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.


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.

One explanation for Trump’s popularity on the political right is that supporters are attracted to him because they feel invisible to “establishment” candidates and Trump, as an “outsider” is going to “shake things up.” A survey of 3,037 Americans completed by RAND, weighted to match the US (citizen) population, suggests that there is something to this.

About six months ago, RAND asked respondents if they agreed with the statement “people like me don’t have any say about what the government does.” Responses among likely Democratic voters didn’t significantly correlate with support for either Sanders or Clinton and those among likely Republican voters didn’t significantly correlate with support for Rubio or Cruz, but responses did correlate dramatically with a preference for Trump. All other things being equal, people who “somewhat” or “strongly” agreed with the statement were 86% more likely to prefer Trump over other candidates.


“This increased preference for Trump,” RAND explains, “is over and beyond any preferences based on respondent gender, age, race/ethnicity, employment status, educational attainment, household income, attitudes towards Muslims, attitudes towards illegal immigrants, or attitudes towards Hispanics.”

Whatever else is driving Trump voters, a sense of disenfranchisement appears to be a powerful motivator.

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]n analysis of traffic can enrich sociological theory.” (Schmidt-Relenberg, 1968: 121)

Almost everywhere we go is a “gendered space.” Although men and women both go to grocery stores, different days of the week and times of the day are associated with different gender compositions of shoppers. Most of our jobs are gendered spaces. In fact, Census data show that roughly 30% of the 66,000,000 women in the U.S. labor force occupy only 10 of the 503 listed occupations on the U.S. Census. You’d probably be able to guess what some of these jobs are just as easily as you might be able to guess some of the very few Fortune 500 companies have women CEOs. Sociologists refer to this phenomenon as occupational segregation, and it’s nothing new. Recently, I did read about a gender segregated space that is new (at least to me): traffic.

Photo from kkanous flickr creative commons

When I picture traffic in my head, I think of grumpy men driving to jobs they hate, but this is misleading. Women actually make up the vast majority of congestion on the roads. One way of looking at this is to argue that women are causing more congestion on our roads. But another way to talk about this issue (and the way to talk about this issue that is consistent with actual research) is to say that women endure more congestion on the roads.

Women were actually the first market for household automobiles in the U.S. Men generally traveled to work by public transportation. Cars sold to households were marketed to women for daily errands. This is why, for instance, early automobiles had fancy radiator caps with things like wings, angels and goddesses on them. These were thought to appeal to women’s more fanciful desires.

Traffic increased a great deal when women moved into the labor force. But this is not exactly what accounts for the gender gap. In the 1950s, car trips that were work-related accounted for about 40% of all car use. Today that number is less than 16%. The vast majority of car trips are made for various errands: taking children to school, picking up groceries, eating out, going to or from day care, shopping, and more shopping.  And it’s women who are making most of these trips. It’s a less acknowledged portion of the “second shift” which typically highlights women’s disproportionate contribution to the division of labor inside the household even when they are working outside of the household as well.

Traffic research has shown that women are more than two times more likely than men to be taking someone else where they need to go when driving.  Men are  more likely to be driving themselves somewhere.  Women are also much more likely to string other errands onto the trips in which they are driving themselves somewhere (like stopping at the grocery store on the drive home, going to day care on the way to work, etc.). Traffic experts call this “trip chaining,” but the rest of us call it multi-tasking. What’s more, we also know that women, on average, leave just a bit later than men do for work, and as a result, are much more likely to be making those longer (and more involved) trips right in the middle of peak hours for traffic.

Who knew? It’s an under-acknowledged gendered space that deserves more attention (at least from sociologists). Traffic is awful, and if we count up all that extra time and add it to the second shift calculations made by Arlie Hochschild, I think we have a new form of inequality to complain about.

Tristan Bridges, PhD is a sociologist at the College at Brockport (SUNY). With CJ Pascoe, he is the editor of Exploring Masculinities: Identity, Inequality, Continuity and Change. He blogs at Inequality by (Interior) Design, where this post originally appeared. You can follow Dr. Bridges on Twitter.

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.

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.

The 1% in America have an out-sized influence on the political process. What policies do they support? And do their priorities differ from those of less wealthy Americans?

Political scientist Benjamin Page and two colleagues wanted to find out, so they started trying to set up interviews with the richest of the rich. This, they noted, was really quite a feat, writing:

It is extremely difficult to make personal contact with wealthy Americans. Most of them are very busy. Most zealously protect their privacy. They often surround themselves with professional gatekeepers whose job it is to fend off people like us. (One of our interviewers remarked that “even their gatekeepers have gatekeepers.”) It can take months of intensive efforts, pestering staffers and pursuing potential respondents to multiple homes, businesses, and vacation spots, just to make contact.

Persistence paid off. They completed interviews with 83 individuals with net worths in in the top 1%.  Their mean wealth was over $14 million and their average income was over $1 million a year.

Page and his colleagues learned that these individuals were highly politically active. A majority (84%) said they paid attention to politics “most of the time,” 99% voted in the last presidential election, 68% contributed money to campaigns, and 41% attended political events.

Many of them were also in contact with politicians or officials. Nearly a quarter had conversed with individuals staffing regulatory agencies and many had been in touch with their own senators and representatives (40% and 37% respectively) or those of other constituents (28%).

These individuals also reported opinions that differed from those of the general population. Some differences really stood out: the wealthy were substantially less likely to want to expand support for job programs, the environment, homeland security, healthcare, food stamps, Social Security, and farmers. Most, for example, are not particularly concerned with ensuring that all Americans can work and earn a living wage:


Only half think that the government should ensure equal schooling for whites and racial minorities (58%), only a third (35%) believe that all children deserve to go to “really good public schools,” and only a quarter (28%) think that everyone who wants to go to college should be able to do so.


The wealthy generally opposed regulation on Wall Street firms, food producers, the oil industry, the health insurance industry, and big corporations, all of which is favored by the general public. A minority of the wealthy (17%) believed that the government should reduce class inequality by redistributing wealth, compared to half of the general population (53%).

Interestingly, Page and his colleagues also compared the answers of the top 0.1% with the remainder of the top 1%. The top 0.1%, individuals with $40 million or more net worth, held views that deviated even farther from the general public.

These attitudes may explain why politicians take positions with which the majority of Americans disagree. “[T]he apparent consistency between the preferences of the wealthy and the contours of actual policy in certain important areas,” they write, “— especially social welfare policies, and to a lesser extent economic regulation and taxation — is, at least, suggestive of significant influence.”

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.

When it comes to rule-breakers and rule enforcers, which side you are on seems to depend on the rule-breaker and the rule. National Review had a predictable response to the video of a school officer throwing a seated girl to the floor. [Editor’s note: Video added to original. Watch with caution; disturbing imagery]

Most of the response when the video went viral was revulsion. But not at National Review. David French said it clearly:

I keep coming to the same conclusion: This is what happens when a person resists a lawful order from a police officer to move.

The arrested student at Spring Valley High School should have left her seat when her teacher demanded that she leave. She should have left when the administrator made the same demand. She should have left when Fields made his first, polite requests. She had no right to stay. She had no right to end classroom instruction with her defiance. Fields was right to move her, and he did so without hurting her. The fact that the incident didn’t look good on camera doesn’t make his actions wrong.

This has been the general response on the right to nearly all the recently publicized incidents of the police use of force. If law enforcement tells you to do something, and then you don’t do it, it’s OK for the officer to use force, and if you get hurt or killed, it’s your fault for not complying, even if you haven’t committed an offense.

That’s the general response. There are exceptions, notably Cliven Bundy. In case you’d forgotten, Bundy is the Nevada cattle rancher who was basically stealing – using federal lands for grazing his cattle and refusing to pay the fees.  He’d been stiffing the United States this way for many years. When the Federales finally arrested him and rounded up his cattle, a group of his well armed supporters challenged the feds. Rather than do what law enforcers in other publicized accounts do when challenged by someone with a gun – shoot to kill –  the Federal rangers negotiated.

Bundy was clearly breaking the law. Legally, as even his supporters acknowledged, he didn’t have a leg to stand on. So the view from the right must have been that he should do what law enforcement said. But no.

Here is National Review’s Kevin Williamson:

This is best understood not as a legal proceeding but as an act of civil disobedience… As a legal question Mr. Bundy is legless. But that is largely beside the point.

What happened to “This is what happens when a person resists a lawful order”? The law is now “beside the point.” To Williamson, Bundy is a “dissident,” one in the tradition of Ghandi, Thoreau, and fugitive slaves.

Not all dissidents are content to submit to what we, in the Age of Obama, still insist on quaintly calling “the rule of law.”

Every fugitive slave, and every one of the sainted men and women who harbored and enabled them, was a law-breaker, and who can blame them if none was content to submit to what passed for justice among the slavers?

(The equation with fugitive slaves became something of an embarrassment later when Bundy opined that those slaves were better off as slaves than are Black people today who get government subsidies. Needless to say, Bundy did not notice that the very thing he was demanding was a government handout – free grazing on government lands.)

The high school girl refused the teacher’s request that she give up her cell phone and then defied an order from the teacher and an administrator to leave the classroom.  Cliven Bundy’s supporters “threatened government employees and officials, pointed firearms at law enforcement officers, harassed the press, called in bomb scares to local businesses, set up roadblocks on public roads, and formed lists (complete with photos and home addresses) of their perceived enemies” (Forbes).

A Black schoolgirl thrown to the floor by a weightlifting cop twice her size — cop right, rule-breaker wrong. A rural White man with White male supporters threatening Federal law enforcers — cops wrong, rule-breakers right.

Originally posted at Montclair SocioBlog.

Jay Livingston is the chair of the Sociology Department at Montclair State University. You can follow him at Montclair SocioBlog or on Twitter.