There are now free tools available, such as Node XL, which, at unprecedented speeds and scales allow us access, harvest, and analyse the traces of people’s (often transgressive) thoughts, opinions and behaviours on Twitter. Since it combines the grand scale and generalisability of methods such as national surveys with the granularity and detail of close textual analysis, ethnography, or participant observation (Driscoll & Walker, 2014, p1746), Twitter analysis seemingly represents the holy grail of research methods. Existing research into misogyny on Twitter for example shows feminism is as indispensable as ever. There is, however, an increasingly important role for sociology to address technologically mediated symbolic violence like this. (more…)
Source: Nathan Rupert (SD) [CC-BY-2.0], via Wikimedia Commons.
Finally, it’s almost summer. And as the weather gets better, more and more social life in my neighborhood shifts outside to the street. As I was sitting at my desk the other day, I noticed two kids playing in the street, a boy of maybe 10 years and a girl, maybe 8. The boy was practicing his basketball skills, dribbling the ball between his legs, moving backwards, sidewards, spinning around, all while keeping perfect control over the ball. The girl on the other hand was listening to music and practicing dance moves from the latest music video (needles to say, both kids were far more skillful in their respective activity than I ever will be). Then something interesting happened: The kids started teaching each other their respective activities. And while the boy did quite a good job of learning the girl’s dance moves, the girl struggled when it came to dribbling the basketball: Whereas before as she was dancing, she was able to move extremely smoothly and elegantly, now her body became stiff. Her eyes fixated on the ball so as not to lose control, her upper body moved up and down parallel to her hand awkwardly and in a very choppy way; and she kept losing the ball repeatedly after every dozen or so dribbles. Is this little anecdote proof then that girls are just naturally less adept at ball games than boys [spoiler alert: it's not]?
By Richard Smith from Bowen Island, Canada (Chicago Marathon – the start) [CC-BY-2.0 (http://creativecommons.org/licenses/by/2.0)], via Wikimedia Commons.
Last week marked the first installment of the Boston Marathon after the horrible terrorist acts of 2013. Although the world-renowned event will forever be linked to these atrocities, there are also acts of positive social change linked to its. Most famously, the 1967 Boston Marathon saw Kathrine Switzer become the first woman to enter the race as a numbered runner (there had actually been other women run the race unofficially before) by registering as “KV Switzer”. Her run and the attempt by a race official to remove her from the race show how sports can become an arena of progressive social change. Moreover, the history of marathon running over the past half century can also serve as a teaching tool to challenge myths about the supposed fundamental differences between men and women.
A side-event at the 2012 meeting of the United Nations Commission on the Status of Women. Attribution: Silje Bergum Kinsten/norden.org via Wikimedia Commons
The Huffington Post recently ran an article by Juliana Carlson, Assistant Professor of Social Welfare at the University of Kansas and member of the Mobilizing Men in Violence Prevention research collaboration, on the topic of men’s global engagement in the prevention of violence against women and girls. She argues that “men and boys have been largely relegated to the sidelines of violence preventions efforts” but that a growing movement “aims to create structural change by engaging boys and men in conversations about equality, gender expectations, family health, fatherhood, and the concrete, positive roles they can and do play, such as sharing caregiving and being a role model for younger generations.” The proliferation of NGOs doing this crucial work with men and boys extends well beyond the prevention of violence against women and may signal a larger shift in human rights and global development discourse. (more…)
[By Pete Souza (White House Flickr Account) [Public domain], via Wikimedia Commons]
A few weeks ago, President Obama announced a new initiative
designed to increase opportunities for young Black and Latino men. Acknowledging that Black and Latino men lag behind other groups in educational achievement and employment, while outnumbering white men in jails and prisons, at first glance, the President’s “My Brother’s Keeper
” campaign seems like a much needed and timely project. However, when examining Obama’s rhetoric more closely, the initiative falls short of addressing the root causes and structural reasons for racial disparities in the US and instead perpetuates a neoliberal language of individual responsibility.
By movie studio [Public domain], via Wikimedia Commons.
In January, President Obama became the latest in a long list of politicians and high profile public figures in taking a shot at academic disciplines perceived to be ‘useless’ from a labor market perspective. Talking about manufacturing and job training, Obama (who has since apologized
for his remarks) said
: “I promise you, folks can make a lot more, potentially, with skilled manufacturing or the trades than they might with an art history degree.”
This attack on disciplines, fields and degrees that do not tie in directly to what is perceived to be the workplace of today and tomorrow are nothing new. North Carolina Governor Pat McCrory made similar, albeit much more explicit and vicious, remarks
about higher education just last year, lashing out against the (inter)discipline of women’s and gender studies: “If you want to take gender studies that’s fine. Go to a private school, and take it. But I don’t want to subsidize that if that’s not going to get someone a job.”
These and similar remarks point to two related notions that dominate in the debate about (higher) education: 1. The idea of a “skills gap” – that is the idea that workers and college graduates do not possess the right skills to fill vacant jobs in growing economic sectors. And 2. The idea that some academic disciplines are simply useless pursuits, as they do not help graduates secure employment. But do these ideas have empirical ground?
Source: The Telegraph
When I picked my friend’s nine year old daughter up from school last week the first thing she said to me was, “We had to do something really weird in class today. The teacher paired all the girls with a boy and we had to be a married couple.” It turns out the teacher was having her students work on writing dialogue and since it was right before Valentine’s Day she thought it would be cute for them to write dialogue about love and marriage.
“Not all girls want to marry a boy. It was so lame,” my friend’s daughter told me. ‘Lame’ was not really the word that came to my mind; I was more thinking about heteronormativity and how it is reproduced through our social institutions.
(Source: Canadian2006 (Own work) [CC-BY-SA-3.0/r GFDL], via Wikimedia Commons.
My colleague Cliff Leek elsewhere has recently
talked about the tension, struggles and challenges of being an ally. Those of us located on the ‘privilege’ side of different axes of inequality and oppression (like race, class and gender) face the challenge of how to become (and stay) active and effective allies without reinforcing the very inequalities we are trying to fight, and trying to speak truth to power without claiming to speak for
the movements we are aligned with. As Mia McKenzie points out in her critique of the term ‘ally’
: “actions count; labels don’t”. We don’t become ‘allies’ just by some act of will or by declaring us as such. Instead, being
an ally means a continuous process of becoming
one. This call for action and constant reflection has, of course, implications for those of us who are male-identified but teach about gender in the classroom (or those of us who are white and teach about race etc.). We face unique challenges that we need to find pedagogical answers to if we are to stay true our feminist and anti-racist commitments.
Retrieved from http://www.slate.com/articles/health_and_science/medical_examiner/2013/12/ethan_couch_affluenza_defense_critique_of_the_psychology_of_no_consequences.html
The prosecution of 16 year old Ethan Couch has garnered considerable media attention in the past two weeks. Couch was accused of killing four pedestrians while high on valium and under the influence of alcohol. With a truck full of friends, Couch crashed into a group of pedestrians. The outcry from this case is twofold. First, Couch’s defense attorney argued that he could not be held fully responsible for his actions because he suffered from “affluenza.” Second, this defense worked and Couch was found guilty but only sentenced to 10 years under correctional probation. Couch, 16, was sentenced to 10 years under correctional probation for his actions. Couch never denied his actions, rather his defense argued that Couch’s dysfunctional upbringing was the reason for his actions and he deserves therapy over incarceration. (more…)
Source: Wikimedia Commons
How do women and men divide housework? That question has become a matter of intrigue in US media in recent years. In fact, in the last week alone two major newspapers, The New York Times and The Atlantic, carried opinion pieces on the gendered division of housework in America. A plethora of research indicates that in the last 30 years men have begun to increase the amount of time that they spend on housework but the fact remains that women still do far more housework than men. What this progress on the part of men means for the future though is still up for debate. Will this progress toward gender equity continue? Will it slow? Will it speed up? Only time will tell, but pundits certainly have a lot to say on the matter. (more…)