Tag Archives: nation: United States

U.S. Schools Teach Children That Native Americans Are History

“They were coming to college believing that all Indians are dead,” said education professor Sarah Shear of her experience in the classroom.

Her students’ seeming ignorance to the fact that American Indians are a part of the contemporary U.S., not just the historical one, led her to take a closer look at what they were learning. She examined the academic standards for elementary and secondary school education in all 50 states, these are the guidelines that educators use to plan curricula and write textbooks. The results are summarized at Indian Country.

Shear found that the vast majority of references to American Indians — 87 percent — portrayed them as a population that existed only prior to 1900.  There was “nothing,” she said, about contemporary issues for American Indian populations or the ongoing conflicts over land and water rights or sovereignty. Only one state, New Mexico, even mentions the name of a single member of the American Indian Movement.

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Meanwhile, the genocidal war against American Indians is portrayed as an inevitable conflict that colonizers handled reasonably.  “All of the states are teaching that there were civil ways to end problems,” she said, “and that the Indian problem was dealt with nicely.”  Only one state, Washington, uses the word genocide. Only four states mention Indian boarding schools, institutions that represent the removal of children from their families and forced re-socialization into a Euro-American way of life.

The fact that so many people absorb the idea that Native Americans are a thing of the past — and a thing that we don’t have to feel too badly about — may help explain why they feel so comfortable dressing up like them on Halloween, throwing “Conquistabros and Navahos” parties, persisting in using Indian mascots, leaving their reservations off of Google maps, and failing to include them in our media. It might also explain why we expect Indian-themed art to always feature a pre-modern world.

Curricular choices matter. So long as young people learn to think of Indians no differently than they do Vikings and Ancient Romans, they will overwhelmingly fail to notice or care about ongoing interpersonal and institutional discrimination against American Indians who are here now.

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.

Chart of the Week: Rich Kids More Likely to be Working for Dad

A new paper by Martha Stinson and Christopher Wignall found that 9.6% of working-age men were working for their dad in 2010. The likelihood of nepotistic opportunism was related to class, generally climbing with the father’s income.

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This is just a “snapshot,” writes Matt O’Brien for The Washington Post. It’s just one year. If we consider whether men have ever worked for their dads, the numbers get much higher. More than a quarter of men spend at least some time working for the same company as their fathers before their 30th birthday. O’Brien also cites a study by economist Miles Corak revealing that 70% of sons of the 1% in Canada have worked at the same place as their dad.

As O’Brien says: “The easiest way to get your foot in the door is for your dad to hold it open for you.”

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.

Chart of the Week: A Majority of Middle Class Black Children Will Be Poorer as Adults

Social mobility refers to likelihood that a person born in one social class will end up in another as an adult. A new study by Richard Reeves and Isabel Sawhill for the Brookings Institute offered a devastating picture of the possibilities for black youth. To summarize: most black children see downward mobility and are poorer as adults than they were as children.

4More than half of black children born into the poorest 1/5th of households will remain there as adults. That’s only true for 36% of similarly-situated Americans overall. Poor black children, then, are less likely than Americans in general to be able to escape poverty.

Black children born into the middle class — literally the middle 5th of Americans as measured by household income — overwhelmingly see downward mobility. 16% will remain somewhere in the middle, 14% will be richer than their parents, and a whopping 69% will end up less economically stable. In comparison, only 38% of Americans, overall, born into the middle 5th see a decline in their status as adults.

As you may have noticed from the hole in the far right of the chart, the researchers didn’t have enough cases to even estimate outcomes for blacks born rich.

Below is the data for whites (first) and all Americans (second) for comparison:

32Here’s the first author, Richard Reeves, explaining social mobility, using Legos of course:

H/t Joe Feagin.

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.

What Color are People? Black as Neutral in Russian Comics

Flashback Friday.

In her article “Unpacking the Invisible Knapsack,” Peggy McIntosh talks about a number of types of white privilege, including using the phrases “flesh tone” or “nude” to describe light skin and featuring mostly white people in tv, movies, and advertising.

When I’ve had students read this article, they often argue that it just makes sense to do that, since the majority of people in the U.S. are white. They also question what other color could be used as a “neutral” or “normal” one.  In fact, this is exactly what was argued in the comments to this post about the “white” Facebook avatar.

But English Russia points out that in Russia, it’s not uncommon for people in cartoons to be black; not Black racially, but literally black. Below are examples of these cartoons, introduced with English Russia‘s translations.

“My pussy could have Whiskas instead of whiskey.”

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“Sir, don’t throw away the empty bottle, I would take it to the recycle point for spare money.”

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“Tourist: ‘Is it true that the Earth is round?’ Men: ‘We don’t know son, we’re not locals.’”

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Despite the fact that many people in Russia would be classified in the U.S. as white, these cartoons obviously use the color black as a neutral color — the people in the cartoons aren’t Black in any racial sense, it’s just the standard color the artist has used for everyone. You might contrast these with things in the U.S. that are labeled “flesh” or “nude” to counter the idea that there are no other options but a sort of light peach color to be the fallback color when you aren’t specifically representing a racial minority.

Thanks to Miguel at El Forastero for the link! Originally posted in 2009.

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

Length of the Workweek in International Perspective

Iceland continues to experiment with new ways to promote majority living standards. According to the Icelandic Grapevine, a bill has been submitted to the Icelandic parliament that would shorten the workweek.  More specifically, it would change the definition of a full time workweek to 35 hours instead of the current 40 and the full workday to 7 hours rather than the current 8.

As the Grapevine reports:

The bill points out that other countries which have shorter full time work weeks, such as Denmark, Spain, Belgium, Holland and Norway, actually experience higher levels of productivity. At the same time, Iceland ranked poorly in a recent OECD report on the balance between work and rest, with Iceland coming out in 27th place out of 36 countries.

The bill also points out that a recent Swedish initiative to shorten the full time work day to six hours has been going well, with some Icelanders calling for the idea to be taken up here. In addition, the bill also cites gender studies expert Thomas Brorsen Smidt’s proposal to shorten it even further, to four hours.

There is certainly significant variation among countries in the length of the workweek, as the following information from the U.S. Bureau of Labor Statistics shows:

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In 2011 the average annual hours worked per employed person in the U.S. was 1758.  The number for French workers was 1476.  It was 1411 for German workers.  Assuming a 40 hour workweek, the average U.S. worker had a work year more than two months longer than the average German worker.  It is also worth noting that while all the countries that reported data for the entire period 1979 to 2011 showed reductions in work time, the reduction was the smallest in the U.S.

Although it is not easy to establish a clear relationship between work hours and productivity, there is reason to believe that the relationship may be inverse.  In other words, the shorter the workweek the more productive we are. It would certainly be nice, for many reasons, if someone in the U.S. Congress followed the lead of Iceland and introduced  a bill to reduce work time in the U.S.

Martin Hart-Landsberg is a professor of economics at Lewis and Clark College. You can follow him at Reports from the Economic Front.

Racial Minorities Have to Wait Longer at the Polls

Compared to other democracies, the U.S. has a strange penchant for passing laws that suppress voting instead of encourage it.  We are one of the few democracies, for example, that requires people to register to vote.  Most elsewhere, writes Eric Black for the Minnesota Post:

[G]overnments know the names, ages and addresses of most of its citizens and… provide the appropriate polling place with a list of those qualified to vote. The voter just has to show up.

We also hold elections on just one day instead of several and that day is an otherwise normal Tuesday instead of a weekend or a holiday.

Those are just two examples of rules and practices that reduce voting. There are many. It’s called voter suppression and it’s totally a thing. The ACLU has collected voter suppression efforts just since 2013, listing 15 states that have passed such measures.

A majority of these efforts to reduce voting are initiated by the political right, as a generic search for such stories quickly reveals. They are aimed specifically at likely democratic voters, like racial minorities and students, adding up to what political scientist David Schultz argues is the Second Great Disenfranchisement in U.S. history after Jim Crow.

Many of these measures are overtly discriminatory and even illegal, but others are more subtle. Making voting more costly in terms of time might be one subtle way of discouraging voting by some types of people. Data collected by the Cooperative Congressional Election Study in 2012 suggests that this is, indeed, part of voter suppression, by incompetence or design.

Here is some of their data.

Nationwide, the average wait time to vote was longer for all non-white groups, especially blacks:

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Florida had the longest delays in 2012 and these delays disproportionately affected Latinos:

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In South Carolina, the 10 precincts with the longest wait times were all in one disproportionately African American county:

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Wait times are partly the result of the number of voting machines divided by the number of registered voters. The long wait times in South Carolina, in other words, were not random. Those 10 precincts in the highly African American county had about half as many voting machines per person as the statewide average:

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They also had significantly fewer poll workers available to help out:

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There are more graphs and more details at Mother Jones.

Voter suppression seriously harms our right to call ourselves a democracy.  Notably, it’s significantly worse today. When the Supreme Court struck down the part of the Voting Rights Act that required oversight of states with a history of voting discrimination, the ability of the federal government to ensure equal voting rights was seriously damaged. Previously monitored states immediately began passing legislation designed to suppress voting. As I wrote previously:

This is bad.  It will be much more difficult to undo discriminatory laws than it was to prevent them from being implemented and, even if they are challenged and overturned, they will do damage in the meantime.

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.

A Brief History of Halloween

Yesterday I wrote about how the money spent on adult Halloween revelry now rivals, or even exceeds, that spent on kids. This may seem like a surprising shift, but it turns out it’s the focus on children that’s new. Halloween as the kid holiday we know it in the U.S. today was really invented in the 1950s.

This, and more fun facts about the history of Halloween, in this two-minute History Channel summary:

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.

School Shootings: What’s Different About Europe?

Yesterday’s killing was the 39th school shooting in the U.S. this year.  Most of those got little press coverage. Unless someone is actually killed, a shooting might not even get coverage in the local news.

Yesterday’s did.

Why would an apparently happy kid shoot several classmates? That seems to be the question that’s getting the attention of the press and perhaps the public. “Struggling to Find Motive,” said one typical headline. That’s the way we think about school shootings these days.

It’s unlikely that any of the motives that turn up will be all that strange. Fryberg may have been upset by a racial comment someone had made the day before or by a break-up with a girl. He may have had other conflicts with other kids. Nothing unusual there.

But “why” is not the question that first occurs to me. What I always ask is how a 14-year old kid can get his hands on a .40 Beretta handgun (or whatever the weaponry in the shooting of the week is).  For Fryberg it  was easy. The pistol belonged to his father. Nothing strange there either.  Thirty million homes in the US, maybe forty million, are stocked with guns.

Do European countries have school shootings like this? Surely kids in Europe get upset about break-ups; surely they must have conflicts with their classmates; and surely, some of them may become irrationally upset by these setbacks.  So surely there must have been school shootings in Europe too.

I went to Wikipedia and looked for school shootings since 1980 (here and here).  I eliminated shootings by adults (e.g., Lanza in Sandy Hook, Brevik in Norway). I also deleted in-school suicides even though these were done with guns and were terrifying to the other students. I’m sure my numbers are not perfectly accurate, and the population estimate in the graph below  is based on current numbers; I didn’t bother to find an average over the last 35 years. Still the differences are so large that I’m sure they are not due to technical problems in the data.

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Does the U.S. have a much greater proportion of kids who are mentally unstable? Do our schools have more bullying? Are European kids more capable in dealing with conflicts? Are they more stable after break-ups? Do they spend less time with violent video games? Do their schools have more programs to identify and counsel the potentially violent?  I’m not familiar with the data on these, but I would guess that the answer is no and that our kids are no more screwed up than kids in Europe. Or if there are differences, they are not large enough to explain the difference in the body count.

No, the important difference seems to be the guns.  But guns have become the elephant in the room that nobody talks about.  Even asking about access to guns seems unAmerican these days.  Thanks to the successful efforts of the NRA and their representatives in government, guns have become a taken-for-granted part of the landscape. Asking how a 14-year old got a handgun is like asking how he got a bicycle to ride to school.

When the elephant’s presence is too massive not be noticed – for example, when the elephant kills several people –  the elephant’s spokesmen rush in to tell us that “No, this is not the time to talk about the elephant.”  And so we talk about video games and psychological screening and parents and everything else, until the next multiple killing. But of course that too is not the time to talk about elephants.

Jay Livingston is the chair of the Sociology Department at Montclair State University. You can follow him at Montclair SocioBlog or on Twitter.