education


Duff sent in a video showing candidates from the 2011 Miss USA contest answering the question, “Should evolution be taught in schools?” Their answers are a great example of the normalization of the idea that evolution is “one side” of a story, with religion being the other side, and that we should just choose between these two stories based on what we’re most comfortable with personally:

There’s a striking discourse here of allowing children (or, by extension, their parents) to “choose” whether to learn about evolution or whether it’s a perspective they like, in a way we don’t apply to other scientific theories. I suspect if you allowed students to choose, they might, just perhaps, decide that calculus, grammatical rules, and the laws of physics aren’t things they happen to feel like learning, a fact that most curriculum review committees see as rather irrelevant.

This discourse of choice works, in part, because of the word “theory.” In popular usage, “theory” is often used as though it’s interchangeable with “idea” or “opinion” or “random thought I just made up in my head right now.” Of course, scientists use the word in a very different way, and the scientific process is to test theories and find evidence for or against them. But the conflation of “theory” in the scientific sense with “opinion” in the public-usage sense facilitates the discourse of choice.

I suspect that some watching the video will see this as little more than an example of air-headed, dumb women not understanding science. But it’s important to remember that these women are carefully prepped for this competition; they have been through years of lower-level beauty pageant competitions and, to get to the Miss USA contest, they’ve clearly learned the rules of the beauty pageant circuit. They may or may not personally completely agree with what they’re saying; the point is to provide an answer that they believe is most likely to appeal to a group of judges who are looking for a candidate who will be palatable to a broad audience and unlikely to stir controversy. Whatever their personal opinions might be, the women are providing an answer based on a perception of what the most acceptable response is — and the discourse of choice is sufficiently normalized to be a viable, and perhaps the only viable, option they can give and hope to win.

And, if you’re interested, here’s a parody video asking if math should be taught in schools:

Gwen Sharp is an associate professor of sociology at Nevada State College. You can follow her on Twitter at @gwensharpnv.

Kelsey C. sent in a some great data from the Bureau of Labor Statistics that helps illustrate why variance matters as much as a measure of the average.  The figure shows the median income by race and education level, as well as the typical earnings of each group’s members in the third quartile (or the 75th percentile) and first quartile (or the 25th percentile).  What you see is that the median earnings across these groups is different, but also that the amount of inequality within each group isn’t consistent.  That is, some groups have a wider range of income than others:

So, Asians are the most economically advantaged of all groups included, but they also have the widest range of income.  This means that some Asians do extremely well, better than many whites, but many Asians are really struggling.  In comparison, among Blacks and Hispanics, the range is smaller.  So the highest earning Blacks and Hispanics don’t do as well relative to the groups median as do Whites and Asians.

Likewise, dropping out of high school seems to put a cap on how much you can earn; as education increases it raises the floor, but it also raises the variance in income. This means that someone with a bachelors degree doesn’t necessarily make craploads of money, but they might.

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.

Cross-posted at Scientopia, Ms., and Jezebel.

Dolores R. and Andrew S. let us know about the report “The College Payoff: Education, Occupations, Lifetime Earnings,” by researchers at Georgetown University’s Center on Education and the Workforce, based on 2007-2009 American Community Survey data (via Feministing and Kay Steiger). Not surprisingly, higher education significantly increases lifetime earnings of U.S. workers:

But education doesn’t pay off equally for all groups. Women, not surprisingly, make less at every level of education than men do; in fact, their median lifetime earnings are generally on par with men a couple of rungs down the educational ladder:

Ah, but, you might think, women are more likely to take time out of the workforce than men, so perhaps that accounts for the difference. But the gaps calculated here are only for full-time, year-round workers and do not include periods out of the workforce — that is, this is the “best-case scenario” in terms of comparing gender earnings, and yet women still make about 25% less than men at the same educational level. When they include workers taking time out of the workforce, the pay gap would be significantly larger. The far right column in this table shows how much less women make compared to men based on the “typical” work pattern for workers in each educational category:

The benefits of education also vary by race and ethnicity, with non-Hispanic Whites generally making more at each educational level than all other groups, though Asians outearn them at the highest levels:

Though the authors don’t include a table showing the gap if you include workers who do not work full-time year-round throughout their careers, they state that as with gender, the gap widens significantly, since non-Whites are more likely to experience periods without work.

So does education pay? Undoubtedly, for all groups. But due to factors such as occupational segregation (especially by gender) and discrimination in the workplace, the return on an educational investment is clearly a lot higher for some than others.

Also see our recent posts on the gender gap in science and tech jobs, racial differences in job loss during the recession, unemployment among Black and White college grads, and trends in job segregation by sex.

The College Board has released data from an initiative with the aim of better understanding the educational pathways of men of color.  Their site includes testimonials from many of these men, in addition to the data below.  And they included Native American men, a group almost always left out of quantitative data analysis because they are such a small percent of total Americans (in a profound and tragic irony).  Here’s the data on what each group of men are doing after high school.

About 1/3 of African American and Hispanic men are enrolling in some sort of college, another 34 and 47%, respectively, face unemployment.  A significant proportion go straight into work.  The 5% incarceration rate for Hispanics, and the 10% rate for Blacks, is a sad testimony to the over-policing of poor, urban neighborhoods, racial profiling, and emphasis on prosecuting the crimes of the poor.

Native American men are significantly less likely than Black men to go to college or vocational school.  They are most likely to straight into a job or be unemployed.  While not all all Native American men live on reservations — not by a long shot, those that do are more likely to be unemployed because of the dismal economic profiles of many of these regions.

Asian men are more likely to enter postsecondary education than either Native American or Black men, but the 61% is balanced by a good 30% ending up unemployed.  This reflects the diversity of the Asian community.  Some Asian groups do very well in the U.S. — e.g., Japanese and Asian Indians — others are still struggling — e.g., Hmong and the Vietnamese.

The charts below compare men and women in each group.  Each, with the exception of Native Americans, reveals the feminization of postsecondary education and the relative advantage women see in the market (mostly because we’ve got a strong service economy that hires women disproportionately).

Hat tip to Sociology Lens.

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.

Cheerleading started in the United States in the late 19th century as a male activity whose purpose was to organize crowds cheering at football games.   In 1923, women joined cheerleading squads and have increasingly dominated this sport.  Cheerleading traditionally features chanting, gymnastics, and tumbling.  The dominant image of cheerleaders  is a perky, always smiling, female who fits a particular body mold.

However, in the late 1970s, a new style of cheerleading emerged in North Carolina and Virginia.  This African American originated style of cheerleading is called “Stomp n Shake”.  Stomp n Shake cheerleaders have the same goals as “traditional cheerleaders” — to motivate their sports team and raise the enthusiasm of fans. However, Stomp n Shake uses African American dance/stepping aesthetics and African American bragging and insult traditions (dozens/snapping) to “pump up” their audience.  Some Stomp n Shake squads include tumbling and stunts in their repertoire, while other squads don’t.  Mostly women, Stomp n Shake cheerleaders rarely smile.  Instead their goal is to look serious and intimidating when they are chanting their cheers and performing their cheer routines.  As the name implies, hip and butt shaking are common features of Stomp n Shake routines, something usually disallowed in most mainstream competitive cheerleading.

Virginia State University Woo Woos (Work It…):

Howard University Bison Cheerleaders:

Prince Edward County High School, SASSY (We Shake The Best):

It’s also interesting to note that Stomp n Shake cheerleading squads  appears to be more accepting of cheerleaders who don’t fit the relatively slender body build of mainstream cheerleaders.  Comment threads for YouTube videos of usually include comments that certain squad members are overweight and therefore should not be cheerleaders.   Usual responses to those comments are that a “thick”(big boned) body frame is common for many Black females, and, besides,  a cheerleader’s weight has nothing to do with her cheerleading skills.

Stomp n Shake is changing the way cheerleading is performed in the United States and elsewhere, often to the dismay of many cheerleading coaches, cheerleaders, and fans who very much prefer that cheerleading remain the way it is.  However, the influence of such movies as the Bring It On cheerleader series (five movies from 2000-2009) and the posting of videos on YouTube — along with the desire of cheerleading squads to be cutting edge and “hip”– have already influenced the performance styles of some more “traditional” cheerleading squads.  It will be interesting to see whether Stomp n Shake cheerleading will also increase the acceptance in mainstream cheerleading for cheerleaders whose physical builds  are different than those of the typical cheerleader in the past and the present.

Azizi Powell earned a B.A. in sociology from Upsala College, East Orange New Jersey.  She is a retired health & human services administrator, a mother and grandmother, and a free lance artist (African storyteller).  She curates two cultural websites Cocojams and Jambalayah.  For more information and videos on Stomp n Shake cheerleading, click here.

I traveled to Silsbee, Texas five times in the past six months, with conservative blogger Brandon Darby, to investigate why, despite the volume of evidence, a grand jury did not indict two football players accused of raping a high school cheerleader (who was later kicked off the squad for refusing to cheer for one of them).  The case is a troubling example of what many victims experience when they dare to report their rape and proceed with a prosecution.  In this post, I’d like to highlight the community reaction.

Hillaire was found half-clothed and crying under the pool table, saying she’d been raped.  She reported that Rakheem Bolton, a star high school football player, raped her while another football player, Christian Rountree, held her down. Three students outside the room heard her cries of “stop” and broke through the door, only to find that three of the four athletes in the room had fled out the window, breaking it in the process.

As Bolton ran off, Stacy Riley, the homeowner, heard him yell:

I didn’t rape no white girl.  I wouldn’t use anyone else’s dick to fuck her. I didn’t put my dick up inside her. I don’t know if she has AIDS. I don’t even know that girl.

Bolton would later admit to penetrating Hillaire.

This was not a he said/she said situation and you can read the evidence in more detail in the full report at my blog. Suffice to say: Witness statements from the police report confirm that Hillaire was raped. An inexperienced drinker, Hillaire was exceedingly intoxicated after drinking a beer and six shots and could not legally consent. Before her friends cut her off, Hillaire made out with a guy in the living room and was egged on to kiss a female friend by a group of ogling young men. Bolton and his friends arrived late to the party, and, seeing an intoxicated and flirtatious Hillaire, isolated her in the pool room.

Hillaire spent the early morning hours after the rape at the police station and at a nearby clinic.  Of the four guys in the room, Bolton and Rountree were charged with “child sexual assault” (because Hillaire was a minor and they were “of age”) which carries a prison term of two to twenty years.

Hillaire assumed this crime would be fairly prosecuted. Instead, she faced intense mistreatment from her peers, many residents of Silsbee, school officials, public officials prosecuting the case, and the local press.  When she returned to school she faced a chilly environment from her peers and school administrators. School officials urged her to take a low profile, and the cheer squad wanted Hillaire to skip homecoming because, according to a fellow cheerleader, “Someone from another city had called and threatened her. If she cheered at another game, they were going to shoot her.” Hillaire went anyway, and some students painted Bolton’s and Rountree’s jersey numbers on their faces to protest their removal from the football team. Students also chanted “free tree” (referring to Rountree) at the homecoming bonfire within earshot of Hillaire.

Many in Silsbee bought the “slut” defense – that Hillaire was to blame for what happened that night because she made out with several people at the party. Describing Hillaire’s sexual behavior at the party, Sarah [name changed], a fellow student and cheerleader, told me that she believe Hillaire was raped and that “a majority of the school felt this way.”  Hillaire was called a “slut” several times to her face.

An anonymous letter to Hillaire’s family laid bare the “slut” defense that so many in Silsbee seem to hold:

These boys are nice respectable boys and you can’t tell me that there were no other girls that wanted to be with them so they raped your daughter (please).  Just think how you have ruined these children [sic] lives and your daughter gets to carry on and be a cheerleader after drinkingherself and going against your family values… This makes your daughter [sic] reputation look very bad and if you think people will forget, remember we live in Silsbee. Someone will always remember!  (Don’t think she won’t be talked about).

A toddler approached Hillaire at a town parade shortly after the rape and called her a “bitch.”

Hillaire’s status as a popular cheerleader at the high school couldn’t compete with the popularity of high school sports that grants the best male players special privileges. The high school stadium seats 7,000—equal to the town’s population—and it’s full on game days. Celebrating high school sports is ingrained in Southeast Texas cultures, so it’s no wonder that many in Silsbee rallied behind Bolton and Rountree.  A common argument, articulated to me by one student, is that Bolton wouldn’t rape anyone because “he was popular. A lot of girls wanted to be with him.”

Bolton and Rountree did not receive the same chilly treatment as Hillaire. In a taped interview with The Silsbee Bee, Rountree’s mother thanked “all the members of the Silsbee community that have supported us; all the love and prayers that have been sent out. We’ve had a tremendous, just a tremendous outpouring of support and we just appreciate everyone and thank you for believing in these boys.”

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The local paper, The Silsbee Bee, favorably covered the accused, even publishing an article titled, “Sexual Assault Prosecutions Cost County Nearly $20,000.” It was hard to miss the implication that this was money ill spent.

Later the editor of the Silsbee Bee would resign.

In many ways Hillaire was the perfect victim.  She’s pretty, white, and underage; a cheerleader in a football-loving town. She went to the police and the health clinic immediately after her assault. In addition to the physical evidence that was collected, she brought into court the testimony of witnesses and a threat from her rapist.  Detective Dennis Hughes, the officer assigned to the case, told Hillaire’s father that, given his four decades of police experience, “This is a slam dunk case. There’s more evidence than we see in most sexual assault cases, and we’ve got lots of witnesses.”

Still, despite all of this, the community turned against her. It’s no wonder that rape victims are reluctant to report their assaults; how much evidence, and how much privilege, does one need to get justice?  Three months after the rape, a grand jury dismissed the case.  Later Bolton would plea guilty to assault, a misdemeanor.

——————

For more — including ways to help Hillaire and protest her treatment, as well as details about the role of the NAACP and highly suspicious ties between Bolton’s family, the police, and the district attorney – see the unabridged reporting on this story here.

Cross-posted at Montclair SocioBlog.

Is the SAT biased?  If so, against who is it biased?

It has long been part of the leftist creed that the SAT and other standardized tests are biased against the culturally disadvantaged – racial minorities, the poor, etc.  Those kids may be just as academically capable as more privileged kids, but the tests don’t show it.

But maybe SATs are biased against privileged kids.  That’s the implication in a blog post by Greg Mankiw.  Mankiw is not a liberal.  In the Bush-Cheney first term, he was the head of the Council of Economic Advisors.  He is also a Harvard professor and the author of a best-selling economics text book.  Back in May he had a blog post called “A Regression I’d Like to See.” If tests are biased in the way liberals say they are, says Mankiw, let’s regress GPA on SAT scores and family income.  The correlation with family income should be negative.

…a lower-income student should do better in college, holding reported SAT score constant, because he managed to get that SAT score without all those extra benefits.

In fact, the regression had been done, and Mankiw added this update:

Todd Stinebrickner, an economist at The University of Western Ontario, emails me this comment:

“Regardless, within the income groups we examine, students from higher income backgrounds have significantly higher grades throughout college conditional on college entrance exam . . . scores.” [Mankiw added the boldface]

What this means is that if you are a college admissions officer trying to identify the students who will do best in college, as measured by grades, you would give positive rather than negative weight on family income.

Not to give positive weight to income, therefore, is bias against those with higher incomes.

To see what Mankiw means, look at some made-up data on two groups.  To keep things civil, I’m just going to call them Group One and Group Two.  (You might imagine them as White and Black, Richer and Poorer, or whatever your preferred categories of injustice are.  I’m sticking with One and Two.)  Following Mankiw, we regress GPA on SAT scores.  That is, we use SAT scores as our predictor and we measure how well they predict students’ performance in college (their GPA).

In both groups, the higher the SAT, the higher the GPA.  As the regression line shows, the test is a good predictor of performance.  But you can also see that the Group One students are higher on both.  If we put the two groups together we get this.

Just as Mankiw says, if you’re a college admissions director and you want the students who do best, at any level of SAT score, you should give preference to Group One.  For example, look at all the students who scored 500 on the SAT (i.e., holding SAT constant at 500).  The Group One kids got better grades than did the Group Two kids.  So just using the SATs, without taking the Group factor (e..g., income ) into account, biases things against Group One.  The Group One students can complain: “the SAT underestimates our abilities, so the SAT is biased against us.”

Case closed?  Not yet.  I hesitate to go up against an academic superstar like Mankiw, and I don’t want to insult him (I’ll leave that to Paul Krugman).  But there are two ways to regress the data.  So there’s another regression, maybe one that Mankiw does not want to see.

What happens if we take the same data and regress SAT scores on GPA?  Now GPA is our predictor variable.  In effect, we’re using it as an indicator of how smart the student really is, the same way we used the SAT in the first graph.

Let’s hold GPA constant at 3.0.  The Group One students at that GPA have, on average, higher SAT scores.  So the Group Two students can legitimately say, “We’re just as smart as the Group One kids; we have the same GPA.  But the SAT gives the impression that we’re less smart.  So the SAT is biased against us.”

So where are we?

  • The test makers say that it’s a good test – it predicts who will do well in college.
  • The Group One students say the test is biased against them.
  • The Group Two students say the test is biased against them.

And they all are right.

————————

Huge hat tip to my brother, S.A. Livingston.  He told me of this idea (it dates back to a paper from the1970s by Nancy Cole) and provided the made-up data to illustrate it.  He also suggested these lines from Gilbert and Sullivan:

And you’ll allow, as I expect
That they are right to so object
And I am right, and you are right
And everything is quite correct.

In this 10-minute video, Cindy Gallop argues that young men are getting a false sex education from pornography. The average age that kids first view porn is 11-years-old and, by the time that boys are men, they have learned to imitate the kind of sex that they see in pornography. She argues that this effect — the way that porn is shaping our actual sexual behavior — is the greatest impact of technology on human behavior. Period.

Not opposed to porn, Gallop nevertheless believes that we need a counterpoint to porn so that we get a more diverse set of messages about sexuality (not dissimilar to the argument I make about hook up culture).

In service of her message, Gallop also has a TED Talk, a short book, and a website, Make Love Not Porn, with some great content.

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.