disaster

For years now, expecting parents have been popping balloons and cutting colorful cakes to announce the sex of their babies. These “gender reveal parties” can be a fun new take on the baby shower, but they also show just how much we invest in the gender identities of children. In a world where gender inequality persists and gender identities can be in flux, cultural traditions like this can lock people into rigid thinking that separates boys and girls.

Of course, point this out at the wrong time and you’ll usually get accused of raining on the parade. It’s just a cake after all, right? The tricky part is that social scientists often show how identities can turn into ideologies that have real stakes for human behavior.

For a dramatic example, last week the world got footage of the gender reveal party that sparked a massive 2017 wildfire in Arizona. These parents wanted to go big to announce their new baby boy—so big that it warranted explosions in the middle of dry grasslands.

It’s not that gender stereotyping directly caused this fire—even if we didn’t have a rigid gender binary, people would still start disasters with a stray campfire or sparkler. This case is still useful for thinking about gender, though, because what we celebrate and how we celebrate it shows a lot about where people learn to place their interest and effort. We don’t have massive parties for baby’s first steps or first conversation, and I can’t think of a time when a First Communion needed 800 fire fighters to come clean up afterwards.

Evan Stewart is an assistant professor of sociology at University of Massachusetts Boston. You can follow his work at his website, on Twitter, or on BlueSky.

Where is your nearest garbage dump? Where does the local factory go when it needs to get rid of some particularly toxic chemicals? If there was a disaster, would you have to move? Could you?

Sociologists use shorthand terms like “environmental racism” to draw attention to the fact that poor communities and communities of color are often more likely to be exposed to hazardous materials, and cases like the Flint water crisis drive this point home.

Of course, housing inequality also means that nobody has to dump anything to put poor communities in hazardous positions. One recent example of this is the flooding in Houston after Hurricane Harvey. Over at Socius, Yuqi Lu gathered data on the median household income in neighborhoods across the Houston area from the American Community Survey and matched it with land elevation data from Google Maps.

In general, poorer neighborhoods in Houston sit at lower elevations, and thus are more susceptible to flood risks. This relationship is strongest in less-densely-populated areas, such as rural and suburban neighborhoods, but additional analysis in Lu’s article shows the relationship is robust.

The latest reports are in on human caused climate change. Regardless of whether we can act to turn it around in time, we’ll also have to recognize the fact that not everyone faces the same fallout from environmental hazards and natural disasters.

Evan Stewart is an assistant professor of sociology at University of Massachusetts Boston. You can follow his work at his website, on Twitter, or on BlueSky.

The great Louisiana Floods of 2016 have led to the closure of at least 22 of the state’s 70 public school districts, with additional districts calling off classes as a precaution given the immense devastation. This means that as many as one-third of the state’s public school students were out of school last week ,and potentially for many weeks to come. That equates to more than 241,000 children who are not in classrooms where they belong; and these figures do not even account for the many thousands of private and charter school students also out of school across the water-logged state.

Almost exactly 11 years ago, Hurricane Katrina disrupted some 370,000 school-age children. For our book, Children of Katrina, we spent nearly a decade examining how their lives unfolded in the years after the catastrophe. We focused on education as a key “sphere” of children’s lives. It is a special sphere in that it is unique to children and youth and it has specific time parameters: when the window for schooling is gone, children cannot get it back. Missing school means missing critical stages in cognitive and social development and likely suffering irreparable harm in terms of their intellectual growth, development, and future educational goals.

The school sphere, as with the other spheres of children’s lives, is marked by inequality, with some students having access to greater advantages than others. Some school districts, often segregated by race and class, have more resources and support than others; some families have the ability to enroll children in private schools that require tuition or arrange to be in a high-quality school district, while other families do not have those options.

Keeping this in mind, and recognizing the importance of education during displacement and recovery, there are many things that can and should be done, to support disaster affected children and youth and their educational process. These include:

• Reopening schools (including childcare centers and pre-schools) as quickly as possible after a disaster; this means allocating proper resources to repair, rebuild, and/or revive schools in disaster zones;
• In receiving communities that receive large numbers of displaced children and youth, providing pathways for their rapid enrollment;
• Offering emotional support through optional peer-oriented and/or peer-led support groups as well as licensed professional counselors, social workers, and school therapists;
• Training all school staff—from upper-level administrators, to teachers, to custodians—how to be supportive of children and youth who have been affected by disaster as well as those who are in receiving communities who are now welcoming disaster-affected youth into their classrooms;
• Designing and implementing disaster preparedness, response, and recovery curriculum within classrooms;
• Providing opportunities for children to help their schools’ and classmates’ recovery; this could, for example, come in the form of service learning, fundraising, mentoring programs, or community action activities;
• Offering immediate and long-term support for teachers, who are often recovering from disaster themselves; this may include financial, professional, and emotional support;
• Intervening against bullying and stigma that may be attached to “disaster survivor” status for youth; reminding these professionals that bullying may be exacerbated based on region of origin, gender, age, race, or other characteristics;
• Integrating displaced children in classrooms with familiar faces if possible;
• Making school days as predictable as possible and re-establishing routines within classrooms and schools;
• Allowing children and youth the opportunity to work on projects that help them process their disaster experience;
• Funding school programs in arts, music, drama, and creative writing to encourage expression and foster healing.

Alice Fothergill, PhD is an associate professor of sociology at the University of Vermont. She is a member of the Social Science Research Council Research Network on Persons Displaced by Katrina. Fothergill’s book, Heads Above Water: Gender, Class, and Family in the Grand Forks Flood, examines women’s experiences in the 1997 flood in North Dakota. She is also co-editor of Social Vulnerability to Disasters.

Lori Peek, PhD is an associate professor of sociology and Co-Director of the Center for Disaster and Risk Analysis at Colorado State University. She also serves as the Associate Chair for the SSRC Task Force on Hurricane Katrina and Rebuilding the Gulf Coast and is a member of the SSRC Research Network on Persons Displaced by Katrina. Peek is the author of the award-winning book Behind the Backlash: Muslim Americans after 9/11 and co-editor of the volume Displaced: Life in the Katrina Diaspora.

Together, Fothergill and Peek are the authors of the award-winning book, Children of Katrina, the longest-term ethnographic study of children in disaster.

Today marks ten years to the day that Hurricane Katrina flooded the city of New Orleans and devastated the Gulf Coast.   These posts are from our archives:

Was Hurricane Katrina a “Natural” Disaster?

• Profits Over People: The Human Cause of the Katrina Disaster
• Who Didn’t Evacuate? A Picture of Those Left Behind

Racism and Neglect

• White racial violence in the crisis of Katrina
• Hurricane Katrina and the Demographics of Death
• The Fate of Prisoners During Hurricane Katrina

Disaster and Discourse

• “Finders” vs “Looters” at the Associated Press
• Disaster Tourism
• The Politics of Hurricane Humor

Devastation and Rebuilding

• An Uneven Recovery: Rich and Poor 9 Years After the Storm (pictured)
• Voodoo: Before and After Katrina
• Slow Recovery on the Gulf Coast (pre-oil spill)
• Population Recovery in New Orleans
• Rebuilding in the Lower 9th Ward

10 Years Later and Beyond

• Is New Orleans undergoing a revival?
• Children’s educational trajectories after Katrina

Lisa Wade, PhD is an Associate Professor at Tulane University. She is the author of American Hookup, a book about college sexual culture; a textbook about gender; and a forthcoming introductory text: Terrible Magnificent Sociology. You can follow her on Twitter and Instagram.

Generally, residents of New Orleans are “remarkably optimistic” about its recovery and future. Partly because the city had just begun to recover from Hurricane Katrina when the Great Recession began, it suffered less job loss relative to its pre-recession state and GDP actually grew 3.9% between 2008 and 2011. No other southern metropolitan area cracked 2% in the same period.

Richard Webster, writing for nola.com, offers the following evidence of New Orleans’ resilience in the face of the Great Recession. Chart 1 shows that it lost a smaller percentage of its jobs than the U.S. as a whole.

This is even more significant as it looks, as New Orleans had been in economic decline for decades before Katrina. At EconSouth, Charles Davidson reports that “the economy in New Orleans has reversed decades of decline and outperformed the nation and other southern metropolitan areas. Consider: the job growth in New Orleans shown in Chart 2 may not look impressive, but compare it to the declines of its neighbors (blue is before Katrina, green is after).

Residents seem to feel that the city is doing well, with the stark exception of fear of crime. But white residents are much happier with the state of the city than the 60% of residents who identifies as African American (image via NPR). This likely reflects the widening wealth gap in the city post-Katrina.

New Orleans continues to face serious problems, including low wages, a widening wealth gap, an evisceration of the public schooling system, underfunded higher ed, high crime, negative effects of gentrification, and the looming threat of another storm. Still, thanks to greater diversification of its economy, entrepreneurship, record tourism, and rising investment money, many are arguing that the city is in the midst of a revival.

Lisa Wade is a professor of sociology at Occidental College. She writes about New Orleans here. You can follow her on Twitter and Facebook.

A child that was 7 years old when Hurricane Katrina hit New Orleans will be 17 today. When the storm hit, he would have just started 2nd grade. Today, that 17-year-old is more likely than his same age peers in all but two other cities to be both unemployed and not in school. He is part of the Katrina generation.

When the city was evacuated, many families suffered a period of instability. A report published nine months after the storm found that families had moved an average of 3.5 times in the first nine months. One-in-five school-age children were either not enrolled in school or were only partially attending (missing more than 10 days a month).

Five years later, another study found that 40% of children still did not have stable housing and another 20% remained emotionally distressed. 34% of children had been held back in school (compared to a 19% baseline in the South).

With so much trauma and dislocation, it is easy to imagine that even young people in school would have trouble learning; for those who suffered the greatest instability, it’s likely that their education was fully on pause.

At The Atlantic, Katy Reckdahl profiles such a family. They evacuated to Houston, where they suffered abuse from locals who resented their presence. At school, boys from New Orleans were getting picked on and getting in fights. So the mother of three kept her 11- and 13-year-old boys at home, fearful for their safety. Indeed, another New Orleanian boy that they knew was killed while in Houston. The boys missed an entire year of school.

“An untold number of kids,” writes Reckdahl, “probably numbering in the tens of thousands—missed weeks, months, even years of school after Katrina.” She quotes an educator who specializes in teaching students who have fallen behind, who estimates that “90-percent-plus” of his students “didn’t learn for a year.”

When the brothers profiled by Reckdahl returned to New Orleans one year later, they were placed in the correct grade for their age, despite having missed a year of school. The system was in chaos. Teachers were inexperienced thanks to charter schools replacing the public school system. One of the boys struggled to make sense of it all and eventually dropped out and got his GED instead.

No doubt the high number of unemployed and unenrolled young people in New Orleans and other Gulf Coast cities devastated by Katrina is due, in part, to the displacement, trauma, and chaos of disaster. Optimistically, and resisting the “at risk” discourse, the Cowen Institute calls them “opportunity youth.” If there is the political will, we have the opportunity to help empower them to become healthy and productive members of our communities.

For more, pre-order sociologist Alice Fothergill and Lori Peek’s forthcoming book, Children of Katrina, watch an interview about their research, or read their preliminary findings here.

Lisa Wade, PhD is an Associate Professor at Tulane University. She is the author of American Hookup, a book about college sexual culture; a textbook about gender; and a forthcoming introductory text: Terrible Magnificent Sociology. You can follow her on Twitter and Instagram.

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When tourists returned to New Orleans after Hurricane Katrina, there was a new site to see: disaster.  Suddenly — in addition to going on a Ghost Tour, visiting the Backstreet Cultural Museum, and lunching at Dooky Chase’s — one could see the devastation heaped upon the Lower Ninth Ward.  Buses full of strangers with cameras were rumbling through the neighborhood as it tried to get back on its feet.

Reader Kiara C. sent along a photograph of a homemade sign propped up in the Lower Ninth, shaming visitors for what sociologists call “disaster tourism,” a practice that is criticized for objectifying the suffering of others. It read:

TOURIST
Shame On You
Driving BY without stopping
Paying to see my pain
1,600+ DIED HERE

Imagine having lost loved ones and seen your house nearly destroyed. After a year out of town, you’re in your nastiest clothes, mucking sludge out of your house, fearful that the money will run out before you can get the house — the house your grandmother bought and passed down to you through your mother — put back together.

Imagine that — as you push a wheelbarrow out into the sunlight, blink as you adjust to the brightness, and push your hair off your forehead, leaving a smudge of toxic mud — a bus full of cameras flash at you, taking photographs of your trauma, effort, and fear. And then they take that photo back to their cozy, dry home and show it to their friends, who ooh and aah about how cool it was that they got to see the aftermath of the flood.

The person who made this sign… this is what they may have been feeling.

Originally posted in 2011. 

Lisa Wade is a professor of sociology at Occidental College. She writes about New Orleans here. You can follow her on Twitter and Facebook.

Trigger warning for racist language and discussions of racial violence.

After the storm had passed, while New Orleans was still in a state of crisis, residents of a predominantly white neighborhood that had escaped flooding, Algiers Point, took it upon themselves to violently patrol their streets.

“It was great!” says one man interviewed below. “It was like pheasant season in South Dakota. If it moved, you shot it!” According to one witness testimony, they were looking for “anything coming up this street darker than a paper bag…” At least 11 black men were shot.

Here is a short interview with two of the men of Algiers Point, from the documentary Welcome to New Orleans:

This next video, sent in by reader Martha O., includes some of the footage above, but focuses much more on the experiences of several African American men who lived in the neighborhood and were shot or threatened by their White neighbors.

The men talk about the panic and terror they felt during these incidents. Toward the end, Donnell Herrington watches footage of the White residents bragging about their exploits. It’s brutal to watch this man listening to the militia members talk about shooting African Americans casually and with obvious enthusiasm and pride.

The video is part of an in-depth story about the Algiers Point shootings featured in The Nation in 2008. And as Martha explained, it’s a harrowing example of how swiftly organized violent racism can emerge when external constraints are even briefly weakened.

Originally posted in 2012. Watch the full documentary here.

Gwen Sharp is an associate professor of sociology at Nevada State College. You can follow her on Twitter at @gwensharpnv.