Flashback Friday.

I recently came upon the Jewish greeting card section at Target, way down on the bottom row. I could tell it was the Jewish section because all of the dividers that tell you what kind of card is in that slot (birthday, anniversary, etc.) had a Star of David on them.

I was interested in what a specifically Jewish birthday card might look like, so I picked this one up. It draws on the idea that Jewish people are particularly prone to feeling guilty.

 

The inside said:

…but is cake and ice cream mentioned anywhere? I think NOT! It’s your day! Enjoy! Enjoy!

Mary Waters found that people often believe that ethnicity explains all types of behaviors that are in fact very widespread. She interviewed White ethnics in the U.S.; they often attributed their families’ characteristics to their ethnicity. Take the idea of the loud, boisterous family, often including a mother who is constantly trying to get the kids to eat more of her homecooked meals and worrying if they aren’t married. Many individuals described their family this way and claimed that their ethnicity was the reason.

People who identified their background as Italian, Greek, Jewish, Polish, and others all believed that the way their family interacted was a unique custom of their ethnic group. Yet they all described pretty much the same characteristics. The cardmakers’ (and others’) allusion to guilt to signify Jewishness seems to me to fall into this category: take out the Stars of David and I bet a range of religious/ethnic groups would think it was tailored to them specifically.

So you take a card, say guilt in it, add a Star of David, and you’ve got a Jewish card. Take out the Star of David, maybe it’s a Catholic card, especially if you added a cross, since they’re often portrayed as feeling a lot of guilt. I’ve had friends who grew up Southern Baptist or Pentecostal joke about having felt guilty about everything, so you could market the card to them, too! I think it’s a good example of how we often treat characteristics or behaviors as somehow meaningfully connected to a specific ethnic background rather than being a pretty common way that people in general, across ethnic lines, behave.

Originally published in 2010.

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

I am excited to see that sociologist Linda Blum has come out with a new book, Raising Generation Rx: Mothering Kids with Invisible Disabilities in an Age of Inequality. Here’s a post from the archive highlighting some of her important and powerful findings.

In an article titled Mother-Blame in the Prozac Nation, sociologist Linda Blum describes the lives of women with disabled children. While mothers are held to an essentially impossibly high standard of motherhood in the contemporary U.S. and elsewhere, mothers of disabled children find themselves even more overwhelmed.

The daily care of their child is often more intensive but, in addition to that added responsibility, mothers were actively involved in getting their children needed services and resources. The need for mothers to be proactive about this was exacerbated by the fact that they had to negotiate different social institutions, each with an interest in claiming certain service spheres, but also limited budgets. “While each system claims authoritative expertise,” Blum writes, “either system can reject responsibility, paradoxically, when costs are at issue.”  Because they often had to argue with service providers and find ways to beat a system that often tried to keep them at bay, they had to become experts in their child’s disability, of course, but also public policy, learning styles, the medical system, psychology/psychiatry, pharmaceutics, manipulation of jargon and law, and more.

Mothers often felt that they were their child’s only advocate, with his or her health and future dependent on making just one more phone call, getting one more meeting with an expert, or trying one more school. Accordingly, they were simultaneously exhausted and filled with guilt.  I wondered, when I came across this Post Secret confession, if this mother was experiencing some of the same things:

 Originally posted in 2012.

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.

Flashback Friday.

Beautiful:2 (1)

Disgusting:10

Dirt:15

Soil:16

In the classic book, Purity and Danger (1966), Mary Douglas points to the social construction of dirt. She writes:

There is no such thing as absolute dirt: it exists in the eye of the beholder.

If dirt and dirtiness is socially constructed, what do things we identify as dirt, filth, rubbish, and refuse have in common?

Douglas suggests that dirt is really a matter of disorganization. Literally, that a thing becomes dirt or garbage when it is out-of-place. “Dirt,” she writes, “offends against order.”

Eliminating it is not a negative movement, but a positive effort to organise the environment.

I chose the images above to try and illustrate this idea. Hair in the drain, like dirt on our hands, is out-of-place. It doesn’t belong there. In both cases, our reaction is disgust. Hair on the head, in contrast, is beautiful and becoming, while dirt outside is life-giving soil and part of the beauty of nature.

Images royalty free from Getty. Originally posted in 2009.

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.

While the ’50s is famous for its family-friendly attitude, the number of hours that parents spend engaged in childcare as a primary activity has been rising ever since:

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The driving force behind all this focused time is the idea that it’s good for kids. That’s why parents often feel guilty if they can’t find the time or even go so far as to quit their full-time jobs to make more time.

This assumption, however, isn’t bearing out in the science, at least not for mothers’ time. Sociologist Melissa Milkie and two colleagues just published the first longitudinal study of mothers’ time investment and child well-being. They found that the amount of time mothers spent with their children had no significant impact on their children’s academic achievement, incidence of behavioral problems, or emotional health.

Quoted at the Washington Post, Milkie puts it plainly:

I could literally show you 20 charts, and 19 of them would show no relationship between the amount of parents’ time and children’s outcomes… Nada. Zippo.

Benefits for adolescents, they argued, were more nuanced, but still minimal.

These findings suggest that the middle-class intensive mothering trend may be missing its mark. As Brigid Shulte comments at the Washington Post, it’s really the quality, not the quantity that counts. In fact, Milkie and colleagues did find that “family time” — time with both parents while engaged in family activities — was related to some positive outcomes.

The findings also offer evidence that women can work full-time, even the long hours demanded in countries like the U.S., and still be good mothers. Shulte points out that the American Academy of Pediatrics actually encourages parent-free, unstructured time. Moms just don’t need to always be there after all, freeing them up to be people, workers, partners, and whatever else they want to be, too.

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.

Sociologists are interested in the workings of power. How is inequality produced and sustained? What discursive and institutional forces uphold it? How are obvious injustices made invisible or legitimized? Why is it so hard to change hearts, minds, and societies?

How does all this work?

Earlier this month, a sliver of insight was posted. It’s a clip of a speech by Anita Sarkeesian in which she reveals what it’s like for one person to be the target of sustained, online harassment.

In 2009, Sarkeesian launched Feminist Frequency, a series of web logs in which she made feminist arguments about representation of women in pop culture. In 2012, she launched a kickstarter to fund an ambitious plan to analyze the representation of women in video games. This drew the attention of gamers who opposed her project on principle and thus began an onslaught of abuse: daily insults and threats of rape and murder, photoshop harassment, bomb threats, and a video game in which her face can be beaten bloody, just to mention a few examples. Last fall she canceled a speech at Utah State University because someone threatened to commit “the deadliest school shooting in American history” if she went on. It’s been brutal and it’s never stopped.

So, is this power at work? Has she been silenced? And has her larger project – awareness of sexism and misogyny in video games – been harmed?

I’m not sure.

As an individual, Sarkeesian has continued to speak out about the issue, but how she does so and with what frequency has been aggressively curtailed by the harassment. In the four-and-a-half minute clip, with the theme “What I Couldn’t Say,” she talks about how the harassment has changed how she engages with the public. I offer some tidbits below, but here’s the full clip:

She explains:

I rarely feel comfortable speaking spontaneously in public spaces, I’m intentional and careful about the  media interviews I do, I decline  most invitations to be on podcasts or web shows, I carefully consider the wording of every tweet to make sure it is clear and can’t be misconstrued. Over the last several years, I’ve become hypervigilant. My life, my words, and my actions are placed under a magnifying glass. Every day I see my words scrutinized, twisted, and distorted by thousands of men hell bent on destroying and silencing me.

How she gets her message across has been affected as well:

[I cant’ say] anything funny… I almost never make jokes anymore on YouTube… I don’t do it because viewers often interpret humor and sarcasm as ignorance… You would not believe how often jokes are taken as proof that I don’t know what I’m talking about… even when those jokes rely on a deep knowledge of the source material.

And she feels that, above all, she’s not allowed to talk about the harm that her harassers are doing:

I don’t’ get to publicly express sadness, or rage, or exhaustion, or anxiety, or depression… I don’t get to express feelings of fear or how tiring it is to be constantly vigilant of my physical and digital surroundings… In our society, women are not allowed to express feelings without being characterized as hysterical, erratic bitchy, highly emotional, or overly sensitive. Our experiences of insecurity, doubt, anger, or sadness are all policed and often used against us.

A youtube search for the video reveals a slew of anti-Sarkeesian responses were published within days.

——————–

Sarkeesian’s revelations put an inspiring human face on the sacrifice individuals make to fight-the-good-fight, but also reveal that, in some ways, her harassers are winning.

That said, their grotesque display of misogyny has raised Sarkeesian’s profile and drawn attention to and legitimized her project and her message. That original kickstarter? The original call was for $6,000. Her supporters donated almost $159,000. The feminist backlash to the misogynist backlash was swift and monied.

Ever since, the abuse she’s suffered as an individual has made the issue of both sexism in video games and online harassment more visible. Her pain may have been good for the visibility of the movement. I wonder, though, what message it sends to other women and men who want to pursue similar social justice initiatives. It is a cautionary tale that may dampen others’ willingness to fight.

The battle is real. The gamers who oppose Sarkeesian and what she stands for have succeeded in quieting, if not silencing her and have probably discouraged others from entering the fray. But Sarkeesian’s cause and the problem of gamer misogyny is more visible than ever. The fight goes on.

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.

According to a survey of 1,387 students in Sociology 101 classes at a large west coast university,  25.8% of college students “somewhat” or “strongly agree” that romantic love brainwashes women. Another 20% could be convinced.  Interestingly, the numbers were similar for men and women, though women were a bit more likely to agree.

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Data from “Hey God, is that You in my underpants?” by Roger Friedland and Paolo Gardinali, published in Intimacies: A New World of Relational Life.

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.

According to data released by Pornhub, 5.6% of porn users in Mississippi seek out gay porn, compared to 2.8% in North Dakota.

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On average, gay porn is more heavily consumed in states where same-sex marriage is legal than in states where it’s illegal, but every single state in the South has a gay porn use that exceeds the average in states with same-sex marriage.

1aFor me, this raises questions about what’s driving sentiment against same-sex marriage and porn use and if and why it’s related. I can think of at least three theories:

1. There is the (barely) repressed homosexuality theory, of course. This is the idea that some people express homophobic attitudes because they fear being non-heterosexual themselves. So, out of fear of exposure, or fear of their own feelings, they are vocally anti-LGBT rights. There’s data that backs this up in at least some cases.

2. Another possibility is that both homosexual inclinations and anti-gay hatred are high in Southern states, but not in the same people. This is one version of the contact hypothesis: the presence and visibility of gay, lesbian, and bisexual people threatens the norm of heterosexuality, increasing opposition. This is consistent with data showing, for example, that white racial resentment is higher in counties with larger populations of black folk.

3. Or, it may be that politicians in Southern states stoke anti-gay attitudes in order to win elections. They may be doing so as a simple strategy. Or, it may be part of that notorious “culture war,” a politics that supposedly distracts poor and working class people from their own economic interests by getting them to focus on so-called social issues like abortion and same-sex marriage.

As fun as it is to snicker at the fact that the part of the country that claims a moral high ground on homosexuality is over-represented in pursuing it (at least digitally), there’s also probably some pretty interesting social/psychology sociology here.

Cross-posted at Pacific Standard.

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.

Not surprisingly, the new interactive chart Gendered Language in Teacher Reviews has been the subject of a lot of conversation among sociologists, especially those of us who study gender. For example, it reminded C.J. of an ongoing conversation she and a former Colorado College colleague repeatedly had about teaching evaluations. Comparing his evaluations to C.J.’s, he noted that students would criticize C.J. for the same teaching practices and behaviors that seemed to earn him praise: being tough, while caring about learning.

We’ve long known that student evaluations of teaching are biased. A recent experiment made headlines when Adam Driscoll and Andrea Hunt found that professors teaching online received dramatically different evaluation scores depending upon whether students thought the professor was a man or a woman; students rated male-identified instructors significantly higher than female identified instructors, regardless of the instructor’s actual gender.

Schmidt’s interactive chart provides a bit more information about exactly what students are saying when evaluating their professors in gendered ways. Thus far, most commentaries have focused on the fact that men are more likely to be seen as “geniuses,” “brilliant,” and “funny,” while women, as C.J. discovered, are more likely to be seen as “bossy,” “mean,” “pushy.”

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These discrepancies are important, but in this post, we’ve used the tool to shed light on some forms of gendered workplace inequality that have received less attention: (1) comments concerning physical appearance, (2) comments related to messiness and organization, and (3) comments related to emotional (as opposed to intellectual) work performed by professors.

Physical Appearance

The results from Schmidt’s chart are not universally “bad” or “worse” for women. For instance, the results for students referring to professors as “hot” and “attractive” are actually mixed. Further, in some fields of study, women are more likely to receive “positive” appearance-based evaluations while, in other fields, men are more likely to receive these evaluations.

A closer examination, however, reveals an interesting pattern. Here is a list of the fields in which women are more likely to be referred to as “hot” or “attractive”: Criminal Justice, Engineering, Political Science, Business, Computer Science, Physics, Economics, and Accounting. And here is a list of fields in which men are more likely to receive these evaluations: Philosophy, English, Anthropology, Fine Arts, Languages, and Sociology.

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Notice anything suspicious? Men are sexualized when they teach in fields culturally associated with “femininity” and women are sexualized when they teach in fields culturally associated with “masculinity.”

Part of this is certainly due to gender segregation in fields of study. There are simply more men in engineering and physics courses. Assuming most students are heterosexual, women teaching in these fields might be more likely to be objectified. Similarly, men teaching in female-dominated fields have a higher likelihood of being evaluated as “hot” because there are more women there to evaluate them. (For more on this, see Philip Cohen’s breakdown of gender segregation in college majors.)

Nonetheless, it is important to note that sexual objectification works differently when it’s aimed at men versus women. Women, but not men, are systematically sexualized in ways that work to symbolically undermine their authority. (This is why “mothers,” “mature,” “boss,” and “teacher” are among men’s top category searches on many online pornography sites.) And, women are more harshly criticized for failing to meet normative appearance expectations. Schmidt’s chart lends support to this interpretation as women professors are also almost universally more likely to be referred to as “ugly,” “hideous,” and “nasty.”

Level of (Dis)Organization

Christin and Kjerstin are beginning a new research project designed to evaluate whether students assess disorganized or “absent-minded” professors (e.g., messy offices, chalk on their clothing, disheveled appearances) differently depending on gender. Schmidt’s interactive chart foreshadows what they might find. Consider the following: women are more likely to be described as “unprepared,” “late,” and “scattered.” These are characteristics we teach little girls to avoid, while urging them to be prepared, organized, and neat. (Case in point: Karin Martin’s research on gender and bodies in preschool shows that boys’ bodies are less disciplined than girls’.)

In short, we hold men and women to different organizational and self-presentation standards. Consequently, women, but not men, are held accountable when they are perceived to be unprepared or messy. Emphasizing this greater scrutiny of women’s organization and professionalism is the finding that women are more likely than men to be described as either professionalorunprofessional,” and eitherorganizedordisorganized.”

Emotional Labor

Finally, emotional (rather than intellectual) terms are used more often in women’s evaluations than men’s. Whether mean, kind, caring or rude, students are more likely to comment on these qualities when women are the ones doing the teaching. When women professors receive praise for being “caring,” “compassionate,” “nice,” and “understanding,” this is also a not-so-subtle way of telling them that they should exhibit these qualities. Thus, men may receive fewer comments related to this type of emotion work because students do not expect them to be doing it in the first place. But this emotional work isn’t just “more” work, it’s impossible work because of the competence/likeability tradeoff women face.

There are all sorts of things that are left out of this quick and dirty analysis (race, class, course topic, type of institution, etc.), but it does suggest we begin to question the ways teaching evaluations may systematically advantage some over others. Moreover, if certain groups—for instance, women and scholars of color (and female scholars of color)—are more likely to be in jobs at which teaching evaluations matter more for tenure and promotion, then unfair and biased evaluations may exacerbate inequality within the academy.

Cross-posted at Girl w/ Pen.