America's forgotten working class
-
0:01 - 0:04I remember the very first time
I went to a nice restaurant, -
0:04 - 0:05a really nice restaurant.
-
0:05 - 0:07It was for a law firm recruitment dinner,
-
0:08 - 0:10and I remember beforehand
the waitress walked around -
0:10 - 0:12and asked whether we wanted some wine,
-
0:12 - 0:14so I said, "Sure,
I'll take some white wine." -
0:15 - 0:17And she immediately said,
-
0:17 - 0:19"Would you like sauvignon blanc
or chardonnay?" -
0:20 - 0:22And I remember thinking,
-
0:22 - 0:24"Come on, lady,
stop with the fancy French words -
0:25 - 0:26and just give me some white wine."
-
0:27 - 0:29But I used my powers of deduction
-
0:29 - 0:31and recognized that chardonnay
and sauvignon blanc -
0:31 - 0:33were two separate types of white wine,
-
0:33 - 0:36and so I told her
that I would take the chardonnay, -
0:36 - 0:39because frankly that was
the easiest one to pronounce for me. -
0:40 - 0:42So I had a lot of experiences like that
-
0:42 - 0:45during my first couple of years
as a law student at Yale, -
0:45 - 0:49because, despite all outward appearances,
I'm a cultural outsider. -
0:49 - 0:51I didn't come from the elites.
-
0:51 - 0:55I didn't come from the Northeast
or from San Francisco. -
0:55 - 0:57I came from a southern Ohio steel town,
-
0:57 - 1:00and it's a town that's really
struggling in a lot of ways, -
1:00 - 1:03ways that are indicative
of the broader struggles -
1:03 - 1:04of America's working class.
-
1:05 - 1:06Heroin has moved in,
-
1:06 - 1:08killing a lot of people, people I know.
-
1:09 - 1:13Family violence, domestic violence,
and divorce have torn apart families. -
1:13 - 1:18And there's a very unique
sense of pessimism that's moved in. -
1:18 - 1:20Think about rising mortality rates
in these communities -
1:20 - 1:22and recognize that
for a lot of these folks, -
1:22 - 1:24the problems that they're seeing
-
1:24 - 1:28are actually causing rising death rates
in their own communities, -
1:28 - 1:30so there's a very real sense of struggle.
-
1:31 - 1:34I had a very front-row seat
to that struggle. -
1:34 - 1:38My family has been part of that struggle
for a very long time. -
1:39 - 1:43I come from a family
that doesn't have a whole lot of money. -
1:43 - 1:46The addiction that plagued my community
-
1:46 - 1:49also plagued my family,
and even, sadly, my own mom. -
1:50 - 1:54There were a lot of problems
that I saw in my own family, -
1:54 - 1:57problems caused sometimes
by a lack of money, -
1:57 - 2:01problems caused sometimes by a lack
of access to resources and social capital -
2:01 - 2:03that really affected my life.
-
2:04 - 2:07If you had looked at my life
when I was 14 years old -
2:07 - 2:10and said, "Well, what's going
to happen to this kid?" -
2:10 - 2:13you would have concluded
that I would have struggled -
2:13 - 2:16with what academics call upward mobility.
-
2:17 - 2:20So upward mobility is an abstract term,
-
2:20 - 2:22but it strikes at something
that's very core -
2:22 - 2:24at the heart of the American Dream.
-
2:24 - 2:25It's the sense,
-
2:25 - 2:27and it measures whether kids like me
-
2:27 - 2:30who grow up in poor communities
are going to live a better life, -
2:30 - 2:35whether they're going to have a chance
to live a materially better existence, -
2:36 - 2:39or whether they're going to stay
in the circumstances where they came from. -
2:39 - 2:41And one of the things
we've learned, unfortunately, -
2:42 - 2:45is that upward mobility isn't as high
as we'd like it to be in this country, -
2:45 - 2:49and interestingly,
it's very geographically distributed. -
2:50 - 2:52So take Utah, for instance.
-
2:53 - 2:56In Utah a poor kid is actually doing OK,
-
2:56 - 3:01very likely to live their share
and their part in the American Dream. -
3:01 - 3:02But if you think of where I'm from,
-
3:02 - 3:06in the South, in Appalachia,
in southern Ohio, -
3:06 - 3:11it's very unlikely
that kids like that will rise. -
3:11 - 3:13The American Dream
in those parts of the country -
3:13 - 3:15is in a very real sense just a dream.
-
3:16 - 3:17So why is that happening?
-
3:18 - 3:21So one reason is obviously
economic or structural. -
3:21 - 3:22So you think of these areas.
-
3:23 - 3:25They're beset by these
terrible economic trends, -
3:25 - 3:28built around industries
like coal and steel -
3:28 - 3:30that make it harder
for folks to get ahead. -
3:30 - 3:32That's certainly one problem.
-
3:32 - 3:35There's also the problem of brain drain,
where the really talented people, -
3:35 - 3:38because they can't find
high-skilled work at home, -
3:38 - 3:39end up moving elsewhere,
-
3:39 - 3:42so they don't build a business
or non-profit where they're from, -
3:42 - 3:45they end up going elsewhere
and taking their talents with them. -
3:45 - 3:48There are failing schools
in a lot of these communities, -
3:48 - 3:50failing to give kids
the educational leg up -
3:50 - 3:53that really makes it possible for kids
to have opportunities later in life. -
3:53 - 3:55These things are all important.
-
3:55 - 3:57I don't mean to discount
these structural barriers. -
3:57 - 4:00But when I look back at my life
and my community, -
4:00 - 4:03something else was going on,
something else mattered. -
4:04 - 4:07It's difficult to quantify,
but it was no less real. -
4:08 - 4:12So for starters, there was
a very real sense of hopelessness -
4:12 - 4:14in the community that I grew up in.
-
4:14 - 4:17There was a sense that kids had
that their choices didn't matter. -
4:17 - 4:19No matter what happened,
no matter how hard they worked, -
4:19 - 4:22no matter how hard
they tried to get ahead, -
4:22 - 4:23nothing good would happen.
-
4:24 - 4:27So that's a tough feeling
to grow up around. -
4:27 - 4:30That's a tough mindset to penetrate,
-
4:30 - 4:35and it leads sometimes
to very conspiratorial places. -
4:35 - 4:39So let's just take one
political issue that's pretty hot, -
4:39 - 4:41affirmative action.
-
4:41 - 4:44So depending on your politics,
you might think that affirmative action -
4:44 - 4:47is either a wise or an unwise way
to promote diversity in the workplace -
4:47 - 4:49or the classroom.
-
4:49 - 4:51But if you grow up in an area like this,
-
4:51 - 4:55you see affirmative action
as a tool to hold people like you back. -
4:55 - 4:58That's especially true if you're
a member of the white working class. -
4:58 - 5:01You see it as something
that isn't just about good or bad policy. -
5:01 - 5:04You see it as something
that's actively conspiring, -
5:04 - 5:06where people with political
and financial power -
5:06 - 5:08are working against you.
-
5:08 - 5:13And there are a lot of ways that you see
that conspiracy against you -- -
5:14 - 5:16perceived, real, but it's there,
-
5:16 - 5:18and it warps expectations.
-
5:19 - 5:22So if you think about what do you do
when you grow up in that world, -
5:22 - 5:24you can respond in a couple of ways.
-
5:24 - 5:26One, you can say,
"I'm not going to work hard, -
5:26 - 5:29because no matter how hard I work,
it's not going to matter." -
5:29 - 5:31Another thing you might do is say,
-
5:31 - 5:34"Well, I'm not going to go
after the traditional markers of success, -
5:34 - 5:36like a university education
or a prestigious job, -
5:36 - 5:39because the people who care
about those things are unlike me. -
5:39 - 5:41They're never going to let me in."
-
5:41 - 5:43When I got admitted to Yale,
a family member asked me -
5:44 - 5:47if I had pretended to be a liberal
to get by the admissions committee. -
5:47 - 5:49Seriously.
-
5:49 - 5:53And it's obviously not the case
that there was a liberal box to check -
5:53 - 5:54on the application,
-
5:54 - 5:58but it speaks to a very real
insecurity in these places -
5:58 - 6:00that you have to pretend
to be somebody you're not -
6:00 - 6:02to get past these various social barriers.
-
6:03 - 6:05It's a very significant problem.
-
6:06 - 6:08Even if you don't give in
to that hopelessness, -
6:08 - 6:10even if you think, let's say,
-
6:10 - 6:14that your choices matter
and you want to make the good choices, -
6:14 - 6:16you want to do better
for yourself and for your family, -
6:16 - 6:20it's sometimes hard
to even know what those choices are -
6:20 - 6:22when you grow up
in a community like I did. -
6:22 - 6:23I didn't know, for example,
-
6:23 - 6:26that you had to go
to law school to be a lawyer. -
6:26 - 6:30I didn't know that elite universities,
as research consistently tells us, -
6:30 - 6:32are cheaper for low-income kids
-
6:32 - 6:35because these universities
have bigger endowments, -
6:35 - 6:37can offer more generous financial aid.
-
6:37 - 6:38I remember I learned this
-
6:38 - 6:41when I got the financial aid letter
from Yale for myself, -
6:41 - 6:44tens of thousands of dollars
in need-based aid, -
6:44 - 6:46which is a term I had never heard before.
-
6:46 - 6:49But I turned to my aunt
when I got that letter and said, -
6:49 - 6:52"You know, I think this just means
that for the first time in my life, -
6:52 - 6:54being poor has paid really well."
-
6:55 - 6:58So I didn't have access
to that information -
6:58 - 7:02because the social networks around me
didn't have access to that information. -
7:02 - 7:06I learned from my community
how to shoot a gun, how to shoot it well. -
7:06 - 7:08I learned how to make
a damn good biscuit recipe. -
7:08 - 7:11The trick, by the way,
is frozen butter, not warm butter. -
7:12 - 7:14But I didn't learn how to get ahead.
-
7:14 - 7:17I didn't learn how to make
the good decisions -
7:17 - 7:18about education and opportunity
-
7:18 - 7:21that you need to make
-
7:21 - 7:24to actually have a chance
in this 21st century knowledge economy. -
7:24 - 7:29Economists call the value
that we gain from our informal networks, -
7:29 - 7:32from our friends and colleagues
and family "social capital." -
7:32 - 7:36The social capital that I had
wasn't built for 21st century America, -
7:36 - 7:37and it showed.
-
7:38 - 7:41There's something else
that's really important that's going on -
7:41 - 7:43that our community
doesn't like to talk about, -
7:44 - 7:45but it's very real.
-
7:45 - 7:47Working-class kids are much more likely
-
7:47 - 7:50to face what's called
adverse childhood experiences, -
7:50 - 7:54which is just a fancy word
for childhood trauma: -
7:54 - 7:58getting hit or yelled at,
put down by a parent repeatedly, -
7:58 - 8:00watching someone hit or beat your parent,
-
8:00 - 8:04watching someone do drugs
or abuse alcohol. -
8:04 - 8:06These are all instances
of childhood trauma, -
8:06 - 8:08and they're pretty
commonplace in my family. -
8:09 - 8:12Importantly, they're not just
commonplace in my family right now. -
8:12 - 8:14They're also multigenerational.
-
8:14 - 8:16So my grandparents,
-
8:17 - 8:19the very first time that they had kids,
-
8:19 - 8:22they expected that they
were going to raise them in a way -
8:22 - 8:24that was uniquely good.
-
8:24 - 8:25They were middle class,
-
8:25 - 8:27they were able to earn
a good wage in a steel mill. -
8:27 - 8:29But what ended up happening
-
8:29 - 8:32is that they exposed their kids
to a lot of the childhood trauma -
8:32 - 8:35that had gone back many generations.
-
8:35 - 8:39My mom was 12 when she saw
my grandma set my grandfather on fire. -
8:40 - 8:43His crime was that he came home drunk
-
8:43 - 8:44after she told him,
-
8:44 - 8:46"If you come home drunk,
I'm gonna kill you." -
8:47 - 8:48And she tried to do it.
-
8:49 - 8:53Think about the way
that that affects a child's mind. -
8:54 - 8:56And we think of these things
as especially rare, -
8:56 - 9:00but a study by the Wisconsin
Children's Trust Fund found -
9:00 - 9:06that 40 percent of low-income kids face
multiple instances of childhood trauma, -
9:07 - 9:10compared to only 29 percent
for upper-income kids. -
9:10 - 9:13And think about what that really means.
-
9:13 - 9:15If you're a low-income kid,
-
9:15 - 9:19almost half of you face multiple
instances of childhood trauma. -
9:19 - 9:21This is not an isolated problem.
-
9:21 - 9:23This is a very significant issue.
-
9:24 - 9:27We know what happens
to the kids who experience that life. -
9:28 - 9:31They're more likely to do drugs,
more likely to go to jail, -
9:31 - 9:34more likely to drop out of high school,
-
9:34 - 9:35and most importantly,
-
9:35 - 9:37they're more likely
to do to their children -
9:37 - 9:39what their parents did to them.
-
9:40 - 9:43This trauma, this chaos in the home,
-
9:43 - 9:46is our culture's
very worst gift to our children, -
9:46 - 9:49and it's a gift that keeps on giving.
-
9:50 - 9:52So you combine all that,
-
9:52 - 9:55the hopelessness, the despair,
-
9:55 - 9:57the cynicism about the future,
-
9:57 - 9:58the childhood trauma,
-
9:59 - 10:01the low social capital,
-
10:01 - 10:04and you begin to understand why me,
-
10:04 - 10:05at the age of 14,
-
10:05 - 10:08was ready to become
just another statistic, -
10:08 - 10:10another kid who failed to beat the odds.
-
10:11 - 10:13But something unexpected happened.
-
10:13 - 10:15I did beat the odds.
-
10:15 - 10:17Things turned up for me.
-
10:17 - 10:21I graduated from high school,
from college, I went to law school, -
10:21 - 10:23and I have a pretty good job now.
-
10:23 - 10:25So what happened?
-
10:25 - 10:28Well, one thing that happened
is that my grandparents, -
10:28 - 10:30the same grandparents
of setting someone on fire fame, -
10:30 - 10:33they really shaped up
by the time I came around. -
10:33 - 10:36They provided me a stable home,
-
10:36 - 10:38a stable family.
-
10:38 - 10:39They made sure
-
10:39 - 10:42that when my parents weren't able
to do the things that kids need, -
10:42 - 10:44they stepped in and filled that role.
-
10:45 - 10:48My grandma especially
did two things that really matter. -
10:48 - 10:51One, she provided that peaceful home
that allowed me to focus on homework -
10:51 - 10:54and the things that kids
should be focused on. -
10:54 - 10:56But she was also
this incredibly perceptive woman, -
10:56 - 10:58despite not even having
a middle school education. -
10:59 - 11:01She recognized the message
that my community had for me, -
11:01 - 11:03that my choices didn't matter,
-
11:03 - 11:05that the deck was stacked against me.
-
11:05 - 11:06She once told me,
-
11:06 - 11:10"JD, never be like those losers who think
the deck is stacked against them. -
11:10 - 11:13You can do anything you want to."
-
11:13 - 11:16And yet she recognized
that life wasn't fair. -
11:16 - 11:18It's hard to strike that balance,
-
11:18 - 11:20to tell a kid that life isn't fair,
-
11:20 - 11:25but also recognize and enforce in them
the reality that their choices matter. -
11:25 - 11:27But mamaw was able
to strike that balance. -
11:29 - 11:32The other thing that really helped
was the United States Marine Corps. -
11:32 - 11:36So we think of the Marine Corps
as a military outfit, and of course it is, -
11:36 - 11:39but for me, the US Marine Corps
was a four-year crash course -
11:39 - 11:40in character education.
-
11:40 - 11:42It taught me how to make a bed,
how to do laundry, -
11:42 - 11:45how to wake up early,
how to manage my finances. -
11:45 - 11:47These are things
my community didn't teach me. -
11:47 - 11:50I remember when I went
to go buy a car for the very first time, -
11:50 - 11:54I was offered a dealer's
low, low interest rate of 21.9 percent, -
11:54 - 11:57and I was ready
to sign on the dotted line. -
11:58 - 12:00But I didn't take that deal,
-
12:00 - 12:02because I went and took it to my officer
-
12:02 - 12:04who told me, "Stop being an idiot,
-
12:04 - 12:06go to the local credit union,
and get a better deal." -
12:06 - 12:08And so that's what I did.
-
12:08 - 12:09But without the Marine Corps,
-
12:09 - 12:11I would have never had access
to that knowledge. -
12:11 - 12:14I would have had
a financial calamity, frankly. -
12:15 - 12:18The last thing I want to say
is that I had a lot of good fortune -
12:18 - 12:19in the mentors and people
-
12:19 - 12:22who have played
an important role in my life. -
12:22 - 12:25From the Marines,
from Ohio State, from Yale, -
12:25 - 12:26from other places,
-
12:26 - 12:28people have really stepped in
-
12:28 - 12:30and ensured that they filled
that social capital gap -
12:31 - 12:33that it was pretty obvious,
apparently, that I had. -
12:33 - 12:35That comes from good fortune,
-
12:36 - 12:39but a lot of children
aren't going to have that good fortune, -
12:39 - 12:43and I think that raises
really important questions for all of us -
12:43 - 12:45about how we're going to change that.
-
12:46 - 12:50We need to ask questions about
how we're going to give low-income kids -
12:50 - 12:53who come from a broken home
access to a loving home. -
12:53 - 12:54We need to ask questions
-
12:54 - 12:57about how we're going
to teach low-income parents -
12:57 - 12:59how to better interact
with their children, -
12:59 - 13:00with their partners.
-
13:00 - 13:05We need to ask questions
about how we give social capital, -
13:05 - 13:08mentorship to low-income kids
who don't have it. -
13:08 - 13:11We need to think about
how we teach working class children -
13:11 - 13:14about not just hard skills,
-
13:14 - 13:16like reading, mathematics,
-
13:16 - 13:17but also soft skills,
-
13:17 - 13:20like conflict resolution
and financial management. -
13:21 - 13:25Now, I don't have all of the answers.
-
13:25 - 13:28I don't know all of the solutions
to this problem, -
13:28 - 13:30but I do know this:
-
13:31 - 13:32in southern Ohio right now,
-
13:32 - 13:36there's a kid who is
anxiously awaiting their dad, -
13:36 - 13:39wondering whether,
when he comes through the door, -
13:39 - 13:41he'll walk calmly or stumble drunkly.
-
13:42 - 13:43There's a kid
-
13:45 - 13:47whose mom sticks a needle in her arm
-
13:47 - 13:48and passes out,
-
13:48 - 13:51and he doesn't know
why she doesn't cook him dinner, -
13:51 - 13:53and he goes to bed hungry that night.
-
13:54 - 13:58There's a kid who has
no hope for the future -
13:58 - 14:02but desperately
wants to live a better life. -
14:02 - 14:04They just want somebody
to show it to them. -
14:05 - 14:07I don't have all the answers,
-
14:07 - 14:11but I know that unless our society
starts asking better questions -
14:12 - 14:14about why I was so lucky
-
14:14 - 14:17and about how to get that luck
to more of our communities -
14:17 - 14:18and our country's children,
-
14:18 - 14:22we're going to continue
to have a very significant problem. -
14:22 - 14:23Thank you.
-
14:23 - 14:25(Applause)
- Title:
- America's forgotten working class
- Speaker:
- J.D. Vance
- Description:
-
J.D. Vance grew up in a small, poor city in the Rust Belt of southern Ohio, where he had a front-row seat to many of the social ills plaguing America: a heroin epidemic, failing schools, families torn apart by divorce and sometimes violence. In a searching talk that will echo throughout the country's working-class towns, the author details what the loss of the American Dream feels like and raises important questions that everyone from community leaders to policy makers needs to ask: How can we help kids from America's forgotten towns break free from hopelessness and live better lives?
- Video Language:
- English
- Team:
- closed TED
- Project:
- TEDTalks
- Duration:
- 14:42
Brian Greene edited English subtitles for The struggles of America's forgotten working class | ||
Brian Greene edited English subtitles for The struggles of America's forgotten working class | ||
Brian Greene approved English subtitles for The struggles of America's forgotten working class | ||
Brian Greene edited English subtitles for The struggles of America's forgotten working class | ||
Joanna Pietrulewicz accepted English subtitles for The struggles of America's forgotten working class | ||
Joanna Pietrulewicz edited English subtitles for The struggles of America's forgotten working class | ||
Joanna Pietrulewicz edited English subtitles for The struggles of America's forgotten working class | ||
Joseph Geni edited English subtitles for The struggles of America's forgotten working class |