Tuesday, July 26, 2022

Racial Evolution of the Loop Theater District: From Sweetback to Super Fly: Race and Film Audiences in Chicago's Loop




Here is a review in the Chicago Tribune from Bill Savage:

The history of Chicago's urban spaces and race relations can be viewed through many lenses. Gerald R. Butters Jr.'s new book, "From Sweetback to Super Fly: Race and Film Audiences in Chicago's Loop," adds a vital new point of view to Chicago's ongoing conversation about race and how people interact in shared spaces like movie theaters.

Butters' foundation is the idea of the "occupation of geographic space." Spaces do not necessarily belong to different groups of people. Instead, people choose to frequent spaces open to them, and then by their occupation make such spaces their own.

Chicago's Loop, with its businesses, restaurants, stores and theaters, had traditionally been a white space, occupied by white workers, tourists and consumers of culture. But if enough African-Americans came to the Loop to work and eat and shop and watch movies, their presence could reshape the racial identity of the place. A space could become multi-racial, or, if abandoned by one group, change its racial identification in the wider culture.

That's exactly what happened in the first half of the 1970s, as the Loop became perceived as a black space. This spatial/racial shift was not an isolated phenomenon; it was "a microcosm of larger structural alterations in the nation." As is so often the case, the Loop was central not just geographically but symbolically. As a result of the civil rights movement, "(p)sychological barriers fell as black Chicagoans, goaded by the Black Power movement and frustrated by years of segregation, began moving freely throughout the city. As the 1970s began, new patterns of geographic occupation — brought about primarily through the patronizing of entertainment venues, especially motion picture theaters — emboldened black Chicagoans."

The movie business is, from start to finish, all about money. With the closing of many neighborhood theaters on the South and West Sides, African-Americans began to spend their money downtown at the same time white audiences — perceiving the city as inherently dangerous due to urban unrest, including riots after the assassination of Martin Luther King Jr. — were fleeing to the suburbs. Loop theaters therefore made more money booking black-themed movies. As they booked more such fare, from "quality" black dramas to so-called "blaxploitation" action flicks, white audiences dwindled further, creating a reinforcing circle.

Butters' examination of the politics of racial identity both within these films, and in the critical discourse around them, is outstanding. He argues that "to lump all the black-themed films from 1971 to 1975 under the rubric of blaxploitation is to ghettoize them and disestablish their importance and relevance to the African American community." Hollywood had marginalized black talent and black subject matter forever, so to see black heroes and heroines onscreen, whatever the artistic merits of the genre, was vital to a growing sense of black pride.

Elite, if not elitist, African-American cultural critics could deride these movies as lacking uplift or glorifying cultural dysfunction (much as some critics do today regarding rap music), but audiences paid for what they wanted: black narratives at the show.

But not exclusively. Butters shows without a doubt that black audiences were far more Catholic in their tastes than movie bookers, critics or white suburbanites thought. Movies such as "Jaws," "The Exorcist" and "The Godfather" appealed across racial lines, attracting both black and white audiences in the Loop and suburban theaters alike. ("The Godfather" movies and their depiction of Mafia culture, in fact, were part and parcel of the narrative tropes that movies such as "Shaft" and "Super Fly" exploited.) African-American and white audiences also filled theaters together for the exotic new genre of kung fu movies, but films featuring African-American men and women as heroes in dramatic crime narratives were central to the transformation of downtown movie-going audiences.

Also important to the new status of the Loop was the parallel phenomenon of big-screen pornography. Court cases knocking down censorship restrictions had led to the production and distribution of both soft-core and hard-core pornography (Hollywood studios desperate to make money in an industry that was on hard times had something to do with it as well). Several downtown theaters exclusively or predominantly screened pornography, which also contributed to the perception of Loop movie-going as less than family friendly. (By 1990, there were no movie theaters in the Loop at all, Butters reports.)

Then there's the matter of the physical spaces of the theaters themselves. Though some of these movies made good money in their disparate genres, the large theaters were expensive to maintain, and many owners didn't bother. As the physical structures deteriorated, the Loop gained a reputation for crime, seediness and decrepitude that was one part reality (many of the theaters were falling apart and infested with rodents) and one part prejudice (crime rates in the Loop, then as now, were lower than in outlying neighborhoods, despite media hype). But movies are all about reputation, even glamour, and once a Loop theater gained a reputation for being an X-rated venue, or for criminality, or for blackness, many potential customers drove to the brand-new and sparkling clean suburban mall theater instead of venturing downtown.

Butters frames his discussion of the content of these films, as well as the culture of the movie business, with the voices of contemporary critics, African-American and white alike, especially two men familiar to most Chicago film buffs: Roger Ebert and Gene Siskel. Siskel and Ebert were reviewing these films in and writing about these theaters during the early '70s, and Siskel especially comes alive as a thoughtful critic attentive to the environment moviegoers sought (fewer loud video games in the lobby, not to mention fewer rodents in the theater) and to the content of the films and the broader cultural context in which the Loop was perceived.

Finally, Butters connects his narrative of art and commerce to the politics of the early 1970s, when so much of the Loop was declared subject to the eminent domain and bulldozers of the Richard J. Daley administration and "urban renewal." Much of the criticism of Daley-era programs emphasizes how he rebuilt the city in destructive ways, by obliterating neighborhoods for the University of Illinois at Chicago or creating the vertical ghettoes of the Robert Taylor Homes on the ruins of Bronzeville. But Daley and his real-estate developing cronies set their sights on the Loop as well. Vast swaths on either side of State Street were slated for demolition, including every Loop movie house. Luckily a few (the Chicago Theatre, the Oriental) were saved, thanks to preservationists and the less bulldozer-happy administrations of Mayors Michael Bilandic and Jane Byrne.

Butters is often a graceful writer, with a sharp wit, able to turn a vivid phrase and fluent in the jazzy slang of show-biz-speak: Profitable movies have "legs," and "b.o." is "box office." With hilarious understatement, he describes The New York Times as "not a bastion of black revolutionary thought."

But, given its $60 price tag, the book needed serious editing, which it did not get. Far too often, three or four sentences labor to do the work one or two could have done, with awkward repetitions of subjects, key phrases and facts. Crucial ideas get buried mid-paragraph, and framing issues — like the particular ownership or location of theaters — are repeated between and within chapters (sometimes even within paragraphs). Some facts of film history need better explanation (e.g.: an X rating did not originally designate a film as sexually explicit hard-core pornography; X just meant a movie intended for adult audiences only). The illustrations of newspaper ads for different films, useful but not essential to Butters' arguments, are poorly reproduced and so add little.

Luckily for all concerned — especially for any reader interested in a deeply informed, nuanced and insightful new take on racial change and Chicago's film culture — "From Sweetback to Super Fly" overcomes these problems.

Butters takes his readers back to a time not just before streaming video, or the Internet, or DVDs, or VHS. He takes us back to a time when African-Americans, finally free to go wherever they pleased to consume entertainment, lined up on the streets to patronize the grand movie palaces of Chicago's Loop. The fact that this liberation coincided with the decline of the Loop as a destination for white Chicagoans and suburbanites is the tragic result of yet another narrative of racism in Chicago.

Bill Savage teaches Chicago literature at Northwestern University.

"From Sweetback to Super Fly: Race and Film Audiences in Chicago's Loop"

Friday, July 22, 2022

Imagining when...

 ... a sociological imagination and LUC:


Imagine if you were the same person you are attending the same university but in a different time.  How might you be different?


Here are some examples that I found:


1920s










1960s:












1980s:





1990s:



Wednesday, July 13, 2022

Building a Better Chicago

 Loyola University Chicago's very own Teresa Irene Gonzalez's book, Building a Better Chicago explores the role of politicians, government agencies and nonprofit groups and their affect on minority communities, namely, Little Village and Englewood.


From NYU press:

How local Black and Brown communities can resist gentrification and fight for their interests

Despite promises from politicians, nonprofits, and government agencies, Chicago’s most disadvantaged neighborhoods remain plagued by poverty, failing schools, and gang activity. In Building a Better Chicago, Teresa Irene Gonzales shows us how, and why, these promises have gone unfulfilled, revealing tensions between neighborhood residents and the institutions that claim to represent them. 

Focusing on Little Village, the largest Mexican immigrant community in the Midwest, and Greater Englewood, a predominantly Black neighborhood, Gonzales gives us an on-the-ground look at Chicago’s inner city. She shows us how philanthropists, nonprofits, and government agencies struggle for power and control—often against the interests of residents themselves—with the result of further marginalizing the communities of color they seek to help. But Gonzales also shows how these communities have advocated for themselves and demanded accountability from the politicians and agencies in their midst. Building a Better Chicago explores the many high-stakes battles taking place on the streets of Chicago, illuminating a more promising pathway to empowering communities of color in the twenty-first century.

And a summary and the table of contents from Stanford:

Publisher's Summary
How local Black and Brown communities can resist gentrification and fight for their interests Despite promises from politicians, nonprofits, and government agencies, Chicago's most disadvantaged neighborhoods remain plagued by poverty, failing schools, and gang activity. In Building a Better Chicago, Teresa Irene Gonzales shows us how, and why, these promises have gone unfulfilled, revealing tensions between neighborhood residents and the institutions that claim to represent them. Focusing on Little Village, the largest Mexican immigrant community in the Midwest, and Greater Englewood, a predominantly Black neighborhood, Gonzales gives us an on-the-ground look at Chicago's inner city. She shows us how philanthropists, nonprofits, and government agencies struggle for power and control-often against the interests of residents themselves-with the result of further marginalizing the communities of color they seek to help. But Gonzales also shows how these communities have advocated for themselves and demanded accountability from the politicians and agencies in their midst. Building a Better Chicago explores the many high-stakes battles taking place on the streets of Chicago, illuminating a more promising pathway to empowering communities of color in the twenty-first century. 
  • Cover
  • BUILDING A BETTER CHICAGO
  • Title
  • Copyright
  • Dedication
  • CONTENTS
  • List of Figures and Tables
  • Introduction: "This Is Why We Can't Have Nice Things"
  • 1. Àse: (Mis)trust, Change Makers, and Leadership Development in Two Chicago Neighborhoods
  • 2. A Seat at the Table: The New Communities Program, Organizational Relationships, and Socialization into Community Development
  • 3. "You Can't Do It if You're Mad, You Can Do It if You're Organized": Leadership Development and the New Communities Program
  • 4. "Teamwork to Make the Dream Work": Networks of Opportunity and Collective Skepticism as a Tactical Tool
  • Conclusion: What's Trust Got to Do with It?
  • Acknowledgments
  • Appendix A: Methods
  • Appendix B: In-Depth Interview Protocol
  • Notes
  • Bibliography
  • Index
  • About the Author


Tuesday, July 12, 2022

Reading Primary Sources in Sociology

Advice on Reading Primary Sources in Sociology 


  1. Familiarize yourself with the journal

What journal published the article? When you know the answer to this question, you can figure out who the journal’s target audience is. Scholars who study gender? Race? All sociologists?

Knowing the target audience helps prepare you for any taken-for-granted information that an article may contain. For instance, in a subject-specific journal, an article might not explain something that scholars in that area would be expected to know, while an article in a more general sociology journal might.

It’s also useful to take a few minutes and peruse the table of contents of the journal online..

  1. Read the title and abstract

The title will tell you the specific focus of the article, and the abstract—the short paragraph on the first page of the article—will give you a summary of the author(s)’ research question, method(s), and findings. This summary, along with the first page of the article, will tell you exactly what the article is about and the concepts and theories that it builds upon. You can use this brief selection to help you decide if the article will be useful for your project.

If you’re not sure if the article will be relevant, keep reading following the steps below.

  1. Read the discussion and conclusions

Next, I recommend skipping to the end of the article where the author(s) will elaborate on the findings. How do they discuss the importance of what they found? Are these findings relevant for your work?

  1. Read the subheadings

The subheadings in the articles may give you more information about the article’s focus. While it might contain traditional markers of sections such as methods, data, results, analysis and/or discussion and conclusions, there might be unique sections that provide more detail that can be useful.

  1. Decide if you need to read more

At this point it is time to decide if you need more detailed information, and if so, what you need to know more about. You may choose to look at one or more of the sections below:

While some articles might have a subheading that says “introduction” or “literature review” or another indicator of a theoretical discussion—including a mention of a specific theoretical focus—there might not be any indication about the theoretical focus in other articles. Typically the author(s) will mention related works towards the beginning of the article. From here, you can not only learn about the scholarly work that they are building their study on, but you can find other potentially useful sources.

    • Methodological discussion

While some articles are reviews or theoretical discussions, most journal articles are based on research and will provide a thorough discussion of exactly how they arrived at their findings. The methods discussion should be detailed enough so that if someone wanted to replicate this study, they could use the methods section as an instruction manual. This might be very helpful to you as you plan your own research.

    • Data: tables, charts, graphs, quotes

Often the most intimidating aspect of a journal article is the quantitative results, especially the more complex statistical models that some authors may use. You don’t have to let this section deter you from using the article. Authors will explain in the text what their findings mean—typically most simply in the beginning and end of the article. It’s okay to skip this section if you aren’t comfortable interpreting all the complex tables and charts.

I do suggest giving some of the more basic descriptive statistics a try; even if you haven’t taken statistics, understanding the mean, median, and mode is easy enough, as is interpreting simple graphs.

Over time, reading journal articles gets easier, much like learning a new language. You’ll find that things that once made no sense to you begin to get clearer as you read more articles and learn more about sociology.

 

From the CBC Library:
Here is an explanation of the sections you are likely to find in a research journal:
1. Title A simple summary of the main idea of the paper. It should identify the main topic, the variables or theoretical issues under investigation and the relationship between them. (For example, the word "Outbound" would NOT be a title for a research journal article because it is not clear what the topic of the article is, but it may be a title for a magazine or newspaper article.)
2. Name of Author(s) and Institutional AffiliationAffiliations tell you which institution(s)/organization(s) that the author(s) belong to and it is usually where the research was conducted. It is common to have multiple authors who have collaborated on the research and the writing of the paper.
3. Abstract; A brief, non-evaluative, comprehensive summary of the contents of the article. 
4. Introduction; Usually the introduction describes: 
  • What is the problem and how importance it is
  • What have other researchers found out about the problem before (review of the relevant literature)
  • What are the hypotheses and objectives of the study
  • What are the research design and how is the design influenced by the hypotheses
  • what are the theoretical and practical implications of the study
5. Methods; Describes in detail how the study was conducted. Enables the reader to evaluate the appropriateness of the methods used in the study and the reliability and validity of the results. Method usually includes the following subsections:
  • Participants
  • Materials
  • Procedure
6. Results; Summarizes the data collected and the statistical treatment of the data. A brief statement of the main results or findings followed by a report in sufficient detail to justify the conclusions. It is common to find figures and tables in this section.
7. Discussion; Evaluates and interprets the implications of the results, especially with respect to the original hypothesis. Includes a clear statement of the support or non-support for the original hypothesis.
8. References; Lists works cited in the text of the article. Intended to get credit to the work of previous researchers and document statements made about literature. (Note: This part is almost always included at the end of a research article.)

From Professor Mikaila Mariel Lemonik Arthur:

How to Read a Sociological Journal Article

When you start reading a scholarly journal article, you should begin by reading the abstract. Almost all scholarly journal articles have abstracts; these are 100-200 word paragraphs at the beginning of the article that will introduce you to the topic, methods, and findings of the article. When you are doing your own research, the abstract will tell you if the article in question is likely to be useful for your project. When the article is assigned reading, the abstract is still worthwhile—it provides signposts for what you will find inside.
When you have completed reading a sociological journal article, you want to be able to answer a set of key questions about the content and findings of the article.
1) What is the topic of the article? If you were a librarian or a bookstore owner and you had to place this article on the shelf, how would you categorize it?
2) What is the research question and/or hypothesis? What does the author want to find out, and what does s/he expect to find? There may well be more than one research question or hypothesis—be sure to locate them all.
3) What have prior researchers said about these questions? How does the author propose to expand or improve on prior research?
4) What methodological strategies did the author use? There will often be a section called methods, so look at that. In addition, you should identify where the data came from. As you become more skilled in research methodology, you should take the time to consider whether you think the methodology and data used in the article was good, or whether there might have been better sampling strategies, data sources, measurement strategies, or methodologies for the project at hand.
5) What were the main findings of the research? What was the answer to each research question, and was each hypothesis confirmed or disconfirmed? Based on these findings, what sorts of arguments and conclusions does the author make?
6) What suggestions does the author make for future research? If you are looking for a research project, this is always a good place to turn for ideas!
7) What sorts of limitations or shortcomings do you find in the project? These might be methodological problems, ways in which you disagree with the author’s interpretation of the data and findings, areas in which the study could have been expanded, or any other issues. Sometimes the author will even identify some of these limitations her or himself.
8) What can you take away from this article? How is it connected to the research you are doing? How is it connected to the learning goals for the course you’ve read it in? Why have you read it? How does it contribute to an ongoing scholarly dialogue about a particular topic or issue. Of course, sometimes articles really are not that useful. However, in most cases you should be able to identify why the article matters and how it can be useful to you. In research methods courses, you should particularly focus on what the article can teach you about how to do research.
9) If you are reading this article as part of a research project, you should be sure to skim through the bibliography, keeping in mind what you read in the literature review. Are there any references that might be worth getting your hands on?

As you read the article, you should take notes on key elements of importance. I recommend that you avoid highlighting—the tendency when students highlight is to highlight almost everything, because it all seems important (or on the other hand to highlight nothing because the article is boring!). Instead, choose one of the strategies below:
  • Take a separate sheet of paper or open a word processing document and keep your notes in that document. Aim to write about one typewritten page or two hand-written pages of notes for your typical 20-30 page journal article—the same goes for textbook chapters! In your notes, write a short summary of the article, any key insights the article suggested, ideas about how this article might be useful for your learning or research, and answers to the reading questions listed above.
  • Invest in some sticky notes, preferably the kind you can write on and preferably in a variety of different colors. Flag key insights with sticky notes and use different colors to indicate different sorts of issues in the article. For instance, you might use yellow notes to mark facts and findings, blue notes to mark places where you were confused or want to know more, white notes to indicate main points and research methods, etc. Because you can write on the notes, you can indicate what drew your attention to this particular section, and you can also indicate which of the reading questions this section answers.
  • If you must highlight: invest in a set of 5-6 different colored highlighters. Then, even if you have the tendency to over-highlight, you can still quickly find the material you are looking for. For instance, you might highlight the topic and research question in yellow, the methodological strategies and data sources in green, the findings in blue, connections to past or future research in purple, useful bibliographic sources in orange, and other things worth noting in pink. If you highlight, don’t forget about taking notes! You can write in the margin of the article to remind yourself why you highlighted something, to ask questions or grapple with the text, or to record insights that occurred to you while reading. In addition, you should write a short summary of the article and how it relates to your learning and/or research goals at the end of the article.
  • If you are a more visual learner, you may want to consider making diagrams to help you organize your thoughts, such as venn diagrams, arrow diagrams of theoretical models, maps and timelines, or tables with different categories.
Finally, a time-saving tip: be sure to use your first time through to record a complete bibliographic citation to the article. Articles don’t always print out with all the bibliographic material on them, so use this time to find any part of the citation that’s missing. If you take notes on separate paper, include the bibliographic citation on that separate paper so you always have it if you lose track of the original article. If you write down any quotations or paraphrases, be sure to note the page numbers so you can include them in the in-text citations as necessary—this is a key step in avoiding plagiarism!

Friday, July 1, 2022

Institute for Research on Race and Public Policy at the University of Illinois at Chicago

The Institute for Research on Race & Public Policy at the University of Illinois at Chicago (UIC) promotes and coordinates engaged research on racial and ethnic justice in the U.S. Our mission is to increase society’s understanding of the root causes of racial and ethnic inequality and to provide the public, organizers, practitioners, and policymakers with research-based policy solutions. To fulfill that mission, IRRPP funds research on race and ethnicity, trains scholars to participate in policy discussions, collaborates on social justice projects with community organizations, and holds events exploring the link between policy and racial and ethnic injustice.

Infographics


State of Racial Justice Reports


Research Projects



Thursday, June 30, 2022

Folded Map Project

Tonika Johnson is an artist who created a project showing that people who live at the same address on Chicago's grid system can have vastly different opportunities - even though they might have a lot in common personally.  Her work highlights the way that racism has created segregation and that has affected the way people interact, their opportunities in terms of education, jobs, consumerism, their accumulation of wealth, their perception of government and government services and more.  Additionally, Ms. Johnson is an artist and her work highlights the ways that art can bring people together and bridge gaps.

I had the privilege and honor to work with Ms. Johnson and a team at the

Here is her project's webpage.

Especially interesting to sociologists is her page about the institutional resources that are folded into Chicago's grid here.

Here are interviews with map twins from the project.  The interviews are really interesting qualitative data about the effects of racism and segregation.




Wednesday, June 29, 2022

Location and College Graduation

Where college graduates move after finishing their degree is an example of the social class dynamic between education, location and income.  The data from this Wall Street Journal interactive article explains some of the dynamics about where graduates move.

First let's look at LUC.  As expected a large majority of students remain in Chicago after graduation, but then look at the secondary cities they settle in:



Compare LUC to Creighton.  Both Jesuit schools and both in the midwest. What do they have in common?

They both send their graduates to the three coasts - east coast, west coast and best coast.  And it is not just these Jesuit schools that do that, take a look at the schools that send a larger share of their graduates to Chicago:
Compare that to the colleges that send a large share of their graduates to middle America, like Fargo:
And this pattern is true for schools in all regions of the country:





 


Here are some other findings from the study:













Sunday, June 26, 2022

Englewood: A Neighborhood Legacy of Institutional Racism and an Example of Hope and Resiliency


Chicago's Englewood has been infamously portrayed as a violent wasteland but the media do not tell the whole story or history. Tonika Lewis Johnson is trying to change that.  She is a lifelong Englewood resident and a social justice artist.  She explored the legacy of racism and housing in Chicago in her Folded Map Project.  And now she is partnering with Sherman Dilla Thomas, an Englewood resident turned TikTok historian. Known on social media as @6figga_dilla, Thomas frequently details Chicago history and runs tours. Thomas is an unapologetic Chicago booster claiming that "Everything dope in America started in Chicago." 

One of the most noticeable aspects of Englewood are the numerous, random vacant lots scattered throughout the community.

These lots were not always vacant.  In fact, the neighborhood has numerous examples of a rich and thriving past.



But researcher Amber Hendley found that the predatory and racist housing policies of the 1950s - 1970s effectively robbed the black residents of the neighborhood of $4 BILLION, a conservative estimate.  You can read more about Hendley's research in her co-authored article from Duke University, The Plunder of Black Wealth in Chicago: New Findings on the Lasting Impact of Predatory Housing Contracts.   These contracts along with redlining, white flight, and other racist practices, led to more than 600 homes being stolen out from under black residents who lost an entire generation of wealth.


Tonika Johnson is attempting to shed light on the scope of this injustice.  Her new project Inequity for Sale publicly raises awareness of the lots that were stolen from black families. She places signs marking the lots that were taken from black families using land contracts.  The Chicago Tribune explains that here.  You can see one of the signs in the picture below where we stopped to plant love in the ground and spread the healing and love to the neighborhood.  


Another result of the housing policies was disinvestment in the neighborhood.  The shopping center at 63rd and Halsted was, at one time, the 2nd largest shopping center in the city.  But for decades, retailers have moved out including grocery stores resulting in a food desert.  Although Whole Foods opened up at 63rd and Halsted, the neighborhood remains strikingly void of grocery stores.  

But another sign of progress besides Whole Foods is the Fresh Market, a co-op that opened recently.


Another example of disinvestment is the closure of the Greenline El stop at Racine.


Despite all of the challenges and the legacy of institutional racism, Englewood is full of hope and resilience.  I saw churches, community groups, street art, mosaics, and schools. This is the Englewood that rarely gets covered in the media.





And as the Englewood community organization R.A.G.E. points out in this mural, 

Black culture influences the whole world.









Tonika's work is helping to revitalize Englewood through the UnBlocked Englewood project featured on the Chicago Bungalow Association website.