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Why is Nationalism Dangerous?

Lisa Wade, PhD on December 26, 2016

1In his speech accepting the Republican nomination for President, Donald Trump said (my emphasis):

…our plan will put America First. Americanism, not globalism, will be our credo. As long as we are led by politicians who will not put America First, then we can be assured that other nations will not treat America with respect.

Donald Trump’s insistence that we put “America First” hardly sounds harmful or irrational on its face. To be proud and protective of one’s country sounds like something good, even inevitable.  Americans are, after all, Americans. Who else would we put first?

But nationalism — a passionate investment in one’s country over and above others — is neither good nor neutral. Here are some reasons why it’s dangerous:

  • Nationalism is a form of in-group/out-group thinking. It encourages the kind of “us” vs. “them” attitude that drives sports fandom, making people irrationally committed to one team. When the team wins, they feel victorious (even though they just watched), and they feel pleasure in others’ defeat. As George Orwell put it:

A nationalist is one who thinks solely, or mainly, in terms of competitive prestige… his thoughts always turn on victories, defeats, triumphs and humiliations.

  • Committed to winning at all costs, with power-seeking and superiority as the only real goal, nationalists feel justified in hurting the people of other countries. Selfishness and a will to power — instead of morality, mutual benefit, or long-term stability — becomes the driving force of foreign policy. Broken agreements, violence, indifference to suffering, and other harms to countries and their peoples destabilize global politics. As the Washington Post said yesterday in its unprecedented editorial board opinion on Donald Trump, “The consequences to global security could be disastrous.”
  • Nationalism also contributes to internal fragmentation and instability. It requires that we decide who is and isn’t truly part of the nation, encouraging exclusionary, prejudiced attitudes and policies towards anyone within our borders who is identified as part of “them.” Trump has been clearly marking the boundaries of the real America for his entire campaign, excluding Mexican Americans, Muslims, African Americans, immigrants, and possibly even women. As MSNBC’s Chris Hayes tweeted on the night of Trump’s acceptance speech:

  • A nationalist leader will have to lie and distort history in order to maintain the illusion of superiority. A nationalist regime requires a post-truth politics, one that makes facts irrelevant in favor of emotional appeals. As Dr. Ali Mohammed Naqvi explained:

To glorify itself, nationalism generally resorts to suppositions, exaggerations, fallacious reasonings, scorn and inadmissible self-praise, and worst of all, it engages in the distortion of history, model-making and fable-writing. Historical facts are twisted to imaginary myths as it fears historical and social realism.

  • Thoughtful and responsive governance interferes with self-glorification, so all internal reflection and external criticism must be squashed. Nationalist leaders attack and disempower anyone who questions the nationalist program and aim to destroy social movements. After Trump’s acceptance speech, Black Lives Matter co-founder Patrisse Cullers responded: “He… threaten[ed] the vast majority of this country with imprisonment, deportation and a culture of abject fear.” Anyone who isn’t on board, especially if they are designated as a “them,” must be silenced.

When Americans say “America is the greatest country on earth,” that’s nationalism. When other countries are framed as competitors instead of allies and potential allies, that’s nationalism. When people say “America first,” expressing a willfulness to cause pain and suffering to citizens of other countries if it is good for America, that’s nationalism. And that’s dangerous. It’s committing to one’s country’s preeminence and doing whatever it takes, however immoral, unlawful, or destructive, to further that goal.

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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.

From our archives: Christmas

Lisa Wade, PhD on December 23, 2016

Movie Reviews

The History of Christmas

Christmas and Consumption

Christmas Across Cultures

The Economics of Christmas

Racializing Christmas

Christmas and Gender

Gift Guides and the Social Construction of Gender

Sexifiying Christmas

Christmas Marketing

Just for Fun

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.

How the Bureau of Justice Statistics Launched a White Supremacist Meme

Philip N. Cohen PhD on October 17, 2016

TW: racism  and sexual violence; originally posted at Family Inequality.

I’ve been putting off writing this post because I wanted to do more justice both to the history of the Black-men-raping-White-women charge and the survey methods questions. Instead I’m just going to lay this here and hope it helps someone who is more engaged than I am at the moment. I’m sorry this post isn’t higher quality.

Obviously, this post includes extremely racist and misogynist content, which I am showing you to explain why it’s bad.

This is about this very racist meme, which is extremely popular among extreme racists.

tumblr_n2i5w0kygo1qaeo2oo1_500

The modern racist uses statistics, data, and even math. They use citations. And I think it takes actually engaging with this stuff to stop it (this is untested, though, as I have no real evidence that facts help). That means anti-racists need to learn some demography and survey methods, and practice them in public. I was prompted to finally write on this by a David Duke video streamed on Facebook, in which he used exaggerated versions of these numbers, and the good Samaritans arguing with him did not really know how to respond.

For completely inadequate context: For a very long time, Black men raping White women has been White supremacists’ single favorite thing. This was the most common justification for lynching, and for many of the legal executions of Black men throughout the 20th century. From 1930 to 1994 there were 455 people executed for rape in the U.S., and 89% of them were Black (from the 1996 Statistical Abstract):

1996statabs-executions

For some people, this is all they need to know about how bad the problem of Blacks raping Whites is. For better informed people, it’s the basis for a great lesson in how the actions of the justice system are not good measures of the crimes it’s supposed to address.

Good data gone wrong

Which is one reason the government collects the National Crime Victimization Survey (NCVS), a large sample survey of about 90,000 households with 160,000 people. In it they ask about crimes against the people surveyed, and the answers the survey yields are usually pretty different from what’s in the crime report statistics – and even further from the statistics on things like convictions and incarceration. It’s supposed to be a survey of crime as experienced, not as reported or punished.

It’s an important survey that yields a lot of good information. But in this case the Bureau of Justice Statistics is doing a serious disservice in the way they are reporting the results, and they should do something about it. I hope they will consider it.

Like many surveys, the NCVS is weighted to produce estimates that are supposed to reflect the general population. In a nutshell, that means, for example, that they treat each of the 158,000 people (over age 12) covered in 2014 as about 1,700 people. So if one person said, “I was raped,” they would say, “1700 people in the US say they were raped.” This is how sampling works. In fact, they tweak it much more than that, to make the numbers add up according to population distributions of variables like age, sex, race, and region – and non-response, so that if a certain group (say Black women) has a low response rate, their responses get goosed even more. This is reasonable and good, but it requires care in reporting to the general public.

So, how is the Bureau of Justice Statistics’ (BJS) reporting method contributing to the racist meme above? The racists love to cite Table 42 of this report, which last came out for the 2008 survey. This is the source for David Duke’s rant, and the many, many memes about this. The results of Google image search gives you a sense of how many websites are distributing this:

imagesearch

Here is Table 42, with my explanation below:

table42-highlighted

What this shows is that, based on their sample, BJS extrapolates an estimate of 117,640 White women who say they were sexually assaulted, or threatened with sexual assault, in 2008 (in the red box). Of those, 16.4% described their assailant as Black (the blue highlight). That works out to 19,293 White women sexually assaulted or threatened by Black men in one year – White supremacists do math. In the 2005 version of the table these numbers were 111,490 and 33.6%, for 37,460 White women sexually assaulted or threatened by Black men, or:

everyday

Now, go back to the structure of the survey. If each respondent in the survey counts for about 1,700 people, then the survey in 2008 would have found 69 White women who were sexually assaulted or threatened, 11 of whom said their assailant was Black (117,640/1,700). Actually, though, we know it was less than 11, because the asterisk on the table takes you to the footnote below which says it was based on 10 or fewer sample cases. In comparison, the survey may have found 27 Black women who said they were sexually assaulted or threatened (46,580/1,700), none of whom said their attacker was White, which is why the second blue box shows 0.0. However, it actually looks like the weights are bigger for Black women, because the figure for the percentage assaulted or threatened by Black attackers, 74.8%, has the asterisk that indicates 10 or fewer cases. If there were 27 Black women in this category, then 74.8% of them would be 20. So this whole Black women victim sample might be as little as 13, with bigger weights applied (because, say, Black women had a lower response rate). If in fact Black women are just as likely to be attacked or assaulted by White men as the reverse, 16%, you might only expect 2 of those 13 to be White, and so finding a sample 0 is not very surprising. The actual weighting scheme is clearly much more complicated, and I don’t know the unweighted counts, as they are not reported here (and I didn’t analyze the individual-level data).

I can’t believe we’re talking about this. The most important bottom line is that the BJS should not report extrapolations to the whole population from samples this small. These population numbers should not be on this table. At best these numbers are estimated with very large standard errors. (Using a standard confident interval calculator, that 16% of White women, based on a sample of 69, yields a confidence interval of +/- 9%.) It’s irresponsible, and it’s inadvertently (I assume) feeding White supremacist propaganda.

Rape and sexual assault are very disturbingly common, although not as common as they were a few decades ago, by conventional measures. But it’s a big country, and I don’t doubt lots of Black men sexual assault or threaten White women, and that White men sexually assault or threaten Black women a lot, too – certainly more than never. If we knew the true numbers, they would be bad. But we don’t.

A couple more issues to consider. Most sexual assault happens within relationships, and Black women have interracial relationships at very low rates. In round numbers (based on marriages), 2% of White women are with Black men, and 5% of Black women are with White men, which – because of population sizes – means there are more than twice as many couples with Black-man/White-woman than the reverse. At very small sample sizes, this matters a lot. But we would expect there to be more Black-White rape than the reverse based on this pattern alone. Consider further that the NCVS is a householdsample, which means that if any Black women are sexually assaulted by White men in prison, it wouldn’t be included. Based on a 2011-2012 survey of prison and jail inmates, 3,500 women per year are the victim of staff sexual misconduct, and Black women inmates were about 50% more likely to report this than White women. So I’m guessing the true number of Black women sexually assaulted by White men is somewhat greater than zero, and that’s just in prisons and jails.

The BJS seems to have stopped releasing this form of the report, with Table 42, maybe because of this kind of problem, which would be great. In that case they just need to put out a statement clarifying and correcting the old reports – which they should still do, because they are out there. (The more recent reports are skimpier, and don’t get into this much detail [e.g., 2014] – and their custom table tool doesn’t allow you to specify the perceived race of the offender).

So, next time you’re arguing with David Duke, the simplest response to this is that the numbers he’s talking about are based on very small samples, and the asterisk means he shouldn’t use the number. The racists won’t take your advice, but it’s good for everyone else to know.

Philip N. Cohen is a professor of sociology at the University of Maryland, College Park. He writes the blog Family Inequality and is the author of The Family: Diversity, Inequality, and Social Change. You can follow him on Twitter or Facebook.

Western Corporations and the Cultivation of Colorism in India

Lisa Wade, PhD on October 14, 2016

Flashback Friday.

Previously marketed to women, skin lightening, bleaching, and “fairness” creams are being newly marketed to men.  The introduction of a Facebook application has triggered a wave of commentary among American journalists and bloggers.  The application, launched by Vaseline and aimed at men in India, smoothes out blotches and lightens the overall skin color of your profile photo, allowing men to present a more “radiant” face to their friends.

The U.S. commentary involves a great deal of hand-wringing over Indian preference for light skin and the lengths to which even men will go to get a few shades lighter.  Indians, it is claimed, have a preference for light skin because skin color and caste are connected in the Indian imagination.  Dating and career success, they say further, are linked to skin color.  Perhaps, these sources admit, colorism in India is related to British colonialism and the importation of a color-based hierarchy; but that was then and, today, India embraces prejudice against dark-skinned people, thereby creating a market for these unsavory products.

The obsession with light skin, however, cannot be solely blamed on insecure individuals or a now internalized colorism imported from elsewhere a long time ago.  Instead, a preference for white skin is being cultivated, today, by corporations seeking profit.  Sociologist Evelyn Nakano Glenn documents the global business of skin lightening in her article, Yearning for Lightness.  She argues that interest in the products is rising, especially in places where “…the influence of Western capitalism and culture are most prominent.”  The success of these products, then, “cannot be seen as simply a legacy of colonialism.”  Instead, it is being actively produced by giant multinational companies today.

The Facebook application is one example of this phenomenon.  It does not simply reflect an interest in lighter skin; it very deliberately tells users that they need to “be prepared” to make a first impression and makes it very clear that skin blotches and overall darkness is undesirable and smooth, light-colored skin is ideal.  Marketing for skin lightening products not only suggests that light skin is more attractive, it also links light skin to career success, overall upward mobility, and Westernization.  Some advertising, for example, overtly links dark skin with saris and unemployment for women, while linking light skin with Western clothes and a career.

The desire for light skin, then, isn’t an “Indian problem” for which they should be entirely blamed. It is being encouraged by corporations who stand to profit from color-based anxieties that are overtly tied to the supposed superiority of Western culture.  These corporations, it stands to be noted, are not Indian.  They are largely Western: L’Oreal and Unilever are two of the biggest companies.  The supposedly Indian preference for light skin, then, is being stoked and manufactured by companies based in countries populated primarily by light-skinned people.  As Glenn explains, “Such advertisements can be seen as not simply responding to a preexisting need but actually creating a need by depicting having dark skin as a painful and depressing experience.”

Before pitying Indian seekers of light-skin, condemning the nation for colorism, or gently shaking our heads over the legacies of colonialism, we should consider how ongoing Western cultural dominance (that is, racism and colorism in the West today) and capitalist economic penetration (that is, profit through the cultivation of insecurities around the world) contributes to the global market in skin lightening products.

Originally posted in 2010; crossposted at BlogHer.

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.

Girls Exposed to a Diverse Set of Scientists Shift their Assumption that They’re Mostly Men, But Boys Do Not

Gwen Sharp, PhD on October 7, 2016

Flashback Friday.

Eden H. sent in an exploratory study about kids’ stereotypes of scientists. The U.S. Department of Energy’s Fermilab asked 7th graders to draw and describe a “scientist” before and after visiting the lab on a class trip. They first read about the Fermilab, then came to the lab and meet with some of the scientists and talk about their work. From the Fermilab website:

What we changed for this field trip was the before and after descriptions and small group sessions for each student to meet with two of three physicists rather than one large group session. We deliberately chose a typical white male, a young female and an African American physicist. We let the students and physicist take their discussion where they wanted.

Here are some of the before-and-after pictures and descriptions (all 31 are available here):

In general, the students seemed to come away with an idea of scientists as being more like “normal” people, not just stereotypical geeks in lab coats. But some of the other changes are interesting, too. The author of a post about the study at Restructure! analyzed the before-and-after images (as best as she could identify the sex of the drawings):

  • Among girls (14 in total), 36% portrayed a female scientist in the “before” drawing, and 57% portrayed a female scientist in the “after” drawing.
  • Among boys (17 in total), 100% portrayed a male scientist in the “before” drawing, and 100% portrayed a male scientist in the “after” drawing.

I looked through all of them and only saw one instance (posted above) where the child changed the scientists to be clearly non-White.

Of course this is a small sample, but the results seem to reproduce what other studies have found regarding the importance of role models and gender stereotyping, in particular, that girls are more likely to imagine themselves  in careers when they see women doing them. For instance, the relative lack of female professors in male-dominated departments such as engineering may play a role in discouraging women from choosing to major in such fields (as well as other factors such as steering, concerns about family/work conflicts, etc.).

Originally posted in 2010.

Gwen Sharp, PhD is a professor of sociology and the Associate Dean of liberal arts and sciences at Nevada State College. 

From our Archives: Work in America

Lisa Wade, PhD on September 5, 2016

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

Work in Popular Culture

Unemployment, Underemployment, and the “Class War”

Unions and Unionization

Economic Change, Globalization, and the Great Recession

Work and race, ethnicity, religion, and immigration

Gender and Work

The U.S. in International Perspective

Academia

Just for Fun

Bonus!

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.

Lessons from Hurricane Katrina for the Child Victims of the Louisiana Floods of 2016

Alice Fothergill PhD and Lori Peek PhD on August 22, 2016

The great Louisiana Floods of 2016 have led to the closure of at least 22 of the state’s 70 public school districts, with additional districts calling off classes as a precaution given the immense devastation. This means that as many as one-third of the state’s public school students were out of school last week ,and potentially for many weeks to come. That equates to more than 241,000 children who are not in classrooms where they belong; and these figures do not even account for the many thousands of private and charter school students also out of school across the water-logged state.

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Almost exactly 11 years ago, Hurricane Katrina disrupted some 370,000 school-age children. For our book, Children of Katrina, we spent nearly a decade examining how their lives unfolded in the years after the catastrophe. We focused on education as a key “sphere” of children’s lives. It is a special sphere in that it is unique to children and youth and it has specific time parameters: when the window for schooling is gone, children cannot get it back. Missing school means missing critical stages in cognitive and social development and likely suffering irreparable harm in terms of their intellectual growth, development, and future educational goals.

The school sphere, as with the other spheres of children’s lives, is marked by inequality, with some students having access to greater advantages than others. Some school districts, often segregated by race and class, have more resources and support than others; some families have the ability to enroll children in private schools that require tuition or arrange to be in a high-quality school district, while other families do not have those options.

Keeping this in mind, and recognizing the importance of education during displacement and recovery, there are many things that can and should be done, to support disaster affected children and youth and their educational process. These include:

  • Reopening schools (including childcare centers and pre-schools) as quickly as possible after a disaster; this means allocating proper resources to repair, rebuild, and/or revive schools in disaster zones;
  • In receiving communities that receive large numbers of displaced children and youth, providing pathways for their rapid enrollment;
  • Offering emotional support through optional peer-oriented and/or peer-led support groups as well as licensed professional counselors, social workers, and school therapists;
  • Training all school staff—from upper-level administrators, to teachers, to custodians—how to be supportive of children and youth who have been affected by disaster as well as those who are in receiving communities who are now welcoming disaster-affected youth into their classrooms;
  • Designing and implementing disaster preparedness, response, and recovery curriculum within classrooms;
  • Providing opportunities for children to help their schools’ and classmates’ recovery; this could, for example, come in the form of service learning, fundraising, mentoring programs, or community action activities;
  • Offering immediate and long-term support for teachers, who are often recovering from disaster themselves; this may include financial, professional, and emotional support;
  • Intervening against bullying and stigma that may be attached to “disaster survivor” status for youth; reminding these professionals that bullying may be exacerbated based on region of origin, gender, age, race, or other characteristics;
  • Integrating displaced children in classrooms with familiar faces if possible;
  • Making school days as predictable as possible and re-establishing routines within classrooms and schools;
  • Allowing children and youth the opportunity to work on projects that help them process their disaster experience;
  • Funding school programs in arts, music, drama, and creative writing to encourage expression and foster healing.

Alice Fothergill, PhD is an associate professor of sociology at the University of Vermont. She is a member of the Social Science Research Council Research Network on Persons Displaced by Katrina. Fothergill’s book, Heads Above Water: Gender, Class, and Family in the Grand Forks Flood, examines women’s experiences in the 1997 flood in North Dakota. She is also co-editor of Social Vulnerability to Disasters.

Lori Peek, PhD is an associate professor of sociology and Co-Director of the Center for Disaster and Risk Analysis at Colorado State University. She also serves as the Associate Chair for the SSRC Task Force on Hurricane Katrina and Rebuilding the Gulf Coast and is a member of the SSRC Research Network on Persons Displaced by Katrina. Peek is the author of the award-winning book Behind the Backlash: Muslim Americans after 9/11 and co-editor of the volume Displaced: Life in the Katrina Diaspora.

Together, Fothergill and Peek are the authors of the award-winning book, Children of Katrina, the longest-term ethnographic study of children in disaster.

The “Glass Wall”: Gender, Inequality, and Coaching

Catherine Bolzendahl PhD, Vanessa Kauffman, and Jessica Broadfoot on August 17, 2016

Originally posted at Scatterplot.

Olympic fever has hit! As we all marvel at the power, precision, and grace of the athletes, a more disturbing commentary has also emerged, one that diminishes women athletes’ accomplishments, defines them by the men around them, places them in tired tropes of sex objects, or infantilizes them as “girls.” Some journalists, in combination with a robust social media discussion, are calling this bad behavior out. But should we be so surprised?

According to past research, no. In our work, we see this as a more pervasive issue, and women’s collegiate coaching is a prime example. When Title IX was enacted in 1972 approximately 90% of women’s teams were coached by women; in 2014 that number dropped to 43%. Women comprise only 23% of head coaching positions. Why are women coaches – especially of women’s teams – being left out? We talked to 9 female and 12 male coaches of women’s and men’s teams and many of their own explanations suggest a view of fundamental and “natural” differences between men and women.

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Talking to Coaches… Gender Matters

In general, the qualities of sport – competition, confidence, physical strength, aggression – are seen as masculine, while characteristics of cooperation, passivity, and dependency are coded feminine, raising suspicions about women’s capacity to excel. Masculine dominance has helped to define the parameters of what it means to be a coach.

Interestingly, coaching may be seen as an example of conflicting masculine roles. Given the low pay and high time commitment, coaching undermines the traditional male family role as breadwinner. As this male head women’s tennis coach explains,

I’ve been kind of lucky… I didn’t feel like I had to make a certain amount of money, X amount of dollars to be happy. So I was ok with where I was at salary wise… I think that the key to that is having a wife that also works, and that we can still make it happen, and sort of live the way we want to live and be happy.

Many of the men echoed the idea that without a spouse’s support, a coaching career would be difficult. Although respondents all felt women opt out of coaching due to family pressures, none felt that men needed to opt out to support their families. Arguably, the relationship between masculinity and athletics provides men with the social compensation necessary to remain in coaching in a way that does not operate for women.

Especially when asked why women don’t coach men, many of the respondents did not think women would have the strength, athleticism, authority, and leadership abilities to be effective men’s coaches. As a male head men’s soccer coach expresses:

I think the game is slightly different. The understanding of the nuances of the men’s game versus the women’s game… for a female to go into a men’s athletic team and command respect from those guys, it’s difficult. A female wouldn’t be able to step in and play seven versus seven and be able to play at the same level. Not technically, not tactically, I mean simply physically…just the strength factor.

Other arguments highlight the assumed biological connection between men and leadership. A female assistant women’s soccer coach argued that “the leadership gene is much more apparent in guys, it’s much more inherent in them.” Additionally challenging is the perception that taking orders and guidance from a female threatens masculinity and calls into question male superiority in a male dominated field. A former male head golf coach notes,

A woman coach is going to have to work harder to gain respect from a guy player than a male coach will have to work from a female player. … [Individuals are] raised to say if a guy’s leading, you give them a little benefit of the doubt. A woman has to prove herself, and until she does there’s going to be doubt.

By internalizing and enforcing stereotypes a gender pecking-order can be preserved. As this woman, an assistant women’s soccer coach, suggests, socialization improves men’s leadership ability:

When girls are socialized… it’s share, everyone in groups, be nice to everyone; guys are taught much more of competitiveness… a guy leader comes out in a group much easier… because in a girl’s environment it’s no one should be above anyone else… guys and girls are just different. They’re socialized different.

Stereotypes about men’s competitiveness and women’s need for emotional bonding were prevalent, and if these are carried into hiring decisions it is easy to see why male coaches are favored. Yet, if gender differences are so stark, we would expect to see same-sex coaching across the board, instead of the current disparity. Instead, this difference only legitimated women’s absence and was not used to question men’s presence as coaches of women’s teams. None of the women said they wanted to coach men’s teams and nor were they upset at being denied access to these positions. Respondents were more in favor of increasing women coaching women, but did not question or challenge any of the main gender stereotypes. This man, a former head men’s golf coach said,

I’m a fan of a woman coaching women’s sports, if skill levels are equal, because there are certain intangibles – I don’t understand the woman animal as well on certain things.

Shattering the “Glass Wall”?

Coaches we interviewed recognized the role that resources and opportunities played in incentivizing men into coaching women, but none challenged any aspect of the system. Respondents automatically buy into the “glass wall” such that 50 percent of jobs (those coaching men) are off-limits, thus if women coach approximately 50 percent of women’s teams, it’s “fair.” We see that unquestioned assumptions of gender difference supported perceptions that masculinity and men were superior to femininity and women. Twenty years ago scholars on this topic said it is beliefs in male athletic superiority that justify gender disparities in coaching, and according to these interviews little has changed. So, yes, observers should continue to call out the failures of Olympic commentators to treat women athletes equally, but as we say goodbye to Rio, let’s not forget how these issues are shaping coaches’ and athletes’ experiences every day.

Catherine Bolzendahl is a professor of sociology and the co-author of Counted Out: Same Sex Relations and Americans’ Definitions of Family. Vanessa Kauffman is a PhD student.  Both are at the University of California, Irvine. Jessica Broadfoot-(Lee) is an alum and was a member of the women’s tennis team and a two-time Big West Scholar-Athlete..

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