Just Who Loses?: Discrimination in the United States, Volume 2

Index

Index absolute poverty threshold, 252–254 accidental death, 266 accident analogy, 299–300 achievement, measured, 172, 296–297. See also math achievement (eighth-grade results); math achievement (fourth-grade results) achievement gaps in education, 150 “acting white” thesis, 65–66, 67 activities: autotelic, 189; to bound space, 106; gendered, 38; indeterminate optimum labor market, 188–190 actors to bound space, 106 Adult Gendered Behavior, 37, 38–42 African Americans. See blacks air quality differences, 99 analysis: dispassionate, 91; empirical, 13– 16, 307–308; scope of, 2, 298–300. See also level of analysis analytic discrimination effects, 132, 133, 217–218 antimiscegenation laws, 112 arthritis, effect on earnings, 252 atomistic perspective, 6, 10, 187 audit studies, 13–15 authentic questions, 69, 70, 76–77 authority as job dimension, 208 autotelic activity, 189 battlefield homogeneity, 120, 219–220 Becker, Gary, 6, 183–185, 242, 243, 258 behavioral definition of culture, 64–65, 70, 74–75 behavioral indicators: challenges of, 96–97; concluding remarks on, 98–99, 133; and discriminator self-reports, 93; and empirical research on discrimination, 93–99; and independent reports of discriminatory behavior, 94–96, 97; interpreting, 97–98; and self-reports, 93–94, 97; theoretical perspective on, 92, 93; and victim selfreports , 94 Beller, Andrea, 98 beneficiary bystanders, 144 benevolent sexism, 18, 118 Berk, Richard, 124 biases, cognitive, 42–43, 73 BiDil (heart medication), 51 biological factors in mortality, 263–264 biological limits, integrating into social theories , 31–32 “Biological Limits of Gender Construction” (Udry), 31–32 biological markers, distribution of continuous , 48–49 biological race, 47–50; connection with social race, 50–53 340 / Index biology and gender inequality, 27–46; assessing biological basis of socioeconomic gender inequality, 32–44; causal models of, 32; and child-rearing responsibilities, 27–30; concluding remarks on, 45–46; and epigenetic critique of biological cause, 35–37; hormonal differences and their behavioral implications, 30–32, 305; measurement and its conceptual implications, 37–44; problems with, 56, 57; and sociological critique of biological cause, 33–35 biology and racial inequality, 46–56; biological race and social race, 50–53; concluding remarks on, 55–56, 305; and existence of race, 46; and existence of social race, 52; and importance of social race, 53–55; problems with, 56–57; and race as continuum , 47–48, 49; and race as determined by continental groups, 49–50 birth, 34, 38, 257 black females: historical labor force participation of, 185; net discrimination effects on earnings of, 248–249; net discrimination effects on survival of, 282, 284; person-years lost and net discrimination of, 284–285; person-years lost and total discrimination of, 276, 277; total discrimination effects on earnings of, 247–248; total discrimination effects on survival of, 276. See also women; specific topics black labor force outcomes explanations, 176–182; black migration out of the South, 179; cultural explanations, 177– 179; culture of poverty theory, 178–179; geographic explanations, 179–181; social structural explanations, 181–182; spatial mismatch, 179–181; split labor market theory, 181–182; welfare culture perspective , 177–178 black males: and marriageable (black) men thesis, 256, 257; and math achievement (fourth-grade results), 157–158; net discrimination effects on earnings of, 244– 245; net discrimination effects on survival of, 280, 281, 282; person-years lost and net discrimination of, 280, 281, 282; person -years lost and total discrimination of, 272, 273, 274; total discrimination effects on earnings of, 243–244; total discrimination effects on survival of, 272, 273. See also specific topics blacks: and migration out of South, 179; and obstacles to voting, 134–135; and organizations for advancement, 53–54; and social isolation thesis, 187; and threat of violence, 134. See also black females; black males; lynching of blacks black students: and “acting white” thesis, 65–66, 67; and attitudes toward intellectual achievement, 66, 67; and authentic versus inauthentic questions, 69–70, 71, 76–77; in first grade, 69–70, 71, 76–77; and special education placement expectations , 145. See also education body mass index (BMI), 255 Bonacich, Edna, 17, 181–182, 190, 301 bounding social relations, 105–109 Bourdieu, Pierre, 64, 68–69, 75 boys: fathers and, 78, 79, 80; mothers and, 78; psychological development of, 78–79; and repression of relation, 78–79; and special education placement expectations, 146. See also black males; white males Brooks Brothers riot, 134–135 Brown v. Topeka Board of Education (1954), 112–113 brutality: and discrimination, 19, 91–92, 134, 135, 303–304; in domestic violence, 122, 135; habituation to, 19, 303–304; in lynching...