education

Cross-posted at Global Policy TV.

Title IX, an amendment to the Civil Rights Act of 1964, stated that “No person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity receiving Federal financial assistance…”  Passed on this day in 1972, this policy meant that schools and colleges receiving federal funding could not legally give preference to men.  Instead, they had to allocate their resources to men and women in proportion to their interest and enrollment.

The intention of the policy was to change the norms that gave preference to men in all sorts of fields, from medical schools to sports teams.  Because most schools and colleges have extensive athletics departments, sports was included among the resources that the schools were required to dole out fairly.

Accordingly, even grudging and partial compliance with the requirements of Title IX dramatically increased the opportunity for women to play sports.  In the next 35 years, women’s participation in high school and college sports would increase by 904% and 456% respectively (source).  Today, 42% of high school athletes and 45% of college athletes are women (source).

Title IX is often mistakenly accused of forcing schools to cut funding for men’s athletics.  In fact, funding for men’s athletics, as well as the number of men who play sports in school, has increased since Title IX.  The chart above also shows that men’s participation has increased by 15% in high school and 31% in college.  It’s not true, then, that Title IX has led to fewer male athletes (especially because some colleges count men as women).  Still, there is great resistance to the Amendment, with a particular emphasis on sports.  Many schools are only marginally compliant, and then only because (tireless) Title IX Officers keep pressure on institutions to follow the law.

It will be fascinating to see how changing college demographics affect the politics around Title IX.  After all, forty years later, people still argue that it’s not right that women’s sports get (almost) as much funding men’s.  Now there are more women on college campuses than men, so proportional funding may mean spending more money on women’s sports than men’s.  Fire and brimstone upon us.

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.

Earlier this month, Louisiana’s legislature voted to expand its school voucher program to cover the entire state, allowing parents whose children attend low-rated schools to use government-funded vouchers to help pay the cost of tuition at one of about 125 schools on an approved list (assuming, of course, their child is accepted). Another law recently passed in the state will provide tax credits for private donations to voucher programs, a policy already implemented in some states, including Pennsylvania.

Critics have expressed concern about some of the schools approved for the program, including a lack of site visits in the approval process and the inclusion of schools that do not appear to have the facilities or staff for the large increases in enrollment that would result if all of their available vouchers were used.

The expansion of the voucher program has also brought renewed attention to the curricula used at schools receiving state funds through voucher systems. Some of the schools approved for the voucher program in Louisiana, as well as other states, use textbooks produced by several evangelical organizations, including A Beka Book and Bob Jones University. In the documentary School Choice: Taxpayer-Funded Creationism, Bigotry, and Bias, Rachel Tabachnick and Bruce Wilson discuss Pennsylvania’s voucher program. Here’s an 8-minute clip focusing on the contents of some textbooks published by A Beka Book and BJU:

Examples from A Beka Book and Bob Jones University Press Curricula from Bruce Wilson on Vimeo.

Highlights:

• Humans and dinosaurs co-existed.
• God designed “checks and balances” to prevent environmental crises, so chill! After all, “Roses are red, violets are blue; they both grow better with more CO2.”
• “Rumors” of foreclosures, high unemployment, homelessness, and general misery during the Great Depression are just socialist propaganda.
• Unions just want to destroy the accomplishments of “hardworking Americans.”
• Mormons, Unitarians, and Catholics = bad.
• And then there’s the history of racial/ethnic relations: “God used the ‘Trail of Tears’ to bring many Indians to Christ” and “Through the Negro spiritual, slaves developed patience to wait on the Lord and discovered that the truest freedom is freedom from the bondage of sin.” No, seriously — I didn’t make those up.

You can read some additional examples in a recent post at Salon, including the following:

Are dinosaurs alive today? Scientists are becoming more convinced of their existence. Have you heard of the `Loch Ness Monster’ in Scotland? `Nessie,’ for short has been recorded on sonar from a small submarine, described by eyewitnesses, and photographed by others. Nessie appears to be a plesiosaur.

Schools using these texts have been approved to receive government funds for education. It highlights one of critics’ concerns about voucher programs: that it is, in effect, often a way to provide taxpayer-funded education that is explicitly religious and may or may not conform to accepted standards of scientific inquiry.

Here’s the full-length documentary:

School Choice: Taxpayer-Funded Creationism, Bigotry, and Bias from Rachel Tabachnick on Vimeo.

Also see our earlier post on a Texas textbook standards advisor explaining that books should emphasize the positive, such as how minorities ought to be really grateful to Whites for giving them rights.

In Privileged, sociologist Shamus Khan discusses what he learned by studying one of the most elite boarding schools in the country, St. Paul’s School.  The school molds some of the most privileged members of our society, sending them off into some of its most powerful positions.  So, how do these high school students think of themselves?

Khan argues that new social mandates to diversify elite education may have some pernicious negative effects.  A generation ago, when most students who attended the high school came from rich backgrounds, St. Paul’s students knew that they were there because they were members of the privileged class.  Today about 1/3rd of students do not pay full tuition.  Students, then — both those on scholarships and those who aren’t — learn to think of themselves as individuals who have worked hard to get where they are.

The problem, as Khan articulates it, is that identifying as a member of a class acknowledges that privileged individuals are lucky and may owe some gratitude to a society that has boosted them up.  Thinking of oneself as a uniquely talented individual, in contrast, encourages a person to attribute all of their privilege to their own merits, so they not only feel no gratitude to society, but also fail to notice that our social institutions play a part in disadvantaging the disadvantaged.

And, in the end, students at St. Paul’s School may very be talented individuals who have worked hard, but they’re also members of a class.  Two-thirds of St. Paul’s students pay full tuition — $45,000 per year — so 2/3rds of the students still come from the top 1% of society.  Now, more than ever, they fail to recognize their privilege.

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.

This spring the Chronicle of Higher Education offered an in-depth look at the number of highly educated people receiving federal aid.  Though, on average, they are still doing better than people without college degrees, these populations have not been immune to the recession.

While I sensed an undercurrent of classism in the article (e.g., “how could someone like me be on aid”), it offered an interesting profile of the post-graduate degree job outlook, especially for people with a PhD.  Notably, it reminds us just how risky pursuing graduate work can be; 70% of all faculty are now off the tenure-track.  That often means that they teach part-time, have no benefits, and face semester-to-semester job insecurity.

These faculty could probably do something else, but many of them are trying to realize a dream that they’ve spent 10 to 15 years of their lives working towards.  So, they continue to teach part-time for relatively low pay and participate in a job market that, for the most part, opens up only once a year.

For more on the economics and politics of academic labor, read Keith Hoeller’s The Future of the Contingent Faculty Movement.

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 the late 1940s and 1950s, sex researcher Alfred Kinsey estimated that about 10% of the population was something other than straight (and then, as now, a much larger number have same sex experiences or attraction).  Today scholars believe that about 3.5% of the U.S. population identify as gay, lesbian or bisexual, a considerably lower number.  Yet, a telling poll by Gallup shows that Americans wildly — wildly — overestimate the number of people who identify as non-heterosexual:

The table shows that more than a third of Americans believe that more than one out of every four people identifies as gay or lesbian.  Only 4% of Americans answered “less than 5%,” the correct answer.

Estimates varied by demographics and political leaning. Liberals were more likely to overestimate, as were younger people, women, Southerners, and people with less education and income:

Interestingly, these numbers are higher than in 2008, when Gallup asked a similar questions. In that poll, only a quarter of the respondents choose “more than 25%” and more than twice as many said that they had “no opinion.”

Gallup concludes: “…it is clear that America’s gay population — no matter the size — is becoming a larger part of America’s mainstream consciousness.”

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.

NPR’s Planet Money asks an interesting question.  If there are more women in the workforce now than there were forty years ago (and there are), where did all the additional jobs come from?

The pie charts below tell some of the story.  On the left are charts representing the percentage of women in various occupations in 1972.  The size of the circle corresponds to the size of the sector: larger is equivalent to more total jobs; on the right are the same charts for 2012.

Notice two trends: first,  in almost all categories today women are a larger percentage of the workers than they were in 1972 and, second, many of the occupational sectors that have high percentages of women have grown (e.g., education and health), whereas many in which men dominate have shrunk (e.g., manufacturing, media/telecommunications).

So, as women have joined the workforce, they’ve contributed to the overall growth of the American workforce and, specifically, filled the demand for employees in growing occupations.

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 your campus is like mine, the syllabi and/or student handbook contain a statement along the lines of “For every hour of course instruction, students should expect to spend 2 to 3 hours per week in study and preparation outside of class.” So for a 3-credit course, that would be 6 to 9 hours per week spent on the class — doing the reading, studying the material, and completing assignments. And if you’re like me, you periodically bemoan the fact that this message does not seem to have reached its target audience.

So how much are students studying? Well, not as much as we tell them they’re supposed to, it appears. Peter N. sent in an image from the Washington Post, summarizing the number of hours students from a range of majors report studying per week. At 23.7 hours per week, architecture students are studying enough to almost meet the study expectations for 4 classes a week, at the lower end of the standard 6-9 hours/week range. Speech students averaged 10.8 hours a week — less than the minimum for two courses:

The data is based on self-reports from the National Survey of Student Engagement (NSSE). Critics express concerns with self-reports of studying; students may not have an accurate sense of how much time they spend preparing for class each week, especially as requirements fluctuate throughout the semester. NSSE, of course, defends their data. And the effects of self-reports seem unclear; would they lead to overestimates or underestimates?

You’ve probably heard someone in media or politics bemoan the ballooning student debt in the U.S.  In fact, debt has been rising.  It’s more than doubled in the last ten years (that’s a more than 100% increase):
This debt, though, can’t be attributed primarily to the rising cost of education, as Planet Money explains.  The average debt load for a student graduating from a public school, for example, has risen by 20%:
The average debt load for a student coming out of a private school has gone up a bit more, but still not enough to account for the leap in overall student debt.
The increase in debt, it turns out, is largely accounted for by an increase in the number of people going to college.  In 1970, 8,500 8,500,000 people enrolled in college in the Fall; in 2009, that number exceeded 20,000 20,000,000 (source).  A more than 100% increase.

So, the story isn’t quite as dire as we might think.  This may be little consolation, though, for my students who walked across the stage yesterday.  Congrats, Seniors! :)

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.