Archive: Mar 2013

My best friend’s car has four cup holders in the front seat. FOUR. I would ask what a person does with four cup holders, except I’m too busy feeling jealous.  I drive with a measly two.

Cup holders, or what the US News and World Report quaintly called “crannies for drinking cups” as late as 1989, weren’t considered an automotive necessity until the ’50s.  That was when, reports Bon Appetit, “drive-ins and drive-thru windows became mainstays of American eating.”  Before then, people were expected to stop for food and drink and then be sated.  Can you imagine?

It took a long time, though, for the automobile industry to figure out exactly how to deliver us our cup holders.  First there was a “snack tray for car,” as pictured in a 1950 newspaper ad:

Companies also sold between the seat inserts that held cups and Cadillac sold a limousine with magnetic cup holders:

The cup holder as we know it today came to us in 1983 alongside another innovation: the mini van.  The first cup holders “sunk into the plastic of the dashboard” were installed in the Dodge Caravan and Plymouth Voyager.  It would be a decade, though, before cup holders came standard in essentially every car.

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.

New data about the science aptitude of boys and girls around the world inspires me to re-post this discussion from 2010.
Math ability, in some societies, is gendered.  That is, many people believe that boys and men are better at math than girls and women and, further, that this difference is biological (hormonal, neurological, or somehow encoded on the Y chromosome).

But actual data about gender differences in math ability tell a very different story.  Natalie Angier and Kenneth Chang reviewed these differences in the New York Times.  They report the following (based on the US unless otherwise noted):

•  There is no difference in math aptitude before age 7.  Starting in adolescence, some differences appear (boys score approximately 30-35 points higher than girls on the math portion of the SAT).  But, scores on different subcategories of math vary tremendously (often with girls outperforming boys consistently).

•  When boys do better, they are usually also doing worse.   Boys are also more likely than girls to get nearly all the answers wrong.  So they overpopulate both tails of the bell curve; boys are both better, and worse, than girls at math.

•  That means that how we test for math ability is a political choice.  If you report who is best at math, the answer is boys.  If you report average math ability, it’s about the same.

•  How you decide to test math ability is also political.  Even though boys outperform girls on the SAT, it turns out those scores do not predict math performance in classes.  Girls frequently outperform boys in the classroom.

•  And, since girls often outperform boys in a practical setting, math aptitude (even measured at the levels of outstanding instead of average performance) doesn’t explain sex disparities in science careers (most of which, incidentally, only require you to be pretty good at math, as opposed to wildly genius at it).   In any case, scoring high in math is only loosely related to who opts for a scientific career, especially for girls. Many high scoring girls don’t go into science, and many poor scoring boys do.

Now, let’s look at some international comparisons:

•  Boys do better in only about ½ of the OECD nations. For nearly all the other countries, there were no significant sex differences. In Iceland, girls outshine boys significantly.

•  In Japan, though girls perform less well than the boys, they generally outperform U.S. boys considerably.  So finding that boys outperform girls within a country does not mean that boys outperform girls across all countries.

•  Still, even in Iceland, girls overwhelmingly express more negative attitudes towards math.

So what’s the real story here?  Well, one study found that the gender gap in math ability and the level of gender inequality in a society were highly correlated. That is, “…the gender gap in math, although it historically favors boys, disappears in more gender-equal societies.”

Part of the problem, then, is simply that  girls and boys internalize the idea that they will be bad and good at math respectively because of crap like the “Math class is tough!” Barbie (sold and then retracted in 1992):

However, girls’ insecurity regarding their own math ability isn’t just because they internalize cultural norm, their elementary school teachers, who are over 90% female, sometimes do to and they teach math anxiety by example.  A recent study has shown that, when they do, girl students do worse at math.  From the abstract (this is pretty amazing):

There was no relation between a teacher’s [level of] math anxiety and her students’ math achievement at the beginning of the school year.  By the school year’s end, however, the more anxious teachers were about math, the more likely girls (but not boys) were to endorse the commonly held stereotype that “boys are good at math, and girls are good at reading” and the lower these girls’ math achievement.  Indeed, by the end of the school year, girls who endorsed this stereotype had significantly worse math achievement than girls who did not and than boys overall.

So, with only the possible exception of genius-level math talent, men and women likely have equal potential to be good (or bad) at math.  But, in societies in which women are told that they shouldn’t or can’t do math, they don’t.  And, as Fatistician said, “math is a skill.”  People who think practicing it is pointless won’t practice it.  And those who don’t practice, won’t be any good at it… Y chromosome or no.

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.

Cross-posted at Ms., The Huffington Post, and BlogHer.

Earlier this year a coalition of students and faculty at my institution, Occidental College, convinced the administration to make several changes to its sexual assault policy.  One of these changes involved the addition of reports of sexual assault to our OxyAlert system.  This meant that any time there was a report of a sexual assault, the college community would receive an email saying so, just as we now get alerts of all other crimes that are reported to have occurred in the vicinity.  The administration agreed to do this.

Last week the students learned of a report of a sexual assault second-hand (from the media), simultaneously discovering that the administration had declined to send out an OxyAlert in response.  Considering this a betrayal of their agreement, the students organized a march, petition, and tumblr.

In response, the president of Occidental College, Jonathan Veitch, wrote a letter to the campus community. In it, he confirms what the students of Occidental fear: he is inclined to disbelieve students that report sexual assault.  He writes that OxyAlerts in cases of reports of sexual assault are not “possible or desirable” because:

In the first few hours, days or even weeks, it is not always clear what has happened in incidents like these. Investigators need time to sort through conflicting accounts in order to provide a clear narrative of what took place.

By suggesting that “incidents like these” need vetting, Veitch is reproducing a bias against sexual assault victims that feminists have been trying to eradicate for decades.  He is saying that sexual assault reports must be “sort[ed] through,” but reports of all other crimes can be taken at face value.  In other words, there is nothing wrong with the OxyAlert system per se, he just doesn’t think that women who report sexual assaults should necessarily have access to it.  This is unacceptable.

In fact, all crimes can be falsely reported and there is no evidence that reports of sexual assaults are more likely to be false than other reports of other crimes.  The sparse research is inconclusive: some find that sexual crimes are more often reported falsely, some find less.  So Veitch is on shaky ground suggesting that the college has a right to treat reports of sexual assault as hypothetical.  Moreover, the OxyAlert system is not judge and jury.  In all cases — whether it informs the community about a mugging, a stolen car, or a sexual assault — it simply states that there has been a report.

While I will admit that sexual assault is often complicated, this is a very black-and-white issue.  Sexual assault is a crime, Occidental has a system for alerting people to reports of crime, when a person reports the crime of sexual assault, that report should be included in this system.  To do otherwise is to allow college policy to be driven by the belief that women are uniquely untrustworthy and prone to malicious lies.  That is bias against women, plain and simple.

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.

“We don’t know how the results were obtained. The post-doc who did all the work has since left to start a bakery” reads a tweet with the #overlyhonestmethods hashtag. The hashtag is being used for scientists to discuss the elements of their methodology that do not get discussed in “proper” scientific papers.

In response to this series of tweets, others have been reassuring readers that #overlyhonestmethods is a “‘joke” hashtag, and should not be construed to reflect the actual state of scientific work. Why? What’s the big deal?

Part of it is about the ways in which we like to consider science. The societal discourse is that science (particularly lab science) represents a “pure” form of knowledge, unbiased by human perceptions, relationships, and pragmatism.

In some ways, that may be true (if I mix Flourine and Francium, for example, the result is likely to be explosive whether I believe it to be or not), but that does not mean science isn’t shaped by social, cultural, and institutional forces.

For example, the choice of what to research is highly political. During wartime, scientific research is devoted to things that may aid the war effort, from weaponry, to vehicles, to food preservation. Political priorities in certain regions, likewise, direct research dollars into forestry management instead of ecological preservation. The scientists who do this research direct their efforts in this way because that is the research they can get funded.

#Overlyhonestmethods is, among other things, exposing the very real social nature of scientific research, pointing out that scientists may time their experiments so as to avoid being the lab on evenings and weekends. Or that it is sometimes difficult to know how certain results were obtained because people leave the profession and can’t tell you.

These concerns — about recording knowledge, and people’s quality of life at work — exist in every other profession, but in most cases we don’t need to discuss those statements as a “joke.” This is because most other professions do not make the claim of presenting absolute truth. In telling the “unpublished” stories of scientific research, #overlyhonestmethods makes it obvious that scientists are people who face constraints — personal, relational, practical, and institutional — potentially shaking the trust people put in science to offer “the” Truth.

Anastasia Kulpa teaches Sociology at Grant MacEwan University in Edmonton, Alberta, Canada. Her research interests include the sociology of post-secondary classrooms and cultural vehicles for transmitting ideology (class, music, television, etc).

Inequality by (Interior) Design, a blog by sociologist Tristan Bridges, turned one-year-old last month and it is quickly becoming one of my favorites.  In a recent post, Bridges featured a product that reminds us all why history is awesome: the “portable baby cage”:

As I discussed in a previous post, with industrialization came cities and with cities came crowded, cramped living quarters.  The baby cage kept infants out of harm’s way and gave the family a bit more space.  As Bridges discusses, it also coincided with the idea that babies needed a lot of fresh air to be healthy.  The baby cage seemed like the perfect solution.

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.

In the two-minute animation below, sociologist Dalton Conley describes how inequality between families can create inequality within families. My favorite of his examples: if a family doesn’t have a lot of resources, it will often pour more of them into the most promising child instead of spreading the goods around equally to everyone.

For more, watch:

More at Norton Sociology’s YouTube page.

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.

Following up on our recent posts on representations of “person”, I discovered a set of stick figures from around the world, collected by Steve Portigal.  He has some observations on variations.  From a gender perspective, however, they all look more or less like this one from Bali, Indonesia:

What is interesting for our purposes, though, is this Chinese language example from Bangkok, Thailand:

Do you see it?  In case you doubted it, the fact that the fourth panel includes a stick figure in a skirt (1) proves that the non-skirted stick figures are implicitly men and, on an entirely different note, (2) reminds us that men do not take care of children.

Similarly, these two pictures of warning signs for moving sidewalks (snapped in the Dublin airport) feature “neutral” stick figures, unless a child is involved:

We see the same phenomenon in commercial airplanes, where “flight attendants” still tend to be pictured in skirts.

Prof. Shaun Huston sent in these photos from United Airlines. Everyone’s in pants… except the person changing a diaper:

Amanda C. sent in another example from a hotel in Sydney. When the stick figures are housekeepers, suddenly they sprout skirts!

Sophie pointed out that in Holland, bike traffic lights only include images of what most people would recognize as a “men’s” bike, with the bar across the top, thereby managing to gender the traffic signals without including any figures of people at all (images found here and here):

For what it’s worth, here’s a counter-example from Malmö, Sweden:

Emanuelle, who took the photo and submitted it, says it’s the only time she can remember that she’s seen a silhouette figure like this with a kid where the figure isn’t clearly marked as female.  We’ve a fun collection of traffic lights featuring female stick figures.

We’d love to collect more examples!

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.

I absolutely love this six-minute video by Karen B.K. Chan, tweeted to us by Alex Darasang.  A professional sex educator, she tries to re-frame how we think about sex, and sexual consent, by offering a different metaphor.  While we use metaphors to talk about sex all the time — weirdly, often related to carpentry: bang, nail, screw, etc. — she wants us to introduce an alternative metaphor: jam.

Jamming — shared musical improv — asks us to work together with others to spontaneously create a piece of art that has never quite existed before.  It’s a lovely way to think about what sex should and could be.  And, importantly, it utterly changes what consent looks like and its role in sexual pleasure.

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.