Search results for privilege

I found these three ads for a private jet service in those magazines for excrutiatingly excruciatingly rich people that I’ve been posting from lately. Each ad–one for Marquis Jet and two for Delta AirElite–are pitching their service by suggesting that having a membership in their private jet service will help them be a good Dad because they can get home–for dinner, the game, or some quality time–from anywhere fast. Comments below.

Text:

It’s not just a card.

It’s a choice.

A choice to escape from it all.

A choice to get closer to what’s important.

Text:

9:00AM.   Meeting with group of investors.

1:30PM.  Meeting with district managers.

7:00PM.  The most important meeting of all.

Text:

Make 120 sales pitches on the road.

Listen to pitches in 25 different company offices.

Be there for the most important pitch.

It’s pretty unusual to see ads that highlight a Dad’s relationship with his children. And that’s pretty neat. But, second, the implication is that only men at the extremes of economic success can “afford” to be an ideal father. Hypothetically, I wonder how many people working for that Dad have the privilege of taking a private jet and getting home in time for dinner? My guess would be: Very few. In that sense, these ads uphold the idea that men’s primary role in their children’s lives involves bringing home the bacon and, if you’re really, really, really good at that (and really, really lucky and, likely, very privileged to begin with), you get to be a part of their lives too.

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.

Abby K. sent me a link to this New York Times article about the August issue of Vogue India. The issue has sparked controversy because of a fashion spread that shows poor Indians modeling extremely expensive brand-name accessories, such as this child modeling a Fendi bib that costs around $100 while being held by a woman prominently missing teeth:

Or this one of a barefoot man, also missing teeth, holding a Burberry umbrella that costs about $200:

From the article:

Vogue India editor Priya Tanna’s message to critics of the August shoot: “Lighten up,” she said in a telephone interview. Vogue is about realizing the “power of fashion” she said, and the shoot was saying that “fashion is no longer a rich man’s privilege. Anyone can carry it off and make it look beautiful,” she said.

I’m not sure where to even begin with this one. The objectification of the poor, who are used as props in a fashion magazine aimed at people very different from them? The oblivious discussion of the “power of fashion,” while ignoring the issue of how much these luxury items cost relative to average incomes in India? I’m especially struck by the way that the inability to spend $200 on an umbrella is no longer seen as a privilege because “anyone” can “carry it off”; it’s not about having $200 extra dollars, it’s about having the mindset to know you can carry these items and won’t make them look ugly or tacky, apparently. There’s a complete denial of privilege and power having anything to do with wealth,  social stratification, or any inequality more consequential than some people maybe worrying that they won’t “make” fashion “look beautiful” (which in and of itself is an interesting idea–it’s not whether the fashion items make you look beautiful, it’s what you do for them).

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

This is a tough one, but there is something about this image advertising the Metropolitan Museum of Art that just screams privilege. Is it the perfect blonde hair? The perfect white teeth? The neat upper-class masculinity? The turtleneck? I can’t quite put my finger on it!

Thanks Jason!

Who’s afraid of a global pandemic? We all are, at the
moment. But like so many other forms of fear, concern about medical issues is
much more acute for people in precarious and vulnerable social positions. The
privileged—particularly those who are white and upper class—can more afford not
to be preoccupied with health and medical concerns, including pandemics.

In our new book Fear Itself, we found consistent support for updating our classic theories about vulnerability. Classic theories often understand vulnerability in physical terms. But risk and vulnerability are also social, rather than primarily physical, and we found consistent evidence that members of disadvantaged status groups—particularly women, racial and ethnic minorities, and those with lower levels of social class—had higher levels of fear across many domains.

Using pooled data from six waves (2014–2019) of Chapman Survey of American Fears (CSAF), we examined the sociological patterns of fears about disease and health. We looked at fear about four specific issues: global pandemics, fears of becoming seriously ill, and fears about people you love becoming seriously ill or dying.     

The racial and ethnic disparities across these four outcomes
are striking, with white Americans being significantly less likely to report
being “very afraid” of pandemics and medical issues involving themselves or
their families. Hispanic Americans reported the greatest concern about all four
issues, likely a reflection of lower rates of health care insurance and access
among Latino/a communities and individuals.

Likewise, we find clear disparities in fears about health and pandemics across different levels of education and family income. Again, the mechanisms are clear, with vast disparities in health care access in the United States, as well as the well-known social determinants of disease both playing a role.

While these patterns are not necessarily surprising, they are nonetheless disconcerting, for a number of reasons. First, in terms of the epidemiology of the Coronavirus pandemic, it is the disempowered who will disproportionately bear the brunt of the negative health effects, and who will be least equipped with the resources to adequately respond if and when they get sick. Second, when preventative public health measures such as quarantines are put in place, it is people in the working and lower classes who can least afford to take time off of work or keep their children home from school in order to comply with public health procedures.

Not only does fear disproportionately prey upon people in less powerful social positions, it also exacerbates and deepens inequality. Higher levels of fear and anxiety are strongly and significantly related to harmful health outcomes, even after accounting for the social inequalities that structure who is afraid in the first place. In Fear Itself we created an omnibus fear metric we called the “Sum of All Fears” that combined levels of fear across a wide range of domains, including but not limited to health, crime, environmental degradation, and natural disasters. Scores on this global, summary fear metric once again produced strong support for social vulnerability theory; but levels of fear were also strongly connected to steep declines in quality of life across a range of domains, including social, personal, and financial well-being.

Taken together, fear is both a reflection of and a source of social inequality. This is true for the current global Coronavirus pandemic and the accompanying concerns, but it will also be the case long after the pandemic has passed. Our hope is that sociologists, social psychologists, and public health officials begin to consider how fear factors into and deepens social inequality.

Joseph O. Baker is Associate Professor in the Department of Sociology and Anthropology at East Tennessee State University and a senior research associate for the Association of Religion Data Archives.

Ann Gordon is Associate Professor of Political Science and Director of the Ludie and David C. Henley Social Science Research Laboratory, Chapman University.

L. Edward Day is Associate Professor and Chair of the Sociology Department at Chapman University.

Christopher D. Bader is Professor of Sociology at Chapman University and affiliated with the Institute for Religion, Economics and Culture (IRES). He is Associate Director of the Association of Religion Data Archives (www.theARDA.com) and principal investigator on the Chapman University Survey of American Fears.

Originally Posted at TSP Discoveries

In a scene familiar to today’s teachers, several students in the classroom are glued to their screens: one is posting to social media, one is playing a computer game, and another is hacking their way past the school’s firewall with skills they perfected from years on the Internet. Are these students wasting class time or honing the skills that will make them a future tech millionaire?

Recent research in American Journal of Sociology from Matthew Rafalow finds that teachers answer that question differently based on the social class and race makeup of the school. Schools that serve primarily white, more privileged students see “digital play” such as video games, social media, and website or video production as building digital competencies that are central to success, while schools that serve larger Latino or Asian populations view digital play as irrelevant or a distraction from learning.

Based on observations of three technology-rich Bay Area middle schools, Rafalow examined whether the skills students develop through digital play are considered cultural capital — skills, habits, and dispositions that that can be traded for success in school and work. Although digital play can lead to skills like finding information online, communicating with others, and producing digital media, classed and raced stereotypes about educational needs and future work prospects affect whether teachers recognize those skills in their students. In other words, Rafalow examined whether teachers reward, ignore, or punish students for digital play in the classroom.

Rafalow found three distinct approaches across the schools. At the first school — a public middle school that largely serves middle-class Asian students — teachers viewed digital play as threatening to their traditional educational practices because it distracted students from “real” learning. Further, teachers believed students comfortable with digital skills could hack standardized tests that had been given electronically.

At the second school — a public middle school that largely serves working-class Latino students — teachers discounted any skills that students brought into the classroom through their years of digital play. Instead, teachers thought introducing their students to website design and programming was a more important part of preparing them for 21st century working-class jobs.

In contrast, at the third school — a private, largely white middle school — teachers praised skills students developed through digital play as crucial to job success and built a curriculum that further encouraged expression and experimentation online.

The ways teachers in this study approached digital play provide a clear example of how raced and classed expectations for students’ futures determine the range of appropriate classroom behavior.

Jean Marie Maier is a graduate student in sociology at the University of Minnesota. She completed the Cultural Studies of Sport in Education MA program at the University of California, Berkeley, and looks forward to continuing research on the intersections of education, gender, and sport. Jean Marie has also worked as a Fulbright English Teaching Assistant in Gumi, South Korea and as a research intern at the American Association of University Women. She holds a BA in Political Science from Davidson College.

Recent reports indicated that FEMA was cutting—and then not cutting—hurricane relief aid to Puerto Rico. When Donald Trump recently slandered Puerto Ricans as lazy and too dependent on aid after Hurricane Maria, Fox News host Tucker Carlson stated that Trump’s criticism could not be racist because “Puerto Rico is 75 percent white, according to the U.S. Census.”

This statement presents racism as a false choice between nonwhite people who experience racism and white people who don’t. It ignores the fact that someone can be classed as white by one organization but treated as non-white by another, due to the way ‘race’ is socially constructed across time, regions and social contexts.

Whiteness for Puerto Ricans is a contradiction. Racial labels that developed in Puerto Rico were much more fluid than on the U.S. mainland, with at least twenty categories. But the island came under U.S. rule at the height of American nativism and biological racism, which relied on a dichotomy between a privileged white race and a stigmatized black one that was designed to protect the privileges of slavery and segregation. So the U.S. portrayed the islanders with racist caricatures in cartoons like this one:

Clara Rodriguez has shown how Puerto Ricans who migrated to the mainland had to conform to this white-black duality that bore no relation to their self-identifications. The Census only gave two options, white or non-white, so respondents who would have identified themselves as “indio, moreno, mulato, prieto, jabao, and the most common term, trigueño (literally, ‘wheat-colored’)” chose white by default, simply to avoid the disadvantage and stigma of being seen as black bodied.

Choosing the white option did not protect Puerto Ricans from discrimination. Those who came to the mainland to work in agriculture found themselves cast as ‘alien labor’ despite their US citizenship. When the federal government gave loans to white home buyers after 1945, Puerto Ricans were usually excluded on zonal grounds, being subjected to ‘redlining’ alongside African Americans. Redlining was also found to be operating on Puerto Rico itself in the insurance market as late as 1998, suggesting it may have even contributed to the destitution faced by islanders after natural disasters.

The racist treatment of Puerto Ricans shows how it is possible to “be white” without white privilege. There have been historical advantages in being “not black” and “not Mexican”, but they have not included the freedom to seek employment, housing and insurance without fear of exclusion or disadvantage. When a hurricane strikes, Puerto Rico finds itself closer to New Orleans than to Florida.

An earlier version of this post appeared at History News Network

Jonathan Harrison, PhD, is an adjunct Professor in Sociology at Florida Gulf Coast University, Florida SouthWestern State College and Hodges University whose PhD was in the field of racism and antisemitism.

This week FOX commentator Melissa Francis was brought to tears while trying to defend Trump’s assertion that “many sides” were to blame for the fatal violence in Charlottesville, VA during a white supremacist, anti-Semitic, pro-Confederacy demonstration and counter-demonstration. She was challenged by two of her fellow panelists who argued that Trump was drawing a false equivalence to suggest that each side was responsible. Oddly, Francis took their comments on Trump personally, began to cry, and said this:

I am so uncomfortable having this conversation… because I know what’s in my heart and I know that I don’t think that anyone is different, better, or worse based on the color of their skin. But  I feel like there is nothing any of us can say right without without being judged!

At this point, a fellow FOX commentator, Harris Faulkner, who is African American, interrupted to console her:

You know Melissa, there have been a lot of tears… It’s a difficult place where we are… [but] we can do this. We can have this conversation. Oh yes, we can. And it’s okay if we cry having it.

But is it okay for white people to cry in the midst of conversations about racism?

Education scholar Frances V. Rains has argued that it is not okay. In her essay, Is the Benign Really Harmless?, Rains discusses several types of reactions white people frequently have to difficult conversations about race, ones that undermine meaningful progress. In one, she talks about white people’s tears.

When a white person cries in response to frank discussions of racism, Rains explains, it derails the conversation, refocuses the attention on the white person, and holds anti-racist speakers accountable for attending to his or her feelings. The most important thing in the room, in other words, becomes a privileged person’s hurt feelings, not generations of systematic racial oppression, exploitation, and violence.

This is exactly what happened in the clip above.

1. The panelists were debating whether Trump’s comments amounted to a false equivalence that was supportive of racism and anti-Semitism.
2. A white woman rejects the notion that Trump’s comments endorsed bigotry.
3. When some disagree, she cries and begins discussing what it feels like for her personally to be having this conversation.
4. The conversation turns away from racism, anti-Semitism, and the possibility that the President of the United States is a Nazi sympathizer, and toward the white woman and her feelings.
5. Her discomfort become the problem to be resolved.
6. A member of the disadvantaged group steps in to comfort her.

This is just as Rains would have predicted.

Amazingly, an earnest conversation about oppression turns into an opportunity to give solace to the oppressor… and it’s a member of the oppressed who must do the comforting.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.