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


Just for Fun


Lisa Wade, PhD is a professor at Occidental College. She is the author of American Hookup, a book about college sexual culture, and a textbook about gender. You can follow her on Twitter, Facebook, and Instagram.

TSP_Assigned_pbk_978-0-393-28445-4Assigned: Life with Gender is a new anthology featuring blog posts by a wide range of sociologists writing at The Society Pages and elsewhere. To celebrate, we’re re-posting four of the essays as this month’s “flashback Fridays.” Enjoy! And to learn more about this anthology, a companion to Wade and Ferree’s Gender: Ideas, Interactions, Institutions, please click here.


Is the “Mrs. Degree” Dead?, by Laura Hamilton, PhD

In 1998 I was a first-year student at DePauw University, a small liberal arts college in Indiana. A floor-mate of mine, with whom I hung out occasionally, told me over lunch that she was at college primarily to find a “good husband.” I nearly choked on my sandwich. I had assumed that the notion of the “Mrs. Degree” was a relic of my parents’ era—if not my grandparents’. Surely it had gone the way of the home economics major and women’s dormitory curfews.

Photo via clemsonunivlibrary flickr creative commons

Years later, I — along with my co-director, Elizabeth A. Armstrong — would embark on a five year ethnographic and longitudinal study of a dormitory floor of women at a public flagship in the Midwest. As part of my dissertation, I also interviewed the women’s parents. What I found brought me back to my first year of college. A subset of parents wanted their daughters to be “cookie-baking moms”—not successful lawyers, doctors, or businesswomen. They espoused gender complementarity—a cultural model of how women should achieve economic security that relied on a co-constructed pairing of traditional femininity and masculinity. That is, men were to be economic providers and women supportive homemakers. This was a revised “Mrs.” Degree, in the sense that marriage during college, or even right after, was not desirable. College women were to build the traits and social networks that would hopefully land them a successful husband eventually, but it was assumed best to wait until men had proven themselves in the labor market before entering a marriage.

This was not the only cultural model to which women on the floor were exposed. In fact, those coming in primed for complementarity were in the minority. However, as I show in my article, “The Revised MRS: Gender Complementarity at College,” far more women left college leaning toward gender complementarity than their previous gender socialization suggested. Something was happening on the college campus — where women were, ironically, out-achieving men — that shifted them toward performing an affluent, white, and heterosexual femininity, marked by an emphasis on appearance, accommodation to men, and a bubbly personality.

I argue that gender complementarity is not just a characteristic of individual women, but is actually encouraged by the institutional and interactional features of the typical, four-year, public state school. Midwest U, like other schools of its kind, builds a social and academic infrastructure well-suited to high-paying, out-of-state students interested in partying. The predominately white Greek system — a historically gender-, class-, and racially-segregated institution — enjoys prominence on campus. An array of “easy” majors, geared toward characteristics developed outside of the classroom, allow women to leverage personality, looks, and social skills in the academic sphere. These supports make it possible for peer cultures in which gender complementarity is paramount to thrive. Women who want to belong and make friends find it hard — if not impossible — to avoid the influence of the dominant social scene on campus, located in fraternities and Greek-oriented bars.

This structure of campus life is not incidental. In recent years, cuts to state and federal support for higher education have led mid-tier public institutions like Midwest U to cater to the socially-oriented and out-of-state students who arrive with gender complementarity interests. These class-based processes have implications for the type of social and academic climate that all students find upon arriving at Midwest University.

The problem is, however, that most women need to accrue the skills and credentials that translate into a solid career. An institution supporting gender complementarity does them a serious disservice — potentially contributing to gendered differences in pay after college. The situation is particularly problematic for students not from the richest of families: Affluent women espousing complementarity form the type of networks that give them reasonable hope of rescue by a high-credentialed spouse, and heavy parental support means that they can afford to be in big cities where they mix and mingle with the “right” men. Women from less affluent backgrounds lack these resources, and are often reliant on their own human capital to make it after college.

The gradual shift from higher education as a public good — funded heavily by the state — to a private commodity — for sale to the highest bidder — has significantly stalled not only progress toward class equality, but certain forms of gender equality as well. Change is going to require unlinking the solvency of organizations like Midwest U from the interests of those can afford, and thus demand, an exclusionary and highly gendered social experience.

Laura T. Hamilton, PhD is an assistant professor of sociology at the University of California, Merced. Her recently published article, “The Revised MRS: Gender Complementarity at College,” appears in the April 2014 issue of Gender & Society; this post originally appeared at their blog. She is the author of Parenting to a Degree: How Family Matter’s for College Women’s Success and, with Elizabeth Armstrong, Paying for the Party: How Colleges Maintain Inequality.

A survey of college and university presidents conducted earlier this year suggests that campus activists are making a difference. The American Council on Education asked 567 presidents about their experience with and response to activists on campus organized around racial diversity and justice.

Almost half (47%) of presidents at 4-year institutions said that such activism was occurring on their campuses and that the dialogue about such matters had increased (41%). The majority (86%) had met with student organizers more than once and more than half (55%) said that the “racial climate” on campus was more of a priority  than it had been just a few years ago. The trends for 2-year institutions were weaker, but in the same direction.

When asked what concrete steps they had taken to improve the racial climate, presidents reported a range of strategies:


As with all activism, progress requires vigilance, so it will be interesting to see how many of these efforts translate into real changes in climate. New policies and procedures can be toothless or even harmful, resources can be mis-spent and trainings can be terrible, public acknowledgement can be nothing but lip service, and curricular revision can die in committee. Still, these data point to the potential for activism to make a difference and are encouraging for those of us who care about this issue.

Cross-posted at Pacific Standard.

Lisa Wade, PhD is a professor at Occidental College. She is the author of American Hookup, a book about college sexual culture, and a textbook about gender. You can follow her on Twitter, Facebook, and Instagram.

Martin Luther King Jr. earned a B.A. in Sociology at Morehouse College. He was the class of 1948. Rest in peace.

2 (1)Yep. Economics majors are more anti-social than non-econ majors. And taking econ classes also makes people more anti-social than they were before. It turns out, there’s quite a bit of research on this, nicely summarized here.  Econ majors are less likely to share, less generous to the needy, and more likely to cheat, lie, and steal.

In one study, for example, economists Yoram Bauman and Elaina Rose noted the consistent finding that econ majors were less generous and asked whether the effect was do to selection (people who are anti-social choose to take econ classes) or indoctrination (taking econ classes makes one more anti-social). They found that both play a role.

Students at their institution — University of Washington — were asked at registration each semester if they’d like to donate to WashPIRG (a left-leaning public interest group) and ATN (a non-partisan group that lobbies to reduce tuition rates).  Bauman and Elaina crunched the data along with students’ chosen majors and classes. They found that econ majors were less likely to donate to either cause (the selection hypothesis) and that non-econ majors who had taken econ classes were less likely to donate than non-majors who hadn’t (the indoctrination hypothesis).

1c 2

What should we make of these findings?

Sociologist Amitai Etzioni takes a stab at an answer. He argues that neoclassical economics isn’t a problem in itself. Instead, the problem may be that there are no “balancing” classes, ones that present a different kind of economics. In other part of the academy, he argues — specifying social philosophy, political science, and sociology– there is “a great variety of approaches are advanced, thereby leaving students with a consolidated debasing exposure and a cacophony of conflicting pro-social views.”

Being exposed to a variety of views, including ones that question the premises of neoclassical economics, may be one way to make economists more honest and kind. And doing so isn’t just about sticking one to econ, it’s an issue of grave seriousness, as the criminal and immoral behavior of our financial leaders is exactly what triggered a Great Recession once… and could again.

Cross-posted at Pacific Standard.

Lisa Wade, PhD is a professor at Occidental College. She is the author of American Hookup, a book about college sexual culture, and a textbook about gender. You can follow her on Twitter, Facebook, and Instagram.

Log onto any website where men who have sex with men (MSM) go to meet partners, and a key classification is whether a man is a “top,” a “bottom,” or “versatile.” These terms to refer to whether, when having anal sex with men, a man prefers to penetrate, to be penetrated, or is open to both. But are these durable roles?

We examined how much college MSM specialize as tops or bottoms. We find that, among college men who have ever had anal sex with a man, most have been both a top and a bottom sometime, most have done both across the course of their most recent relationship, and some have done both within a single date or hookup.

We use the Online College Social Life Survey (OCSLS) that surveyed more than 20,000 US students in 21 colleges and universities between 2005 and 2011. We use data from all 493 men who have had sexual interaction with men, and on the 826 events with men on which these men reported. The types of events respondents were asked to report on were their most recent hookup, their most recent date, and the most recent time they had sex within their most recent (or current) relationship of at least 6 months.

First, we found that only a small minority have only topped or bottomed. Of the men who have ever had anal sex with a man, 14% said they had only topped, 10% said they had only bottomed, and the vast majority, 77%, said they had done both.

Among MSM who have ever had anal sex, percent who have only topped, only bottomed, or done both


While the graph above shows that most MSM have tried both roles at least once, it is still possible that men tend to take only one role within any given relationship. In fact, this is true for 30% of men whose last relationship of at least 6 months in duration was with a man. But a large majority, 70%, played both roles with their partner sometime during the relationship – that is, they were both top and bottom at some point in that relationship.

Our most striking finding is shown in the next graph: often men are both top and bottom within a single event. In MSM events that involved anal sex, over 25% entailed both partners being top and bottom in that event. Men did both in about 20% of hookups and dates. They were even more likely to have been top and bottom the last time they had sex in their most recent relationship — 41% of the time. Thus, combining the previous graph with this one, we see that 70% of MSM relationships involved the man doing both sometime across the duration of the relationship, and 41% of specific times they had sex with relationship partners involved doing both.

Among MSM events involving anal sex, percent in which men both top and bottom, by type of event


Everything we have shown above is limited to events involving anal sex, or men who have had anal sex with men. But how common is anal sex among college MSM? The graph below shows how often it occurred in specific events. Only about a fifth (19%) of events men labeled dates involved anal sex, compared to about a third (34%) of hookups (that difference is statistically significant). So most college MSM hookups and dates don’t involve anal sex at all. They generally involve oral sex (results not shown). But a majority of times when men have sex with a male relationship-partner, they do have anal sex — in 63% of cases. These findings bear some similarity to what we find for heterosexual students — that students are more likely to have intercourse in hookups than dates, but most likely to do so in relationships.

Percent of MSM events that involve anal sex, in hookups, dates, and relationships

 6In sum, the clear message of our analysis is that being versatile is common among college MSM — most men have been both tops and bottoms sometime, most relationships involve switching between roles, and a significant minority of single events involve both, especially when the event occurs within a relationship.

Methodological details included at Contexts, where this post originally appeared. 

Eliza Brown is a PhD student at NYU with interests in the sociologies of knowledge, health, and sexuality. Also at NYU, Paula England is a professor of sociology,  the Director of Graduate Studies, and the principal investigator for the Online College Social Life Survey. If you are a researcher and would like to have the OCSLS data for analysis, contact Dr. England for information.

Flashback Friday.

A study published in 2001, to which I was alerted by Family Inequality, asked undergraduate college students their favorite color and presented the results by sex.  Men’s favorites are on the left, women’s on the right:

The article is a great example of the difference between research findings and the interpretation of those findings.  For example, this is how I would interpret it:

Today in the US, but not elsewhere and not always, blue is gendered male and pink gendered female.  We might expect, then, that men would internalize a preference for blue and women a preference for pink.  We live, however, in an androcentric society that values masculinity over femininity.  This rewards the embracing of masculinity by both men and women (making it essentially compulsory for men) and stigmatizes the embracing of femininity (especially for men).

We might expect, then, that men would comfortably embrace a love of blue (blue = masculinity = good), while many women will have a troubled relationship to pink (pink = femininity = devalued, but encouraged for women) and gravitate to blue and all of the good, masculine meaning it offers.

That’s how I’d interpret it.

Here’s how the authors of the study interpreted it:

…we are inclined to suspect the involvement of neurohormonal factors. Studies of rats have found average sex differences in the number of neurons comprising various parts of the visual cortex. Also, gender differences have been found in rat preferences for the amount of sweetness in drinking water. One experiment demonstrated that the sex differences in rat preferences for sweetness was eliminated by depriving males of male-typical testosterone levels in utero. Perhaps, prenatal exposure to testosterone and other sex hormones operates in a similar way to “bias” preferences for certain colors in humans.

Go figure.

Important lesson here: data never stands alone. It must always be interpreted.

Originally posted in 2010.

Lisa Wade, PhD is a professor at Occidental College. She is the author of American Hookup, a book about college sexual culture, and a textbook about gender. You can follow her on Twitter, Facebook, and Instagram.

Research on college student alcohol consumption shows that they drink significantly more when they link their drinking to a reason to celebrate. Halloween is one of the many “alcoholidays” that occur throughout the school year.

Psychologist Kent Glindemann and colleagues took measures of the blood alcohol concentration of college students on Halloween and a comparative non-holiday. As a measure of their investment in the celebration, the researchers also indicated whether the student was in costume on Halloween and asked the subject how much time and effort they spent putting it together.

They found that students on Halloween were significantly more intoxicated than they were on the non-holiday, significantly more intoxicated if they were in costume, and significantly more intoxicated if they had invested more versus less time in their appearance.


Glindemann and his colleagues theorize that the Halloween costume mediates the intent to celebrate, but costumes may also have an independent effect. Social work professor John D. Clapp and his colleagues studied non-holiday-related college parties. Such parties often have themes that encourage students to dress up. In theory, the themes apply to all students but in practice women dress up far more often than men.

Clapp and his colleagues found that women tested at themed parties had higher rates of intoxication than women at non-theme parties. Women may be de-inhibited by the costumes themselves or the costumes may make the party feel more like an alcoholiday.

Happy Halloween everybody! Celebrate safely!

Lisa Wade, PhD is a professor at Occidental College. She is the author of American Hookup, a book about college sexual culture, and a textbook about gender. You can follow her on Twitter, Facebook, and Instagram.