Categories
Media, Wealth, & Poverty in Post-War America

Class on Social Values: Individualism and Collectivism in Three Reagan Era Blockbusters

Nathan Niehaus

Ronald Reagan entered office in January of 1981 facing a longstanding economic crisis, characterized by stagflation and rising unemployment. In his inaugural address, Reagan presented a diagnosis of the calamity, hinted at a plan of action to overcome it, and projected a vision of future prosperity and national renewal. Half a century before, Franklin D. Roosevelt had responded to the miseries of the Great Depression by expanding the role of the government in the everyday life of citizens, endowing it with a new role as caretaker. He created new agencies and programs which together established the New Deal welfare state. Reagan took a drastically different approach to national economic hardship. “In this present crisis,” he asserted, “government is not the solution to our problem: government is the problem.” 

If government was the problem, then what was the solution? In direct contrast to what he saw as a bloated, intrusive, and stifling bureaucracy, Reagan presented the ideal of the free, enterprising, creative individual. He evoked an exalted national past which he aspired to revive, an America whose flourishing was animated by the spirit of individualism:

If we look to the answer as to why, for so many years, we achieved so much, prospered as no other people on Earth, it was because here, in this land, we unleashed the energy and individual genius of man to a greater extent than has ever been done before. Freedom and the dignity of the individual have been more available and assured here than in any other place on Earth.

Appealing to a transcendent American “we,” Reagan negated other possibilities of collective formation and action for groups centered around class, race, and gender. What’s more, what distinguishes this “we,” for him, is an individualism marked by ‘negative’ liberty, or freedom from restraint (in economic terms, free-market capitalism). As opposed to a collectivist understanding that places communal interest and identity above the desires of any one person, this view identifies anything beyond oneself as a mere limitation, something that gets in the way or holds one back. Reagan promoted a vision of the world where all significant action or toil fundamentally took place at the individual level, as did all true success and all due earning. This was a world where, with the government out of the way, every American citizen would have a fair and equal opportunity to build his or her own wealth, where the “unfettered, hardworking entrepreneur…living by the inexorable market laws of supply and demand, either fail[ed] the test or ma[de] a fortune.” It was a world where heroes were not confined to the movie screen, nor were they hard to find: great in number (though their greatness lay not in their numbers), they walked the streets of America every day.

Drawing on his long career as a Hollywood actor, the president expressed this ideology with romantic flourish. Indeed, if Reagan channeled his experience in the movies to dramatize these ideas, individualism featured on the silver screen as well. What do the major movies of the 1980s have to say about Reagan-era individualism? This essay answers this question by considering three Hollywood blockbusters, roughly spanning Reagan’s presidency: Rocky III (1982), Silkwood (1984), and Wall Street (1987). It pays attention to the role of class and how it informs each film’s position on the issue. In their depictions of the wealthy and the working class, how and to what extent do these movies affirm or challenge this individualist ethos? What particular meanings do they attribute to it? What do their representations of solitary struggle and/or communal solidarity suggest about American society at the time? 

Given the many layers of meaning associated with individualism (see Table 1), it’s impossible to claim any single version as definitive. While these movies’ articulations are not identical, we will see that they often overlap. Furthermore, many aspects of individualism involve an opposition to a collectivist value system. Thus I will also gauge how some form of collectivism appears in these movies, implicitly or explicitly. Beginning with a strident celebration and ending with a scathing critique of Reaganist individualism, we will see that even the most skeptical of these films attest to the powerful grip of this ideology in the 1980s.

Table 1.

Some elements of individualism I will be looking for in these movies
(note that some of these include opposition to collective ideals):
A. A belief in self-reliance and self-interest, often with an opposition to relying on anyone but oneself.
B. Conversely, a denial of obligation or duty towards anyone but oneself. 
C. A belief in the individual as the fundamentally meaningful social unit.
D. A belief in the individual as the fundamental source of action; the denial of collective action.
E. Heroization of the individual; in economic form, heroization of the self-made man/woman, or lone entrepreneur.
F. In economic form, a belief in “money meritocracy,” or the idea that the economy is an even playing field where individuals prove their worth. This view identifies wealth with success and with moral merit.

Rocky III

The third installment of the Rocky series arrived in 1982 and became the highest grossing movie in the series up to that point. In it, Rocky Balboa fittingly finds himself with more wealth than he has ever had. His life is unrecognizable from what it had been in the original Rocky, when he worked as a loan-shark’s debt collector while earning practically nothing as an amateur boxer. He has gained fame and fortune. Leather jacket and jeans have been traded for finely tailored suits. He has left his blue-collar Philadelphia neighborhood and brought his wife (Adrien) and trainer (Mickey) with him. The three of them, along with the couple’s child, now live in a lavish mansion, decked out with grand paintings, glass chandeliers, and expensive furniture. Rocky’s is a bonafide rags-to-riches success story. Meanwhile, his old friend and brother-in-law Paulie has seen no improvement in his economic standing. An early scene depicts Paulie’s sense of frustration at his immobility in comparison to Rocky’s success. A long night of drinking is followed by an interaction with a bartender who seems less interested in the man himself than in his connections to Rocky. Paulie wanders off into an arcade, nursing a half-pint of whiskey. Suddenly finding himself before a Rocky-themed pinball machine, he reaches the breaking point: he hurls his bottle at the arcade fixture in a jealous rage. 

In the next scene, Rocky collects his hungover, half-drunk friend from a jail cell, and the conversation that follows clearly illustrates the film’s individualistic core. Paulie berates the boxer for neglecting to share any of his newfound wealth or offer him a job. He feels that his past good deeds towards Rocky (which he exaggerates) have gone unrepaid. He takes off a watch Rocky had gifted him and throws it on the ground. Rocky responds, “You talk like everybody owes you a living! Nobody owes nobody nothing. You owe yourself.” (WATCH 2:05-3:06)

It is necessary to take a step back from the story and reflect on the scene’s basic elements to grasp the cultural “work” it performs. We have here what are basically two moral positions, one of which is collectivist, stressing social obligations, and the other of which is individualist, arguing for self-reliance. Who embodies these positions? Rocky is a self-made man, a heroic underdog from humble beginnings who overcame the odds to achieve success (in the boxing ring, a metaphor for the playing-field of life, and in material terms). Paulie, on the other hand, is an envious and crude friend hurling insults and accusations. Rocky isn’t too far off when he calls his friend “a jealous, lazy bum.” But by giving Rocky and Paulie these two moral positions, Rocky III identifies the positions with these characters: heroic economic individualism takes the moral high ground, while the argument for social obligations appears as a cheap way of masking one’s own envy and lack of will-power and self-discipline to go out in the world and work hard for an honest living.

The Rocky series was individualist from the start. The very genre of the boxing-movie focuses on two individuals struggling to triumph within the ring. And Rocky, of course, has become a legendary example of the underdog story, another genre which lends itself to heroic expressions of individual worth. The success of the first Rocky–released during the presidency of Jimmy Carter who, in contrast to Reagan’s vision of abundance, stressed the need to ‘cut back’ and frugally accept economic limitations–demonstrates that such stories were equally inspiring prior to Reagan’s particular promotion of individualism.

However, the differences between the two films are instructive, and they reflect different individualist ideals between these two presidencies. Whereas the original film romanticized the working class, Rocky III romanticizes the self-made economic success story. Rocky isn’t rewarded with a stable fortune for his struggles until the third film. The first movie displays a self-esteem battered by economic hardship: Rocky hopes that by enduring a match with the legendary Apollo Creed, he can prove to himself that he’s not “just another bum from the neighborhood.” (WATCH 3:40-4:10). Acquiring a fortune has nothing to do with proving this in the first film. Yet in the third, his wealth has become that proof, distinguishing him from the “jealous, lazy bum” Paulie. As the scholar Chris Jordan observes, this shift between the films reflects a new focus on upward social mobility as a proof of individual right to socioeconomic privileges. If the working class still forms any part of Rocky’s identity, it is only in the sense of “where [he] came from” (something Rocky’s new trainer, Apollo Creed, constantly reminds him to remember WATCH 0:46-0:52). But “where [he] came from” does not matter to him as a hometown community: he is no longer a member of this collective. Rather, for Rocky III, the boxer’s origins mean a tough condition that he rose above, by his own hard work, just as he climbed up the socioeconomic ladder. 

Silkwood

Set in Oklahoma, Silkwood is a working class drama about a woman’s efforts to combat the exploitation and corruption of her employer, a nuclear fuel production plant. With a limited release in late 1983 and wide release in early 1984, the movie is based on events which took place a decade earlier and generated a public controversy over the years: Karen Silkwood was a labor union activist who died in a mysterious car crash on her way to deliver evidence of corporate malpractice to a New York Times reporter. Her story first entered the public spotlight following her death, and it reappeared regularly as a result of lawsuits brought against the company, Kerr McGee, which eventually reached the Supreme Court. By the late 1970s, Karen Silkwood had become an icon for anti-nuclear and feminist groups who invoked her name in their protests. 

The premise and themes of the film lend themselves perfectly to a collectivist critique of the idea of money meritocracy: a woman joins her company union in order to fight against the corporation’s exploitation of her working-class community. Arguably, the logic behind labor unions is that, due to the unequal power of the rich over the poor, workers need to join together in solidarity to negotiate for more equitable working conditions. However, the movie suffers from a paradoxical mixture of individualism and collectivism. Unlike Rocky III, no central characters exemplify individualism (and certainly not of the economic variety). Rather, the movie itself is structured by it: Silkwood derives its meaning through the celebration of an individual, without dedicating space to an exploration of the meaning or significance of her struggle. As a result, the film’s initially collectivist message remains half-baked.  

Silkwood’s conflict emerges as Karen Silkwood comes to appreciate the grave threats to health posed by the plutonium she and her coworkers handle. The company had played down these dangers, but after Karen’s middle-aged friend gets exposed and undergoes a traumatizing emergency shower, her suspicions grow (WATCH). Then Karen discovers that her company has been shipping faulty and potentially deadly plutonium rods to their buyers in order to fulfill a contract deadline. After this discovery, she gets more involved in the union, joining its negotiating committee and even flying to Washington for a meeting with the national union. The national representatives assign her to dig up documented evidence of this malpractice, which they could share with a New York Times reporter for an exposé. She also begins keeping a notebook of employee mistreatment. 

Yet her work for the collective good is overpowered by forces in the film that single her out. Her coworkers (including her boyfriend Drew and close friend Dolly), with whom she shared a harmonious relationship in the beginning, grow increasingly hostile towards her due to her union work. They treat her coldly and occasionally confront her directly. Dolly calls the national union representative an “outside agitator.” Another coworker accuses her of failing to scan herself for radiation, angrily shouting, “I hope you write it down in your little notebook every time you don’t [monitor yourself]. Along with the stuff about the rest of us!” It is as though she were the workers’ adversary, not their advocate. Others jibe at her trip to Washington, implying that she has taken on her activism out of vanity, thinking herself better than everyone else. 

All of these accusations grant Karen an opportunity to justify herself, to respond that she wants to work for the collective good. Yet she never does. Besides a private conversation with her boyfriend (whom she asks, “You don’t give a shit if everyone in the plant is being poisoned?”),  Karen never explicitly connects her union work with a desire to achieve communal wellbeing. Her activism continues to set her apart, to individuate her. The effect is amplified by the fact that the movie’s subject matter is not so much Karen’s activism, but Karen herself (consider the movie’s name). It presents her as a lone, embattled figure opposing ominous forces bigger than herself. In this sense, she shares similarities with Rocky: hers is an underdog story, but without the happy ending. The film makes her out to be a charmingly naive idealist, and the many unanswered arguments made against her seem to prevail in the end.

One review perceptively called Silkwood a “tissue” of “contradictory implications.” How do we explain these contradictions? The reviewer attributes it to the movie’s basis on a true story whose details were surrounded by controversy and multiple court cases: “rarely has the desperation to square inspirational myth with provable, nonlibelous reportage been more apparent.” 

In addition to these pressures, I would argue that the answer lies in the film’s intended audience. As noted above, by 1978 Silkwood had already been made into an icon by anti-nuclear groups and some women’s rights activists (both largely represented by the middle-class). This association was not lost on one angry male reviewer, who cavalierly derided Silkwood for what he called “prefab antinuke, profeminist rhetoric.” Though aimed at a broader audience, the film was certainly made with these publics in mind, particularly the growing antinuclear crowd. This perhaps helps to explain Silkwood’s emphasis on an individual’s story over communal values, as well as its emphasis on the dangers of nuclear energy over the evils of class-based exploitation. Moreover, the movie’s release (1984) came at a time of falling union membership and rising anti-union sentiment. It came three years after President Reagan famously crushed the PATCO (Professional Air Traffic Controllers Organization) strike of over twelve thousand federal employees. Just as unions were losing strength and popularity, the anti-nuclear movement never managed to garner much support from organized labor. All of this serves to suggest why the film’s producers were more concerned with reproducing Silkwood as an iconic, martyred individual than as a participant in class struggle. 

Wall Street

Wall Street goes further than Silkwood, delivering a scathing critique of unbridled economic individualism. The film centers on Bud Fox, an aspiring stockbroker taken under the wing of Wall Street veteran Gordon Gekko. Bud’s gradual seduction into Gekko’s shady exploits contrasts with the ideals of another figure in his life–his father Carl Fox, a laborer and union leader at Blue Star Airlines. Gekko and Fox represent two contrasting worldviews: ruthless individualism and loyal collectivism. These two characters provide the thematic center of the movie, and the narrative arc traces Bud’s rise as a protege under Gekko, his disillusionment to Gekko’s evil nature, his conversion to his father’s position, and an attempt at redemption.  

The film hit theaters in 1987, towards the end of Reagan’s presidency. The 1980s had witnessed the “takeover movement” on Wall Street, where “corporate raiders” would buy up a company’s stock (typically with borrowed money) and liquidate the company to pay off these debts, effectively destroying the company while turning a profit. This development on Wall Street went hand in hand with a flurry of scandals and provoked some negative reactions in the press. The takeover movement reflected Reaganist economic individualism at its worst, and Gordon Gekko, Wall Street’s villain, embodies this spirit. In fact, screenwriter Stanley Weiser largely modeled Gekko’s character on Ivan Boesky and Carl Icahn, two of the most notorious corporate raiders of the time.

Before his unmasking as a villain, Bud admires Gekko as a hero. Like Bud (and like Rocky) he came from humble beginnings: his father was an electrician. He is an outsider of sorts in the Wall Street world, as an eccentric self-made man. Gekko despises the “Harvard MBA types” who represent Wall Street’s majority: they come from ‘old money,’ and as such don’t have to earn their wealth like Gekko did. He thus presents a nuanced position on the idea of money meritocracy: while the economy doesn’t naturally distribute wealth according to individual merit, it still allows the upwardly-mobile individual to prove his merit through the accumulation of wealth. 

Gekko elaborates his vision of work and society in a series of conversations with Bud. His philosophy abounds with contradictions, a result of his cynicism and self-justification. Take again the idea of money meritocracy. He seems to discredit the idea during a limo ride with Bud, for he rejects the idea that hard work alone brings monetary success (WATCH 0:11-0:54). He illustrates the point with the example of his working-class father. Yet Gekko then goes on to assert that you are either a multimillionaire “player, or nothing.” Looking out the window, he points towards a businessman and a homeless man, saying, “Are you gonna tell me the difference between this guy and that guy is luck?” (WATCH 1:05-1:13). If Gekko doesn’t believe all the rich deserve their wealth, he does blame the poor for their poverty. As in the case of Rocky, the businessman’s wealth sets him apart from the “bum” on the street. Gekko’s massive fortune–which he invites Bud to emulate–reflects his absolute superiority: a player, or nothing. 

Wall Street attacks this ideology, and it does so implicitly (most famously in Gekko’s “Greed is Good” speech) before Bud comes to his senses. Until then, Bud drinks it up. Meanwhile, Bud’s father represents an alternative, collectivist viewpoint. It is with this position that the film’s sympathies lie. Leader of his airline company’s maintenance workers’ union, he devotes himself to his men, with whom he identifies and sympathizes. His communal, class-based sympathies shine through when he tells his son: “Fare wars are killing us. Management’s gonna lay off five of my men this week. There’s nothing I can do about it.” Carl feels a moral duty to defend the welfare of his fellow workers, and he consistently connects this ideal to his union work, unlike Karen Silkwood.

These philosophies clash when Bud uses his dad’s connections at Blue Star Airlines to organize a meeting with its three union leaders (including his father), Gekko, and himself. Pointing out Blue Star’s ongoing losses and claiming that these will lead to bankruptcy, Bud and Gekko propose a deal: Gekko will buy up the company’s stock and install Bud as president, so that he can improve the company’s financial performance and avoid the destruction of unions that would come with bankruptcy. To make it profitable for Gekko in return, the unions would have to slash workers’ wages, which would be restored once the company began generating net profits. Unlike Bud, Carl Fox sees through Gekko, and says as much in accusation (WATCH). Carl identifies Gekko as a member of the ruling class whose riches derive from exploitation of the poor. He rejects the deal and leaves.

Humiliated, Bud runs out to apprehend his father. Though Bud conceived the deal with good intentions, Carl points out that Gekko is using him for profit. The ensuing argument reveals the father’s unswerving collectivism and the son’s arrogant economic individualism. 

Bud: What I see is a jealous old machinist who can’t stand the fact that his son’s become more successful than he has!

Carl: What you see is a guy who never measured a man’s success by the size of his wallet!

Bud: That’s because you never had the guts to go out in the world and stake your own claim!

Bud continues to press his dad to agree, who continues to resist out of responsibility to his men. “Your f****** men! All my life, your men have been able to count on you! Why is it you’ve never been there for me, huh?” In fact, Bud’s father has been there for him. But this accusation successfully guilts Carl into budging. He lets the union membership decide, and they opt for the deal.

But Carl was right: Bud soon learns that Gekko plans to liquidate Blue Star. When Bud confronts him, Gordon’s bottomless cynicism comes fully to light (WATCH 2:11-3:15). He disdainfully mocks the idea that capitalism and equality are compatible: “You’re not naive enough to think we’re livin’ in a democracy, are you buddy? It’s the free market, and you’re part of it.” In the end, Bud manages to save Blue Star through a complicated stock-market scheme. He goes to prison for insider trading, but he has redeemed himself. The film’s final comment comes from Carl, who advises Bud that the purpose of work is in giving, not gaining: “Stop going for the easy buck and produce something with your life. Create instead of living off the buying and selling of others.”

Conclusion

Rocky III, Silkwood, and Wall Street each represent a particular form of individualism and of collectivism. Considered chronologically, they show a progression from an endorsement of individualism and rejection of collectivism, to the opposite. Yet, it would be wrong to draw the conclusion that a similar shift in outlook took place within American public opinion at large. Instead, all three (in their own ways) attest to the immense appeal of individualism throughout the Reagan presidency. 

Rocky III straightforwardly affirms this ethos. In the case of Silkwood, a struggle against worker exploitation, carried out through a collective body, reduces to a celebration of a lone hero’s bravery and idealism. Indeed, the story of Karen Silkwood had been given this meaning in the public sphere–in the papers and in memorials and protests–before the movie entered production. And Wall Street, despite its scathing critique of economic individualism, has had a paradoxical effect on audiences. The movie’s screenwriter regretfully reflected on this in a 2008 article, entitled “Repeat After Me: Greed is Not Good.” Over the years, young adults would tell him that the movie inspired them, and that they wanted to be like Gekko. Although Gekko stopped being a hero for Bud Fox, he remains one for many to this day. This enduring audience reaction leads us to conclude that Wall Street’s case for collectivism ultimately succumbs to the allure of heroic individualism as embodied by Gekko and the ambitious Bud Fox.

It is primarily through their impact on and reception by audiences that films shape the societies from which they emerge. Yet audiences are not blank slates: to their engagement with a movie, viewers bring a whole cache of ideas, beliefs, and past experiences. Inasmuch as these are acquired and modified through life, they are conditioned to some extent by a particular historical context, in which any given life is situated. Americans came together with the movies reviewed above during the pivotal presidency of Ronald Reagan. At this time, economic well-being was increasingly seen as the burden of the individual. As noted in the introduction, Reagan himself promoted this perception, in direct opposition to the tradition of state activism for the alleviation of poverty. This fading paradigm, established by FDR, rested on an acknowledgement of social responsibility for poverty, utilizing government channels to fulfill that duty. The individualism on display in Rocky III, Silkwood, and Wall Street reflected and reinforced a trend towards denial of that responsibility. Rocky, perhaps, captured this attitude best, when he said, “Nobody owes nobody nothing. You owe yourself.”

Bibliography

Avildsen, John G, dir. Rocky. 1976; Santa Monica, CA: MGM Home Entertainment, 2004. DVD.

Berlin, Isaiah, Henry Hardy, and Ian Harris. Liberty: Incorporating Four Essays on Liberty. Oxford: Oxford University Press, 2002.

Farber, Henry and Bruce Western. “Ronald Reagan and the Politics of Declining Union Organization.” British Journal of Industrial Relations 40, no. 3 (September 2002): 385-401.

Ho, Karen. Liquidated: An Ethnography of Wall Street. Durham: Duke University Press, 2009.

Immerwahr, Daniel. “Growth vs. the Climate” Dissent, Spring 2015.

Jordan, Chris. Movies and the Reagan Presidency: Success and Ethics. Westport: Praeger, 2003.

Joppke, Christian. Mobilizing Against Nuclear Energy: A Comparison of Germany and the United States. Berkeley: University of California Press, 1993.

McCartin, Joseph.  Collision Course: Ronald Reagan, the Aircraft Controllers, and the Strike that Changed America. Oxford: Oxford University Press, 2011.

Nichols, Mike, dir. Silkwood. 1984; Santa Monica, CA: MGM Home Entertainment, 2003. DVD.

Orleck, Annelise and Lisa Gayle Hazirjian, eds. The War on Poverty: A New Grassroots History, 1964-1980. Athens: University of Georgia Press, 2011.

Reagan, Ronald. “First Inaugural Address.” Speech, Washington DC, January 20, 1981. The Avalon Project, https://avalon.law.yale.edu/20th_century/reagan1.asp

Richards, Lawrence. “Union Free and Proud: America’s Anti-Union Culture and the Decline of Organized Labor.” Dissertation. University of Virginia. 2004.

Stallone, Sylvester, dir. Rocky III. 1982; Santa Monica, CA: MGM.

Stone, Oliver, dir. Wall Street. 1987; New York, NY: Twentieth Century Fox. 

Tompkins, Jane P. Sensational Designs: The Cultural Work of American Fiction, 1790-1860. New York: Oxford University Press, 1986.

Wilentz, Sean. The Age of Reagan: A History, 1974-2008. New York: HarperCollins, 2008. 

Categories
Visualizing Urban Poverty

Gentrification Lesson Plans

Lesson Plan 1: Gentrification and Wealth Inequality    

Lesson Plan 2: The Representation of Gentrification in New York City and in Harlem

By Katie Shine  

© Ken W. “Harlem, pre-gentrification, 2007”. 26 July 2007. Online image. Flickr. 15 December 2020. https://www.flickr.com/photos/kenandlisa/1063594587/

Audience

University Undergraduates

Course

American History Introductory Course and/or Seminar 

Timeline for Two Sequential Lessons

2 lessons of  60 minutes each; 2 hours total 

Format:

This document includes my suggestions for instructions, materials, and activities for two sequential lesson plans. 

The first lesson plan addresses the understanding of wealth inequality and gentrification, particularly in New York City and in the neighborhood of Harlem. The second lesson plan allows students to apply their understanding of gentrification specifically to an analysis of media representations of gentrification. 

To accommodate those instructors and students that are currently engaging in online classes, I placed notes throughout this document if the instructor would like to modify the class activities and materials for two virtual lessons. 

Please note that a virtual lesson does require that the instructor is familiar with the basics of remote teaching with a digital platform, such as Zoom. Instructor ideally can: create a Zoom session; send an invitation link to the class prior to the lesson time; act as the host of a Zoom session and monitor students’ participation during the lesson; and create breakout sessions for groups of students during the lesson.

Essential Questions for Lessons:  

Question for Lesson # 1: What is gentrification? What is wealth inequality? 

Question for Lesson # 2: How has the process of gentrification been portrayed by different media sources, particularly online newspapers and magazines? What do the media’s different portrayals of gentrification potentially reveal about the representation of wealth inequality in terms of race and gender?

Context for Lessons For Instructors

Political commentators, local governmental officials, journalists, historians, and other scholars have frequently written about and analyzed gentrification in the U.S. in many history books, cultural criticism, and newspaper and journal articles. They have represented gentrification as either a positive or a negative force that has affected urban metropolises, such as New York City, especially in the decades from the 1970s to the 2010s. Mass media sources, particularly news and magazine articles, frequently characterize gentrification as a process that has a multitude of effects. The authors of these mass media sources write about the challenge that gentrification poses to both the socioeconomic status, mobility, and livelihoods of individual residents; and to the intra-community relationships, average income level, and/or racial and cultural diversity of the greater neighborhoods that these individuals have resided in for many years.

Despite substantial funds and significant governmental attention directed towards affordable housing solutions in New York City by its mayoral administrations in the previous three decades, affordable housing and the impact of gentrification on specific neighborhoods remains a concern for many residents. Many New Yorkers were displaced from their neighborhoods as rent and housing prices rose in neighborhoods across the city, such as in Harlem, and have struggled to access new affordable housing located near their workplaces and family members’ schools. Women of color are more likely to be adversely affected by gentrification. These lessons’ assigned readings and media sources both explain in further detail how women of color have been historically discriminated against when it concerns equitable access to opportunities for wealth and fair housing in New York City. These conditions often occurred against a background of macro-level processes such as real estate development, urban planning and profitable partnerships between local politicians and leaders in the real estate and business industries.

Journalists, historians, and other scholars have also referenced wealth inequality in their discussion of the representation of gentrification. As the media sources in the second lesson’s class activity indicate, journalists and writers have represented gentrification as either a beneficial force to reform a neighborhood and bring more economic opportunities to low-income or middle-class residents, or as a harmful process that permanently displaces these same long-standing residents, especially women of color, from their neighborhood. When long-standing residents are negatively affected by gentrification, they are more likely to have increased difficulties in accruing more wealth than their counterparts: the new, more affluent, incoming residents to the gentrifying neighborhood. 

However, media sources often do not provide a concrete definition of the process of gentrification itself. The definition of gentrification is more likely to be oversimplified, vague and open to interpretation by the media outlet’s particular audience. This ambiguity has led journalists and other writers to present gentrification in a variety of misleading ways to the public.

When confronted with defining gentrification for academic purposes, students find it difficult to think about the process in terms of its explicit history. The instructor’s responsibilities for these two lessons include: assigning pre-class readings that analyze the historical context of gentrification and wealth inequality; guiding a class discussion that prompts students to critically analyze various media representations of gentrification; and helping students to consider the role that the discussion of gender and race serve in the representation of gentrification. 

The following two sequential lesson plans will allow students to collaborate to consider a variety of perspectives regarding gentrification in New York City and particularly, in the neighborhoods of Central Harlem and West Harlem in northern Manhattan.

Note

As a disclaimer, please keep in mind that some of the reading material and discussion questions may be sensitive for students. Some students may react to gentrification, and debates about race, gender, and economic dislocation in different ways. This particularly may apply to students that are either originally from New York City: or are living and/or studying currently in New York City. As an instructor, I suggest that you prepare for class discussions and student reactions accordingly. I encourage the instructor to consciously adjust the lesson plan, discussion questions, and monitoring of the lessons according to the instructor’s specific knowledge of their particular students’ learning and emotional needs. 

The goals of these lessons are to: foster critical thinking, debate, analysis of historical events, and inclusion of students’ diverse views about gentrification and wealth inequality. I also suggest that the instructor consider collaborating with another teacher and/or administrator at their university. This could allow the instructor to acquire feedback and insight to deliver these lessons to the students in their particular university in an optimal manner.

Pre-Lesson Questions for Instructor:

  • What does the term gentrification mean to you as an instructor of students of American history? How would you define gentrification?
  • How would you define wealth inequality in terms that are comprehensible for your undergraduate students based upon what they have learned in the course thus far?
  • What are the historical macro-level processes that have propelled gentrification to change the living conditions of residents in New York City, especially in Harlem? 
  • Why has gentrification affected certain communities and not others in New York City? Which groups of people, based on their gender and/or race, have been most affected by gentrification?
  • As an educator and historian, what impact has the discourse of gentrification, especially from various news outlets, had on your understanding of the process of gentrification and its potential beneficiaries?

Learning Objectives for Two Sequential Lessons

Students Will Be Able To: 

1) Understand the definition of gentrification and apply that definition to the analysis of change in neighborhoods in northern Manhattan.

2) Apply the understanding of gentrification, with Harlem as an example, in their responses to the discussion questions and during participation in the group activities.

2) Compare and contrast the representations of gentrification between various media sources.

3) Use detailed examples, such as historical facts, theory, arguments or data, from the assigned readings to support their explanation of the changes in housing in New York City.

4) Evaluate a variety of media representations about gentrification in New York City and their implicit discussion of race and gender.

5) Synthesize their understanding of the material with a post-class assignment.

Instructions for Instructor: Preparation and Materials for Two Lessons

Pre-Class Reading Materials for Lesson # 1:

Instructor can view the full list of recommended assigned readings at the end of this section. Instructors should make every effort to ensure that the students can access these materials.

For each lesson, Instructor can assign students about 50 pages of reading material and up to 20 minutes of listening and/or visual material as a target goal for the class to review. The lists of assigned readings are recommendations based on the material’s content, the author’s level of analysis, and its relevance to the discussion questions and activities. There are also additional suggestions if the instructor would like to review more options.

Instructor can notify the students of the assigned readings in one of the following methods, ideally at least one week prior to the lesson:

1) Include the list of readings on the syllabus.

 2) Email the students the list of assigned readings with the appropriate attachments or instructions to access the materials online.

3) Post the readings and their links and/or attachments in the course’s classroom tool that is visible to all students (i.e. Google Classroom).

Recommendations:

  1. Gentrification and the Increasing Significance of Racial Transition in New York City 1970-2010” by Stacey Sutton in Urban Affairs Review v. 56, iss. 1, pgs. 65-95 (January 2020)

Location: Online Academic Journal. Abstract available here

Total Pages: 30

  1. Race for Profit: How Banks and the Real Estate Industry Undermined Black Homeownership by Keeanga-Yamahtta Taylor. Chapel Hill: University of North Carolina Press (2019)

Read: Chapter 5 (“Unsophisticated Buyers”) or Chapter 6 (“The Urban Crisis Is Over-Long Live the Urban Crisis!“)

Location: E-Book and Print Book Available for Purchase.

Total Pages: 43 (Chapter 5) or 41 (Chapter 6)

  1. Race Capital? Harlem as Setting and Symbol edited by Andrew M. Fearnley and Daniel Matlin. New York: Columbia University Press (2019) 

Read: Introduction 

Location: E-Book  and Print Book Available for Purchase. 

Total Pages: 25

  1. Capital City: Gentrification and the Real Estate State  by Sam Stein. Verso Books (2019)

Read: Chapter 2 (“Planning Gentrification”) 

Location: Link can be  provided by Instructor prior to the lesson. Print Book Available For Purchase.

Total Pages: 43

  1. “Thomas Piketty’s “‘Capital in the Twenty-first Century”’ Explained” by Mike Llewellyn. Ideas.Ted.com (October 2014) 

Location: https://ideas.ted.com/thomas-pikettys-capital-in-the-twenty-first-century-explained/ 

Total Pages: Approximately a 10 minute read

  1. The Threat of Gentrification With Rezoning in East Harlem” by WNYC Radio with Jennifer Levy and Kat Meyers (January 2018)

Listening Time: Podcast of 16 minutes

Location: https://www.wnyc.org/story/legal-aid-society-enters-fight-affordable-housing-nyc/

Additional Suggestions:

  1. “The Gentrification of Harlem?” by Richard Schaffer and Neil Smith. Annals of the Association of American Geographers 76, no. 3 (1986), pgs. 347-363 

Location: Online Academic Journal. Available in select university libraries and on JSTOR.

Total Pages:16

  1. The Death and Life of Great American Cities by Jane Jacobs. New York: Vintage Books (1992)

Read: Introduction (pgs. 3-25)

Location: E-Book and Print Book Available for Purchase.

Total Pages: 22

  1. Race Capital? Harlem as Setting and Symbol edited by Andrew M. Fearnley and Daniel Matlin. New York: Columbia University Press (2019) 

Read:  Ch. 11 (“Race, Class, and Gentrification in Harlem since 1980”)

Ch.12 (“When Harlem was in Vogue Magazine”); and Conclusion (“Harlem: an Afterword)

Location: E-Book and Print Book Available for Purchase

Total Pages: 43

Pre-Class Reading Materials for Lesson # 2:

Instructor can assign these media source readings and group assignments to the students before the start of Lesson # 2. 

For a virtual lesson, Instructor can send an email providing the students with their group assignment and the corresponding assigned media sources that they will read for homework before Lesson # 2. 

For an in-person lesson,  Instructor can either email the media sources to the students or print the appropriate number of copies of media sources for each member of every group and hand out to the students at the end of Lesson # 1. 

Class Activity: Suggested Groups and Assigned Sources

Group 1

  1. Benjamin Schwartz,  “Gentrification and its Discontents”  The Atlantic, June 2010
  1. Beth J. Harpaz, “Harlem getting its first major hotel since 1967” NBC News, October 12, 201
  1. Christopher Bonanos, “From Alligator Shoes to Whole Foods:Watching One Harlem Corner Over 28 Years” New York Magazine, July 13, 2017

OR

Sam Roberts, “No Longer Majority Black, Harlem Is in Transition” The New York Times, January 5, 2010

Group 2:

  1. Soni Sangha, “Gentrification in Washington Heights forcing out longtime mom and pop shops” Fox News, Published December 29, 2015, Last Update January 11, 2017
  1. Michael Henry Adams, “The End of Black Harlem” The New York Times, May 27, 2016, 

AND 

New York Times Editorial Board,  “How Gentrification is Changing the Face of Harlem” The New York Times, May 31, 2016

  1. Talmon Joseph Smith, “We’ve Seen New York’s White Flight Before” The Atlantic, August 26 202

Group 3:

  1. Richard L. Cravatts, “Gentrification is Good for the Poor and Everyone ElseAmerican Thinker, August 1, 2007
  1. Elizabeth Kim for WNYC Public Radio,  “Rezoning and future of Harlem” , published October 10, 2019, by The Brian Lehrer Show, video, 7:00

AND 

Jessica Gould, “The City’s Top Gentrifying Neighborhoods” , published May 9, 2016, WNYC News, video, 1;00, 

  1. Stacy M. Brown, “For People of Color, gentrification is more a curse than a blessing” New York Amsterdam News, February 19, 2020 

Group 4:

  1. Leani Garcia, “El Barrio Tours” Americas Quarterly, October 19, 2013,
  1. Justin Davidson, “Is Gentrification All Bad?New York Magazine, January 31, 2014
  1. Denver Regine, “Ethnic Cleansing, aka gentrification, debate rages”  New York Amsterdam News, June 21, 2018

Class Agenda For Lesson # 1:

Part 1: Opening Discussion

00:00-2:00

Instructor will introduce the lesson by stating the “Essential Question” for Lesson # 1 and providing excerpts from the “Context” section of the lesson plan if needed.

02:00-10:00

Instructor will open the conversation with these discussion question: 

Based upon our reading of the assigned materials and knowledge obtained in the course thus far, how would you define wealth inequality? In American society, who is more likely to have difficulty accessing and maintaining wealth? Why is that?

Inform the students that they may use notes from their reading of Mike Llewellyn’s article about Thomas Piketty’s Capital in the Twenty-first Century

Allow at least 3-4 students to respond.

10:00-19:00

Instructor will commence the following activity by sharing this discussion question with the students: 

How does our definition of wealth inequality shape how we define or evaluate gentrification? 

Class Activity:

Instructor will place the students into groups of 2-3 students each or Zoom Breakout rooms (for a virtual lesson). Instructor should use their phone or another device to keep track of time for this activity.

For 1 minute, students will reflect on the question and individually write down their response.

For 3 minutes, students will briefly share their responses with their group members. Instructor will then bring the students back to the classroom or Zoom meeting.

For 5 minutes, the students will share with the rest of their class what their groups discussed. Instructor can extend the discussion here if it needs additional time. 

19:00-25:00

Instructor will convene the class to discuss these questions: 

If gentrification can be evaluated as a historical process, what are some of the historical factors that have contributed to gentrification in New York City that we can identify as a class? Do the forces that drive gentrification benefit only certain people, based on their income level, gender, and/or race? Or can gentrification benefit all New Yorkers? 

Allow several students to give their brief responses to this question.

Transition: Inform the students that we will be now playing the role of historians to define gentrification. The goal is for the students to create a definition of the term as a process that they can experiment with for this lesson and the next lesson.

25:00-40:00

Class Activity Instructions

  • Divide students into 4 or 5 in-person groups or Zoom breakout rooms (for a virtual lesson) to collaborate on a definition of gentrification.
  • Inform students that they will be assuming the mindset and role of a historian. Remind them to consider the historian’s intended audience and use of evidence to support their statements. Circulate the room in person or pop into Zoom Breakout rooms (for a virtual lesson) to answer questions and address any roadblocks.
  • If students are struggling with defining gentrification, the instructor can offer this definition by a social scientist from one of the suggested pre-class readings to get them started.

“The theft of space from labor and its conversion into spaces of profit” 

(Ipsita Chatterjee in“Gentrification and the Increasing Significance of Racial Transition in New York City 1970-2010” by Stacey Sutton).

  • Give the students 7-8 minutes to come up with a definition, or at least a set of words and/or terms that are associated with gentrification.
  • Instructor will then ask 1 student from each group to write the definition, or a collection of words associated with gentrification, on the classroom board. 
  • For a virtual lesson, Instructor can create a Google Doc and share it with the entire class. Students can post their definition or word association on the document. 
  • Allow the students 7-8 minutes in total for each group spokesperson to share their definition.
  • Ask the students to write all of these definitions or word associations because the class will be revisiting these definitions later in the lessons.

Transition: Instructor will introduce a series of discussion questions that draw upon the assigned readings and incorporate the class’s definitions of gentrification.

Part 2: Discussion Questions

40:00-1:00:00

Instructor can ask 2 of these suggested discussion questions based upon the students’ comprehension of the topic and individual interests. 

I suggest that Instructor asks Question #4 in order to transition the discussion to the next lesson about the media’s representation of gentrification.

  1. What has physically been taken from gentrified neighborhoods? How can we describe the products, processes, profits, or other social or economic entities leaving the neighborhood?
  1. In contrast, what types of products or processes are arriving in the neighborhood? What is the perceived value of these products or processes to current residents in comparison to possible future residents?
  1. Who are the historical actors shaping gentrification in New York City? What is their identity in terms of their gender, race, access to wealth, and/or profession? Are there specific people who have historically benefitted from gentrification and accrued significant amounts of wealth as a result?
  1. Based upon your assessment of the assigned readings, how did the media specifically work to influence the conversation surrounding gentrification? Were certain Americans, such as women of color, specifically mentioned regularly as either ideal or ill-suited homeowners?

In closing, Instructor will allow a few minutes to assess the students’ understanding of the concepts thus far and address their concerns or questions. Instructor can inform the students that the next lesson will address the representation of gentrification and that they will be placed in one of four groups. The students will receive their assigned group and three media sources to review shortly after this lesson.

Class Agenda for Lesson # 2:

Part 1: Extended Class Activity

00:00-05:00

Instructor will introduce the lesson by summarizing the students’ definitions of wealth inequality and gentrification from Lesson # 1; stating the “Essential Question” for Lesson # 2; and providing excerpts from the “Context” section of the lesson plan if needed.

Notes for Instructor for Extended Group Activity:

Learning Objective for Students: Utilize the information learned from the previous lesson and assigned media source readings to analyze the representation of gentrification in New York City.

For an in-person lesson, Instructor should give the students the two parts of the activity, Key Aspects and Discussion Questions, in written form. Instructors can write these on the board or print out copies of this information for all of the students.

For a virtual lesson, Instructor can share the Key Aspects and Discussion Questions in a shared Google Doc or in the Zoom Chat function. Instructors will need to create several breakout rooms for the groups. Instructor can provide the assigned media sources (that the students received prior to the lesson) in a shared Google Doc as well, just in case the students need a reference while they answer the Key Aspects and Discussion Questions

Instructor should answer any questions and inform students that there is no “wrong” answer in this activity. They can answer the questions to the best of their abilities based upon their reading of the media sources prior to this lesson.

05:00-10:00

Activity Instructions for Students:

Instructor will deliver the following instructions.

“Prior to this lesson, I have assigned you to a group with a few assigned media sources to review. Each of these 4 groups is responsible for relying on their definitions of gentrification, wealth inequality, and knowledge from the assigned readings and previous lesson to complete two tasks. You will have 15 minutes in total to review and analyze the sources to complete two tasks.”

Tasks: 

  1. Delegate among your group to determine which group members will address the Key Aspects of your assigned sources. 1-2 people or so can present this information to the entire class.
  2. Delegate among your group to determine which group members will address the Discussion Questions. They can respond to the questions with a few sentences or bullet points. 1-2 people or so can present this information to the entire class.

Key Aspects of the Source:

  • Content 
  • Author, Publication, and Publication Date
  • Type of Source and Purpose of the Source
  • Tone and Perspective of the Author 
  • Source’s Historical Significance 

Possible Discussion Questions:

  1. Who is the target audience for each of your assigned  media sources?
  1. Are there any conflicting messages about gentrification either within one source or between the two or three sources? Who do the authors suggest is being either positively or negatively affected by gentrification? Do they mention specific groups of New Yorkers, based on their race and/or gender? Why do you think that is?
  1.  Imagine that the authors are in dialogue with one another. What would they say to each other about gentrification? Would they agree or disagree on one issue in particular?

10:00-25:00

Students will work together in their four in-person groups or Zoom breakout rooms (for a virtual lesson) to complete the instructions as a team.

25:00-50:00

Instructor will convene the students either in-person or in the general Zoom meeting (for a virtual lesson) to check in with the students and answer any urgent questions before they present their findings.

Remind the students that all groups will have no more than 6-7 minutes to present their findings to the class. Inform the students that this is meant to be a challenging activity and their attempts to be concise and accurate are all appreciated!

Part 2: Closing Discussion Question and Post-Class Assessment

50:00-55:00

Instructor will convene the class to assess what they learned from the group activity and give students an opportunity to ask any urgent questions. 

Instructor can follow up with these discussion questions:

Based upon our class readings and the group activity, how do newspapers, magazines and/or journals portray gentrification in New York City? How does the media specifically operate to develop ideas about neighborhoods? Did you notice any instances when the media employed certain representations, language, or images to emphasize a particular belief about communities based upon the residents’ socioeconomic status, race, or culture?

55:00-1:00:00

In closing, Instructor can choose 1 of the following discussion questions to ask the class.

  1. How does your analysis of the assigned readings and/or the media sources affect how you, as a student of American history, evaluate gentrification? Do we want to keep or revise our historical definitions of gentrification from the previous lesson?
  1. What responsibility do we have as both students of history and regular consumers of mass media information to present an accurate view of gentrification? 
  1. As historians, what do we need to keep in mind about the media’s portrayal of gentrification? Is it possible that even trustworthy media sources can deemphasize factual information to build certain ideas about a neighborhood, its residents and perceived culture?

Instructor ends the lesson and informs the students of availability to answer questions or concerns by email and/or during office hours.

Instructor informs the students that they will receive an email after this lesson with all of the media sources that each group received. Their reading of these sources is recommended.

Assessment Options after Lesson # 2:

Instructor can choose 1 option to assess the students evaluation of the material.

Option 1: 

Instructor can assign one of the remaining final discussion questions to the class for their consideration.  Students can pick 1 of the questions to explore in a brief response essay of 1-2 pages. Properly cited outside source material can be used to support the student’s response. Students can email the assignment to the professor no later than 2 days after Lesson # 2’s conclusion.

Option 2: 

Instructor will send the students all of the media sources that each group received. Instructor will ask the student to choose another group’s assigned media sources (i.e. Group 2 if the student was in Group 1), read the materials, and analyze the sources for their audience, content, and context. 

Students will then holistically evaluate both the media source group that they selected for this assignment and the media sources that they were originally assigned during the class activity. 

Students will write a brief reflection response of 1-2 pages based on their evaluation of this larger set of media sources about gentrification. Students will email the assignment to the professor.

Optional: Instructor can provide students with 1 of the following discussion prompts to help them focus their written response for Option 2.

  • What overall message about gentrification are these sources sending to the reader? Who are the authors arguing that gentrification is helping and/or hurting?
  • Do the authors clearly define gentrification for their audience or is its meaning and impact on New York City and/or Harlem ambiguous?
  • Is there 1 media source that you selected that has an argument that persuades you most effectively? Why? What is the journalist specifically doing with the evidence, historical context, or visual presentation of the material? Does his or her argument about gentrification influence you to revise your own definition of gentrification, as an aspiring historian?
css.php