Now and again, I hear that college graduates entering the workforce today, both male and female, offer a new set of challenges to employers.  Notably, a sense of entitlement to high pay and excellent benefits and a poor work ethic. I have no idea if this is true. However, over at MultiCultClassics, Highjive posted an ad for a seminar that purports to teach employers to handle “Millennials”.  It’s similar to a post that Gwen put up about advice to employers for working with women when they initially entered the paid workforce in large numbers. 

Text:

There’s a new professional entering the workforce today—one who is different in attitude, behavior, and approach to both work and career.  Discover where they are coming from through this two-day seminar at Loyola, which helps bridge the gap between Baby Boomer managers and their younger cohorts, the Millennials.

Lorë P. sent in examples of two stamp sets. She writes:

They are clear plastic you peel and put on blocks in order to stamp images… They are both made by a company called Sassafras Lass and are being sold at Joann Fabrics. One of the stamp sets is called “Girl Talk” and the other is “Boy Talk.”

“Girl Talk”

“Boy Talk”

Lorë did such a wonderful job describing these, I will leave it to her:

One of the first things that struck me was that both of these is that they have stamps that mention dad — “daddy’s girl” and “like father like son” but only the female one mentions mom (I guess it would be considered too emasculating to have “mommy’s boy?”)

Another interesting part of these stamps is that the “Girl talk” emphasizes the sweetness of girls – their giggles, their silliness, their angelic qualities (not to mention princess..). On the other hand, the male version has more objects – trucks, rockets, robots and “strong” traits – being brave and embracing adventure (and what does “all boy” mean anyway?).

The one overlap that I can see is the word “Laughter” – which on the girls segment is in very frilly cursive handwriting and on the male version written in an old cowboy font. This also points to the difference in fonts, where the male versions are more square and has no cursive. The girl version is almost all cursive, except for some very curly printing.

While I am not particularly shocked at finding this kind of stamps available to scrapbookers and cardmakers – I always wonder why we have to make the lines of difference so distinct… Of course these stamps are probably not being used by children, but by adults making things about or for children… of course, these stamps are couched in (from my experience) a predominately female dominated (although pretty conservative) hobby.

Thanks Lorë!

See also this post on gendered Disneyland T-shirts.

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.

Immigration and migration are a modern-reality of global social transformation. I don’t often see as much discussion of refugees however. A nice infographic via Good Magazine.

Found via Digg. Though I can’t vouch for the authenticity of the letter (found here), it is rather interesting.

Text:

Miss Mary T. Ford
Searcy,
Arkansas

Dear Miss Ford,

Your letter of recent date has been received in the Inking and Painting Department for reply.

Women do not do any of the creative work in connection with preparing the cartoons for the screen, as that work is performed entirely by young men. For this reason girls are not considered for the training school.

The only work open to women consists of tracing the characters on clear celluloid sheets with India ink and filling in the tracings on the reverse side with paint according to the directions.

In order to apply for a position as “Inker” or “Painter” it is necessary that one appear at the Studio, bringing samples of pen and ink and water color work. It would not be advisable to come to Hollywood with the above specifically in view, as there are really very few openings in comparison with the number of girls who apply.

Yours very truly,

WALT DISNEY PRODUCTIONS, LTD.

Francisco (from GenderKid) sent in a cartoon that questions the benefits of the One Laptop per Child program, which aims to give a simple version of a laptop with internet access to kids in less-developed nations, and also Alabama (available at World’s Fair):

From the OLPC program’s website:

Most of the more than one billion children in the emerging world don’t have access to adequate education. The XO laptop is our answer to this crisis—and after nearly two years, we know it’s working. Almost everywhere the XO goes, school attendance increases dramatically as the children begin to open their minds and explore their own potential. One by one, a new generation is emerging with the power to change the world.

There are a number of interesting elements you might bring up here, such whether introducing laptops is necessarily the best method to improve education wordwide, or who decided that this was an important need of children in these regions (my guess is the MIT team behind OLPC didn’t go to communities and do surveys asking what local citizens would most like to see for their educational system). I recently heard a story about OLPC on NPR, and while there seemed to be benefits in some Peruvian communities, in others the teachers spent so much time trying to figure out how to use the machines to teach subjects, without really feeling comfortable with them, that almost nothing was accomplished during the day. But once the laptops were introduced, they overtook the classroom; teachers were pressured by the Peruvian government to use the laptops in almost every lesson, even if it slowed them down or it wasn’t clear that students were benefiting from them. Another problem was that, though the laptops are built to be very strong and difficult to break, on occasion of course one will break. Families must pay to repair or replace them, which of course most can’t do, meaning kids with broken laptops had to sit and watch while other kids used theirs in class.

Benjamin Cohen uses the OLPC in an engineering class and brings up  concerns about…

technological determinism — [the idea] that a given technology will lead to the same outcome, no matter where it is introduced, how it is introduced, or when. The outcomes, on this impoverished view of the relationship between technology and society, are predetermined by the physical technology. (This view also assumes that what one means by “technology” is only the physical hunk of material sitting there, as opposed to including its constitutive organizational, values, and knowledge elements.) In the case of OLPC, the project assumes equal global cultural values & regional attributes. It also assumes common introduction, maintenance, educational (as in learning styles and habits), and image values everywhere in the world. Furthermore, it lives in a historical vacuum assuming that there is no history in the so-called “developing world” for shiny, fancy things from the West dropped in, The-Gods-Must-Be-Crazy style, from the sky.

How could the same laptop have the same meaning and value in, say, Nigeria and Indonesia, Papua New Guinea and Alabama, Malawi and Mongolia?

These critiques aren’t to say there is no value in OLPC, but that there are some clear questions about whether this is the most effective way to improve education in impoverished or isolated communities and what its consequences are. I doubt the OLPC creators meant for teachers to face government pressure to use the laptops for every lesson, no matter what, but that’s what has happened in at least some areas.

Another problem the NPR story highlighted was that the kids they reported about in Peru live in areas where there are absolutely no jobs available to capitalize on their tech skills, nor any reason to believe there will be any time soon. The government is pushing laptops in education, but without any economic development program to bring jobs to the regions to take advantage of these educated students. So the question is, after you get your laptop, you learn how to use it, you graduate…then what? Will the laptops spur more brain drain and out-migration? Is this necessarily good? Are countries like Peru using the laptop program as a quick, flashy substitute for the more boring, difficult, challenging process of economic development and job creation? As an educator, I’m thrilled with the idea of valuing learning and knowledge for its own sake, but on a more practical level, these questions seem like important ones.

Thanks, Francisco!

UPDATE: In a comment, Sid says,

…there’s kind of a vaguely imperialistic nostalgia in the first image of “Darkest Africa” as a simpler, more wholesome place where kids still play together in front of the hut and there’s a sense of community that you just don’t get in the modern world and blahdee blahdee blah.   The entire thing kind of smacks of a whitemansburden.org enterprise…

Gwen Sharp is an associate professor of sociology at Nevada State College. You can follow her on Twitter at @gwensharpnv.

Via.

In this series I have offered five explanations of why people of color are included in advertising. Start with the first in the series and follow the links to the remaining four here.

I am now discussing how they are included. Already I have shown that people of color are often whitewashed, that they tend to be chaperoned by white people, and that they are often subordinated through placement and action. 

In this ninth installment, I illustrate how, while interracial friendships are frequently pictured, interracial relationships are very rarely pictured.  Look closely, who is (hooking up) with who?

Also in this series:
(1) Including people of color so as to associate the product with the racial stereotype.
(2) Including people of color to invoke (literally) the idea of “color” or “flavor.”
(3) To suggest ideas like “hipness,” “modernity,” and “progress.”
(4) To trigger the idea of human diversity.
(5) To suggest that the company cares about diversity.

How are they included?
(6) They are “white-washed.”
(7) They are “chaperoned.”
(8) They are subordinated through placement or action.

Natasha L. sent in another example of stereotypes tied to nationality/region in the form of a set of comical visual distinctions between “Westerners” and “Asians,” found here, by an artist named Yang Liu. [Note: Natasha and I both assume they’re supposed to be comical or even satirical, particularly of the way that non-Western countries are generally stereotyped as being less professional, less punctual, less rational, and so on, though we might be wrong.] Some examples:

“Opinion”:

“Punctuality”:

“Traveling”:

“In the Restaurant”

“Queue when Waiting”

Regardless of the artist’s intent (whether they’re supposed to be satires of this type of thinking, etc.), I’m sure many people will laugh and see some elements of truth to some of the images. But I’m betting you could tell people they represent almost any set of nationalities and people would also laugh and say “OMG, it’s totally true!” It’s Germany and Spain! It’s the U.S. and Mexico! It’s Venezuela and Greece! You could also probably change this to “men” and “women” and get the same reaction. It’s the stereotypical categorization we think is funny–the idea that groups of people are systematically different, whether it’s based on gender, class, race, nationality, region within a country, and so on (particularly if these differences might lead to sitcom-like hijinx and misunderstandings!).

For a fun little activity to get across the way in which stereotypes are inconsistent and meaningless, you might present these images, not tell your students what they’re supposed to represent, and ask them what groups they think are being portrayed (either out loud or in writing), then use their guesses, which will probably vary widely and draw on lots of different human categories such as class, gender, race, and so on, to talk about stereotyping (which may or may not be negative, of course) and how little we pay attention to what the actual contents of our stereotypes are. Another good example of this would be the way that ethnic groups are often defined as having uniquely loud and boisterous families–I think of it as the “My Big Fat Greek Wedding” syndrome. Well, if Italians, Irish, Greeks, Jews, Russians, Mexicans, Spaniards, Chinese, people from the Southern U.S., New Yorkers, etc. etc. etc., all have big loud families…doesn’t that kind of indicate that lots of families are just big and loud, regardless of background?

Thanks, Ashley and Natasha!

NEW! Robin sent in a link to an article in the Guardian about a Czech artist who pulled off a hoax by creating a set of sculpture that represent stereotypes of various European countries, which he said were created by 27 different artists.

Romania

Luxembourg is made of gold…and is for sale:

Poland has priests raising a rainbow flag. I didn’t know if the rainbow flag has the same association with gay rights in Poland as it does here, but Spiegel Online says it’s a gay pride flag:

Bulgaria is apparently supposed to be the floor of a urinal, though Spiegel Online says it’s a Turkish toilet, apparently also called a squat toilet:

Bulgaria’s not happy about it and has demanded the sculpture be taken down.

Holland has been flooded, but minarets stick out of the water to remind us about increasing concerns expressed by many Dutch about the Muslim community in the Netherlands since tension increased after the Mohammad cartoon incident:

There is ongoing debate about whether this image of Germany, showing the country’s many autobahns, is supposed to look like a swastika:

And of course France has a large banner that says “Strike!”

Apparently Great Britain was represented simply as a blank space.