children/youth

Yesterday I wrote about how the money spent on adult Halloween revelry now rivals, or even exceeds, that spent on kids. This may seem like a surprising shift, but it turns out it’s the focus on children that’s new. Halloween as the kid holiday we know it in the U.S. today was really invented in the 1950s.

This, and more fun facts about the history of Halloween, in this two-minute History Channel summary:

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.

The National Retail Federation estimates that Americans will spend $7.4 billion dollars celebrating Halloween this year. In total, 74% of households will buy something for Halloween and, among those, the average will spend $125.

There’ll be a bumper crop of pumpkins, more than ever before, and worth about $149 million dollars.

A full two-thirds of the population will buy a costume, spending an average of $77.52 each. That’s a record in terms of both spending and the sheer number of costumes sold.

Interestingly, the holiday has evolved from primarily a children’s holiday to one celebrated by adults, especially millenials. Less than half of the money spent on costumes is going to costumes for children. Adults dress up (to the tune of $1.4 million) and their dress up their pets ($350 million). They also throw parties for other adults and patronize bars and clubs, which increasingly feature Halloween-themed events, food, and drinks.

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.

One of my favorite examples of social construction is that we eat hot links for breakfast and pork chops for dinner. Both pig, but morning sausage seems odd in the evening and pork chops for breakfast would be a decidedly deviant sunrise treat.

A pretty set of photos at The New York Times illustrates this social construction of breakfast food by highlighting the first meal of the day for children in seven parts of the world. It would be fun — for those of you teaching classes — to show some of them to students and ask them to guess (1) the meal of the day and (2) the age of the eater. Here’s one example:

Chitedza, Malawi: cornmeal porridge with soy and groundnut flour; deep-fried cornmeal fritters with onions, garlic and chiles; boiled sweet potato and pumpkin; juice of dried hibiscus and sugar.

See the rest at The Times.

See also our Social Construction of Flavor Pinterest board. Lots of neat stuff there!

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.

Football fans like me have undoubtedly heard about the indictment of Adrian Peterson on child abuse charges for striking his 4-year-old son with a thin tree branch. Pictures revealing multiple lacerations on the child’s thigh have surfaced, and exchanges regarding another of his children show Peterson has used physical discipline more than once. The case has further ignited intense debates about the use of corporal punishment. While many of us may recoil at pictures and wonder how an adult could inflict physical harm on a child, views of corporal punishment are not uniform. They have changed over time and vary by racial group.

Take American attitudes about spanking over the past 50 years. In 1968, 94% of American adults approved of spanking a child, but by 2012, the figure dropped to 70%. While the majority of American parents still spank their children, some are more likely to spank than others. According a recent study of 20,000 kindergartners and their parents, black parents are the most likely to spank their children (89%) and Asian parents, least likely (73%). White and Hispanic parents fell in between, at 79% and 80%, respectively.

That Asian parents are less likely to use corporal punishment has led to speculation that there must be something unique about East Asian culture that promotes discipline without relying on physical force.

If this were the case, we would expect to see corporal punishment banned in East Asian countries, since national bans on corporal punishment reflect cultural norms and are associated with a decline in its support and reported use. Currently, 24 countries have banned corporal punishment; nineteen are in Europe. There are no national bans in Asia.

That no Asian country has banned the use of corporal punishment and that it remains an accepted form of discipline reveal that differences in the use of corporal punishment cannot be attributed to culture alone.

So how do we explain the differences across racial groups? Parental education and socioeconomic status are stronger drivers of parenting strategies than differences in race or culture. Highly educated, middle-class parents are less likely to use corporal punishment to discipline their children than less-educated, working-class, and poor parents. Asian Americans are, on average, more highly educated than other Americans, including whites.

This is a result of the hyper-selectivity of Asian immigration from countries like India, China, and Korea, in which immigrants from these countries are not only more highly educated than their counterparts who did not immigrate, but are also more highly educated than the general U.S. population. Hence, Asian immigrants are not a random sample of all Asians. Rather, they represent a highly educated subgroup, which explains why they are the least likely to use physical force to discipline their children.

In my research with Min Zhou, we interviewed the adult children of Chinese and Vietnamese immigrants in Los Angeles about their experiences of growing up American. As expected, those with more highly educated parents were more likely to have been disciplined with socioemotional strategies. Rather than use physical force, their parents would verbally express their disappointment or give a stern facial cue that signaled their disapproval.

Moreover, these parents praised the positive behavior of other children, both in front of their children and in front of other parents and children. By lauding positive behavior privately and publicly, these parents indirectly reinforced their expectations and provided concrete role models for their children to emulate. This dual socioemotional strategy of internal disapproval and external praise provided their children with a clear-cut portrait of model behavior, in spite intergenerational and linguistic differences between immigrant parents and their U.S.-born children. While the second-generation Chinese and Vietnamese admitted that the constant comparisons were “irritating,” they acknowledged that their parents provided a clear signal of what behavior to follow.

Still, some of our interviewees admitted experiencing physical abuse that would rival that experienced by Adrian Peterson’s young son. In fact, some told us the abuse continued into their teenage years and stemmed from severe intergenerational conflicts that exploded over which college a child should attend or what career trajectory he or she should follow.

A third group of parents took socioemotional strategies to an extreme, telling their children that they were so disappointed that they could not face other parents. They were just that embarrassed about their child’s behavior or lack of accomplishments. So, the use of socioemotional strategies may help reinforce certain positive behaviors, but used carelessly or as a manipulation, it can leave children feeling just as powerless and despondent as any physical punishment.

Jennifer Lee, PhD, is a sociologist at the University of California, Irvine. Her book, The Diversity Paradox, examines patterns of intermarriage and multiracial identification among Asians, Latinos, and African Americans.  

Cross-posted at The Society Pages Specials.

In 2009, Benoit Denizet-Lewis wrote in the New York Times that youth were coming out as gay, bisexual, and lesbian at increasingly early ages. Coming out in middle school, though, often prompted parents to ask the classic question: “But how do you know you’re gay?”

The equally classic response to this question is, “Well, how do you know you’re not?” The response is meant to bring questioners’ attention to the invisible norm: heterosexuality. It’s a sexual orientation, too, and if a person must somehow determine that they are gay, then the same must be true of heterosexuality.

Of course, most heterosexuals simply respond: “I always knew.” At which point the gay or bisexual person just nods smugly. It’s very effective.

In any case, I was reminded of this when I came across a Buzzfeed collection of “painfully funny secrets” children think they’re hiding from their parents. A few of them were romantic or sexual secrets kept by four-, five- and six-year-olds.

I’m not saying that any of these secrets actually mean anything about these children’s sexual orientation, but they might. The first crush I can remember was in 2nd grade. His name was Brian and we cleaned up the teacher’s classroom after school in exchange for stickers. I never looked directly at him, nor him at me, but he was soooooo cuuuuuuuute!

Anyway, it’s interesting to me that parents have a difficult time believing that their children might have a pretty good idea who they like. The signs of their sexual and romantic interests start early. Then again, if parents are looking for signs that their children develop crushes on the other sex, it’s likely easier for them to see. The invisibility of heterosexuality as a sexual orientation can make it, paradoxically, impossible to miss. While the non-normativeness of homo- and bisexuality can make these orientations invisible.

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.

Flashback Friday.

This series of pictures is from a San Francisco Chronicle article about flash mobs, or “an international fad, partly anarchistic, partly absurdist, in which a mob of participants suddenly materializes at a public place, engages in odd behavior [like pillow or shaving cream fights] and then disperses.”

One picture is of Martin Condol, one of the city workers brought it to clean up after the revelers. He is the only worker to be included in the photographs — appearing in two images of the 20 — despite the fact that the article was specifically about the problem and expense involved in cleaning up.

Though many of us see such workers in our everyday lives, they are very rarely made visible in news accounts of the world. Even when they’re relevant, news producers seem to prefer to show the faces of happy white people to those of the men and women whose hard work keeps cities, businesses, and families flourishing.

Originally posted in 2009.

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.

“What is it that I want?”

Jane Van Galen asked herself this question after reading a gushing profile of an “island cabin” in The Seattle Times.   It begins: “Lots of folks have lots of reasons for wanting their own piece of land out of town” and quotes one of the new cabin’s owners who, when pregnant, came to realize: “I can’t raise a child just in the city … I wanted woods, salamanders and pileated woodpeckers.”

So, she and her husband “went right out,” bought nine acres on an island, and built this a stunning “cabin.” Writing at her site, Education and Class, Van Galen processed her reaction to this article. She added up the costs, figuring that the owners spent close to a million dollars.  “I knew that my unease,” she wrote, “was not just straightforward jealously.”  So, what did she want?

She knew what she did not want:

Narratives in which the wealthy are held up as model parents who upon hearing of the dangers of the modern world, “go right out” to provide acres of weekend woods for their children; narratives that invite us to admire their paint colors and beautiful windows and solid black granite bathtub without asking too many questions about how it is that relatively young parents can ensure that their child has access to acres of his own private salamanders, and especially not to ask too many questions about how all children might have room to grow and thrive...

She wanted, “for once,” to hear wealthy people just admit they’re rich — for whatever reason — instead of framing their decision to build a vacation home as simply what any good parent would do.

“I love having this for my son,” the owner is quoted.  But Van Galen wants to know: What about everyone else’s children?

Cross-posted at Global Policy TV.

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.