastructure, curriculum, etc.) • A paragraph explaining your choices and ranking

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