politics: the state

Originally posted at Reports from the Economic Front.

For years now the wealthy and their media have hammered on the need for lower taxes on their income, arguing that this would encourage investment, job creation, and growth.  The tax burden on the wealthy has indeed been lowered in one way or the other, but only the wealthy have benefited. In particular, our public sector and the activities it supports — public infrastructure, education, health care and human services, etc. — have suffered.

Apparently, people are starting to draw the right lesson from this experience.  As the Washington Post reports:

The results from the Public Religion Research Institute and the Brookings Institution [survey] show that 54 percent of Republicans support increasing taxes on those with incomes over $250,000 a year, an increase of 18 percentage points since the last presidential election in 2012. Among Americans as a whole, 69 percent support an increase.

While the change in opinion was greatest for Republicans, as the figure above shows, the survey also found increased support for greater taxes on the rich among both Democrats and Independents.  The fact that this support began spiking early in the year suggests that the change is tied to the election process, although it is unclear whether the campaigns are driving the growing support for higher taxes on the wealthy or people are just taking advantage of the process to express their desire for change.

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

Cultural appropriation generally refers to the adoption of traditional practices, objects, or images by a person or group that is not part of the originating culture. Cultural appropriation can become problematic when it is done without permission, serves to benefit the dominant group, and erases or further marginalizes the oppressed group. In this way, cultural appropriation can recreate larger structures of inequality.

On a recent stroll through a duty-free shop, I was introduced to one of these problematic examples in the form of a new Canadian product named “Totem Vodka,” packaged in a bottle resembling a totem pole. Totem Vodka is not a product of Indigenous entrepreneurship. Instead it is a form of problematic cultural appropriation. Here’s why:

First Nations Erasure

Totem poles are important symbolic creations of some First Nations families in Canada’s Pacific Northwest. They are symbols of family lineage that serve to document stories or histories of people, communities or clans. The Totem Vodka bottle and marketing images erases these families, while appropriating their symbols.

A stunning bottle for a stunning vodka @TotemDistillers pic.twitter.com/NzrtiS5nkB

— Sam Hauck (@Sam_WineTeacher) June 29, 2016

The bottle stopper is shaped like a Thunderbird, a supernatural bird who causes thunder and lightning according to First Nations mythology. The Thunderbird crest is traditionally carved on the totem poles of people from the Thunderbird clan of the Kwakwaka’wakw nations (on Vancouver Island). The origin of the Thunderbird (and totem poles) within Pacific Northwest First Nations communities is absent from the company’s description of the bottle’s design and construction. Instead, the bottle is superficially connected to a wide-array of global references; the bottle was “designed on the West Coast of Canada, moulded by French glassmakers and topped with an Italian-made custom stopper.”

Significantly, the individuals featured in pictures on the company’s Twitter account include few or no indigenous people.

First Nations Exploitation

The owner of Totem Distilleries is a wealthy white entrepreneur and proceeds from the vodka help support a wildlife rescue association without any First Nations connection.

Settler societies have, paradoxically, both outlawed the sacred work of totem pole carving by indigenous peoples and exploited it for their own profit. In this case, the totem pole is used as an aesthetic tool to distinguish the vodka as authentically “Canadian,” while reproducing an abstracted, exotified, and ultimately false vision of indigeneity. First Nations people in Canada have rarely been either credited or compensated for the use of their cultural symbol.

The example of Totem vodka fits within a larger pattern of racism and colonial exploitation of indigenous people. We can look to the historical effects of colonization in Canada to see how attempts to erase Indigenous culture, while simultaneously exploiting it for the benefit of colonizers, has led to systemic discrimination, exclusionary policies and neglect that continue into the present day. Using a totem pole as a vodka bottle symbolizes this larger, patterned systems of inequality.

Alexandra Rodney is a PhD candidate in the Department of Sociology at the University of Toronto. She teaches Cultural Sociology and researches in the areas of food, gender and health. You can read more of Alexandra’s work on her website or follow her on Twitter. 

A special thank-you to Josée Johnston and Samantha Maskwa for their feedback on this post. Samantha is of Cree, Ojibway and Celtic ancestry. Her family is from the Rice Lake area and the southern part of Turtle Island and she is Bear clan. In addition to her midwifery degree, she is also completing a minor in Sociology and an Aboriginal Knowledges and Experiences certificate at Ryerson University in Toronto.

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.

Why are relations between black America and the police so fraught? I hope that this collection of 50 posts on this topic and the experience of being black in this country will help grow understanding. See, also, the Ferguson syllabus put together by Sociologists for Justice, the Baltimore syllabus, and this summary of the facts by Nicki Lisa Cole.

Race and policing:

• Race and gun laws in practice
• When force is hardest to justify, victims of homicide by police are most likely to be black
• The failure of racial profiling
• Stand Your Ground increases racial bias in “justifiable homicide” trials
• In simulations, people are quicker to shoot at people perceived as black
• The war on blacks: Arrests for marijuana possession
• NYPD’s stop-and-frisk policy

Perceptions of black men and boys as inherently criminal:

• Framing children’s deviance
• Race, clothes, and perceptions of criminality
• Who’s afraid of young, black men?
• Whose deviance do we notice?
• Media portrayals of Mark Duggan and Mike Brown
• Racial bias and media coverage of violent crime

Proof that Americans have less empathy for black people:

• The racial empathy gap
• The death penalty, race, and the victim
• Can black men be sexually assaulted?
• Racial disparity in imprisonment inspire whites to be tough on crime
• Failure to understand when non-white people distrust the police

Evidence of the consistent maltreatment, misrepresentation, and oppression of black people in every part of American society:

• Racial wealth gaps that harm black children
• Fetishization and mocking of black women’s bodies
• The portrayal of black women as ugly
• Racism kills: New data on stress and mortality
• Racial differences in childhood asthma
• An elite university degree does not protect against racism
• Race and pre-term births
• Race and the initiation of treatment for breast cancer
• Racial bias in presidential pardons
• Racial bias in law firms
• Nearly half of black scientists mistaken for janitors or assistants
• Racism in ballet
• Racist antics at college parties, a collection
• Race, criminal records, and employment
• Percent of children with a parent in prison, by race
• Racial minorities have to wait longer at the polls
• Cultural invisibility: What color is “flesh”?
• Race, education, and earning potential
• College graduation and unemployment among blacks vs. whites
• Special education eligibility by race and region
• Black churches still going up in flames
• Whites, blacks, and kidney failure
• Racial bias in jury selection
• Whiteness as the standard of beauty
• White vigilantes in the aftermath of Hurricane Katrina
• Distrust for black entrepreneurs
• Racialized representations of evolution
• Black invisibility in Hollywood
• Black/white disparities in prison sentences
• The children of the prison boom
• The sudden convergence of addiction treatment and whiteness
• And murder

On violent resistance:

• Angela Davis: “No idea what black people have gone through.”
• Stokely Carmichael: “The U.S. taught us very well how to be violent.”
• Malcolm X: “We’re nonviolent with people who are nonviolent with us.”

The situation now:

• “How much do you think people can take?”
• Zimmerman’s acquittal hurt race relations
• Race and beliefs about the ongoing fight for civil rights
• Many Americans overestimate and fear racial diversity
• 150 years of racism: Attitudes in the American South
• The average white American’s social network is 1% black

W.E.B. DuBois (1934):

The colored people of America are coming to face the fact quite calmly that most white Americans do not like them, and are planning neither for their survival, nor for their definite future if it involves free, self-assertive modern manhood. This does not mean all Americans. A saving few are worried about the Negro problem; a still larger group are not ill-disposed, but they fear prevailing public opinion. The great mass of Americans are, however, merely representatives of average humanity. They muddle along with their own affairs and scarcely can be expected to take seriously the affairs of strangers or people whom they partly fear and partly despise.

For many years it was the theory of most Negro leaders that this attitude was the insensibility of ignorance and inexperience, that white America did not know of or realize the continuing plight of the Negro.  Accordingly, for the last two decades, we have striven by book and periodical, by speech and appeal, by various dramatic methods of agitation, to put the essential facts before the American people.  Today there can be no doubt that Americans know the facts; and yet they remain for the most part indifferent and unmoved.

– From A Negro Nation Within a Nation

We often think that religion helps to build a strong society, in part because it gives people a shared set of beliefs that fosters trust. When you know what your neighbors think about right and wrong, it is easier to assume they are trustworthy people. The problem is that this logic focuses on trustworthy individuals, while social scientists often think about the relationship between religion and trust in terms of social structure and context.

New research from David Olson and Miao Li (using data from the World Values survey) examines the trust levels of 77,405 individuals from 69 countries collected between 1999 and 2010. The authors’ analysis focuses on a simple survey question about whether respondents felt they could, in general, trust other people. The authors were especially interested in how religiosity at the national level affected this trust, measuring it in two ways: the percentage of the population that regularly attended religious services and the level of religious diversity in the nation.

These two measures of religious strength and diversity in the social context brought out a surprising pattern. Nations with high religious diversity and high religious attendance had respondents who were significantly less likely to say they could generally trust other people. Conversely, nations with high religious diversity, but relatively low levels of participation, had respondents who were more likely to say they could generally trust other people.

One possible explanation for these two findings is that it is harder to navigate competing claims about truth and moral authority in a society when the stakes are high and everyone cares a lot about the answers, but also much easier to learn to trust others when living in a diverse society where the stakes for that difference are low. The most important lesson from this work, however, may be that the positive effects we usually attribute to cultural systems like religion are not guaranteed; things can turn out quite differently depending on the way religion is embedded in social context.

Evan Stewart is a PhD candidate at the University of Minnesota studying political culture. He is also a member of The Society Pages’ graduate student board. There, he writes for the blog Discoveries, where this post originally appeared. You can follow him on Twitter. 

Democratic members of the US House of Representatives sat in on the floor of the House, demanding recorded votes on gun control measures. Rep. John Lewis (Georgia) made the speech that launched the effort, and was framed at the center of most of the photos; after all, he has an unrivaled record for participating in such efforts that dates back to the sit-in movement of 1960.

Click image to watch the video:

They’re grandstanding, hoping to the play to the crowd by violating the norms and rules of the House where, under normal circumstances, a member of the minority party can’t do much on matters of policy. Appealing to the public is their best shot to get a vote, but it’s not a very good one; and it’s extremely unlikely that anything gun control advocates in the House want could win majority support in that body. The members sat on the floor in the well of the House, likely the most comfortable surface Rep. Lewis has ever protested on, without much fear of arrest or violence. The presiding officer, always from the majority party, adjourned the session, turning off CSPAN’s cameras – seeking to deny Democrats the audience they seek. But the protesters are livestreaming on a variety of social media. It’s not quite so easy to control the flow of images and information anymore.

The Democratic revolt in the House is yet another response to the mass shooting in Orlando, which once again reminded Americans – and their representatives – that it’s very easy for dangerous people you don’t like to get powerful weapons. The sit-in is also an attempt to escalate the political conflict and make more of the generally fleeting moment of public attention that follows such a tragedy. We’ve all seen it many times before: a mass shooting captures public attention and sets the agenda, but only briefly, and a familiar political ritual plays out: Advocates of gun control hold vigils and make speeches; advocates of gun rights mostly stay silent on matters of policy, and offer thoughts and prayers for the victims and their families. And the moment passes.

In normal political life, when  everyone isn’t talking about guns all the time, the gun rights side of the debate enjoys a substantial advantage, particularly visible in the National Rifle Association, which deploys more money, more active membership, and calls upon more well-positioned allies than its opponents, who come and  go. Gun control advocates have been “outgunned, outmanned, outnumbered, outplanned” (to quote Hamilton).

Since the tragic massacre of school children in Newtown, Connecticut, gun control advocates have been building organizations and  an infrastructure for action. They have been better able to exploit the moment of a massacre, and less willing to allow their opponents to stall until concern passes.

Last week, Senator Chris Murphy, who previously represented Newtown in the House, staged a filibuster of sorts in the Senate, monopolizing the floor while standing, not sitting, and talking about the need for action. In the upper house, a Senator can hold the floor as long as he can stand and talk. Most Democrats, and a couple of Republicans, joined Senator Murphy for part of 15 hours, offering sympathetic questions and taking up some of the talking. The leadership agreed to hold votes on four gun control bills, and Murphy stopped talking. The next day, the Senate rejected all of them.

Movement on policy? Not so much, and not so fast, but all of this sets up further contest in the November elections.

Meanwhile, other advocates are prospecting another strategy that operates with different rules and on an alternative schedule. Parents of some of the massacred students at Sandy Hook Elementary School have filed a product liability suit against Remington Arms, the company the  manufactures and markets the AR-15 Bushmaster, the weapon used in the mass murder. (See Evan Osnos’s report at The New Yorker.) By pursuing their argument about deceptive marketing, they hope to publicize the workings of the arms industry, contributing to a political debate that’s only slowly emerging. America offers many outlets for people to try to organize for change, none of them very easy or fast.

Nothing gun control advocates have tried has affected national policy for more than twenty years. As public concern and political resources grow, however, they keep trying to innovate new approaches, hoping that something works before the next time.

David S. Meyer, PhD, is a professor of sociology and political science at the University of California, Irvine. He blogs at Politics Outdoors, where this post originally appeared, and where he offers comments on contemporary events informed by history and the study of social movements. 

Americans, and even the sociologists among us, tend to think about crime as a problem related to people and their economic characteristics. Crime, we theorize, is caused by poverty or relative poverty (larger differences between the haves and have nots), joblessness, more lucrative underground occupations, or an insufficient safety net.

Other scholars have examined non-economic correlates of crime. One study of serial killing, for example, found that these crimes were more common in big cities with higher percentages of single-person households. The anonymity of a bustling metropolis, plus the likelihood of finding people all alone in their apartment, may attract killers, tempt people who otherwise wouldn’t kill, or both. Reducing people’s isolation might be protective.

Another interesting non-economic factor that has gotten recent attention is lighting. When early lighting companies began lobbying cities to install the first street lights at the end of the 1800s, they argued that bright lights would certainly deter crime. Historian Ernest Freeberg, in his book The Age of Edison, writes that:

…lighting companies marketed their product as noting less than a police force on a pole. After nightfall, urban parks became notorious danger zones, a haven for the city’s dregs and an infernal playground of indecency. Now all that could end, not by converting sinners or reforming criminals, but by harnessing light’s power of exposure.

City leaders were swayed and artificial nighttime lighting in parks and streets eventually became an expected and routine part of city-building.

But does it work? The consensus appears to be maybe a little and no. The no comes from a new study, a natural experiment published in 2015. Since 2000, cities in England and Wales have reduced street lighting to save money and reduce carbon emissions. The study, led by social and environmental health researcher Rebecca Steinbach, found no clear correlation between turning the lights down and a rise in crime (or car crashes, for that matter).

I’m excited by this research on the relationship between crime and non-economic characteristics of cities, whether the hypotheses bear out or not. It gives us creative ideas about how we might reduce crime — above and beyond the all-important economic issues — and may also show us where we might be wasting our resources.

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.

Assigned: Life with Gender is a new anthology featuring blog posts by a wide range of sociologists writing at The Society Pages and elsewhere. To celebrate, we’re re-posting four of the essays as this month’s “flashback Fridays.” Enjoy! And to learn more about this anthology, a companion to Wade and Ferree’s Gender: Ideas, Interactions, Institutions, please click here.

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Is the “Mrs. Degree” Dead?, by Laura Hamilton, PhD

In 1998 I was a first-year student at DePauw University, a small liberal arts college in Indiana. A floor-mate of mine, with whom I hung out occasionally, told me over lunch that she was at college primarily to find a “good husband.” I nearly choked on my sandwich. I had assumed that the notion of the “Mrs. Degree” was a relic of my parents’ era—if not my grandparents’. Surely it had gone the way of the home economics major and women’s dormitory curfews.

Years later, I — along with my co-director, Elizabeth A. Armstrong — would embark on a five year ethnographic and longitudinal study of a dormitory floor of women at a public flagship in the Midwest. As part of my dissertation, I also interviewed the women’s parents. What I found brought me back to my first year of college. A subset of parents wanted their daughters to be “cookie-baking moms”—not successful lawyers, doctors, or businesswomen. They espoused gender complementarity—a cultural model of how women should achieve economic security that relied on a co-constructed pairing of traditional femininity and masculinity. That is, men were to be economic providers and women supportive homemakers. This was a revised “Mrs.” Degree, in the sense that marriage during college, or even right after, was not desirable. College women were to build the traits and social networks that would hopefully land them a successful husband eventually, but it was assumed best to wait until men had proven themselves in the labor market before entering a marriage.

This was not the only cultural model to which women on the floor were exposed. In fact, those coming in primed for complementarity were in the minority. However, as I show in my article, “The Revised MRS: Gender Complementarity at College,” far more women left college leaning toward gender complementarity than their previous gender socialization suggested. Something was happening on the college campus — where women were, ironically, out-achieving men — that shifted them toward performing an affluent, white, and heterosexual femininity, marked by an emphasis on appearance, accommodation to men, and a bubbly personality.

I argue that gender complementarity is not just a characteristic of individual women, but is actually encouraged by the institutional and interactional features of the typical, four-year, public state school. Midwest U, like other schools of its kind, builds a social and academic infrastructure well-suited to high-paying, out-of-state students interested in partying. The predominately white Greek system — a historically gender-, class-, and racially-segregated institution — enjoys prominence on campus. An array of “easy” majors, geared toward characteristics developed outside of the classroom, allow women to leverage personality, looks, and social skills in the academic sphere. These supports make it possible for peer cultures in which gender complementarity is paramount to thrive. Women who want to belong and make friends find it hard — if not impossible — to avoid the influence of the dominant social scene on campus, located in fraternities and Greek-oriented bars.

This structure of campus life is not incidental. In recent years, cuts to state and federal support for higher education have led mid-tier public institutions like Midwest U to cater to the socially-oriented and out-of-state students who arrive with gender complementarity interests. These class-based processes have implications for the type of social and academic climate that all students find upon arriving at Midwest University.

The problem is, however, that most women need to accrue the skills and credentials that translate into a solid career. An institution supporting gender complementarity does them a serious disservice — potentially contributing to gendered differences in pay after college. The situation is particularly problematic for students not from the richest of families: Affluent women espousing complementarity form the type of networks that give them reasonable hope of rescue by a high-credentialed spouse, and heavy parental support means that they can afford to be in big cities where they mix and mingle with the “right” men. Women from less affluent backgrounds lack these resources, and are often reliant on their own human capital to make it after college.

The gradual shift from higher education as a public good — funded heavily by the state — to a private commodity — for sale to the highest bidder — has significantly stalled not only progress toward class equality, but certain forms of gender equality as well. Change is going to require unlinking the solvency of organizations like Midwest U from the interests of those can afford, and thus demand, an exclusionary and highly gendered social experience.

Laura T. Hamilton, PhD is an assistant professor of sociology at the University of California, Merced. Her recently published article, “The Revised MRS: Gender Complementarity at College,” appears in the April 2014 issue of Gender & Society; this post originally appeared at their blog. She is the author of Parenting to a Degree: How Family Matter’s for College Women’s Success and, with Elizabeth Armstrong, Paying for the Party: How Colleges Maintain Inequality.