Rereading america 11th edition pdf

REREADING AMERICA Cultural Contexts for Critical Thinking and

Writing

ELEVENTH EDITION

EDITED BY

Gary Colombo

Emeritus—Los Angeles City College

Robert Cullen

Emeritus—San Jose State University

Bonnie Lisle

University of California, Los Angeles

4

For Bedford/St. Martin’s

Vice President, Editorial, Macmillan Learning Humanities:

Edwin Hill

Executive Program Director for English: Leasa Burton

Senior Program Manager for Readers and Literature: John E.

Sullivan III

Executive Marketing Manager: Joy Fisher Williams

Director of Content Development, Humanities: Jane Knetzger

Developmental Editor: Cara Kaufman

Editorial Assistant: William Hwang

Content Project Manager: Pamela Lawson

Senior Workflow Project Manager: Jennifer Wetzel

Production Supervisor: Brianna Lester

Media Project Manager: Allison Hart

Manager of Publishing Services: Andrea Cava

Project Management: Lumina Datamatics, Inc.

Composition: Lumina Datamatics, Inc.

Text Permissions Manager: Kalina Ingham

Text Permissions Editor: Mark Schaefer, Lumina Datamatics,

Inc.

Photo Permissions Editor: Angela Boehler

Photo Researcher: Candice Cheesman/Krystyna Borgen,

Lumina Datamatics, Inc.

Director of Design, Content Management: Diana Blume

Text Design: Janis Owens/Lumina Datamatics, Inc.

Cover Design: William Boardman

Cover Image: American Landscape #1, Nabil Mousa

5

Copyright © 2019, 2016, 2013, 2010 by Bedford/St. Martin’s.

All rights reserved. No part of this book may be reproduced,

stored in a retrieval system, or transmitted in any form or by

any means, electronic, mechanical, photocopying, recording,

or otherwise, except as may be permitted by law or expressly

permitted in writing by the Publisher.

1 2 3 4 5 6 23 22 21 20 19 18

For information, write: Bedford/St. Martin’s, 75 Arlington

Street, Boston, MA 02116

ISBN: 978-1-319-21161-5(mobi)

Acknowledgments

Text acknowledgments and copyrights appear at the back of the

book on pages 715–716, which constitute an extension of the

copyright page. Art acknowledgments and copyrights appear on

the same page as the art selections they cover.

At the time of publication all Internet URLs published in this

text were found to accurately link to their intended website. If

you do find a broken link, please forward the information to

cara.kaufman@macmillan.com so that it can be corrected for

the next printing.

6

mailto:cara.kaufman@macmillan.com
PREFACE FOR INSTRUCTORS ABOUT REREADING AMERICA Designed for first-year writing and critical thinking courses,

Rereading America anthologizes a diverse set of readings

focused on the myths that dominate U.S. culture. This central

theme brings together thought-provoking selections on a broad

range of topics — family, education, technology, success,

gender, and race — topics that raise controversial issues

meaningful to college students of all backgrounds. We’ve drawn

these readings from many sources, both within the academy

and outside of it; the selections are both multicultural and

cross-curricular and thus represent an unusual variety of

voices, styles, and subjects.

The readings in this book speak directly to students’

experiences and concerns. Every college student has had some

brush with prejudice, and most have something to say about

education, the family, or the gender stereotypes they see in

films and on television. The issues raised here help students

link their personal experiences with broader cultural

perspectives and lead them to analyze, or “read,” the cultural

forces that have shaped and continue to shape their lives. By

linking the personal and the cultural, students begin to

recognize that they are not academic outsiders — they too have

knowledge, assumptions, and intellectual frameworks that give

them authority in academic culture. Connecting personal

knowledge and academic discourse helps students see that they

7

are able to think, speak, and write academically and that they

don’t have to absorb passively what the “experts” say.

FEATURES OF THE ELEVENTH EDITION

A Cultural Approach to Critical Thinking Like its predecessors, the eleventh edition of Rereading

America is committed to the premise that learning to think

critically means learning to identify and see beyond dominant

cultural myths — collective and often unconsciously held beliefs

that influence our thinking, reading, and writing. Instead of

treating cultural diversity as just another topic to be studied or

“appreciated,” Rereading America encourages students to

grapple with the real differences in perspective that arise in a

pluralistic society like ours. This method helps students to

break through conventional assumptions and patterns of

thought that hinder fresh critical responses and inhibit

dialogue. It helps them recognize that even the most apparently

“natural” fact or obvious idea results from a process of social

construction. And it helps them to develop the intellectual

independence essential to critical thinking, reading, and

writing.

Timely New Readings To keep Rereading America up to date, we’ve worked hard to

bring you the best new voices speaking on issues of race,

gender, class, family, education, and technological progress. As

in past editions, we’ve retained old favorites like Gary Soto,

8

Stephanie Coontz, John Taylor Gatto, Mike Rose, Sherry Turkle,

Barbara Ehrenreich, Jamaica Kincaid, Jean Kilbourne, Rebecca

Solnit, Sherman Alexie, and Ta-Nehisi Coates. But you’ll also

find a host of new selections by authors such as Amy Ellis Nutt,

Nikole Hannah-Jones, Peggy Orenstein, Yuval Noah Harari,

Jean M. Twenge, Ellen K. Pao, Carlos Andrés Gómez, Marc

Lamont Hill, Amani Al-Khatahtbeh, and José Orduña. And like

earlier versions, this edition of Rereading America includes a

healthy mix of personal and academic writing, representing a

wide variety of genres, styles, and rhetorical strategies.

Visual Portfolios In addition to frontispieces and cartoons, we’ve included a

Visual Portfolio of myth-related images in every chapter of

Rereading America. These collections of photographs invite

students to examine how visual “texts” are constructed and

how, like written texts, they are susceptible to multiple readings

and rereadings. Each portfolio is accompanied by a series of

questions that encourage critical analysis and connect portfolio

images to ideas and themes in chapter reading selections. As in

earlier editions, the visual frontispieces that open each chapter

are integrated into the prereading assignments found in the

chapter introductions. The cartoons, offered as a bit of comic

relief and as opportunities for visual thinking, are paired with

appropriate readings throughout the text.

Focus on Struggle and Resistance Most multicultural readers approach diversity in one of two

9

ways: either they adopt a pluralist approach and conceive of

American society as a kind of salad bowl of cultures or, in

response to worries about the lack of “objectivity” in the

multicultural curriculum, they take what might be called the

“talk show” approach and present American culture as a series

of pro-and-con debates on a number of social issues. The

eleventh edition of Rereading America, like its predecessors,

follows neither of these approaches. Pluralist readers, we feel,

make a promise that’s impossible to keep: no single text, and no

single course, can do justice to the many complex cultures that

inhabit the United States. Thus the materials selected for

Rereading America aren’t meant to offer a taste of what “family”

means for Native Americans or the flavor of gender relations

among immigrants. Instead, we’ve included materials like

excerpts from Sheryll Cashin’s Loving: Interracial Intimacy in

America and the Threat to White Supremacy or Ta-Nehisi

Coates’s “The Case for Reparations” because they offer us fresh

critical perspectives on the common myths that shape our

ideas, values, and beliefs. Rather than seeing this anthology as a

mosaic or kaleidoscope of cultural fragments that combine to

form a beautiful picture, it’s more accurate to think of

Rereading America as a handbook that helps students explore

the ways that the dominant culture shapes their ideas, values,

and beliefs.

This notion of cultural dominance is studiously avoided in

most multicultural anthologies. “Salad bowl” readers generally

sidestep the issue of cultural dynamics: intent on celebrating

10

America’s cultural diversity, they offer a relatively static picture

of a nation fragmented into a kind of cultural archipelago. “Talk

show” readers admit the idea of conflict, but they distort the

reality of cultural dynamics by presenting cultural conflicts as a

matter of rational — and equally balanced — debate. All of the

materials anthologized in Rereading America address the

cultural struggles that animate American society — the tensions

that result from the expectations established by our dominant

cultural myths and the diverse realities that these myths often

contradict.

Extensive Apparatus Rereading America offers a wealth of features to help students

hone their analytic abilities and to aid instructors as they plan

class discussions, critical thinking activities, and writing

assignments. These include:

A Comprehensive Introductory Essay The book begins with a comprehensive essay, “Thinking Critically, Challenging Cultural Myths,” that introduces students to the relationships among thinking, cultural diversity, and the notion of dominant cultural myths, and that shows how such myths can influence their academic performance. We’ve also included a section devoted to active reading, which offers suggestions for prereading, prewriting, note taking, text marking, and keeping a reading journal. Another section helps students work with the many visual images included in the book.

11

“Fast Facts” Begin Each Chapter Several provocative statistics before each chapter introduction provide context for students and prompt discussion. For example, “Following the 2016 presidential election, 64% of Americans said that fake news stories online had left the nation confused about basic facts. However, 84% also feel either ‘very confident’ or ‘somewhat confident’ that they can recognize fake news when they see it.”

Detailed Chapter Introductions An introductory essay at the beginning of each chapter offers students a thorough overview of each cultural myth, placing it in historical context, raising some of the chapter’s central questions, and orienting students to the chapter’s internal structure.

Prereading Activities Following each chapter introduction you’ll find prereading activities designed to encourage students to reflect on what they already know about the cultural myth in question. Often connected to the images that open every chapter, these prereading activities help students to engage the topic even before they begin to read.

Questions to Stimulate Critical Thinking Three groups of questions following each selection encourage students to consider the reading carefully in several contexts: “Engaging the Text” focuses on close reading of the selection itself; “Exploring Connections” puts the selection into dialogue with other selections throughout the book; “Extending the Critical Context” invites students to connect the ideas they read about here with sources of knowledge outside the anthology, including library and Internet

12

research, personal experience, interviews, ethnographic- style observations, and so forth. As in past editions, we’ve included a number of questions linking readings with contemporary television shows and feature films for instructors who want to address the interplay of cultural myths and the mass media. Also as in past editions, we’ve included a number of questions focusing on writers’ rhetorical and stylistic strategies. Identified as “Thinking Rhetorically” for easy reference, these questions typically appear as the final item under “Engaging the Text.”

“Further Connections” Close Each Chapter Located at the end of each chapter, these questions and assignments invite students to undertake more challenging projects related to the chapter’s theme. They often provide suggestions for additional in-depth research or activities that require community engagement.

ACKNOWLEDGMENTS Critical thinking is always a collaborative activity, and the kind

of critical thinking involved in the creation of a text like

Rereading America represents collegial collaboration at its very

best. Since publication of the last edition, we’ve heard from

instructors across the country who have generously offered

suggestions for new classroom activities and comments for

further refinements and improvements. Among the many

instructors who shared their insights with us as we reworked

this edition, we’d particularly like to thank James Allen, College

of DuPage; Deborah Bertsch, Columbus State Community

13

College; Ruth Blandon, East Los Angeles College; Nancy Botkin,

Indiana University South Bend; Tony Bowers, College of

DuPage; Michael Duncan, University of Houston–Downtown;

Irene Faass, Minneapolis Community and Technical College;

Rebecca Fleming, Columbus State Community College; Karen

Forgette, University of Mississippi; Melanie Gagich, Cleveland

State University; Rick Garza, Reedley College; Joshua Giorgio-

Rubin, Indiana University South Bend; Sara Heaser, University

of Wisconsin–La Crosse; Owen Kaufman, Quinebaug Valley

Community College; Julia Klimek, Coker College; David

McCracken, Coker College; Alisea McLeod, Rust College; Ilona

Missakian, Fullerton College; Stan Porter, Merced College;

Pegeen Powell, Columbia College Chicago; Edwin Sams, San

Jose State University; Jasna Shannon, Coker College; Abha

Sood, Monmouth University; Jeffrey Susla, University of

Hartford; Kerry Taylor, Anne Arundel Community College;

Bronte Wieland, Iowa State University.

For their help with the tenth edition, we’d like to thank the

following: Douglas Armendarez, East Los Angeles College; Tolu

Bamishigbin, University of California, Los Angeles; Sheena

Boran, University of Mississippi; David Bordelon, Ocean County

College; Jane Carey, Quinebaug Valley Community College;

Kirsti Cole, Minnesota State University; Rachelle Costello,

Indiana University South Bend; Virginia Crisco, California State

University, Fresno; Peter DeNegre, Tunxis Community College;

Tiffany Denman, Sacramento City College; Peter Dorman,

Central Virginia Community College; Chip Dunkin, University

14

of Mississippi; Randa Elbih, Grand Valley State University;

Maria Estrada, Mt. San Antonio College; Karen Forgette,

University of Mississippi; JoAnn Foriest, Prairie State College;

Kimberly Hall, Harrisburg Area Community College; Barbara

Heifferon, Louisiana State University; Cristina Herrera,

California State University, Fresno; Robert Imbur, University of

Toledo; Danielle Lake, Grand Valley State University; Catherine

Lamas, East Los Angeles College; Danielle Muller, Los Angeles

City College; Pamela McGlynn, Southwestern College; Charlotte

Morgan, Cleveland State University; Eduardo Munoz, East Los

Angeles College; Kylie Olean, University of Hartford; Heather

Seratt, University of Houston–Downtown; Phil Wagner,

University of California, Los Angeles; Jessica Walsh, Harper

College; Vallie Watson, University of North Carolina at

Wilmington; Judith Wigdortz, Monmouth University; Mary

Williams, San Jose State University.

For their help with the ninth edition, we’d like to thank the

following: Janice Agee, Sacramento City College; Fredric J. Ball,

Southwestern College; Chantell M. Barnhill, Indiana University

South Bend; Norka Blackman-Richards, Queens College, City

University of New York; Candace Boeck, San Diego State

University; Mark Brock-Cancellieri, Stevenson University;

Audrey Cameron, North Idaho College; Catheryn Cheal,

Oakland University; Kirsti Cole, Minnesota State University,

Mankato; Sean P. Connolly, Tulane University; Jackson Connor,

Guilford College; Myrto Drizou, State University of New York at

Buffalo; David Estrada, Fullerton College; Jacquelyn Lee

15

Gardner, Western Michigan University; Rochelle Gregory,

North Central Texas College; Gwyn Fallbrooke, University of

Minnesota; Philip Fishman, Barry University; Naomi E. Hahn,

Illinois College; Rick Hansen, California State University,

Fresno; Nels P. Highberg, University of Hartford; Amy Lynn

Ingalls, Three Rivers Community College; Asao B. Inoue,

California State University, Fresno; Amanda Katz, Worcester

State University; O. Brian Kaufman, Quinebaug Valley

Community College; Barbara Kilgust, Carroll University;

Carolyn Kremers, University of Alaska Fairbanks; Catherine

Lamas, East Los Angeles College; Sharon A. Lefevre,

Community College of Philadelphia; Alisea Williams McLeod,

Indiana University South Bend; Tanya Millner-Harlee,

Manchester Community College; Ilona Missakian, Rio Hondo

College; Roxanne Munch, Joliet Junior College; Katrina J.

Pelow, Kent State University; M. Karen Powers, Kent State

University at Tuscarawas; Kevin Quirk, DePaul University; Alex

Reid, State University of New York at Buffalo; Brad C. Southard,

Appalachian State University; Terry Spaise, University of

California, Riverside; Sarah Stanley, University of Alaska

Fairbanks.

We are also grateful to those reviewers who helped shape

previous editions.

As always, we’d also like to thank all the kind folks at

Bedford/St. Martin’s, who do their best to make the effort of

producing a book like this a genuine pleasure. We’re especially

16

grateful to Edwin Hill, Leasa Burton, and John Sullivan. We

thank Cara Kaufman, our editor, whose patience and

professionalism have helped us immensely throughout the

development of this new edition. We also want to thank Pamela

Lawson, who served as content project manager; Lumina

Datamatics, Inc., who managed copyediting and composition;

William Boardman, who produced our new cover; Mark

Schaefer, for clearing text permissions; Candice Cheesman and

Krystyna Borgen, for researching and tracking down art; and

editorial assistant William Hwang who helped out with many of

the hundreds of details that go into a project such as this.

Finally, we’d like to acknowledge our spouses, Elena Barcia, Liz

Silver, and Roy Weitz, for their love and support.

Gary Colombo

Robert Cullen

Bonnie Lisle

WE’RE ALL IN. AS ALWAYS. Bedford/St. Martin’s is as passionately committed to the

discipline of English as ever, working hard to provide support

and services that make it easier for you to teach your course

your way.

Find community support at the Bedford/St. Martin’s English

Community (community.macmillan.com), where you can

follow our Bits blog for new teaching ideas, download titles

17

http://community.macmillan.com
from our professional resource series, and review projects in

the pipeline.

Choose curriculum solutions that offer flexible custom

options, combining our carefully developed print and digital

resources, acclaimed works from Macmillan’s trade imprints,

and your own course or program materials to provide the exact

resources your students need. Our approach to customization

makes it possible to create a customized project uniquely suited

for your students and, based on your enrollment size, return

money to your department and raise your institutional profile

with a high-impact author visit through the Macmillan Author

Program (“MAP”).

Rely on outstanding service from your Bedford/St. Martin’s

sales representative and editorial team. Contact us or visit

macmillanlearning.com to learn more about any of the options

below.

Choose from Alternative Formats of Rereading America Bedford/St. Martin’s offers a range of formats. Choose what

works best for you and your students:

Paperback To order the paperback edition, use ISBN 978-1- 319-05636-0.

Popular e-book formats For details of our e-book partners, visit macmillanlearning.com/ebooks.

Select Value Packages

18

http://macmillanlearning.com
http://macmillanlearning.com/ebooks
Add value to your text by packaging a Bedford/St. Martin’s

resource, such as Writer’s Help 2.0, with Rereading America at

a significant discount. Contact your sales representative for

more information.

Writer’s Help 2.0 is a powerful online writing resource that

helps students find answers, whether they are searching for

writing advice on their own or as part of an assignment.

Smart search

Built on research with more than 1,600 student writers, the

smart search in Writer's Help provides reliable results even

when students use novice terms, such as flow and unstuck.

Trusted content from our best-selling handbooks

Choose Writer’s Help 2.0, Hacker Version, or Writer’s Help

2.0, Lunsford Version, and ensure that students have clear

advice and examples for all of their writing questions.

Diagnostics that help establish a baseline for instruction

Assign diagnostics to identify areas of strength and areas

for improvement and to help students plan a course of

study. Use visual reports to track performance by topic,

class, and student as well as improvement over time.

Adaptive exercises that engage students

Writer’s Help 2.0 includes LearningCurve, game-like online

19

quizzing that adapts to what students already know and

helps them focus on what they need to learn.

Student access is packaged with Rereading America at a

significant discount. Order ISBN 978-1-319-24513-9 for Writer’s

Help 2.0, Hacker Version, or ISBN 978-1-319-24515-3 for Writer’s

Help 2.0, Lunsford Version to ensure your students have easy

access to online writing support. Students who rent or buy a

used book can purchase access and instructors may request free

access at macmillanlearning.com/writershelp2.

Instructor Resources You have a lot to do in your course. We want to make it easy for

you to find the support you need — and to get it quickly.

Resources for Teaching Rereading America: Cultural

Contexts for Critical Thinking and Writing, Eleventh Edition, is

available as a PDF that can be downloaded from

macmillanlearning.com. Visit the instructor resources tab for

Rereading America. In addition to chapter overviews and

teaching tips, the instructor’s manual includes sample syllabi.

20

http://macmillanlearning.com/writershelp2
http://macmillanlearning.com
CONTENTS PREFACE FOR INSTRUCTORS

INTRODUCTION: Thinking Critically, Challenging Cultural Myths

1 HARMONY AT HOME

Myths of Family

LOOKING FOR WORK, GARY SOTO

“For weeks I had drunk Kool-Aid and watched morning reruns of Father Knows Best, whose family was so uncomplicated in its routine that I very much wanted to imitate it. The first step was to get my brother and sister to wear shoes at dinner.”

WHAT WE REALLY MISS ABOUT THE 1950s, STEPHANIE COONTZ

“What most people really feel nostalgic about . . . is the belief that the 1950s provided a more family-friendly economic and social environment, an easier climate in which to keep kids on the straight and narrow, and above all, a greater feeling of hope for a family’s long-term future, especially for its young.”

THE COLOR OF FAMILY TIES: RACE, CLASS, GENDER, AND EXTENDED FAMILY INVOLVEMENT, NAOMI GERSTEL AND NATALIA SARKISIAN

“Marriage actually diminishes ties to kin.”

WHEN SHOULD A CHILD BE TAKEN FROM HIS PARENTS?, LARISSA MACFARQUHAR

21

“When a child has been left alone because his mother can’t afford childcare and has to go to work, is that poverty or neglect?”

VISUAL PORTFOLIO READING IMAGES OF AMERICAN

FAMILIES

FROM BECOMING NICOLE: THE TRANSFORMATION OF AN AMERICAN FAMILY, AMY ELLIS NUTT

“I am the proud father of identical twins. One is a boy and one is a girl.”

FROM LOVING: INTERRACIAL INTIMACY IN AMERICA AND THE THREAT TO WHITE SUPREMACY, SHERYLL CASHIN

“White people who have an intimate relationship with a person of color, particularly a black person, can lose the luxury of racial blindness . . . and gain something tragic, yet real.”

FROM BEYOND MONOGAMY: POLYAMORY AND THE FUTURE OF POLYQUEER SEXUALITIES, MIMI SCHIPPERS

“What if having more than one long-term partner was available to wives as well as husbands, and tolerated or even expected across and within all races and classes?”

2 LEARNING POWER

The Myth of Education and Empowerment

AGAINST SCHOOL, JOHN TAYLOR GATTO

“School has done a pretty good job of turning our children into addicts, but it has done a spectacular job of turning our children into children.”

22

“I JUST WANNA BE AVERAGE,” MIKE ROSE

“I was placed in the vocational track, a euphemism for the bottom level. Neither I nor my parents realized what this meant.”

FROM SOCIAL CLASS AND THE HIDDEN CURRICULUM OF WORK, JEAN ANYON

“Public schools in complex industrial societies like our own make available different types of educational experience and curriculum knowledge to students in different social classes.”

CHOOSING A SCHOOL FOR MY DAUGHTER IN A SEGREGATED CITY, NIKOLE HANNAH-JONES

“Legally and culturally, we’ve come to accept segregation once again. Today, across the country, black children are more segregated than they have been at any point in nearly half a century.”

VISUAL PORTFOLIO READING IMAGES OF EDUCATION

AND EMPOWERMENT

EDUCATION: ATTENTIONAL DISARRAY, SHERRY TURKLE

“Other generations passed notes, doodled, or zoned out. [Oliver’s] generation can send texts and go to Facebook. He calls his generation ‘lucky’: ‘We have the awesome new power to erase boredom.’”

BLURRED LINES, TAKE TWO, PEGGY ORENSTEIN

“A paramedic who responded to some UC Berkeley calls . . . told a reporter that he had personally stopped a group of these top-tier college boys as they dragged an

23

unconscious girl out of a party. . . . ‘Who knows what their intentions were?’ the paramedic mused.”

CITY OF BROKEN DREAMS, SARA GOLDRICK-RAB

“‘Money has a lot to do with stress. . . . People obviously start thinking, should I just stop going to school? This is a lot of money I’m paying for classes, I shouldn’t be here.’”

3 THE WILD WIRED WEST

Myths of Progress on the Tech Frontier

OUR FUTURE SELVES, ERIC SCHMIDT AND JARED COHEN

“Soon everyone on Earth will be connected. With five billion more people set to join the virtual world, the boom in digital connectivity will bring gains in productivity, health, education, quality of life and myriad other avenues in the physical world.”

HAS THE SMARTPHONE DESTROYED A GENERATION?, JEAN M. TWENGE

“There is compelling evidence that the devices we’ve placed in young people’s hands are having profound effects on their lives — and making them seriously unhappy.”

LET’S GET LOST, KENNETH GOLDSMITH

“I think it’s time to drop the simplistic guilt about wasting time on the Internet and instead begin to explore — and perhaps even celebrate — the complex possibilities that lay before us.”

ZOË AND THE TROLLS, NOREEN MALONE

“Gamergaters had not only created a whole new set of

24

celebrities, like [Milo] Yiannopoulos and [Mike] Cernovich; it had solidified their methods . . . and their grudges had calcified into a worldview.”

TWITTER AND WHITE SUPREMACY, A LOVE STORY, JESSIE DANIELS

“On Twitter, Trump and white supremacists are in a racists-loving-each-other-feedback-loop through retweets while they simultaneously use the platform to bully, harass, and threaten black women, Jews, and anyone else who opposes them.”

VISUAL PORTFOLIO READING IMAGES OF WIRED

CULTURE

HOW WE SOLD OUR SOULS — AND MORE — TO THE INTERNET GIANTS, BRUCE SCHNEIER

“It’s the location of your phone, who you’re talking to and what you’re saying, what you’re searching and writing. . . . Corporations gather, store, and analyze this data, often without our consent. . . . We may not like to admit it, but we are under mass surveillance.”

YOU WILL LOSE YOUR JOB TO A ROBOT — AND SOONER THAN YOU THINK, KEVIN DRUM

“No matter what job you name, robots will be able to do it. They will manufacture themselves, program themselves, and manage themselves. If you don’t appreciate this, then you don’t appreciate what’s barreling toward us.”

BIG DATA, GOOGLE, AND THE END OF FREE WILL, YUVAL

25

NOAH HARARI

“Proponents of the Dataist worldview perceive the entire universe as a flow of data . . . and believe that humanity’s cosmic vocation is to create an all-encompassing data- processing system — and then merge into it.”

4 MONEY AND SUCCESS

The Myth of Individual Opportunity

CLASS IN AMERICA, GREGORY MANTSIOS

“From cradle to grave, class position has a significant impact on our well-being.”

SERVING IN FLORIDA, BARBARA EHRENREICH

“I had gone into this venture in the spirit of science, to test a mathematical proposition, but somewhere along the line, in the tunnel vision imposed by long shifts and relentless concentration, it became a test of myself, and clearly I have failed.”

FROM A TANGLE OF PATHOLOGY TO A RACE-FAIR AMERICA, ALAN AJA, DANIEL BUSTILLO, WILLIAM DARITY JR., AND DARRICK HAMILTON

“What explains the marked and persistent racial gaps in employment and wealth? Is discrimination genuinely of only marginal importance in America today?”

FROM HOW THE OTHER HALF BANKS, MEHRSA BARADARAN

“Approximately 70 million Americans do not have a bank account or access to traditional financial services. That is more people than live in California, New York, and

26

Maryland combined.”

VISUAL PORTFOLIO READING IMAGES OF INDIVIDUAL

OPPORTUNITY

FRAMING CLASS, VICARIOUS LIVING, AND CONSPICUOUS CONSUMPTION, DIANA KENDALL

“The poor do not fare well on television entertainment shows, where writers typically represent them with one- dimensional, bedraggled characters standing on a street corner holding cardboard signs that read ‘Need money for food.’”