Getting Respect by Lamont, Michèle -- Read -- Imperial Library of Trantor

Index

Cover Page Title Page Copyright Page Contents List of Tables Preface and Acknowledgments Introduction

Our Approach, Challenges, and Questions

Incidents: Assault on Worth and Discrimination Responses to Incidents: Actual and Ideal Class, Gender, and Age Cohorts

How we did Our Study

Our Cases Our Participants and Methods

Chapter 1: Accounting for Differences

How to Explain Three Dimensions of National Context Connecting Findings and Explanation Additional Contributions

Chapter 2: The United States

Section 2.1: Background Factors: Historical and Socioeconomic Context

A Historical Legacy of Racial Domination Persistent Structural Inequality and Racial Segregation The Research Site: The New York Metropolitan Area

Section 2.2: Ethnoracial Groupness

Self-Identification

Black and/or African American Self-Labeling Racial and National Identity Meanings of Racial Identity

Group Boundaries

Experiences of Spatial Segregation and Integration Boundaries and Friendship Universalism, Essentialism, and the Constructions of Racial Similarities and Differences Anti-white Moral Boundaries and White Privilege

Conclusion

Section 2.3: Experiences of Stigmatization and Discrimination in the United States

Stigmatization or Assault on Worth

Blatant Racism: Being Insulted or Disrespected and Physical Assault More Subtle Racism: Being Misunderstood Poor Service and Double Standards

Discrimination Class, Age, and Gender Differences

Experiencing Racial or Class Stigma? The Role of Class Boundaries Surprisingly Few Differences across Classes Gender Differences and Gender Discrimination Age Cohorts

Conclusion

Section 2.4: Responses to Stigmatization and Discrimination

Actual Responses to Incidents

Confronting Management of the Self and Not Responding

Ideal and Other Actual Responses

Competence/Hard Work, Self-Improvement, Education, Religion, and Moral Reform: The Neoliberal Responses Decline of Collective Mobilization Race-Targeted Policies Hope Ahead? Explanations for Racism and Lessons for Children Making Sense of Ideal Responses in Relation to the American Dream

Conclusion

Section 2.5: A Bird’s-Eye View of the African American Case

Chapter 3: Brazil

Section 3.1: Background Factors: Historical and Socioeconomic Context

Studying Race in Brazil The Legacy of Slavery and the Rise and Fall of Racial Democracy Together and Unequal? Racial Inequality and Segregation The Research Site: Rio De Janeiro

Section 3.2: Ethnoracial Groupness

Self-Identification

Self-Labeling: Negro, Moreno, Preto, and Pardo Meanings of Racial Identity

Group Boundaries

Experiences of Spatial Segregation and Integration Boundaries and Friendship Universalism, Essentialism, and the Absence of Cultural Differences Weak Anti-white Moral Boundaries

Conclusion

Section 3.3: Experiences of Stigmatization and Discrimination in Brazil

From Racial Democracy to Subtle Racism Is it Class or Race Stigma? Stigmatization

Stereotyped as Low Status and Receiving Poor Service When Race Becomes Salient: Racial Insults and Jokes Other Types of Assault on Worth

Discrimination Conclusion

Section 3.4: Responses to Stigmatization and Discrimination

Actual Responses to Incidents

Confronting Management of the Self Not Responding

Ideal Responses

Universal Policies versus Affirmative Action Collective Mobilization: Ambivalence toward the Black Movement

Conclusion

Section 3.5: The Broad Picture for Black Brazilians

Chapter 4: Israel

Section 4.1: Background: Historical and Socioeconomic Context

Zionism as Constitutive Legacy Arab Palestinians and the Jewish Polity Ethiopians and Mizrahim: In the Pincers of Ethno-National Identity, Exclusion, and Inclusion The Research Site: Tel Aviv–Jaffa

Section 4.2: National Belonging, Race, and Ethnicity in the Formation of Groupness

Self-Identification, Self-Labeling, and the Meanings of Group Identity