education

Photo by Ben+Sam via flickr
Photo by Ben+Sam via flickr

Raising healthy kids is usually seen as a result of some magical combination of resources and education in a child’s home, school, and neighborhood. A newly released study by Penn State sociologists Molly Martin, Michelle Frisco, and Claudia Nau and the Census Bureau’s Kristin Burnett, however, finds poverty at schools has a greater effect on adolescent obesity than poverty or low education at home.

Well-educated parents are less likely to raise overweight children, but according to the study’s findings, if the student attends a poor school, the effect of his or her parents’ education is minimized. According to the online news source Futurity‘s report on the research , “A parent with a graduate degree who has a child in a poor school is more likely to raise an overweight adolescent than a parent with an eighth grade education who has an adolescent enrolled in a rich school.”

“The environment can actually limit our ability to make the choices that we all think we make freely,” Frisco says. Martin maintains that poor schools influence a student’s weight even beyond the typically-blamed unhealthy food choices. Low-funded schools have a difficult time offering athletic or fitness programs. Martin also argues that low income schools may house students with higher levels of stress. “Schools with limited financial resources tend to be more stressful environments,” Martin says. “Stress promotes weight gains and usually the worst kinds of weight gains.”

 

Photo by _PaulS_ via flickr

Columbia University was going to offer a course on Occupy Wall Street this spring, the New York Post and others reported last week—but it looks like that announcement was premature.

The anthropology class at Columbia was to be called “Occupy the Field: Global Finance, Inequality, Social Movement.” However, administrators said the course didn’t go through the necessary faculty approval process in order to be offered this spring, according to Bwog, the blog of Columbia University’s monthly undergraduate magazine, The Blue and White. Hence, the course is no longer listed among the department’s offerings for the semester starting Jan. 17.

Students at NYU, though, will be able to get credit for studying the movement in an undergraduate course in the Department of Social and Cultural Analysis, taught by Professor Lisa Duggan.

“Occupy Wall Street has done us all the service of illuminating [the fact] that the economy operates within the framework of political, social and cultural conflicts, and not outside them,” Duggan told Washington Square News, NYU’s daily student newspaper.

The university will also offer a graduate course on OWS with Professor of Sociology Jeff Goodwin.

Bully

A study commissioned by Anderson Cooper 360 found that the stereotype of schoolyard bullies preying on the weak doesn’t reflect reality.  Instead, the Long Island-based study showed students are involved in a constant verbal, physical, and cyber fight to reach the top of the school hierarchy.

“Kids are caught up in patterns of cruelty and aggression that have to do with jockeying for status,” explains Robert Faris, a sociologist whom “Anderson Cooper 360°” partnered with for the pilot study. “It’s really not the kids that are psychologically troubled, who are on the margins or the fringes of the school’s social life. It’s the kids right in the middle, at the heart of things … often, typically highly, well-liked popular kids who are engaging in these behaviors.”

Faris and his co-author, Diane Felmlee, also found that “bullies” and “victims” aren’t defined roles and can in fact be the same person.

“When kids increase in their status, on average, they tend to have a higher risk of victimization as well as a higher risk of becoming aggressive,” Faris says.

Many of these results mirror results from an earlier study that Faris and Felmlee conducted in North Carolina. Based on such similar findings in such different locations, Faris noted,

“Family background of kids does not really seem to matter in their aggressive behavior. Instead, what really matters is where they are located in the school hierarchy”….The patterns, “arise in a wide range of schools across the country regardless of what community they may be in.”

Yet, the authors remained hopeful for two reasons.  First, their study found that aggressive behavior does not actually elevate a child’s social status. Second, Faris thinks behavior is contagious.

When students are aggressive, there’s a higher likelihood that their friends will become aggressive. But Faris said, “there’s also the possibility that positive behaviors can also spread through social networks and that kids may be more likely to intervene in bullying situations if they see their friends stepping in to stop things, or if they see their friends discouraging that kind of behavior.”

 

Protesting Scott Walker
In an op-ed published in the Raleigh-based paper, the Newsobserver, sociology Ph.D student Amanda Gengler provides insight into what is at stake in the current political struggle in Wisconsin. To do so Gengler draws upon her experience at the University of Wisconsin-Madison where she earned her master’s degree.

As a graduate student at the University of Wisconsin-Madison 10 years ago, every month a few dollars of my stipend went to pay dues to the TAA; a unique union that represents and protects graduate employees working in the UW-System. In return, I worked under a contract that ensured full health care benefits and basic dental care (with no out-of-pocket premiums), and tuition remission (without which my education would not have been possible) as well as other fair labor protections.

Now, even after each subsequent renegotiation of the rights for Wisconsin’s graduate employees has resulted in more and more concessions, current Gov. Scott Walker is proposing to remove the TAA’s collective bargaining rights altogether. This would make it impossible to fight for any of these protections, all of which could be immediately revoked.

Graduate students are not alone in seeing this as an attack on the education system.

Under the rallying cry “Hands off our Teachers,” undergraduates have taken to the streets in recent days alongside their graduate student instructors.

Gengler cautions us to not see this as an isolated threat directed at the University system.

Wisconsin’s 3,000 graduate student workers are but one of the many constituencies that will be directly harmed by the state government’s attack on unions and workers’ rights. As Wisconsin’s unions offer up economic concessions in terms of pay and premiums, only to be completely rebuffed by state lawmakers, it is clear that this issue is not about the budget: it is about ending workers’ collective bargaining rights.

The op-ed serves as a call for all workers and unions to pay close attention to what is occurring in Wisconsin. While the situation appears bleak, Gengler leaves us with a statement of resolve:

Those of us who have been fortunate enough to have those rights know what they are worth, and the thousands who continue to flood Madison’s streets make it clear that the right to fight is one thing they will not concede.


Hörsaal

In November, Arizona joined California, Florida, Georgia, Michigan, Nebraska, Texas, and Washington by banning affirmative action in higher education.  Miller-McCune recently reflected on how these bans are failing to “keep pace with the changing demographics” of the United States.

Take the case of California, as reported in Equal Opportunity in Higher Education, a new book on the state’s voter-approved ban on affirmative action known as Proposition 209. In 1994, four years before the measure went into effect, when colleges were giving a boost to applicants based on race, 38 percent of high school graduates and 18 percent of University of California students were African American, Latino or Native American. In 2008, after a decade with the ban, these minorities represented nearly half of high school graduates but only 20 percent of UC students.

“By stepping back from its commitment to affirmative action, we believe California and other states and colleges have contributed to an increase in racial and ethnic stratification,” wrote co-editors Eric Grodsky, a sociologist at the University of Minnesota, and, Michal Kurlaender, a professor of education at the University of California, Davis. Within college types, [underrepresented minority] students tended to shift from higher- to lower-quality colleges and universities. … African American and Latino undergraduates in the state of California may be worse off now than they were 10 years ago.”

Peter Hinrichs, an economist at Georgetown, also weighs in on the effects of these bans.

Taking a broad look at college enrollment and racial composition across the country between 1995 and 2003, economist Peter Hinrichs found that affirmative action bans have no effect on the typical four-year college or the typical student. But at public universities in the top 50 of the U.S. News & World Report rankings, he found, the numbers of blacks and Latinos typically drop 30 percent and 27 percent, respectively, after affirmative action bans are imposed, compared to pre-ban enrollments, while the numbers of whites and Asian Americans increase 5 percent to 6 percent.

Over a broader range — the top 115 public and private colleges in the U.S. News rankings — the numbers of black and Latino students drop 17 percent and 16 percent, respectively, at schools with affirmative action bans, Hinrichs found.

Some supporters of the bans claim that many students who are ethnic and racial minorities attend mediocre high schools and are thus not equipped for the academic rigors of college.  But, social scientists have found otherwise.

A 2010 study co-authored by Marta Tienda, a Princeton University sociologist, showed that black and Latino students who were admitted to the University of Texas at Austin on the basis of their high school rankings consistently got as good or better grades in college than the affluent whites with higher SAT scores whom they replaced. The minority students also were equally or more likely to graduate in four years.

Read more about these  studies and attempts to replace affirmative action laws in the full article.

first grade desk IMG_4744The BBC recently reported on new research that documents the way young boys are negatively affected by gender stereotypes.

Girls believe they are cleverer, better behaved and try harder than boys from the age of four, research suggests.
By the age of eight, boys had also adopted these perceptions, the study from the University of Kent found.

Social psychologist and lead researcher, Bonny Hartley, presented children between the age of four and 10 with a series of statements describing children as being hard working, clever, and timely in the completion of the work. They then chose the silhouette of either a boy or girl depending on which gender they thought the statement most accurately described.

On average, girls of reception age right through to Year 5 said girls were cleverer, performed better, were more focused and were better behaved or more respectful, the study found.Boys in reception, Year 1 and Year 2 gave answers which were equally split between favouring boys and girls, but by Year 3 their beliefs were in line with those of the girls, the researchers said.
Ms Hartley said that children of both genders thought, in general, that adults believed that girls did better than boys at school.

Hartley also documented the immediate impact that gender expectations may have on test performance.

In a separate investigation, she tested two separate groups of children in maths, reading and writing. The first group was told that boys do not perform as well as girls, but the other was not. Boys in the first group performed “significantly worse” than in the second group, which Ms Hartley says suggests that boys’ low performance may be explained in part by low expectations.

The study demonstrates the power of socialization and speaks to the need for teachers to be particularly cognizant of vocalizing any gender-based expectations, as they may create self-fulfilling prophecies.

She also warns against the use of phrases such as “silly boys” and “school boy pranks” or teachers asking “why can’t you sit nicely like the girls?”

Dora Suitcase and Backpack
As Dora the Explorer celebrates 10 years on the air, the LA Times comments on her broader social significance. The children’s show features a young Latina heroine who travels through the jungle with her friends, speaking some Spanish, and solving simple math and word problems.

The idea was to foster pride among Latino children and familiarity with Latino culture among English speakers, but only indirectly as part of an entertainment show.

“It was just about creating a show we thought kids would love,” said Chris Gifford, who created the series along with Valerie Walsh Valdes and Eric Weiner. “We didn’t begin to think how long it might go for.”

Dora, however, has grown much larger than these seemingly modest origins:

Amid these warm-hearted adventures, Dora became a pop-culture superstar, a lucrative franchise and a force that helped shift the globalized juvenile television landscape that has become increasingly multicultural and bilingual. Dora, in some eyes, also became a poster child for immigration and the target of anti-immigrant sentiment.

The animated series is now broadcast in more than 100 countries — it’s the No. 1-rated preschool show in many of them, including France — and dubbed in 30 languages, such as Russian, Mandarin and German, with Dora mostly teaching English (in some cases Spanish).

“What’s been innovative about the show is it wasn’t conceptualized or presented as a Latino-themed show,” said Chon Noriega, director of UCLA’s Chicano Studies Research Center. “It was an educational series for kids that happened to have a Latino girl as the lead character. And it didn’t shy away from having a character that spoke Spanish. That allowed it to do something that was very unique.”

Dora has gone on to enjoy considerable success, culturally and economically (generating more than $11 billion in retail sales alone).

“Dora isn’t just a show; she’s DVDs, clothes, lunchboxes,” said Karen Sternheimer, an associate professor of sociology at USC and author of “It’s Not the Media: The Truth About Pop Culture’s Influence on Children.” “Nickelodeon has been very savvy about getting their characters into kids’ lives through a number of different platforms. They’ve taken branding to another level.”

The main character wasn’t originally going to be Latina, but:

The idea for an ethnic rebirth sprang after Johnson [a Nickelodeon exec responsible for the program] attended an industry conference during which the underrepresentation of Latinos in media was discussed.

The 2000 census showed that Latino communities were the nation’s fastest growing — and the biggest five-year Latino age group is infants to preschoolers. Yet data have long shown that Latinos are underrepresented in prime-time TV: UCLA research found that 4% of prime-time’s regular characters in 2004 were Latino, while Latinos make up about 15% of the U.S. population.

For years, the main source for children’s multicultural TV was PBS’ “Sesame Street.” …Dora’s “success really reflects a change in the media environment for children over the years,” Sternheimer said. “It’s a great reflection of the shifting multicultural nature of our society.”

Since “Dora,” the children’s TV landscape has embraced diversity. PBS Kids revamped “Dragon Tales” in 2005 to include Enrique, who is Colombian. “Jay Jay the Jet Plane” has added a bilingual plane named Lina. “Dora” also launched a spinoff, “Go Diego Go,” starring Dora’s 8-year-old cousin, in 2005.

Sociologists are among the experts who consult for the show:

Schoolteachers, sociologists and historians are all brought in to advise on “Dora” episodes. More than 20 cultural consultants have worked on the show to make Dora’s world reflect a pan-Latino culture that’s not just tortillas and mariachi music, Johnson said. “It was important for us that Dora represented the idea that being multicultural was super cool,” she said.

Cortés, who’s serves as a cultural consultant on the show, said not giving Dora a specific heritage made that idea a reality. “Not knowing where she was from allowed her to be a source of pride for anyone of Latino background,” he said. “She’s more relatable if you don’t peg her down.”

So, is it all a rosy animated multicultural picture? A sociologist, per usual, complicates the story:

“The show definitely homogenizes the many different origin groups that are comprised within the Latino ethnicity,” said Jody Vallejo, an assistant professor of sociology at USC. “So Latino children are getting a very broad view of who they are. At the same time, it does allow people from those different origins to make her their own character, to take ownership. For non-Latinos who watch the show, it makes Latinos more relatable. It demonstrates that bilingualism is not that bad. But it makes it seem like Latinos come from a monolithic culture.”

Facebook in the bathroom!
College students rest assured: the Chronicle of Higher Education reports that spending time on social networking sites like Facebook and MySpace won’t tank your grades.

Researchers at Northwestern University found no connection between time spent on social-networking sites and academic performance. The study, the results of which appear in the latest issue of Information, Communication & Society, included responses from approximately 1,000 first-year students at the University of Illinois at Chicago.

Sites such as Facebook and MySpace had no effect on grades, despite how often students used them or how many they used.

A sociologist weighs in on how other social perks of these sites may outweigh any detrimental effect.

Eszter Hargittai, associate professor of communication studies and sociology at Northwestern, suggests that the benefits of social-networking sites may cancel out the distractions they pose.

“You could go on there and waste your time,” she said. “On the other hand, you can connect with your classmates, get information about homework assignments, get to know people better, and feel more comfortable engaging with them on academic matters.”

The New York Times explores social science research about a new stage of life: emerging adulthood.

[A] growing body of research shows that the real Peter Pans are not the boomers, but the generations that have followed. For many, by choice or circumstance, independence no longer begins at 21.

Young people in the U.S., it seems, are taking their time reaching the traditional milestones of adulthood:

People between 20 and 34 are taking longer to finish their educations, establish themselves in careers, marry, have children and become financially independent, said Frank F. Furstenberg, who leads the MacArthur Foundation Research Network on Transitions to Adulthood, a team of scholars who have been studying this transformation.

“A new period of life is emerging in which young people are no longer adolescents but not yet adults,” Mr. Furstenberg said.

National surveys reveal that an overwhelming majority of Americans, including younger adults, agree that between 20 and 22, people should be finished with school, working and living on their own. But in practice many people in their 20s and early 30s have not yet reached these traditional milestones.

Marriage and parenthood — once seen as prerequisites for adulthood — are now viewed more as lifestyle choices, according to a new report released by Princeton University and the Brookings Institution.

One component of this shift is that young people are relying on their parents longer than previous generations. While parents used to invest most in their kids during the teen years, parental support now continues into the 20s.

In the late 1990s, however, parents’ spending patterns began to shift so that the flow of money was greatest when their children were either very young or in their mid-20s.”

More people in their 20s are also living with their parents. About one-fourth of 25-year-old white men lived at home in 2007 — before the latest recession — compared with one-fifth in 2000 and less than one-eighth in 1970.

The sizable contribution from parents not only strains already stressed middle-class and poor families, researchers argue, but could also affect institutions that have traditionally supported young adults in this period, like nonresidential and community colleges and national service programs.

Some young people are not just delaying milestones, but are redefining what it means to be an adult:

For many, marriage has disappeared as a definition of traditional adulthood, as more and more younger people live together. Today 40 percent of births are to unmarried mothers, an increase from 28 percent in 1990.

At the same time, more women are remaining childless, either by choice or circumstance. Twenty percent of women in their 40s do not have children, Mr. Furstenberg said, pointing out that “not having children would have been considered bizarre or tragic in the ’50s; now it’s a lifestyle choice.”

The Irish Times commented on a recent craze among social science bloggers:

When a viral craze spreads across the internet, it usually features cute cats or embarrassingly bad singing, or a combination of the two.

Last month, however, a new idea caught the imagination of a certain corner of the web, and it was as far from feline karaoke as is possible to imagine. Tyler Cowen, the intimidatingly erudite US economist whose blog Marginal Revolution has become massively influential in recent years, started it all when he replied to a reader’s suggestion to list the 10 books that most influenced his view of the world.

This quickly caught on:

Within days, dozens of America’s top blogging economists, political scientists, sociologists and pundits were busy composing lists of the books that influenced their thinking, and the conversation spread and spread.

As an exercise, this was all quite instructive for readers, but it also served as a kind of intellectual arms race, with each blogger establishing their credentials via their chosen books. The competitive element was unmistakable, or in economics’ parlance, there was a lot of signalling going on. Many of the lists were almost comically esoteric, as if to prove the individualism behind the intellectual journey.

One particular sociologist attracted some attention:

One of the most animated conversations followed the list created by Kieran Healy, an Irish sociologist at Duke University who is a member of the academic supergroup blog Crooked Timber. “Everyone else is doing it, at least for ‘American/ white/ politics/ economics/ mostly libertarian type guys’ values of ‘everyone’,” he wrote, and his terrifically diverse list, which features works by Clive James, Pierre Bourdieu and game theorist Thomas Schelling, as well as books on biomechanics, the collective dietary habits of ravens and power dynamics in medieval German society, led to a long and engaging discussion about what it is to be shaped and influenced by books.

Check out Healy’s list here.