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Book Reviews
Of Fergusons: Blunting Racialized Predatory Policing
Zachary W.Oberfield. 2014. Becoming Bureaucrats: Socialization at the Front Lines of
Government Service.
Philadelphia, PA: University of Pennsylvania. 236pp.
between workers and protesters appears as a chasm.
But, in fact, the gap between the protesters and the
workers Iknow is also razor thin; a good number of
my urban students enter the state, frontline workforce
as teachers, cops, social workers, probation officers,
public defenders, and youth counselors for nonprofits.
Like Victor Rios, a Latino urban ethnographer, many
of them credit the mentorship of frontline workers,
including cops, for their making it to university while
pointing to contrary experiences that pulled them and
many of their friends in the direction of experiencing the state as a youth control complex, the sum
of encounters with the frontline workforce that
collectively punish, stigmatize, monitor, and criminalize young people in an attempt to control them (Rios
2011,40).
The contradictory ways street-level workers influence the life trajectories of young people coupled with
the strong draw of conscientious urban college graduates to this line of work form contours of my own
inquiry over the last decade. Zachary Oberfields project was already on my radar as relevant to these issues,
leading me to order a copy of Becoming Bureaucrats
ahead of an email from Mary Feeney asking me to
review his book. It was easy to say yes at that moment
and now, a few months later (thanks Mary), Ireport
on Zachs framing of worker socialization, his logic of
inquiry and what he discovers about who bureaucrats are and how they are made, (Oberfield 2014,
2), the principal purpose of his monograph. Iwill tell
you now that it is a richly researched study of socialization well worth reading. After explaining why this
book deserves your attention and offering some critique (the essential requirements of a book reviewer),
Idraw broadly on my knowledge of frontline inquiry
and policing to gain purchase on Fergusons or what
I regard as organizational pathologies that constitute
young people as materialized objects of racialized
The Author 2015. Published by Oxford University Press on behalf of the Journal of Public Administration Research and Theory, Inc. All rights
reserved. For permissions, please e-mail: journals.permissions@oup.com.
389
Urban teens and young adults are particularly susceptible to the judgments and decisions of the states
frontline workforce. We know this in the extreme
as I began contemplating this review with events
unfolding nationally in and around the fatal shooting of Michael Brown and a grand jurys declination
to indict Ferguson, Missouri Officer Daren Wilson.
A few of these events occurred eyes wide open. At
the time, my home office looked out over Telegraph
Avenue, just a stones throw north of the Oakland
Border where, literally, twice the Berkeley Police
Department confronted scores of young people
attempting to breech the ramp to Route 24, a main
artery to the Bay Bridge, and disrupt holiday traffic
as an assertive protest tactic.
Rather than an old lefty on the streets with the protesters, Ijoined a group of locals who hang out at the
storefront indie coffeehouse of my multiuse, loft building, spelling the owners who needed rest after a couple nights of protecting their businesses against fringe
vandalism that always accompanies committed protest
activities. I, like many of the older Telegraph crowd,
became bystanders to the youth-led rebellion sparked
by Ferguson.
Most of the time, Istayed holed up in my home office,
pondering work and longing for holiday in the desert
while gazing out my loft window. Initial inspiration for
this project came to me in one of these moments as my
eyes moved iteratively from the protesters to the frontline workforce assigned to control them. Anumber of
my Cal-Berkeley students come from ethno-racially
mixed urban families and are active protesters passionately committed to reversing the long-standing assault
on African American and Latino/a youth by our state
institutions. At the same time, my ties run deep to
frontline workers who are the faces and agents of these
state institutions, law enforcement to public education.
When street confrontations occur, the social distance
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Journal of Public Administration Research and Theory, 2016, Vol. 26, No. 2
1 This essay focuses on his time-series survey data, the main data set of
the monograph.
Journal of Public Administration Research and Theory, 2016, Vol. 26, No. 2
with the fact that many workers come from poor family backgrounds and have histories of receiving welfare in their personal biographies. That is, their social
histories define their draw and orientation toward the
job. But, even with these personal histories, caseworkers see welfare claiming as a product of individual, bad
decision-making (Oberfield 2014, 162). Ironically, they,
like most Americans, hold to the view that humans are
autonomous beings making their own destinies.
Though only faintly evident in Oberfields study,
other scholars studying social workers have tracked
how the institutional shift from welfare to workfare
has altered the job from field centered around client
needs to office centered around surveillance of clients
for conformity to job-related requirements and fraud
detection (Soss, Fording, and Schram 2011). At the
same time, scholars studying the shift to workfare
uncover substantial numbers of workers who undermine computerized accountability to meet their judgments about client needs. This tendency to defy and
resist automation of social work fills in the continuity side of Oberfields survey findings. Workers
do not check their personal histories and social histories at the door [instead positioning themselves]
as experienced guides building their relationships with
clients at the intersections of their personal histories
(Soss, Fording, and Schram 2011, 234). They are substantially citizen agents concentrating on who people are, putting their state power to work in enforcing
dominant cultural norms and expectations of civility
(Maynard-Moody and Musheno 2003). Rules can be
relaxed, even ignored for deserving clients and piled
on when workers cue clients by stereotype-consistent, discrediting markers (Soss, Fording, and Schram
2011,301).
Oberfield finds that caseworkers make categorical
judgments about welfare programs, for example, having consistently positive views of those that provide
services to children and the elderly (2014, 15860).
Programs supporting able-bodied adults receive discrediting marks by workers consistent with their societal unpopularity. Oberfield adds to our knowledge of
how dominant social and cultural ordering of society
is brought to the job with his revelations about how
workers credit and discredit certain programs.
Law Enforcement Personnel. Cops are substantially
motivated to join public service for altruistic reasons and are sustained by these motivations, based
on Oberfields survey results (2014, 93101). They,
more than caseworkers, are driven to frontline work
to serve othersno surprise to me. Nor am Isurprised
by the particulars of the other-directed motives that
Oberfield discovers propel people to enter the ranks
of law enforcement. Specifically, they give great weight
to protecting a particular other, their judgments of
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Journal of Public Administration Research and Theory, 2016, Vol. 26, No. 2
Journal of Public Administration Research and Theory, 2016, Vol. 26, No. 2
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Journal of Public Administration Research and Theory, 2016, Vol. 26, No. 2
Journal of Public Administration Research and Theory, 2016, Vol. 26, No. 2
MichaelMusheno
University of Oregon
musheno@uoregon.edu
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doi:10.1093/jopart/muv029
Advance Access publication October 1, 2015
Breaking the Silence: How Conversations about Race Can Influence Work
Practices and Interactions
Erica GabrielleFoldy and Tamara R.Buckley. 2014. The Color Bind: Talking (and Not Talking)
About Race at Work.
New York, NY: Russell Sage Foundation. 216pp.
I recently attended a workshop that addressed how
faculty can effectively lead class discussions about
workplace diversity. One objective was creating a safe
environment in the classroom so that students can
engage in authentic dialogue. Astriking question asked
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