children/youth

Last month we posted a clip of a group of Yankee fans taunting two teenage Red Sox fans by yelling a homophobic version of YMCA.  In the comment thread, Amadi linked to another instance in which men mocked other men with reference to homosexuality in a sports context.  At a football game between Eastlake North and Willoughby South High Schools (outside of Cleveland, Ohio), fans were recorded chanting “powder blue faggots!” across the field.  The summary on youtube reports that the other side was chanting, in reply “Halloween homos!”

Video by Heather Ike; graphics, editing, captions, pictures, and screenshots added by Sean Chapin at Joe.My.God.

Thanks to Myaisha for the tip!

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.

We’ve documented dozens of instances in which products are coded with gender (e.g., with colors and patterns) but sometimes, as in the example of a toy cop car, it is specified that items are for girls or for boys.  More than simply following gendered themes and allowing us to infer their meaning, these items offer a gendered prescription for use.

Kelly, for example, sent in a JC Penney page for a Hello Kitty sewing machine that specifies that it is for girls (it was also specified as for girls at Target):

Likewise, Coley L. bought a shorts-and-shirt swimsuit for a daughter.  The green swimsuit, however, was labeled explicitly for boys:

And MP sent in a link to a downloadable foldable gift card holder that specified whether it was for him or her in the url:

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.

Sharon Gefen sent along a five-minute SPARK Summit video on the sexualization of women and girls in the media and its effects on young women:

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.

Sent in by Peter via Ms. blog.

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.

In this video, sociologist Andrew Cherlin describes how marriage is still here, and still embraced, but much less stable and compulsory.

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.

An anonymous reader sent in a segment (found at Taking it Day by Day) from a Seattle TV program called New Day. The segment focuses on Dyson Kilodavis, a young boy who likes to dress up like a princess, and how his family and school has reacted to his gender non-conformity, and does so in a way that seems quite thoughtful (sorry for the short ad intro):

I think it’s an interesting example of how gender non-conformity among kids affects families. At 4 years old, Dyson seemed pretty comfortable dressing up openly in “girls'” clothes; it was his mom who initially had some concerns and tried to channel his interest in dressing up into more “boyish” forms. Parents often express concern about gender non-conformity among children (and as the host says, much more when it comes from sons than from daughters) for a range of reasons — concern that they somehow failed as parents, that others will judge their parenting skills, or fears that their child will be harassed or threatened as a result.

The video also highlights how much the social environment can affect how gender non-conformity impacts families. In this case, Dyson appears to have the great luck to go to a school where the staff actively took on the role of normalizing Dyson’s behavior and attempted, as much as they could, to ensure that he wasn’t mocked. Contrast the experience of Dyson’s family with the family of a 4-year-old boy kicked out of school in Texas because of the length of his hair.

Jezebel recently posted this Australian PSA about the dangers of fast food:

It made me think of this British PSA from 1967 that addressed childhood obesity. Our ideas of what you should be eating may have changed in the past 40 years, but the tendency to rely on individualistic explanations and to blame moms for not providing children better food, as though the food they choose for their kids exists outside of any larger social context, seems to have quite the shelf life.

Rachel F. sent in a link to a site sponsored by the National Center for Culturally Responsive Educational Systems that provides a lot of information on rates of children diagnosed as in need of special education services, broken down by race. For instance, this map shows the proportion of African-Americans aged 6-21 who qualified for special ed services in 2006-2007 for all disabilities (you can also select a specific disability). The states are arranged into quintiles (so each color includes 20% of the states):

I always prefer to know the exact percentages, so I clicked on the Tables tab at the top of the page and looked at the Special Education Rates by Race and Disability link. Here are the percentages for the map above (just the first page of the table):

Here’s the equivalent data for Whites (again, page 1 of the table):

The site also provides info on teacher certification (look under the Tables tab). Here’s page 1 of a table of the states ranked by the % of special-ed teachers who are not fully certified in special education:

If you go to the map and click on a state, you can get the trend in certification over time. This shows special ed teachers who aren’t fully certified in California:

Of course, there are all sorts of interesting questions about special ed that this data set doesn’t address. The evidence is pretty clear that boys are more likely to be diagnosed as having a learning disability than girls are, and some critics suggest that behavioral issues like acting up and causing teachers headaches are becoming the basis of a diagnosis that can have life-long consequences for teachers’, parents’ and students’ expectations about how they’ll do in school. Insofar as perceptions of behavior are affected by a student’s race (see Ann Ferguson’s Bad Boys: Public Schools in the Making of Black Masculinity), this could have particularly negative consequences for some groups.

Interpreting rates of use of special ed programs is hard, too. Does the fact that Black kids in Iowa have much higher rates of qualifying for special ed courses than Black kids in Mississippi do mean that there are more disabilities in Iowa? Or that kids there benefit from better screening to identify kids who might benefit from the classes?

Aside from that, thoughts on what might be causing the dramatic differences in rates between states and between race/ethnicities?