
"Beneath the Wage: Tips, Tasks & Gigs in the Age of Service Work?" by Annie McClanahan
To better understand Annie McClanahan’s book, Beneath the Wage: Tips, Tasks & Gigs in the Age of Service Work , one needs only peruse recent stories such as: --the Chicago Teachers Union’s bargaining to include a demand to end student homelessness by creating 10,000 new affordable housing units prioritizing Chicago public school households; --Amazon warehouse workers in Chicago who demanded childcare accommodations for Black and Brown single parents forced to work “megacycles” during the pandemic; --In California, the call for transport solutions for workers commuting across the border from Tijuana; --In Minnesota, the fight for housing for Somali immigrant women workers priced out of super-inflated real estate. The common denominator in all of the battles above is the involvement of service workers who make up the largest portion of our economy—80 percent, said McClanahan. Service workers who deliver takeout, mop floors, or work in daycare centers are traditionally among the least compensated for their labors, noted the author. But, with organization, they may be coming into their own. Rather than having less leverage than mass-production workers of the past, contemporary service workers arguably have a different kind of leverage entirely, said McClanahan. “A mass-scale strike of teachers and other child-carers, for instance, would have ripple effects far beyond those workers’ own workplaces, fundamentally interrupting work and commerce as parents and guardians are unable to work without access to childcare,” she said. “Labor stoppages of nurses and other health care providers can have similarly massive ramifications for social reproduction and vital social infrastructure, as can strikes by public-sector service workers in jobs from administration to sanitation. The increased concentration of grocery stores, retail stores, and especially the commercial logistics economy under an ever-shrinking number of employers means that regional strikes in those sectors can substantially disrupt consumers’ access to necessary goods and interrupt the ‘just-in-time’ model of circulation,” said McClanahan. “The idea for this book began when I realized that most histories and theories of wages presume the regulated, hourly wage as a norm. But as someone who has worked a lot of jobs where I mostly earned tips, I knew that wasn’t the full picture. The hourly wage is associated primarily with manufacturing work, where labor time is very rationalized, and output can be determined by the machine itself,” she said. “Service work, by contrast, tends to be much less predictable, much less technologically mediated, and with less quantifiable ‘output.’ Non-hourly methods of wage payment like tips—a form of compensation that dates back to eighteenth-century domestic service—were thus perceived as necessary to ensure that service workers would ‘self-manage’ effectively. In the United States, tipworkers were excluded from the minimum-wage provisions of the Fair Labor Standards Act and instead are still paid a ‘subminimum wage’ supplemented by customer tips,” said McClanahan. As a professor of English at the University of California-Irvine, McClanahan sees a "new" problem for teachers, service workers who heretofore have been untouched by automation. She estimates that 25 percent of courses now offered at the California school of some 40,000 students are online courses. Despite data on student learning through the asynchronous online class, a lesson totally provided online that a student can take anytime, is “pretty bad,” schools seem to be willing to accept that because of lower overhead costs, she said. McClanahan makes the distinction between the asynchronous online model and a hybrid model where online classes are accompanied by classroom sessions. The hybrid model is “much more effective by every measure," she said. The problem is the hybrid model doesn’t save the university as much money as the asynchronous model, she said. “From online higher education to AI, technology is increasingly being used to intensify and deskill teaching labor,” McClanahan said. “The idea of ‘so-so automation’— automation that increases productivity a little bit but often at a significantly lower level of quality—really sums up what’s happening in higher education today,” she said.















