BiblioVault - Books about Class

Injury to Insult

Unemployment, Class, and Political Response

Kay Lehman Schlozman and Sidney Verba

Harvard University Press

It is commonplace in contemporary American politics for those who experience economic strain to join together and ask the government for help. The unemployed, by and large, have not done so. In their study, Kay Lehman Schlozman and Sidney Verba look closely at the unemployed and ask why not.

Using the results of a large-scale survey supplemented by intensive interviews, the authors consider the political attitudes and behavior of the unemployed: how much hardship they feel, how they interpret their joblessness, what they do about it, how they view the American social order, and how they vote or otherwise take part in politics. The analysis is placed in the context of several larger concerns: the relationship between stress in private life and conduct in public life, the circumstances under which the disadvantaged are mobilized for politics, the changing role of social class in America, and the links between politics and macroeconomic conditions.

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Inside Culture

Art and Class in the American Home

David Halle

University of Chicago Press, 1993

Dubbed as "You Are What You Hang (or Don't)" by the New York Times,Inside Culture takes us on a tour of 160 homes in and around New York City, from affluent townhouses on Manhattan's Upper East Side and rowhouses in blue-collar Brooklyn to middle and upper-class suburbs of Long Island. The result is an unprecedented portrait of the use of cultural artifacts—fine art, photographs, religious art—in private lives.

"This is a first-class addition to what we know about culture in the specific rather than the abstract."—Howard S. Becker, Contemporary Sociology

"This book is well worth reading, especially in your own home."—Eugene Halton, American Journal of Sociology

"David Halle's researches earned him a license amateur voyeurs would kill for. . . . Refreshing for readers outside his discipline."—Peter Campbell, London Review of Books

"[This book] tells us interesting things about ourselves. . . . It affords us a birds-eye view of American culture from which we can see . . . unsuspected patterns of tastes and acquisitions."—James Gardner, Washington Times

"[A] voyeuristic thrill. . . . Lucid and entertaining. . . . A fascinating book that will open the eyes of anyone who's ever glibly said about art, 'I know what I like.' After reading Inside Culture, they'll also know a little bit more about why."—Maureen Corrigan, New York Observer

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Insurgent Identities

Class, Community, and Protest in Paris from 1848 to the Commune

Roger V. Gould

University of Chicago Press, 1995

In this important contribution both to the study of social protest and to French social history, Roger Gould breaks with previous accounts that portray the Paris Commune of 1871 as a continuation of the class struggles of the 1848 Revolution. Focusing on the collective identities framing conflict during these two upheavals and in the intervening period, Gould reveals that while class played a pivotal role in 1848, it was neighborhood solidarity that was the decisive organizing force in 1871.

The difference was due to Baron Haussmann's massive urban renovation projects between 1852 and 1868, which dispersed workers from Paris's center to newly annexed districts on the outskirts of the city. In these areas, residence rather than occupation structured social relations. Drawing on evidence from trail documents, marriage records, reports of police spies, and the popular press, Gould demonstrates that this fundamental rearrangement in the patterns of social life made possible a neighborhood insurgent movement; whereas the insurgents of 1848 fought and died in defense of their status as workers, those in 1871 did so as members of a besieged urban community.

A valuable resource for historians and scholars of social movements, this work shows that collective identities vary with political circumstances but are nevertheless constrained by social networks. Gould extends this argument to make sense of other protest movements and to offer predictions about the dimensions of future social conflict.

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The IQ Mythology

Class, Race, Gender, and Inequality

Elaine Mensh and Harry Mensh

Southern Illinois University Press, 1991

Ever since Alfred Binet carried out a 1904 commission from France’s minister of public instruction to devise a means for deciding which pupils should be sent to what would now be called special education classes, IQ scores have been used to label and track children. Those same scores have been cited as "proof" that different races, classes, and genders are of superior and inferior intelligence.

The Menshes make clear that from the beginning IQ tests have been fundamentally biased. Offered as a means for seeking solutions to social problems, the actual measurements have been used to maintain the status quo. Often the most telling comments are from the test-makers themselves, whether Binet ("little girls weak in orthography are strong in sewing and capable in the instruction concerning housekeeping; and, all things considered, this is more important for their future") or Wigdor and Garner ("naive use of intelligence tests . . . to place children of linguistic or racial minority status in special education programs will not be defensible in court").

Among the disturbing facts that the authors share is that there is mounting political pressure for more tests and testing despite a court trial in which the judge stated that "defendants’ expert witnesses, even those clearly affiliated with the companies that devise and distribute the standardized intelligence tests, agreed, with one exception, that we cannot truly define, much less measure, intelligence." The testing firms have responded to this carefully orchestrated need with new products that extend even to the IQ testing of three-month-old infants. The authors stress that, if the testers prevail, there is little doubt that these and similar tests would be used "ad infinitum to justify superior and inferior education along class and racial lines."

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