14 The Destruction of Status Rewards
Status and money are key rewards that shape people's behavior in society. Many pursue money primarily to gain status. Status serves two main functions: it motivates ambition, encouraging people to work hard in challenging jobs, and it provides a sense of fulfillment, acknowledging virtuous behavior regardless of wealth or talent. While rigid status systems limit social mobility, the U.S. allows for upward movement, offering hope to those at the bottom. However, changes in social policy in the 1960s affected low-income families, particularly within black communities, leading to a loss of status for working families and for behaviors that help individuals escape poverty, which had harmful effects on their quality of life.
The Homogenization of the Poor
Throughout American history, many people lived in poverty, but they did not always see their lives defined by it. The poor included different groups, such as the genteel poor who kept their manners even after losing money and immigrant communities that worked hard to improve their situations. Farmers, a large part of the population in 1900, were respected despite being cash-poor. Initially, people believed poor individuals were responsible for their own situation, and dignity came from hard work. However, starting in the 1950s, opinions changed, with more people believing that the system was to blame for ongoing poverty and family neglect. This shift made it harder to distinguish between the "deserving" and "undeserving" poor. Instead, the poor began to be seen as a single group of victims, while society continued to judge others based on their success and character.
The Policy Implications of Homogenization
Welfare policies were changed to remove the negative image that came with receiving assistance. Being on welfare used to be seen as shameful, making people feel inferior. The shift in thinking highlighted that welfare is a right, not just charity, suggesting that those in need should not be blamed for their circumstances. Community programs and organizations worked actively to promote this positive view of welfare.
The National Welfare Rights Organization, started in the mid-1960s, was important in advocating for the rights of welfare recipients, arguing that everyone on welfare deserves support, whether or not they try to improve their situation. This led to a system where all welfare recipients were seen as equally deserving of help, though many programs required people to have faced failure to qualify for assistance.
The reluctance to acknowledge differences in people's abilities became a key part of welfare policy. This lack of recognition affected educational programs like magnet schools, which aimed to integrate students from different backgrounds. Instead of focusing on helping successful individuals, some programs set racial quotas that admitted unprepared students to meet diversity goals. This often weakened the quality of education and reinforced negative stereotypes about students.
In summary, while welfare policies and educational reforms aimed to eliminate stigma and support those in need, they often created new problems, making it harder to achieve real equality and success for individuals who were struggling.
The Role of the Means-Tested Programs
Welfare programs that provide aid based on need, like Food Stamps and Medicaid, changed how people in poor communities view work and independence. These benefits allowed almost everyone in low-income households to receive help, which weakened the pride people felt about not accepting charity. As a result, it became more acceptable to be unemployed, even for those who had jobs. This shift took away the reasons for valuing work, since not working no longer meant risking being looked down upon. Younger people, who are more flexible in their beliefs, started to see less value in working if there were no rewards or social status connected to it. This change led to a growing gap in job participation rates between different groups, especially among younger workers.
Status and Upward Mobility
The discussion emphasizes how feelings of status and personal responsibility affect people's ability to rise out of poverty. Having pride and self-respect from being recognized in a community is important for overall happiness. In the United States, there has been a belief that anyone can succeed and move up from a low position, but when society blames external factors for a person's failures, it removes the motivation and rewards for hard work. This can make it harder for people to improve their situation.
People in poverty often have to invest time, energy, and money to make their lives better, which may mean giving up other important things. They need to believe that their efforts will be rewarded in the future, and they need positive role models who can show that success is possible. Especially for students who sacrifice for their education, praise and encouragement are vital. However, this support is often lacking in poor communities, particularly in black inner-city neighborhoods.
In these areas, many feel like victims of a system that doesn’t care about them, which can lead to feelings of inferiority and despair. Students often see that schools focus on helping those who struggle the most, while hard-working students are overlooked. As a result, students who try hard may experience bullying or social exclusion from their peers, which creates a negative environment in schools where success is not valued.
Three key factors promote this situation in poor communities: being isolated from the outside world, expecting failure, and having a cultural belief that removes personal responsibility. These conditions are particularly evident in black communities, leading to a cycle of low ambition and discouragement.
While some individuals manage to succeed, many stay in the same place because it feels too hard to change and leave their familiar environment. Historically, moving away from one's cultural background has been difficult for many groups, causing identity struggles. However, for black youth in urban areas, barriers to success have become even tighter, with fewer examples of encouragement making it harder for them to succeed.
Overall, a lack of praise and support for trying to improve, combined with negative social policies since the 1960s, has made it harder for people in these communities to believe they can climb the social and economic ladder. This has led to feelings of hopelessness and a greater challenge in achieving upward mobility.
Status and money are key rewards that shape people's behavior in society. Many pursue money primarily to gain status. Status serves two main functions: it motivates ambition, encouraging people to work hard in challenging jobs, and it provides a sense of fulfillment, acknowledging virtuous behavior regardless of wealth or talent. While rigid status systems limit social mobility, the U.S. allows for upward movement, offering hope to those at the bottom. However, changes in social policy in the 1960s affected low-income families, particularly within black communities, leading to a loss of status for working families and for behaviors that help individuals escape poverty, which had harmful effects on their quality of life.
The Homogenization of the Poor
Throughout American history, many people lived in poverty, but they did not always see their lives defined by it. The poor included different groups, such as the genteel poor who kept their manners even after losing money and immigrant communities that worked hard to improve their situations. Farmers, a large part of the population in 1900, were respected despite being cash-poor. Initially, people believed poor individuals were responsible for their own situation, and dignity came from hard work. However, starting in the 1950s, opinions changed, with more people believing that the system was to blame for ongoing poverty and family neglect. This shift made it harder to distinguish between the "deserving" and "undeserving" poor. Instead, the poor began to be seen as a single group of victims, while society continued to judge others based on their success and character.
The Policy Implications of Homogenization
Welfare policies were changed to remove the negative image that came with receiving assistance. Being on welfare used to be seen as shameful, making people feel inferior. The shift in thinking highlighted that welfare is a right, not just charity, suggesting that those in need should not be blamed for their circumstances. Community programs and organizations worked actively to promote this positive view of welfare.
The National Welfare Rights Organization, started in the mid-1960s, was important in advocating for the rights of welfare recipients, arguing that everyone on welfare deserves support, whether or not they try to improve their situation. This led to a system where all welfare recipients were seen as equally deserving of help, though many programs required people to have faced failure to qualify for assistance.
The reluctance to acknowledge differences in people's abilities became a key part of welfare policy. This lack of recognition affected educational programs like magnet schools, which aimed to integrate students from different backgrounds. Instead of focusing on helping successful individuals, some programs set racial quotas that admitted unprepared students to meet diversity goals. This often weakened the quality of education and reinforced negative stereotypes about students.
In summary, while welfare policies and educational reforms aimed to eliminate stigma and support those in need, they often created new problems, making it harder to achieve real equality and success for individuals who were struggling.
The Role of the Means-Tested Programs
Welfare programs that provide aid based on need, like Food Stamps and Medicaid, changed how people in poor communities view work and independence. These benefits allowed almost everyone in low-income households to receive help, which weakened the pride people felt about not accepting charity. As a result, it became more acceptable to be unemployed, even for those who had jobs. This shift took away the reasons for valuing work, since not working no longer meant risking being looked down upon. Younger people, who are more flexible in their beliefs, started to see less value in working if there were no rewards or social status connected to it. This change led to a growing gap in job participation rates between different groups, especially among younger workers.
Status and Upward Mobility
The discussion emphasizes how feelings of status and personal responsibility affect people's ability to rise out of poverty. Having pride and self-respect from being recognized in a community is important for overall happiness. In the United States, there has been a belief that anyone can succeed and move up from a low position, but when society blames external factors for a person's failures, it removes the motivation and rewards for hard work. This can make it harder for people to improve their situation.
People in poverty often have to invest time, energy, and money to make their lives better, which may mean giving up other important things. They need to believe that their efforts will be rewarded in the future, and they need positive role models who can show that success is possible. Especially for students who sacrifice for their education, praise and encouragement are vital. However, this support is often lacking in poor communities, particularly in black inner-city neighborhoods.
In these areas, many feel like victims of a system that doesn’t care about them, which can lead to feelings of inferiority and despair. Students often see that schools focus on helping those who struggle the most, while hard-working students are overlooked. As a result, students who try hard may experience bullying or social exclusion from their peers, which creates a negative environment in schools where success is not valued.
Three key factors promote this situation in poor communities: being isolated from the outside world, expecting failure, and having a cultural belief that removes personal responsibility. These conditions are particularly evident in black communities, leading to a cycle of low ambition and discouragement.
While some individuals manage to succeed, many stay in the same place because it feels too hard to change and leave their familiar environment. Historically, moving away from one's cultural background has been difficult for many groups, causing identity struggles. However, for black youth in urban areas, barriers to success have become even tighter, with fewer examples of encouragement making it harder for them to succeed.
Overall, a lack of praise and support for trying to improve, combined with negative social policies since the 1960s, has made it harder for people in these communities to believe they can climb the social and economic ladder. This has led to feelings of hopelessness and a greater challenge in achieving upward mobility.