Author Archives: Lisa Wade, PhD

Just for Fun: The Difference Between Anthropology and Sociology

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By Stacy, who blogs at maraglen.tumblr.com.

Lisa Wade is a professor of sociology at Occidental College and the co-author of Gender: Ideas, Interactions, Institutions. You can follow her on Twitter and Facebook.

Wouldn’t A Wife Be Great!?

Flashback Friday.

Heather L. sent us a link to a business called The Occasional Wife. It’s slogan: “The Modern Solution To Your Busy Life.” The store sells products that help you organize your home and office, and provides all kinds of helpful services to support your personal goals.

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There are two things worth noting here:

First, the business relies on and reproduces the very idea of “wife.”  As the website makes clear, wives are people who (a) make your life more pleasurable by taking care of details and daily life-maintenance (such as running errands), (b) organize special events in your life (such as holidays), and (c) deal with work-intensive home-related burdens (such as moving), all while perfectly coiffed and in high heels.

But, the business only makes sense in a world where “real” wives are obsolete.  Prior to industrialization, most men and women worked together on home farms.  With industrialization, all but the wealthiest of families relied on (at least) two breadwinners. In the 1950s, the era to which this business implicitly harkens, Americans were bombarded with ideological propaganda praising stay-at-home wives and mothers (in part to pressure women out of jobs that “belonged” to men after the war).  Since then, women have increasingly participated in wage labor.  Today, the two parent, single-earner family is only a minority of families.

So, in our “modern” world, even when there is a wife in the picture, there’s rarely a “wife.”  But, as the founder explains, it’d sure be nice to have one:captureb

See, she was his wife, but not a wife.

Of course, this is nothing new.  Tasks performed by wives have been increasingly commodified (that is, turned into services for which people pay): for example, house cleaning, cooking, and child care.  This business just makes the transition in reality explicit by referencing the ideology.  The fact that the use of the term “wife” works in this way (i.e., brings to mind the 1950s stereotype) in the face of a reality that looks very different, just goes to show how powerful ideology can be.

Originally posted in 2009; the business has grown from one location to four.

Lisa Wade is a professor of sociology at Occidental College and the co-author of Gender: Ideas, Interactions, Institutions. You can follow her on Twitter and Facebook.

Happy Birthday to Susan Sontag!

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Image from Extremely Silly Photos of Extremely Serious Writers.

Lisa Wade is a professor of sociology at Occidental College and the co-author of Gender: Ideas, Interactions, Institutions. You can follow her on Twitter and Facebook.

Ohio Class Teaches Children that Men Think and Women Feel

From Reddit comes the story of an assignment given to high school students in a sex education unit of health class in Columbus, Ohio (as reported in theDispatch). The introduction reads (typos included):

Appreciating Gender Differences: Often there are many stereotypes attached to being male or female. Yet male and female together keep our species alive! Through knowing and appreciating the many differences in brain development and psychological processes of males vs. female one learn to accept and appreciate the differences.”

Then there’s this graphic: 1 (3) - Copy Yes, boys and girls in the class all got the same handout, with the normal human described as “you” and the one in the dress labeled “she.” After the graphic is a list of questions for the students to ponder in an essay, such as, “How might knowing these differences influence and impact an intimate relationship you might currently have or develop in the future?”

In her defense, the teacher naturally told the Dispatch that the point was to just “stimulate conversation.” But nothing in the assignment suggests the stereotypes might not be anything but true. None of the essay questions cast doubt on the facts presented. Consider revising the text like this:

Appreciating Gender Similarities: Often there are many stereotypes attached to being male or female. Yet male and female together keep our species alive! Through knowing and appreciating the many similarities in brain development and psychological processes of males vs. female one learn to accept and appreciate the similarities.”

That could be a useful opening to a unit on gender and development for high school sex education (without the graphic). Where did this come from? The teacher said it came from “an outdated book.”

With the power of Google image search, you can follow this image around the Internet, where it has been used by a lot of people to illustrate supposedly funny-but-oh-so-true stereotypes, like “Hilarious differences between men and women,” and on pages with sexist aphorisms such as, “A woman worries about the future until she gets a husband; a man never worries about the future until he gets a wife,” and on relationship advice pages, with conclusions such as, “If we understand this basic fundamental, there will be better relationships … steadier !!,” and even “Real, Honest Female Advice” for men who want to “start having unbelievable success with women.” It always has the same typo (“Figure Our Her Needs”).

I can’t find an original use, or any serious attempt at educational use, but I’d love to know who came up with it.

Philip N. Cohen is a professor of sociology at the University of Maryland, College Park. He is the author of The Family: Diversity, Inequality, and Social Change and writes the blog Family Inequality. You can follow him on Twitter or Facebook.

How Prohibition Put the Cocaine in Coca-Cola

You may be familiar with the fact that the coca in Coca-Cola was originally cocaine. But did you know that the reason we infused such a beverage with the drug in the first place was because of prohibition? Cocaine cola replaced cocaine wine. In fact, when it was debuted in 1886, it was described as “Coca-Cola: The Temperance Drink.”

The first mass marketed cocaine product was Vin Mariani, a cocaine-infused Bordeaux introduced in the 1860s. Legal and requiring no prescription, it was believed to “restore health and vitality” and I’m sure it felt like it did. Wikipedia reports that it included 7.2 mg of cocaine per ounce; comparatively, a line snorted is about 25 mg.

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Yes, Vin Mariani was good for men, women, and children. The “tonic of kings!” Even the Pope! He loved it so much he called it a “benefactor of humanity” and gave it a Vatican Gold Medal:

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But he was just the most eminent of its fans. Mariani’s media blitz included endorsements from Sarah Bernhardt, H.G. Wells, Ulysses S. Grant, Queen Victoria, the Empress of Russia, Thomas Edison, and the then-President of the United States, William McKinley. Jules Verne reportedly joked: “Since a single bottle of Mariani’s extraordinary coca wine guarantees a lifetime of 100 years, I shall be obliged to live until the year 2700!”

Vin Mariani dominated the market, but there was an American chemist, John Smith Pemberton, who made a competing product: Pemberton’s French Wine Coca. He described it as an “intellectual beverage.” Pemberton was located in — you guessed it, Atlanta — and the state enacted temperance legislation in 1885. Hence, Coca-Cola was born.

Lisa Wade is a professor of sociology at Occidental College and the co-author of Gender: Ideas, Interactions, Institutions. You can follow her on Twitter and Facebook.

Growing Up Poor Has Effects on Your Children Even If You Escape Poverty

We have become more aware that Americans’ chances of upward economic mobility have for decades been a lot lower than Americans imagined, that being poor or rich can last generations. Efforts to explain that lock-in have pointed to several patterns, from the intergenerational inheritance of assets (or debt, as the case may be) to intergenerational continuity in child-rearing styles (say, how much parents read to their children). In such ways, the past is not really past.

Increasingly, researchers have also identified the places – the communities, neighborhoods, blocks – where people live as a factor in slowing economic mobility. In a post earlier this year, I noted a couple of 2008 studies showing that growing up in poor neighborhoods impaired children’s cognitive skills and reduced their chances to advance beyond their parents. In this post, I report on further research by NYU sociologist Patrick Sharkey (here and here) suggesting that a bad environment can worsen the life chances not only of a child, but that of the child’s child, an unfortunate residential patrimony.

Consider the ways that the immediate environment shapes a child’s development. It does so physically. Air and soil pollution, noise, and traffic, for example, measurably affect children’s health, stress, and cognitive development. Local institutions and resources, such as the policing, quality of the schools, availability of health services, food options, parks, and so on matter, as well. And the social environment may matter most of all. Growing up in a community with gangs, dangerous streets, discouraging role models, confused social expectations, and few connections to outsiders commanding resources is a burden for any child. Just getting by day-to-day can be a struggle. (In a pair of studies, Sharkey found that a violent crime occurring near black children’s homes in the days before they took a standardized test reduced their scores on the test, presumably because of anxiety and distraction.)

In their research on historical effects, Sharkey and co-author Felix Elwert used a survey that has followed thousands of American families since 1968 (the PSID). The researchers know much about the adults in the survey, including where they lived when they were around 16, about the children they had and where those children lived around the age of six. The researchers also have the results from cognitive tests administered to those children in 2002.

Sharkey and Elwert found that living in a neighborhood where 20 percent or more of the residents are poor — many other things being held constant (including the parents’ education, health, and attitudes) — seems to lower the test scores of children. And so does having a parent who grew up in such a neighborhood. The effect on children of living in a poor neighborhood and having parents who had also are substantially greater than the effect of only the second generation living in a poor neighborhood. Moreover, the children of two generations of poor neighborhoods do much worse than those of two generations who managed to stay out of poor neighborhoods (over half a standard deviation worse). For technical reasons, these statistical results probably underestimate the real effect of neighborhood poverty on scores.

What appears to have happened is this: Survey respondents in the first generation who grew up in poor neighborhoods ran higher risks than other respondents, on average getting less education and worse jobs, if any, and bearing more physical, social, and psychological problems. Not surprisingly, they tended to end up in poor neighborhoods as adults. When this first generation became parents, they commonly passed on some of their personal disadvantages, such as weak reading skills, to their own children. And they also passed on their places, raising the second generation in poor neighborhoods, which further hampered their children. In this way, Sharkey and Elwert argue, neighborhood problems dragged down (at least) two generations.

No discussion of neighborhood effects can ignore the racial dimension, because the residential segregation of blacks has been and, though reduced, continues to be extreme: 41 percent of the African-American parent-child pairs in the study grew up in poor neighborhoods in both generations; only 2 percent of white families did. Poor whites were less likely to live in concentrated areas of poverty and are more likely to get out of them if they did. The weight of the past is much heavier for some than others.

Claude Fischer is a sociologist at UC Berkeley, is the author of Made in America: A Social History of American Culture and Character. This post originally appeared at Made in America and was re-posted on the Boston Review BR Blog.

Lumbersexuals and White Heteromasculine Pageantry

1b“Lumbersexual” recently entered our cultural lexicon. What it means exactly is still being negotiated. At a basic level, it’s an identity category that relies on a set of stereotypes about regionally specific and classed masculinities. Lumbersexuals are probably best recognized by a set of hirsute bodies and grooming habits. Their attire, bodies, and comportment are presumed to cite stereotypes of lumberjacks in the cultural imaginary. However, combined with the overall cultural portrayal of the lumbersexual, this stereotype set fundamentally creates an aesthetic with a particular subset of men that idealizes a cold weather, rugged, large, hard-bodied, bewhiskered configuration of masculinity.

Similar to hipster masculinity, “lumbersexual” is a classification largely reserved for young, straight, white, and arguably class-privileged men. While some position lumbersexuals as the antithesis of the metrosexual, others understand lumbersexuals as within a spectrum of identity options made available by metrosexuality. Urbandicionary.com defines the lumbersexual as “a sexy man who dresses in denim, leather, and flannel, and has a ruggedly sensual beard.”

One of the key signifiers of the “lumbersexual,” however, is that he is not, in fact, a lumberjack. Like the hipster, the lumbersexual is less of an identity men claim and more of one used to describe them (perhaps, against their wishes). It’s used to mock young, straight, white men for participating in a kind of identity work. Gearjunkie.com describes the identity this way:

Whether the roots of the lumbersexual are a cultural shift toward environmentalism, rebellion against the grind of 9-5 office jobs, or simply recognition that outdoor gear is just more comfortable, functional and durable, the lumbersexual is on the rise (here).

Many aspects of masculinity are “comfortable.” And, men don’t need outdoor gear and lumberjack attire to be comfortable. Lumbersexual has less to do with comfort and more to do with masculinity. It is a practice of masculinization. It’s part of a collection of practices associated with “hybrid masculinities”—categories and identity work practices made available to young, white, heterosexual men that allow them to collect masculine status they might otherwise see themselves (or be seen by others) as lacking. Hybridization offers young, straight, class-privileged white men an avenue to negotiate, compensate, and attempt to control meanings attached to their identities as men. Hybrid configurations of masculinity, like the lumbersexual, accomplish two things at once. They enable young, straight, class-privileged, white men to discursively distance themselves from what they might perceive as something akin to the stigma of privilege. They simultaneously offer a way out of the “emptiness” a great deal of scholarship has discussed as associated with racially, sexually, class-privileged identities (see herehere, and here).

The lumbersexual highlights a series of rival binaries associated with masculinities: rural vs. urban, rugged vs. refined, tidy vs. unkempt. But the lumbersexual is so compelling precisely because, rather than “choosing sides,” this identity attempts to delicately walk the line between these binaries. It’s “delicate” precisely because this is a heteromasculine configuration—falling too far toward one side or the other could call him into question. But, a lumbersexual isn’t a lumberjack just like a metrosexual isn’t gay. Their identity work attempts to establish a connection with identities to which they have no authentic claim by flirting with stereotypes surrounding sets of interests and aesthetics associated with various marginalized and subordinated groups of men. Yet, these collections are largely mythologies. The bristly woodsmen they are ostensibly parroting were, in fact, created for precisely this purpose. As Willa Brown writes,

The archetypal lumberjack—the Paul Bunyanesque hipster naturalist—was an invention of urban journalists and advertisers. He was created not as a portrait of real working-class life, but as a model for middle-class urban men to aspire to, a cure for chronic neurasthenics. He came to life not in the forests of Minnesota, but in the pages of magazines (here).

Perhaps less obviously, however, the lumbersexual is also coopting elements of sexual minority subcultures. If we look through queer lenses we might suggest that lumbersexuals are more similar to metrosexuals than they may acknowledge as many elements of “lumberjack” identities are already connected with configurations of lesbian and gay identities. For instance, lumbersexuals share a lot of common ground with “bear masculinity” (a subculture of gay men defined by larger bodies with lots of hair) and some rural configurations of lesbian identity. Arguably, whether someone is a “bear” or a “lumbersexual” may solely be a question of sexual identity. After all, bear culture emerged to celebrate a queer masculinity, creating symbolic distance from stereotypes of gay masculinities as feminine or effeminate. Lumbersexuals could be read as a similar move in response to metrosexuality.

Lumbersexual masculinity is certainly an illustration that certain groups of young, straight, class-privileged, white men are playing with gender. In the process, however, systems of power and inequality are probably better understood as obscured than challenged. Like the phrase “no homo,” hybrid configurations of masculinity afford young straight men new kinds of flexibility in identities and practice, but don’t challenge relations of power and inequality in any meaningful way.

Cross-posted at Feminist Reflections and Inequality by (Interior) Design. Image borrowed from here.

D’Lane R. Compton, PhD is an associate professor of sociology at the University of New Orleans. Tristan Bridges is a sociologist at the College at Brockport (SUNY).  You can follow them on twitter at @drcompton and @tristanbphd.

The authors would like to thank the Orange Couch of NOLA, Urban Outfitters, the rural (&) queer community, and Andrea Herrera for suggesting we tackle this piece. Additional thanks to C.J. Pascoe and Lisa Wade for advanced reading and comments.

Just for Fun: A Focus on Society

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Snapshots, by Jason Love.

Lisa Wade is a professor of sociology at Occidental College and the co-author of Gender: Ideas, Interactions, Institutions. You can follow her on Twitter and Facebook.