Introduction : the emergent nature of the research process -- Before you begin : dreaming and thinking -- Preparing : the early steps in a study -- Learning to interview : what to do before and after the interview -- How to conduct a good interview : dig deep -- Learning to do participant observation : a practical guide -- Writing high-quality field notes : details matter -- Data analysis : thinking as you go -- Writing : becoming clearer about your contribution -- Conclusion : why interviews and participant observation research are valuable.
Contents -- About the Authors -- Acknowledgments -- Part I: Conceptions of Social Class -- Introduction: Taking Stock of Class - Annette Lareau -- Chapter 1: How Class Works: Objective and Subjective Aspects of Class Since the 1970s - Michael Hout -- Chapter 2: Are There Social Classes? A Framework for Testing Sociology's Favorite Concept - David B. Grusky and Kim A. Weeden -- Part II: Social Class in Daily Life: How Does it Work? -- Chapter 3: Education-Based Meritocracy: The Barriers to Its Realization - John Goldthorpe and Michelle Jackson
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Using both qualitative longitudinal data collected 20 years after the original Unequal Childhoods study and interview data from a study of upwardly mobile adults, this address demonstrates how cultural knowledge matters when white and African American young adults of differing class backgrounds navigate key institutions. I find that middle-class young adults had more knowledge than their working-class or poor counterparts of the "rules of the game" regarding how institutions worked. They also displayed more of a sense of entitlement to ask for help. When faced with a problem related to an institution, middle-class young adults frequently succeeded in getting their needs accommodated by the institution; working-class and poor young adults were less knowledgeable about and more frustrated by bureaucracies. This address also shows the crucial role of "cultural guides" who help upwardly mobile adults navigate institutions. While many studies of class reproduction have looked at key turning points, this address argues that "small moments" may be critical in setting the direction of life paths.
Although family life has an important impact on children's life chances, the mechanisms through which parents transmit advantages are imperfectly understood. An ethnographic data set of white children and black children approximately 10 years old shows the effects of social class on interactions inside the home. Middle-class parents engage in concerted cultivation by attempting to foster children's talents through organized leisure activities and extensive reasoning. Working-class and poor parents engage in the accomplishment of natural growth, providing the conditions under which children can grow but leaving leisure activities to children themselves. These parents also use directives rather than reasoning. Middle-class children, both white and black, gain an emerging sense of entitlement from their family life. Race had much less impact than social class. Also, differences in a cultural logic of childrearing gave parents and their children differential resources to draw on in their interactions with professionals and other adults outside the home. Middle-class children gained individually insignificant but cumulatively important advantages. Working-class and poor children did not display the same sense of entitlement or advantages. Some areas of family life appeared exempt from the effects of social class, however.
Resettled refugees in America face a land of daunting obstacles where small things--one person, one encounter--can make all the difference in getting ahead or falling behind. Fleeing war and violence, many refugees dream that moving to the United States will be like going to Heaven. Instead, they enter a deeply unequal American society, often at the bottom. Through the lived experiences of families resettled from the Democratic Republic of the Congo, Blair Sackett and Annette Lareau reveal how a daunting obstacle course of agencies and services can drastically alter refugees' experiences building a new life in America. In these stories of struggle and hope, as one volunteer said, "you see the American story." For some families, minor mistakes create catastrophes--food stamps cut off, educational opportunities missed, benefits lost. Other families, with the help of volunteers and social supports, escape these traps and take steps toward reaching their dreams. Engaging and eye-opening, We Thought It Would Be Heaven brings readers into the daily lives of Congolese refugees and offers guidance for how activists, workers, and policymakers can help refugee families thrive.
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Cover -- Half Title -- Title Page -- Copyright Page -- Dedication -- Table of Contents -- Acknowledgments -- Credits -- Introduction, Annette Lareau and Jeffrey Shultz -- 1 On the Evolution of Street Corner Society -- 2 Choosing a Host -- 3 On the Making of Ain't No Makin' It -- 4 Reflections on a Tale Told Twice -- 5 Beyond Subjectivity -- 6 Common Problems in Field Work: A Personal Essay -- Epilogue: A Selective Guide to the Literature -- Bibliography -- Notes on the Book -- Notes on the Contributors -- Index
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"A series of policy shifts over the past decade promises to change how Americans decide where to send their children to school. In theory, the expanded use of standardized test scores and the boom in charter schools will allow parents to evaluate their assigned neighborhood school, or move in search of a better option. But what kind of data do parents actually use while choosing schools? Are there differences among suburban and urban families? How do parents' choices influence school and residential segregation? What role ... [do] school concerns play in the preferences of white and minority parents for particular neighborhoods, and how [do] the racial and economic makeup of both neighborhoods and schools mutually reinforce each other? Choosing Homes, Choosing Schools adroitly addresses this gap and provides a firmer understanding of how Americans choose where to live and send their children to school." -- Back cover