Recently, reader Nicole D. was shopping at Home Depot and noticed a sign near the front that described ways employees are “empowered.” When we think of empowered employees, we might think of issues such as fair pay, decent benefits, access to full-time work, a way for employees to have input in the creation of workplace policies, or other factors that affect the work environment. But what struck Nicole was how being “empowered” was defined to align with corporate goals.

What are Home Depot employees empowered to do? To provide good customer service, basically — that is, to be “friendly and helpful to every customer,” to actually show customers what they’re looking for and “not point” to it, and to make sure Home Depot’s price-matching program is implemented:

In Class Acts: Service and Inequality in Luxury Hotels (2007), Rachel Sherman discusses how luxury hotels ensure the level of service their customers expect. Sherman writes, “Managers…face a difficult task. They must convince their employees…to go out of their way for guests, satisfying and surprising guests in largely intangible ways” (p. 63).  Among other strategies, they encourage employees to break rules when necessary to provide the level of customer service their guests expected. This autonomy to circumvent certain rules in order to meet the larger goals of satisfying customers was seen by guests and employees as a mark of luxury service. Luxury service providers, such as the Ritz-Carlton, were in the forefront of the move to “empower” employees, an idea that has spread well beyond the luxury sector.

Sherman found that employees did value even seemingly minor forms of autonomy on the job. It made them feel like they had some power in the workplace. I know when I worked in food service, small things like getting to organize break schedules ourselves or decide what to offer as a special were highly appreciated. But Sherman shows that this language of autonomy can obscure the lack of specific changes that would have materially improved workers’ lives. For instance, while the luxury hotels she studied complained constantly about the difficulty of finding good staff, and framed their employees as intelligent professionals making autonomous decisions in order to serve guests’ needs, the jobs didn’t pay particularly well.

As Nicole pointed out, this a very limited form of empowerment. Employees might be given some autonomy, but it is to be used only in the service of improving outcomes for the corporation. In the case of Home Depot, some aspects of empowerment simply reframe externally-imposed requirements (such as being polite and helpful to customers) as forms of autonomy. The corporate discourse of empowerment presents it as synonymous with corporate goals. The wider array of factors that might empower workers are absent from the conversation, which frames empowerment entirely from the perspective of the company’s interest in providing better customer service without necessarily providing better pay, benefits, or other concrete improvements to workers’ lives.

Kevin L. let me know about Independent Woman, a PBS documentary in which a number of TV actresses discuss how their roles reflect the pressures, expectations, and opportunities women face, from the happy housewives of the 1950s to a variety of current shows. I don’t always agree with their interpretations, but if you love pop culture, as I do, it’s worth a watch:

Watch The Independent Woman on PBS. See more from America in Primetime.

Way back in January, Dolores R. sent us a link to an illustration of how not to integrate social studies into the math curriculum, posted at SocialisTexan. Apparently some teachers in Gwinnett County, Georgia, thought it would be good to have some math word problems that connected to lessons from social studies, including racial history and slavery. One of them wrote some questions, which nine different 3rd-grade teachers approved; when the issue came to light, four had distributed them as part of a homework assignment. Parents complained upon seeing the questions, which many felt were inappropriate. For example, some questions asked students to calculate how much cotton or oranges slaves would pick, while another asked, “If Frederick got two beatings per day, how many beatings did he get in 1 week?”:

The teacher who created the questions later resigned and apologized. From all appearances, he really was trying to think of some way to connect different aspects of the curriculum. However, this chosen method was…very poorly thought out. The homework questions are insensitive, seeming to trivialize the violence of slavery rather than reinforce history lessons about it in a useful manner.

So how might topics from social studies, math, and other areas of the curriculum be integrated in a useful way? Sylvia Glauster, a middle school math teacher at The Ancona School in Chicago, emailed us about one example that I think connects discussions of racial history to math in a much more constructive manner.

Sylvia said that she often uses Soc Images posts to spark discussion among students, and that some of her students became particularly interested in racist images, including those in a post Lisa wrote several months ago about the historical meanings behind images of African Americans with watermelons: “Initially, they were not sure why some of the pictures could be viewed as racist, and hypothesized that their friends might also miss the connections that the blog post explains.”

So they got busy and developed a study to investigate further. Two students — 5th-grader Morgan and 6th-grader Sara (whose parents gave permission for their names to be used here) — chose five images and surveyed a random sample of 34 other students to see how many found the images racist. The students explain:

We started out by making a survey chart and getting pictures that we thought were racist.  Next, we surveyed people anonymously.  With all our data that we collected we made pie charts [for African Americans, Whites, and Other race/ethnicities].

The students had two hypotheses:

Before we started the survey we thought that the African American people would have more yes’s because they might have had similar racial experiences.  Most of the pictures are targeted at African Americans. We also thought that the 7th and 8th graders would say yes [they are racist] to more of the pictures because they are older than the 5th and 6th graders [and have had more experience].

The overall results:

The students had a good introduction to the research process. While one of their hypotheses was upheld, the other wasn’t:

We found that the 7th and 8th graders said yes to more of the pics.  Our hypothesis was right.  But our hypothesis for the African Americans was wrong.  The Caucasians said yes to more of the pics.

Interestingly, Sylvia says that “students were least likely to find the caricature of Jafar [from Aladdin] racist, which my students think is probably because our culture is more aware of racism against African Americans.”

This, I think, is a more thoughtful cross-curricular activity. It doesn’t just shoehorn some references to slavery or racial history into a math problem in a superficial way. Students thought critically about the topic and the larger social and historical context, all while practicing important skills in math and statistical analysis.

I’m sure that guiding students through a project of this sort takes significantly more planning and effort than writing the word problems did. But that’s part of the point: if you want to help students understand our complicated racial/ethnic history, as well as how race operates in our society today, you can’t do it on the cheap. It takes careful thought and a lot of preparatory work by the instructor to create activities and materials that foster critical thinking in a sensitive, appropriate way. Kudos to Sylvia for providing a good example, and to Sara and Morgan for doing such a nice job on their project!

Those first young men, the pioneers, the aviators. Building superhighways in an unknown sky. Leaving wives and children in their snug homes with just a kiss and a promise to return. Roaring into the clouds to battle wind and stars. Their safety system built of brain and heart. They landed where there were no lights. Transforming strange names from tall tales into pictures on postcards home. And those next young men, travelling further, faster, higher then any in history, are the ones that followed them. Who skimmed the edge of space, the edge of heaven, the edge of dreams. And we follow them up there, to live by an unbreakable promise. The same four words stitched into every uniform of every Captain that takes their command: To fly. To serve.

In another example of gendered marketing, German airline Lufthansa recently mailed ads to male customers, encouraging them to sign up for a new credit card. Nothing particularly out of the ordinary there, but the ad campaign, sent to us by Katrin, drew a lot of attention — and criticism — because the credit card in question wasn’t for the men themselves, but for their female partners. The Women’s Special card was offered as an add-on to male frequent fliers who have a Lufthansa Miles-and-More account:

Written as a letter from a woman to her male partner, many felt the ad reinforced stereotypes of female dependence and consumerism. Katrin provided a translation:

Dear Honey,

The feeling that I am the most important thing in your life is wonderful for me. We are bound together by so many unforgettable moments. During which you again and again had a great feel for how to make me happy. Now I have a small plea: There is a Woman’s Special partner card to your Miles & More credit card which offers real benefits. With it I will even be invited to exclusive events and will take part in great surprise activities. And the best part: I’ll get a 2-year-subscription to VOGUE magazine, Myself  or to the Architectural Digest as a gift. You know how much I like browsing these kind of magazines… Of course I also want to collect miles with my credit card, just like you, which we can then redeem for a nice trip together- maybe to Paris! It would make me very happy if you could apply for this partner card for me: www.womans-card.de

Thousand times thank you,

 Your Special Woman

We’ve posted before on the way that kids’ products, and the way they are marketed, often reinforces an active boys/passive-and-pretty girls binary. Rebecca Hains noticed that the Stride Rite store near her, as well as the Stride Right website, does so. For instance, girls can “sparkle” and “shine”:

The descriptions for girls’ sneakers on the website emphasize how they’ll help girls shine:

Boys are encouraged to identify with superheroes:

The descriptions for the boys’ shoes emphasize action and speed, as well as their ability to protect the feet of adventurous boys:

More examples of Stride Right marketing at Rebecca Hains’s blog.

Erica B.-K. found these onesies which, though sold by a site called uncommongoods, reflect rather common gendering:

Hiroshi H. noticed that the website for Specialized Bicycle Components divides bikes into ones for boys and girls, though the only noticeable difference was color:

And finally, Anne R. noticed that there’s a Tinker Toy set that, because it is pink and purple, is thus “designed especially for girls”:

As someone who loved Tinker Toys and Lincoln Logs as a kid, I’m all for encouraging as many kids as possible to play with them, yet saddened if we are at a point where parents and/or children cannot imagine Tinker Toys could be for girls unless the package screams it at them. But I would kinda like to build that flamingo.

My post on the centrality of whiteness in fashion photos — whether magazine photos, catalogs, or ads — inspired several readers to send in other examples related to this trend.

YetAnotherGirl and Julian S. sent in a link to a Jezebel post about the new J.Crew catalog, which presents the two models in J.Crew clothing amid a group of local children, who are used to help signal the exoticism of the location:

Marianne sent in a couple of ads for Naf Naf, a French fashion brand, that show a slight variation, utilizing ethnic/cultural differences within Europe. They show a “luminous, lightning-blond caucasian woman and the dark, anonymous and yet welcoming bohemians,” seemingly meant to evoke popular imagery of the Romani.

And finally, H. pointed out Louis Vuitton’s “Journey” commercial, which she actually saw at an indie movie theater. It provides an interesting counterpoint, as groups other than Caucasians can be included as central characters in the narrative, as long as they are privileged LV consumers, with others presented in the more peripheral setting-the-tone role. As H. explains,

In this ad they include the story line of the (presumably African?) black man who is dressed in an elegant Western-style linen suit, but who is barefoot and rubbing the dust off of an old family photo. An interesting racial counterpoint — and one which suggests a metanarrative which is not only about race but also quite pointedly about class.

Take a look:

We’ve posted a number of examples that make it clear just how re-touched the images of people we see in magazines and ads are. Of course, everything else in those images is photoshopped too, leading to those “hmmm, this doesn’t look quite  like it does on the box” moments.

McDonald’s Canada released a video showing a photoshoot for a hamburger. It reveals the techniques that are used to get that luscious, huge, fresh look that so tempts us in food ads. I think it’s great to add to the examples of retouching people to spark discussion on our relationship to the manipulated images around us and the effects of different types of retouched images.

Thanks to Dmitriy T.C. for the tip!

A while back, in a post about Kim Kardashian’s fame, Lisa summarized the concept of a patriarchal bargain as “a decision to accept gender rules that disadvantage women in exchange for whatever power one can wrest from the system. It is an individual strategy designed to manipulate the system to one’s best advantage, but one that leaves the system itself intact.”

Christine B. sent in an excellent example of an individual-level attempt at empowerment with the confines of gender inequality. The video, part of the Howcast series of how-to videos, explains to women how to get men to buy them drinks at a bar:

In case you didn’t feel like watching the video, I can sum it up for you:

• Dress sexy, but not slutty, or you’re asking for it. How do you know if you’ve crossed the line? Well, if any men act inappropriately toward you, you must have shown too much boob. Better luck next time!
• Instead of planning a fun night out with your female friends, select only one — the bubbliest one, obviously — and go find a male-dominated environment.
• Buy yourself one drink right off the bat, so it looks like you’re an independent-minded woman who isn’t trying to get free shit in return for being pretty. I mean, you are doing that, but you don’t want to make it obvious. Men might be turned off if the gendered exchange were made explicit.
• Assume all men are stupid.
• Don’t ever stop to question a system that tells women that trading on our appearance, faking interest in people, excluding friends from social outings because they might be annoying to random men you’ve never met, and being manipulative are all totally empowering and socially-acceptable ways to behave as long as ladies get a fairly low-cost item for free in return for our efforts.

Transcript after the jump.

It’s already easy, but we’ll help you make it even easier.
To complete this How-To you will need:

Your most vivacious girlfriend
A lively bar or nightclub

Step 1: Dress nicely
Dress nicely. The more flattering your outfit, the more comfortable you’ll feel and the more drinks that will come your way.
Tip: Don’t, however, dress too revealingly. You want a drink, not a pervert!

Step 2: Choose the place
Choose a lively place with high ratio of men to women. The perfect scenario? A sports bar during a big game.

Step 3: Ditch the group
Ditch the group. Traveling in a pack reduces the chances of men approaching you. Instead, enlist a fun girlfriend to be your partner in crime.
Tip: Talk about something positive or ask him questions about himself—surefire ways to attract drink-buying men.

Step 4: Surround yourself w/ men
Set up shop in the midst of a group (or groups) of men. Proximity vastly increases your chances of a free drink!

Step 5: Buy your first drink
Buy your first drink. It’s a small price to pay to appear independent—and therefore more attractive.

Step 6: Be courteous
Mind your Ps and Qs. Courtesy increases the odds that he’ll keep the drinks coming!
Warning: Don’t accept drinks that you didn’t see being prepared by the bartender.

Step 7: Buy a guy a drink
If all else fails, buy the nearest cute guy a drink! Chances are, he’ll reciprocate. If it’s still not happening, it’s not you: it’s the bar.