Sociological Images

The mysterious SocProf, who writes The Global Sociology Blog, offered a nice review of Richard Wilkinson and Kate Pickett‘s book, The Spirit Level: Why More Equal Societies Almost Always Do Better.  Wilkinson and Pickett offer transnational research showing how, exactly, income inequality is related to bad outcomes on average.  In other words, as SocProf puts it, ”…egalitarianism is not a bleeding heart’s wet dream but rather the only rational course of action in terms of public policy.”  The 11 graphs, available at the Equality Trust website, speak for themselves.

Societies with more income inequality have higher infant death rates than other societies:

Societies with more income inequality have higher rates of mental illness than other societies:

Societies with more income inequality have a higher incidence of drug use than other societies:

Societies with more income inequality have a higher high school drop out rate than other societies:

Societies with more income inequality imprison a larger proportion of their population than other societies:

Societies with more income inequality have a higher rate of obesity than other societies:

Individuals in societies with more income inequality are less likely to be in a different class than their parents compared to other societies:

Individuals in societies trust others less than people in other societies:

Societies with more income inequality have higher rates of homicide than other societies:

Societies with more income inequality give less in foreign aid than other societies:

Children in societies with more income inequality do less well than children in other societies:

The authors sum it up pretty simply: : “Th[e] dissatisfaction [measured in this data is] a cost which the rich impose on the rest of society.”

And they have a clear policy proposal relevant to the current economic crisis.

[This is] a clear warning for those who might want to place low public expenditure and taxation at the top of their priorities. If you fail to avoid high inequality, you will need more prison and more police. You will have to deal with higher rates of mental illness, drug abuse and every other kind of problems. If keeping taxes and benefits down leads to wider income differences, the need to deal with ensuing social ills may  force you to raise public expenditure to cope.

Readers Ana and Dmitriy T.M. sent in a TED talk of Richard Wilkinson discussing the relationship between income inequality and social problems:

In my opinion, there is no way to administer a math test that will identify inborn ability. So people who think the greater presence of men in high-end math and science positions is a result of the distribution of inborn abilities generally rely on the observation of (a) big gender gaps, (b) long-standing gender gaps, or (c) widespread gender gaps, to make their case.

Big gaps (a) are only useful for creating a big impression. Long-standing gaps (b) are undermined by the scale of change in recent decades. And a new study does a very nice job weakening type-C support.

In “Debunking Myths about Gender and Mathematics Performance,” in the Notices of the American Mathematical Society, Jonathan Kane and Janet Mert study variation both between and within countries to test a variety of hypotheses about the sources male math advantage. They look at the distribution and variance in scores, the association with single-gender schooling, religious context and, most importantly, broader patterns of gender inequality. The main message I get is that gender ability in math differs so much across social contexts that any conclusion about “natural” ability is untenable. Also, gender equality is good.

Here’s my favorite figure from the paper, showing the distribution of eighth-grade scores for boys and girls in three countries:

In the Czech Republic there is no difference in either the means or the distributions for boys versus girls, and the average ability is high. Bahrain shows a much greater variance for boys versus girls — which is sometimes used to explain why to many top achievers are men — but women’s average is higher. Finally, in Tunisia the girls have a higher variance but a lower mean. Where’s the natural ability story?

An important consideration in all of these patterns is the role of selective dropouts. That is a potential problem with any school-based test, but also shows the problem with using any test of school-based knowledge to understand underlying “natural” ability (including SATs). Unless you can test populations with no schooling, or identical schooling experiences, you can’t resolve this.

In the meantime, the great social variability shows us that context matters, and since that’s something we can definitely address, there is no reason to get hung up on the biological stuff — at least as far as policy and practice are concerned.

Here’s a previous post from me on how teacher interactions affect gender patterns of learning, and another writeup on the new study from ScienceBlogs.

How does the U.S. compare to other developed countries on measures of social justice? According to the New York Times, not very well.  The visual below compares countries’ poverty rates, poverty prevention measures, income inequality, spending on pre-primary education, and citizen health.  The “overall” rating is on the far left and the U.S. ranks 27th out of 31.

Via Feministing.  See also how the U.S. ranks on measures of equality and prosperity (33 out of 33, for what it’s worth). Thanks to Dolores R. for the link!

Cross-posted from Reports from the Economic Front.

The extent of our labor market problems has been highlighted many times and in many ways.  Yet, with little being done to correct them, it is worth keeping the issue in the public eye.

What follows are three charts from the Economic Policy Institute.  This one highlights the ratio of unemployed persons to job openings.  Although the ratio has fallen since the “end” of the recession, it remains considerably higher than a decade ago.  It currently stands at four unemployed per job opening.

This one breaks down the data by industry.  It reveals that there are problems across the board.

This final one shows that the job crisis is hitting everyone.  As the Economic Policy Institute explains: “Those with higher levels of education are leaving (or never entering) the workforce at the same rate as those with just a high school degree.” Only those with less than a high school diploma seem to be experiencing improved employment opportunities.

And the response of many political and business leaders to this dismal situation?  Primarily calls for austerity — or, better said, cuts in social spending.  Some economists have even developed a theory of austerity-led growth, arguing that slashing government spending will unleash private investment and job creation.

We have been witnessing a test of this theory in Europe and not surprisingly it hasn’t produced positive results.  As the economist Kevin O’Rourke explains:

One lesson that the world has learned since the financial crisis of 2008 is that a contractionary fiscal policy means what it says: contraction. Since 2010, a Europe-wide experiment has conclusively falsified the idea that fiscal contractions are expansionary.

I am willing to bet that this outcome wasn’t a surprise to most workers.

Cross-posted at Citings and Sightings.

In an interview discussing whether teen sleepovers can actually prevent teen pregnancy, CNN’s Ali Velshi says flatly, “This is a little bit counter-intuitive.” But as his interviewee, UMass sociologist Amy Schalet (who wrote on this subject in Contexts in “Sex, Love, and Autonomy in the Teenage Sleepover” in the Summer of 2010), explains:

Let me clarify: it’s not a situation where everything goes… It’s definitely older teenage couples who have established relationships and whose parents have talked about contraception.

Which is to say, as Velshi puts it, sex and sex education in countries like the Netherlands, in which parents are more permissive—or as Schalet says, “parents are more connected with their kids”—about allowing boyfriends and girlfriends to sleep over, take “a holistic approach.”

Schalet’s research, explored more deeply in her new University of Chicago book Not Under My Roof, takes a look at American parenting practices surrounding teen sex and the practices of parents in other countries. Using in-depth interviews with parents and teens and a host of other data, she finds:

The takeaway for American parents… isn’t necessarily “You must permit sleepovers.” Many parents are going to say, “Not under my roof!” That’s why it’s the title of my book. The takeaway is that you can have more open conversations—you should probably have more open conversations—about what’s a good relationship, sex and contraception should go together, what does it mean to be “ready,” how to get rid of some of these damaging stereotypes (gender stereotypes). Those are all things that are going to help promote teenage health and better relationships between parents and kids.

Schalet is clear that parental approaches are nowhere near the only factor in the stark differences in teen pregnancy rates between the U.S. and the Netherlands, but says they are, in fact, particularly important. “Kids are having sex, clearly,” Velshi says. And that’s precisely the point, no matter whether parents believe their kids should be able to have sex in their own homes, Schalet believes: “I think what you emphasize is that, above all, the conversation is important, and the conversation itself does not make kids have sex.” Ideally, she points out, that conversation will take place at home with parents, but a holistic talk about sexuality, relationships, and health can also take place in schools, with clergy, and in many other locations.

Dr. Schalet on CNN (we apologize for the commercial):

Amy Schalet’s new book is Not Under My Roof: Parents, Teens, and the Culture of Sex.

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Letta Page is the Associate Editor and Producer of The Society Pages. She has a decade of experience in academic editing across a range of disciplines, including two years as the managing editor of Contexts. Page holds degrees in history and classical studies from Boston University and an art degree from the University of Minnesota.

If you would like to write a post for Sociological Images, please see our Guidelines for Guest Bloggers.

Cross-posted at Reports from the Economic Front.

Here is a short (less than 4 minute) video that illustrates the fact that 53% of our tax dollars, conservatively estimated, go to finance our military.

And here is a link to a recent study by Robert Pollin and Heidi Garrett-Peltier on the employment effects of military spending versus alternative domestic spending priorities, in particular investments in clean energy, health care, and education.

The authors first examine the employment effects of spending $1 billion on the military versus spending the same amount on clean energy, health care, education or tax cuts.  The chart below shows their results.

Moreover, even though jobs in the military provide the highest levels of compensation, the authors still find that “investments in clean energy, health care and education create a much larger number of jobs across all pay ranges, including mid-range jobs (paying between $32,000 and $64,000) and high paying jobs (paying over $64,000).”

Let’s see if these facts come up in the next Congressional budget debate.

For the last week of December, we’re re-posting some of our favorite posts from 2011.

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Here are two obentos created by a mother for her 4-year-old daughter; her blog is entirely in Japanese, but there’s a discussion of it in English on Watashi to Tokyo (for other examples, look at e-obento):

In her article “Japanese Mothers and Obentos: The Lunch-Box as Ideological State Apparatus,” Anne Allison discussed the meaning of obentos. The Japanese educational system is highly centralized, with the national Ministry of Education determining the curriculum and approving textbooks. Nursery school, though overseen by the Ministry, is generally private and isn’t compulsory, though attendance is high. According to Allison, it functions much like kindergarten in the U.S., focusing less on content than on how to be a student. Of particular importance are the ability to transition from home life to the public sphere of a bureaucratic state institution and socialization into norms of group life, including cooperation and emphasis on the collective rather than the individual.

The obento was seen as an important element of this process. It was a token of home, and more specifically, of mom. The willingness to make elaborate, creative obentos was used as a measure of a woman’s commitment to the mothering role. The lunches, as you can imagine from the photos, could be very time- and labor-intensive to make. During her time in Japan, Allison says she and the mothers she talked to spent 20-45 minutes each morning on a single obento, in addition to the time spent planning and shopping for ingredients. Tips for making obentos were a frequent topic of conversation among moms, and whole magazines were devoted to the topic. Stores sell a range of obento items, including containers, decorations, molds and stamps to cut foods into various shapes, and, increasingly, pre-made food:

Nursery schools carefully oversaw lunch. The entire obento must be eaten, and everyone had to wait until every child had finished — an important lesson in the importance of the group over the individual. Thus, part of the mother’s job was to make the food appealing and easy to consume, in an effort to encourage her child to eat and avoid the embarrassment of holding up the rest of the class from after-lunch recess. Making food brightly-colored, in various shapes, and in small portions helped with this process. If a child failed to eat the entire lunch, or ate slowly, both the child and mother were held accountable. More than just a lunch, then, Allison argues that obentos served as a form of socialization into ideas of what it meant to be Japanese, particularly the emphasis on the collective and the importance of meeting expectations. Indeed, her son’s teacher viewed him as successfully assimilating to Japan not when he learned the language or made friends, but when he began routinely finishing his obento.

Talking to Japanese mothers — and making obentos for her own young son — Allison found that designing obentos was often viewed as a creative outlet, a way to express themselves and their love for their child. The small group she spoke with generally described it as a fulfilling part of motherhood. But the stakes were also high, since making a sub-par or merely utilitarian obento could stigmatize them as bad mothers. The quality of a mother’s obento became a symbol of the quality of her mothering and her commitment to her child’s educational success.

Of course, this served to institutionalize a form of intensive mothering that is difficult to balance with work life or outside interests. The women she spoke to generally could not hold even part-time jobs and fulfill the expectations placed upon them; those who did often tried to keep it secret to avoid negative judgment from their child’s teacher. In fact, a 2007 Japan Today article said that 70% of Japanese women leave the paid labor force when they have a child.

Allison’s article was published in 1991. I’d love to hear from readers with more recent experiences with expectations surrounding obentos in Japan.

UPDATE: As I had hoped, some of our readers have some great insights about obentos, including questioning whether the really elaborate obentos are most common among wealthier families while most make do with less intricate versions that don’t require as much commitment to intensive mothering. Be sure and check out the comments!

[Full cite: Anne Allison. 1991. "Japanese Mothers and Obentos: The Lunch-Box as Ideological State Apparatus." Anthropological Quarterly 64(4): 195-208.]