education

Despite popular notions that the U.S. is now “post-racial,” numerous recent events (such as the Rachel Dolezal kerfuffle and the Emmanuel AME Church shooting) have clearly showcased how race and racism continue to play a central role in the functioning of contemporary American society. But why is it that public rhetoric is at such odds with social reality?

A qualitative study by sociologists Natasha Warikoo and Janine de Novais provides insights. By conducting interviews with 47 white students at two elite universities, they explore the “lenses through which individuals understand the role of race in society.” Described as race frames, Warikoo and de Novais articulate two ways in which their respondents rely on particular cultural frames in making sense of race and race relations.

• The color-blind frame: the U.S. is now a “post-racial” society where race has little social meaning or consequence.
• The diversity frame: race is a “positive cultural identity” and the incorporation of a multitude of perspectives (also referred to as multiculturalism) is beneficial to all those involved.

Integral to Warikoo and de Novais’ study is the finding that about half of their student respondents simultaneously house both the color-blind and diversity frames. Of 24 students who held a color-blind frame, 23 also promoted a diversity frame. Warikoo and de Novais explain this discursive discordance as a product of the environments in which respondents reside: a pre-college environment where race is typically de-emphasized and a college environment that amplifies the importance of diversity and multiculturalism.

Importantly, Warikoo and de Novais argue that the salience of these two co-occurring race frames is significant not only because of their seeming contradictions, but because they share conceptions of race that largely ignore a structural frame: the idea that social structures are an important source of racism and racial inequality in the U.S. Ultimately, Warikoo and de Novais’ findings illustrate the general ambivalence that their white respondents share about race and race-based issues — undoubtedly reflective of the discrepancies concerning race in broader society.

Cross-posted at Discoveries.

Stephen Suh is a PhD candidate in Sociology at the University of Minnesota and a graduate board member at The Society Pages. His dissertation research examines the growing global trend of ethnic return migration through the perspectives of Korean Americans.

There is new research from the National Center for Education Statistics (NCES), written up by Susan Dynarsky at the New York Times Upshot. The striking finding is that poor children in the top quartile on high school math scores have a 41% chance of finishing a BA degree by their late twenties — the same chance as children from the second-lowest quartile in math scores who are high-socioeconomic status (SES). Poor children from the third-highest quartile in high school math have graduation about equal to the worst-scoring children form the richest group. Here’s the figure:

The headline on the figure is misleading, actually, since SES is not measured by wealth, but by a combination of parental education, occupation, and income. (Low here means the bottom quartile of SES, Middle is the 25th to 75th percentile, and High is 75th and up.)

One possible mechanism for the disparity in college completion rates is education expectations. Dynarsky mentions expectations measured in the sophomore year of high school, which was 2002 for this cohort. What she doesn’t mention is how much those expectations changed by senior year. Going to the NCES source for that data (here) I found this chart, which I annotated in red:

Between sophomore and senior year, the percentage expecting to finish a BA degree or more decreased and the percentage expecting to go to two-year college increased, across SES levels. But the change was much greater for lower SES students. So the gap in expecting to go to two-year college between high- and low-SES students grew from 6 to 17 percentage points; that is, from 9% versus 3% in the sophomore year to 22% versus 6% in the senior year.

That’s a big crushing of expectations that happened in the formative years at the end of high school.

Cross-posted at Family Inequality.

Philip N. Cohen is a professor of sociology at the University of Maryland, College Park. He writes the blog Family Inequality and is the author of The Family: Diversity, Inequality, and Social Change. You can follow him on Twitter or Facebook.

For every man that earns a college degree, nearly two women will. Women have been outperforming men in college since they started attending in the 1920s, but thanks to widening opportunities, an economy that draws women in the workforce, and simple female ambition, women now outnumber men, too.

New research suggests, however, that the opposite is true for sexual minority men and women. Education researcher Leigh Fine asked whether the college graduation rates of gay, lesbian, and bisexual men and women reflected what we see in general. His respondents were 30 years old, on average — that is, old enough to have passed the age where most Americans complete their education — and they self-identified as non-heterosexual.

He found that the pattern we see in which women are more likely to earn a bachelor’s degree is reversed among sexual minorities. Gay and bisexual men are more likely to report graduating than lesbian and bisexual women. In fact, they’re more likely to report graduating than heterosexual men and women as well.

In contrast, sexual minority women were the least likely of all four groups to report graduating.

Running some fancy numbers — it was pretty tricky because of the low numbers of sexual minority respondents — Fine concludes that what we are seeing is a pattern among sexual minority women that is statistically similar to heterosexual men and a pattern among sexual minority men that is statistically similar to heterosexual women.

This is another great example of the importance of doing intersectional research. Sociologists use the term intersectionality to draw attention to the way that our identities — our race, gender, class, sexual orientation, immigration status, etc — never influence our lives in isolation from one another. They’re in cahoots. So, being female is one thing, but being a woman who sleeps with women is an entirely different thing, and being such a woman who lives in the country, carries a disability, or is a transnational migrant is entirely another. We’ve got a pretty interesting set of over 300 related posts at our intersectionality tag. Enjoy!

H/t to Education and Society. Cross-posted at Gender and Society.

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.

I am excited to see that sociologist Linda Blum has come out with a new book, Raising Generation Rx: Mothering Kids with Invisible Disabilities in an Age of Inequality. Here’s a post from the archive highlighting some of her important and powerful findings.

In an article titled Mother-Blame in the Prozac Nation, sociologist Linda Blum describes the lives of women with disabled children. While mothers are held to an essentially impossibly high standard of motherhood in the contemporary U.S. and elsewhere, mothers of disabled children find themselves even more overwhelmed.

The daily care of their child is often more intensive but, in addition to that added responsibility, mothers were actively involved in getting their children needed services and resources. The need for mothers to be proactive about this was exacerbated by the fact that they had to negotiate different social institutions, each with an interest in claiming certain service spheres, but also limited budgets. “While each system claims authoritative expertise,” Blum writes, “either system can reject responsibility, paradoxically, when costs are at issue.”  Because they often had to argue with service providers and find ways to beat a system that often tried to keep them at bay, they had to become experts in their child’s disability, of course, but also public policy, learning styles, the medical system, psychology/psychiatry, pharmaceutics, manipulation of jargon and law, and more.

Mothers often felt that they were their child’s only advocate, with his or her health and future dependent on making just one more phone call, getting one more meeting with an expert, or trying one more school. Accordingly, they were simultaneously exhausted and filled with guilt.  I wondered, when I came across this Post Secret confession, if this mother was experiencing some of the same things:

 Originally posted in 2012.

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.

Every year the National Priorities Project helps Americans understand how the money they paid in federal taxes was spent. Here’s the data for 2014:

Since the 1940s, individual Americans have paid 40-50% of the federal government’s bills through taxes on income and investment. Another chunk (about 1/3rd today) is paid in the form of payroll taxes for things like social security and medicare. This year, corporate taxes made up only about 11% of the federal government’s revenue; this is way down from a historic high of almost 40% in 1943.

Visit the National Priorities Project here and find out where state tax dollars went, how each state benefits from federal tax dollars, and who gets the biggest tax breaks. Or fiddle around with how you would organize American priorities.

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.

While the ’50s is famous for its family-friendly attitude, the number of hours that parents spend engaged in childcare as a primary activity has been rising ever since:

The driving force behind all this focused time is the idea that it’s good for kids. That’s why parents often feel guilty if they can’t find the time or even go so far as to quit their full-time jobs to make more time.

This assumption, however, isn’t bearing out in the science, at least not for mothers’ time. Sociologist Melissa Milkie and two colleagues just published the first longitudinal study of mothers’ time investment and child well-being. They found that the amount of time mothers spent with their children had no significant impact on their children’s academic achievement, incidence of behavioral problems, or emotional health.

Quoted at the Washington Post, Milkie puts it plainly:

I could literally show you 20 charts, and 19 of them would show no relationship between the amount of parents’ time and children’s outcomes… Nada. Zippo.

Benefits for adolescents, they argued, were more nuanced, but still minimal.

These findings suggest that the middle-class intensive mothering trend may be missing its mark. As Brigid Shulte comments at the Washington Post, it’s really the quality, not the quantity that counts. In fact, Milkie and colleagues did find that “family time” — time with both parents while engaged in family activities — was related to some positive outcomes.

The findings also offer evidence that women can work full-time, even the long hours demanded in countries like the U.S., and still be good mothers. Shulte points out that the American Academy of Pediatrics actually encourages parent-free, unstructured time. Moms just don’t need to always be there after all, freeing them up to be people, workers, partners, and whatever else they want to be, too.

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 White House has made preventing sexual assaults on college campuses a priority, The Hunting Ground documents extensive institutional denial and malfeasance, the Department of Justice finds that one in five college women are assaulted, research shows that 1 in 25 college men is a serial rapist, and students at almost 100 campuses have filed federal complaints against their schools.

Yet, according to a study of 647 college presidents, only a third (32%) believe that sexual assault is prevalent on college campuses in general and only a tiny minority (6%) think it’s prevalent on their own campus.

This is stunning. Never before in history has the problem of sexual assault on campus been better documented. The media has never covered the issue so thoroughly, frequently, and sympathetically. We are in a moment of national reflection. Under these circumstances, a quarter of college presidents claim that sexual assault isn’t prevalent anywhere and 78% deny that it’s prevalent on their own campus.

These were confidential surveys, so impression management can’t explain these numbers. Those 94% of college presidents who don’t think that sexual crimes are prevalent at their schools either think the numbers are wrong, think their own institutions are exceptions, or think that one in five isn’t fairly described as “prevalent.” Or maybe some combination of the above.

No wonder faculty are frustrated and students around the country have felt forced to turn to the federal government for help. It’s clear. College presidents are either recklessly ignorant or willfully in denial — that, or they simply don’t believe women or don’t care about them.

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.

The D.C. Council’s Committee on Health released a report after surveying high school students about sex education. One of their questions was about the source of sexual health information. The pie chart below shows that students name, in order, their parents or guardians, health workers, teachers, friends, and boyfriends or girlfriends as the most common sources of information.

I asked a similar question in a study I did with college students (full text). The students in my sample rated their friends, secondary school teachers, books, their sexual partners, and the media as their most important sources. Men also included pornography. Very few students counted parents among their most valued sources. (Significance indicators are for sex difference.)

My co-authors and I were interested in how those sources correlated with actual knowledge, specifically knowledge about the clitoris. And so we gave them a “cliteracy test,” we had them answer a set of true/false questions about the clitoris and find it on a diagram of the vulva.

We then compared their scores on the test to their reported sources of knowledge. The table below is a regression showing which sources of knowledge were most predictive of a high score. The findings were interesting: only two sources predicted significantly higher scores on the test: media (for men and women) and self-exploration (for women).

So, only one of the most frequently used sources of information, media, actually translated into real knowledge. And, ironically, the best source of information for women, their own bodies, was among the least often cited source of information for women, beating out only pornography and parents.

In other words, the best source of information about the clitoris is probably the… clitoris, but female college students would rather read books to learn about it.

This puts the D.C. study into some perspective.  The high school students in that study reported that their parents or guardians, health workers, teachers, friends, and boyfriends or girlfriends were sources of sexual information, but that doesn’t mean that they are good sources. It could be that they’re giving them misinformation or good information only about certain things.

Originally posted in 2009. You can see a summary of our findings on the correlation (or lack thereof) between knowledge about the clitoris and orgasm for women here.

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.