Today is Labor Day in the U.S. Though many think of it mostly as a last long weekend for recreation and shopping before the symbolic end of summer, the federal holiday, officially established in 1894, celebrates the contributions of labor.

Here are some SocImages posts on a range of issues related to workers, from the history of the labor movement, to current workplace conditions, to the impacts of the changing economy on workers’ pay:

The Social Construction of Work

• The surprisingly racist reason we don’t tip flight attendants
• Luxury and the consumption of labor
• The unsung heroes of the crash landing in San Francisco (pictured)
• Why do firefighters take such risky jobs?
• McDonald’s delusional blame-the-victim budget
• Devaluing hospitality workers
• Domestic  behavior as both gendered and raced: Who does what for airlines?
• Child labor and the social construction of childhood
• Child labor, 1908-1912
• Women are 49% of the workforce, but we still think work is for men

Work in Popular Culture

• Children’s books and segregation in the workplace
• Alienation and orange juice: The invisibility of labor
• Hurricane Sandy and high fashion: Portraying a class hierarchy
• Whimsical branding obscures Apple’s troubled supply chain
• The “working family” discourse and the invisibility of individuals
• The DJ in American culture: Resonant but misunderstood
• Whiteness and tokenism on the runway
• The solution to patriarchy? Pantene says shine!
• Forbes’ photostock faux paus (what do women workers look like?)

Unemployment, Underemployment, and the “Class War”

• The “Precariat”: The new working class
• When classes collide: Workers and guests at high end hotels
• Who benefits from government programs?
• $22.62/hr: The minimum wage if it had risen like the incomes of the 1%
• Why can’t conservatives see the benefits of affordable child care?
• Food stamps, public policy, and the working poor
• The striking rise in “missing workers”
• Can the minimum wage cover average housing costs?
• Discrimination against the long-term unemployed
• Jon Stewart on class warfare
• Mike Rowe defends blue-collar manual labor

Unions and Unionization

• What have unions ever done for us?
• Footage of strikes and protests
• “Is your washroom breeding Bolsheviks?”
• A way for feminism to overcome its “class problem”
• Target’s anti-union video for new employees
• Unemployment and support for unions
• César Chávez and the fight for farmworkers’ rights
• Hiring non-union workers to staff picket lines
• “A woman’s place is in her union!”

Economic Change, Globalization, and the Great Recession

• U.S jobs are back, but they’re no match for population growth
• The U.S. is replacing good jobs with bad ones
• Whose economic recovery is it?
• Prison labor and taxpayer dollars
• The austerity agenda and public employment
• Comparing black and white job loss in the recession
• The exploitation of worker productivity
• What kinds of jobs are we gaining in the slow recovery?
• Historical look at changes in types of work
• Two American families trapped in a changing economy
• Race and the economic downturn

Work and race, ethnicity, religion, and immigration

• Distrust for Black entrepreneurs
• Race in the NFL draft
• Are Mexicans the most successful immigrant group?
• Race, criminal background, and employment
• The curious evolution of the sign spinnner
• Linguistic occupational segregation
• International politics and the first African American flight attendants
• Anti-Muslim bias on the French job market
• Race/ethnicity and the pay gap
• Race, ethnicity, and McDonald’s marketing strategy

Gender and Work

• Majority of “stay-at-home dads” aren’t there to care for family
• Most women would rather divorce than be a housewife
• Before the stewardess, the “steward”: When flight attendants were men
• Star Trek is scaring the ladies: Why women don’t major in computer science
• What do little girls really learn from “Career Barbies”?
• “Dude, you need to get into nursing”: How organizations recruit men into nursing
• Stay-at-home mothers on the rise among low-income families
• Gender at The New York Times
• Mother, sex object, worker: The transformation of the female flight attendant
• Female movie stars peak at 34, but men see success till the end
• What kind of work does Women’s History month value?
• Men’s and women’s work: It’s the 1950s at Brinks Home Security
• Women’s refusal to be deferent and the words that describe them
• Why “breadwinner moms” don’t portend a coming matriarchy
• Single mother, meet jobless man
• Gender, work, and family time
• First-time mothers and access to paid work leave
• The role of employer selection in gendered job segregation

The U.S. in International Perspective

• Overwork and its costs
• The U.S. is las in paid vacation and holidays
• International comparison of workplace leave policies
• Vacation in international perspective

Academia

• What do professors do all day?
• Gender and the dual career academic couple
• How many PhDs are professors?
• Professors join the “precariat”

Just for Fun

• How professors spend their time
• Precious academic moments

Who is the highest paid employee of your state?

• Secrets of the Internet Adult Film Database
• Two-thirds of college students think they’re going to change the world

Bonus!

• Advice for new college grads from two sociologists

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.

SocImages news:

• We rarely snark on SocImages but, when we do, we get quoted at New York Magazine.
• Our list of professors’ pet peeves really resonated, attracting 9,400+ likes and nearly 500 shares on Facebook.  Sociologist D’Lane Compton offered a thoughtful response, asking whether this type of list is more social bonding than useful pedagogy.

New Pinterest board!

Someone put panties on peaches and then we had to start a new Pinterest board called Sexy What!?  It’s a collection of totally random stuff being made weirdly and unnecessarily sexual by marketers. My favorites are the ads for organ donation, hearing aids, CPR, and sea monkeys.  Enjoy!

You like!  Here are our most appreciated posts this month:

• In employers’ eyes, for-profit colleges are equivalent to high school (3,600+ likes)
• “Black and white twins” and the social construction of race (1,600+ likes)
• Statistically significant others (1,200+ likes)
• Academic writing MadLib (1,200+ likes)
• #iftheygunnedmedown attacks portrayals of black men killed by police (1,100+ likes)
• The best thesis defense is a good offense (800+ likes)
• Julie Chen explains why she underwent “Westernizing” surgery (700+ likes)
• Wealth or good parenting? Framing the privileges of the rich (600+ likes)

Thanks everybody!

Editor’s pick:

• That’s fishy: From scent to suspicion and back

Top post on Tumblr this month:

• Now THIS is a bold lingerie ad! (87,000+ likes and shares)

Don’t forget our course guides!

Classes are starting and if you’re teaching you might find our Course Guides useful.  These collect strong SocImages posts organized in a way that follows standard syllabi for frequently-taught sociology courses.  Please use and share freely!

• Introduction to Sociology
• Sociology of Gender
• Family and Society
• Asian Americans and Pacific Islanders
• Sociology of Sport
• Sociology of Work
• Sexuality and Society
• Sociological Research Methods
• Women and History

We’d love more! If you are a sociology professor or graduate student who would like to make one.  Please get in touch!

Social Media ‘n’ Stuff:

Finally, this is your monthly reminder that SocImages is on Twitter, Facebook, Tumblr, Google+, and Pinterest.  I’m on Facebook and most of the team is on Twitter: @lisawade, @gwensharpnv, @familyunequal, and @jaylivingston.

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.

When Hurricane Katrina broke the levees of New Orleans and flooded 85% of the city, 100,000 people were left homeless. Disproportionately, these were the poor and black residents of New Orleans. This same population faced more hurdles to returning than their wealthier and whiter counterparts thanks to the effects of poverty, but also choices made by policymakers and politicians — some would say made deliberately — that reduced the black population of the city.

With them went many of the practitioners of voodoo, a faith with its origins in the merging of West African belief systems and Catholicism.  At Newsweek, Stacey Anderson writes that locals claim that the voodoo community was 2,500 to 3,000 people strong before Katrina, but after that number was reduced to around 300.

The result has been a bridging of different voodoo traditions and communities. Prior to the storm, celebrations and ceremonies were race segregated and those who adhered to Haitian- and New Orleans-style voodoo kept their distance.  After the storm, with their numbers decimated, they could no longer sustain the in-groups and out-groups they once had.  Voodoo practitioners forged bonds across prior divides.

Cross-posted at Pacific Standard.

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.

W.E.B. DuBois (1934):

The colored people of America are coming to face the fact quite calmly that most white Americans do not like them, and are planning neither for their survival, nor for their definite future if it involves free, self-assertive modern manhood. This does not mean all Americans. A saving few are worried about the Negro problem; a still larger group are not ill-disposed, but they fear prevailing public opinion. The great mass of Americans are, however, merely representatives of average humanity. They muddle along with their own affairs and scarcely can be expected to take seriously the affairs of strangers or people whom they partly fear and partly despise.

For many years it was the theory of most Negro leaders that this attitude was the insensibility of ignorance and inexperience, that white America did not know of or realize the continuing plight of the Negro.  Accordingly, for the last two decades, we have striven by book and periodical, by speech and appeal, by various dramatic methods of agitation, to put the essential facts before the American people.  Today there can be no doubt that Americans know the facts; and yet they remain for the most part indifferent and unmoved.

– From “A Negro Nation Within a Nation.”

Borrowed from an essay by Tressie McMillan Cottom. Photo from ibtimes.com.

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 got this email from an Ivy League student when I arrived to give a speech. She was responsible for making sure that I was delivered to my hotel and knew where to go the next day:

Omg you’re here! Ahh i need to get my shit together now lol. Jk. Give me a ring when u can/want, my cell is [redacted]. I have class until 1230 but then im free! i will let the teacher she u will be there, shes a darling. Perhaps ill come to the end of the talk and meet you there after. Between the faculty lunch and your talk, we can chat! ill take make sure the rooms are all ready for u. See ya!

To say the least, this did not make me feel confident that my visit would go smoothly.

I will use this poor student to kick off this year’s list of Professors’ Pet Peeves. I reached out to my network and collected some things that really get on instructors’ nerves. Here are the results: some of the “don’ts” for how to interact with your professor or teaching assistant. For what it’s worth, #2 was by far the most common complaint.

1. Don’t use unprofessional correspondence.

Your instructors are not your friends. Correspond with them as if you’re in a workplace, because you are. We’re not saying that you can’t ever write like this, but you do need to demonstrate that you know when such communication is and isn’t appropriate. You don’t wear pajamas to a job interview, right? Same thing.

2. Don’t ask the professor if you “missed anything important” during an absence.

No, you didn’t miss anything important. We spent the whole hour watching cats play the theremin on youtube!

Of course you missed something important! We’re college professors! Thinking everything we do is important is an occupational hazard. Here’s an alternative way to phrase it: “I’m so sorry I missed class. I’m sure it was awesome.”

If you’re concerned about what you missed, try this instead: Do the reading, get notes from a classmate (if you don’t have any friends in class, ask the professor if they’ll send an email to help you find a partner to swap notes with), read them over, and drop by office hours to discuss anything you didn’t understand.

3. Don’t pack up your things as the class is ending.

We get it. The minute hand is closing in on the end of class, there’s a shift in the instructor’s voice, and you hear something like “For next time…” That’s the cue for everyone to start putting their stuff away. Once one person does it, it’s like an avalanche of notebooks slapping closed, backpack zippers zipping, and cell phones coming out.

Don’t do it.

Just wait 10 more seconds until the class is actually over. If you don’t, it makes it seem like you are dying to get out of there and, hey, that hurts our feelings!

4. Don’t ask a question about the readings or assignments until checking the syllabus first.

It’s easy to send off an email asking your instructor a quick question, but that person put a lot of effort into the syllabus for a reason. Remember, each professor has dozens or hundreds of students. What seems like a small thing on your end can add up to death-by-a-thousand-paper-cuts on our end. Make a good faith effort to figure out the answer before you ask the professor.

5. Don’t get mad if you receive critical feedback.

If an instructor takes a red pen and massacres your writing, that’s a sign that they care. Giving negative feedback is hard work, so the red ink means that we’re taking an interest in you and your future. Moreover, we know it’s going to make some students angry at us. We do it anyway because we care enough about you to try to help you become a stronger thinker and writer. It’s counterintuitive but lots of red ink is probably a sign that the instructor thinks you have a lot of potential.

6. Don’t grade grub.

Definitely go into office hours to find out how to study better or improve your performance, but don’t go in expecting to change your instructor’s mind about the grade. Put your energy into studying harder on the next exam, bringing your paper idea to the professor or teaching assistant in office hours, doing the reading, and raising your hand in class. That will have more of a pay-off in the long run.

7. Don’t futz with paper formatting.

Paper isn’t long enough? Think you can make the font a teensy bit bigger or the margins a tad bit wider? Think we won’t notice if you use a 12-point font that’s just a little more widely spaced? Don’t do it. We’ve been staring at the printed page for thousands of hours. We have an eagle eye for these kinds of things. Whatever your motivation, here’s what they say to us: “Hi Prof!, I’m trying to trick you into thinking that I’m fulfilling the assignment requirements. I’m lazy and you’re stupid!” Work on the assignment, not the document settings.

8. Don’t pad your introductions and conclusions with fluff.

Never start off a paper with the phrase, “Since the beginning of time…” “Since the beginning of time, men have engaged in war.” Wait, what?  Like, the big bang? And, anyway, how the heck do you know? You better have a damn strong citation for that. “Historically,” “Traditionally,” and “Throughout history” are equally bad offenders. Strike them from your vocabulary now.

In your conclusion, say something smart. Or, barring that, just say what you said. But never say: “Hopefully someday there will be no war.” Duh. We’d all like that, but unless you’ve got ideas as to how to make it that way, such statements are simple hopefulness and inappropriate in an academic paper.

9. Don’t misrepresent facts as opinions and opinions as facts.

Figure out the difference. Here’s an example of how not to represent a fact, via CNN:

Considering that Clinton’s departure will leave only 16 women in the Senate out of 100 senators, many feminists believe women are underrepresented on Capitol Hill.

Wait. Feminists “believe”? Given that women are 51% of the population, 16 out of 100 means that women are underrepresented on Capitol Hill. This is a social fact, yeah? Now, you can agree or disagree with feminists that this is a problem, but don’t suggest, as CNN does, that the fact itself is an opinion.

This is a common mistake and it’s frustrating for both instructors and students to get past. Life will be much easier if you know the difference.

10. Don’t be too cool for school.

You know those students that sit at the back of the class, hunch down in their chair, and make an art of looking bored? Don’t be that person.  Professors and teaching assistants are the top 3% of students. They likely spent more than a decade in college. For better or worse, they value education. To stay on their good side, you should show them that you care too. And, if you don’t, pretend like you do.

Click here for a series of discussion questions and activities for the piece designed for students of composition by Dr. Nicole Boucher Spottke for The Kirkman Reader.

Thanks to @triciasryan, @hormiga, @wadewitz, @ameenaGK, @holdsher, @joanneminaker, @k_lseyrisman, @jessmetcalf87, @deeshaphilyaw, @currerbell, and @hist_enthusiast, and @gwensharpnv for their ideas!  Originally posted in 2013; cross-posted at Business Insider and Pacific Standard.

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.

If the well-being of our children is an indicator of the health of our society we definitely should be concerned.  Almost one-fourth of all children in the U.S. live in poverty.

The Annie E. Casey Foundation publishes an annual data book on the status of American children.  Here are a few key quotes from 2014 (all data refer to children 18 and under, unless otherwise specified):

• Nationally, 23 percent of children (16.4 million) lived in poor families in 2012, up from 19 percent in 2005 (13.4 million), representing an increase of 3 million more children in poverty.
• In 2012, three in 10 children (23.1 million) lived in families where no parent had full-time, year-round employment. Since 2008, the number of such children climbed by 2.9 million.
• Across the nation, 38 percent of children (27.8 million) lived in households with a high housing cost burden in 2012, compared with 37 percent in 2005 (27.4 million).

As alarming as these statistics are, they hide the terrible and continuing weight of racism.  Emily Badger, writing in the Washington Post, produced the following charts based on tables from the data book.

Children live in poverty because they live in families in poverty.  Sadly, despite the fact that we have been in a so-called economic expansion since 2009, most working people continue to struggle.  The Los Angeles Times reported that “four out of 10 American households were straining financially five years after the Great Recession — many struggling with tight credit, education debt and retirement issues, according to a new Federal Reserve survey of consumers.”

Martin Hart-Landsberg is a professor of economics at Lewis and Clark College. You can follow him at Reports from the Economic Front.

Despite the cellphone video of two police officers killing Kajieme Powell, there is some dispute as to what happened (see this account in The Atlantic). Was Powell threatening them; did he hold the knife high; was he only three or four feet away? 

The video is all over the Internet, including the link above. I’m not going to include it here.  The officers get out of the car, immediately draw their guns, and walk towards Powell. Is this the best way to deal with a disturbed or possibly deranged individual – to confront him and then shoot him several times if he does something that might be threatening?

Watch the video, then watch London police confronting a truly deranged and dangerous man in 2011.  In St. Louis, Powell had a steak knife and it’s not clear whether he raised it or swung it at all.  The man in London has a machete and is swinging it about.

Unfortunately, the London video does not show us how the incident got started. By the time the recording begins, at least ten officers were already on the scene. They do not have guns. They have shields and truncheons. The London police tactic used more officers, and the incident took more time. But nobody died.  According to The Economist:

The police in and around Ferguson have shot and killed twice as many people in the past two weeks (Mr Brown plus one other) as the police in Japan, a nation of 127m, have shot and killed in the past six years. Nationwide, America’s police kill roughly one person a day.

The article includes this graphic:

I’m sure that the Powell killing will elicit not just sympathy for the St. Louis police but in some quarters high praise – something to the effect that what they did was a good deed and that the victims got what they deserved. But righteous slaughter is slaughter nevertheless. A life has been taken.<

You would think that other recent videos of righteous slaughter elsewhere in the world would get us to reconsider this response to killing. But instead, these seem only to strengthen tribal Us/Them ways of thinking. If one of Us who kills one of Them, then the killing must have been necessary and even virtuous.

Originally posted at Montclair SocioBlog.

Jay Livingston is the chair of the Sociology Department at Montclair State University. You can follow him at Montclair SocioBlog or on Twitter.

Flashback Friday.

The Tuskegee Syphilis Experiment is one of the most famous examples of unethical research. The study, funded by the federal government from 1932-1972, looked at the effects of untreated syphilis. In order to do this, a number of Black men in Alabama who had syphilis were misinformed about their illness. They were told they had “bad blood” (which was sometimes a euphemism for syphilis, though not always) and that the government was offering special free treatments for the condition. Here is an example of a letter sent out to the men to recruit them for more examinations:

The “special free treatment” was, in fact, nothing of the sort. The researchers conducted various examinations, including spinal taps, not to treat syphilis but just to see what its effects were. In fact, by the 1950s it was well established that a shot of penicillin would fully cure early-stage syphilis. Not only were the men not offered this life-saving treatment, the researchers conspired to be sure they didn’t find out about it, getting local doctors to agree that if any of the study subjects came in they wouldn’t tell them they had syphilis or that a cure was available.

The abusive nature of this study is obvious (letting men die slow deaths that could have been easily prevented, just for the sake of scientific curiosity) and shows the ways that racism can influence researchers’ evaluations of what is acceptable risk and whose lives matter. The Tuskegee experiment was a major cause for the emergence of human subjects protection requirements and oversight of federally-funded research once the study was exposed in the early 1970s. Some scholars argue that knowledge of the Tuskegee study increased African Americans’ distrust of the medical community, a suspicion that lingers to this day.

In 1997 President Clinton officially apologized for the experiment.

Originally posted in 2009.

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