higher education

New & Noteworthy

This week TSP’s Caroline Garland published a new Discovery, Hard Work Pays Off?, on work by Rebecca Wetter and Claudia Finger. In this piece, we learn about the buy-in of the belief of meritocracy of German medical students. Students with parents who attended college were more likely to believe their hard work paid off than students whose parents did not attend college — who felt admissions were more dependant on class or influence.

Our Clippings this week features Patrick Sharkey and Megan Kang in The New York Times on gun laws and gun deaths and Michael Rocque in Boston Globe on gun laws and safety in Maine. We also have Adia Harvey Wingfield in the Harvard Business Review on workplace culture and the experience of Black employees, Karen Benjamin GuzzoAlison Gemmil, and Sarah Hayford on millennial hurdles to having children in The Washington Post (great read), coverage of Pete Simi‘s testimony on the current Trump ballot trial in Colarod in the Ohio Capital Journal, and Gillian Gualtieri in Hyperallergic on the U.S. arts and culture industry.

From the Archives

The Grammy Award Nominations were released on November 10th! Learn more about what these awards mean for artists by reading Contexts recent article by Rose Xueqing Zhang.

Election results came in last week, highlighting some of the stakes and possibilities for next year’s election. Read S Ericson’s Discovery on work by Bart BonikowskiYuval Feinstein, and Sean Bock on the national political cleavage.

More from our Partners & Community Pages

Contexts has several new pieces including:

Council on Contemporary Families has two new reads:

Photo by Hawks and Doves (Flickr)
Photo by Hawks and Doves (Flickr)

That collective sigh you hear isn’t just kids and college students bemoaning the start of a new school year. The chorus is rounded out by professors and researchers tanned from fieldwork (or, more likely, pale and blinking after emerging from weeks in libraries). Luckily, all their hard work means we have lots of new research on education to share as we, collectively, head back to our campuses and classrooms. Here’s a taste of what our prolific friends at the TSP Community Page Education & Society have published recently:

They also provide links to the following articles about education and school:

Elsewhere on TSP, don’t miss our topics page for “Teaching” and our blog, Teaching TSP. You might also enjoy Sociological Images for Instructors, including course guides and collections alongside recommended class readings; Contexts pieces including “How Students Experience Desegregation Efforts” and “Academic Doping?“‘; and our Discoveries—summaries of recent research published in sociology and social science journals—on education and collegiate life, including “Not So Different: Color-Blindness and Diversity,” “The Social Costs of Punishment, From Prisoners to Pupils,” “Active Learning and STEM Success,” and “Second-Generation Schooling: Good News for Girls.”

 

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From racial codes to technology design, “bland erotic pudding,” and why college is still worth the cost (but maybe shouldn’t be)—all that and a bag of weed (well, an article on the uneven policing of possession) on this week’s Friday Roundup! more...

Comic © Jorge Cham via PhDComics. Click for original.
Comic © Jorge Cham via PhDComics. Click for original.

The life and work of a sociology professor was a topic of conversation in my senior capstone course this week. It started when I asked students to estimate what percent of my time was allocated to teaching, research, service, and public outreach/engagement—and then told them about how formal tenure requirements and departmental expectations compared with my actual hours worked on any given week. I was trying to illustrate competing pressures and demands, and I couldn’t help but laugh when one student sent along this cartoon (with no comment or analysis).

Perhaps I’d gone overboard  stressing the disconnections? I really do love my job.

But back to class: one of the biggest topics of inquiry and conversation involved the question of where outreach and engagement fit in the world of higher education? My students this semester have been fascinated with and actually kind of inspired by what we call“public sociology,” while also puzzled by its lack of recognition and reward in the big scheme of academia, especially in the context of a public land grant institution like we have here at the University of Minnesota.

The U of Michigan drum major trailed by children across the quad. Photo from TIME LIFE, 1950. Click through for original.
The U of Michigan drum major trailed by children across the quad. Photo from TIME LIFE, 1950. Click through for original.

Why is it that some people seem so much more energetic and productive than others? As is our wont, sociologists tend to answer such questions not with respect to individual characteristics and variations, but instead by thinking about the social context and cultural factors—the external forces that structure, inculcate, and incentivize individual output and creativity. Max Weber’s The Protestant Ethic and the Spirit of Capitalism provides the usual point of departure. In an nutshell, Weber argues that the Protestant reformation, in shifting the hope for eternal salvation from institutional church membership to individual belief and one’s own relationship with God, put a new emphasis and impetus on personal practice that gave rise to attitudes and activities that provided the cultural foundations for capitalism.

I’ve been thinking about this the past few days as my son begins his freshman year of college (here at the University of Minnesota, no less!). College is obviously an environment designed to push, pull, and prod young people in ways and to a degree that they have never been pushed, pulled, or prodded before. And it is no great or original insight to suggest that our American system of higher education is one of the key institutional sites for the construction of the social skills and moral qualities that make our society so unique and uniquely productive. I’ve been particularly impressed with my first glimpse into the energy, excellence, and dedication displayed by the marching band, the proudly named “Pride of Minnesota.” As my son takes his place in the clarinet section, the band has put in 14-hour days in 100 degree heat (over 130 on the field turf yesterday afternoon, I heard) to get ready for the season opener tonight.

As I try to put myself in the shoes of these exceptional band members as well as all of the other energetic, excited, and nervous new students I’m seeing walk around campus, I’ve reflected back on my own early college experience. And I am brought to think about other, more individual, non-contextualist, and even natural or biological factors that may be in play when it comes to explaining variations in energy, productivity, and creativity in college and the human context more generally. I say this because I don’t think there is any way I can bring the energy and enthusiasm I see in the band myself these days. And also because college was for me—as, I am sure, for many others—a time when I was not only propelled to levels of activity and output I could not previously have imagined, but also the moment in my life when I really began to realize the limits of my abilities and capabilities, especially emotionally and physically. I mean, I initially tried to do everything—high academic standards, a large list of extracurricular activities, and all of the social side of college as well as staying in touch with family and friends from home—but I soon began to find myself overly stressed and tired. My body was beginning to break down. Without a sufficient sleep, simple day-to-day functioning became a real issue. And soon I had to scale back, make choices about what I could and couldn’t do, find out how to balance different interests and activities and aspirations against each other.  I came to see first-hand that others had abilities and capabilities above and beyond my own, and that I had realms in which I was particularly proficient.

Like most of us, I figured this out, as I trust my son and all of his new friends, classmates, and bandmates will. Yet I also am sure that the individual solutions that each of us work our way into are driven and constrained as much by our material needs and physiological makeups—how much sleep we need (I still can’t get over how much sleep I require in comparison to many higher octane folks out there), what we eat (and how much), how much stress we can tolerate, how much physical and psychic energy we can generate—as larger cultural contexts. Energy is a scarce and unevenly distributed resource. Perhaps this is a relatively trite, obvious observation. But it is one that we sociologists must—because of our culturalist and collectivist inclinations—remind ourselves of, both in our personal lives and in terms of the research and analyses we do in our professional capacities. Societies contain individuals, and our basic physical endowments do indeed shape and determine the energies we exert and the impacts we can make.