prejudice/discrimination

Not surprisingly, the new interactive chart Gendered Language in Teacher Reviews has been the subject of a lot of conversation among sociologists, especially those of us who study gender. For example, it reminded C.J. of an ongoing conversation she and a former Colorado College colleague repeatedly had about teaching evaluations. Comparing his evaluations to C.J.’s, he noted that students would criticize C.J. for the same teaching practices and behaviors that seemed to earn him praise: being tough, while caring about learning.

We’ve long known that student evaluations of teaching are biased. A recent experiment made headlines when Adam Driscoll and Andrea Hunt found that professors teaching online received dramatically different evaluation scores depending upon whether students thought the professor was a man or a woman; students rated male-identified instructors significantly higher than female identified instructors, regardless of the instructor’s actual gender.

Schmidt’s interactive chart provides a bit more information about exactly what students are saying when evaluating their professors in gendered ways. Thus far, most commentaries have focused on the fact that men are more likely to be seen as “geniuses,” “brilliant,” and “funny,” while women, as C.J. discovered, are more likely to be seen as “bossy,” “mean,” “pushy.”

These discrepancies are important, but in this post, we’ve used the tool to shed light on some forms of gendered workplace inequality that have received less attention: (1) comments concerning physical appearance, (2) comments related to messiness and organization, and (3) comments related to emotional (as opposed to intellectual) work performed by professors.

Physical Appearance

The results from Schmidt’s chart are not universally “bad” or “worse” for women. For instance, the results for students referring to professors as “hot” and “attractive” are actually mixed. Further, in some fields of study, women are more likely to receive “positive” appearance-based evaluations while, in other fields, men are more likely to receive these evaluations.

A closer examination, however, reveals an interesting pattern. Here is a list of the fields in which women are more likely to be referred to as “hot” or “attractive”: Criminal Justice, Engineering, Political Science, Business, Computer Science, Physics, Economics, and Accounting. And here is a list of fields in which men are more likely to receive these evaluations: Philosophy, English, Anthropology, Fine Arts, Languages, and Sociology.

Notice anything suspicious? Men are sexualized when they teach in fields culturally associated with “femininity” and women are sexualized when they teach in fields culturally associated with “masculinity.”

Part of this is certainly due to gender segregation in fields of study. There are simply more men in engineering and physics courses. Assuming most students are heterosexual, women teaching in these fields might be more likely to be objectified. Similarly, men teaching in female-dominated fields have a higher likelihood of being evaluated as “hot” because there are more women there to evaluate them. (For more on this, see Philip Cohen’s breakdown of gender segregation in college majors.)

Nonetheless, it is important to note that sexual objectification works differently when it’s aimed at men versus women. Women, but not men, are systematically sexualized in ways that work to symbolically undermine their authority. (This is why “mothers,” “mature,” “boss,” and “teacher” are among men’s top category searches on many online pornography sites.) And, women are more harshly criticized for failing to meet normative appearance expectations. Schmidt’s chart lends support to this interpretation as women professors are also almost universally more likely to be referred to as “ugly,” “hideous,” and “nasty.”

Level of (Dis)Organization

Christin and Kjerstin are beginning a new research project designed to evaluate whether students assess disorganized or “absent-minded” professors (e.g., messy offices, chalk on their clothing, disheveled appearances) differently depending on gender. Schmidt’s interactive chart foreshadows what they might find. Consider the following: women are more likely to be described as “unprepared,” “late,” and “scattered.” These are characteristics we teach little girls to avoid, while urging them to be prepared, organized, and neat. (Case in point: Karin Martin’s research on gender and bodies in preschool shows that boys’ bodies are less disciplined than girls’.)

In short, we hold men and women to different organizational and self-presentation standards. Consequently, women, but not men, are held accountable when they are perceived to be unprepared or messy. Emphasizing this greater scrutiny of women’s organization and professionalism is the finding that women are more likely than men to be described as either “professional” or “unprofessional,” and either “organized” or “disorganized.”

Emotional Labor

Finally, emotional (rather than intellectual) terms are used more often in women’s evaluations than men’s. Whether mean, kind, caring or rude, students are more likely to comment on these qualities when women are the ones doing the teaching. When women professors receive praise for being “caring,” “compassionate,” “nice,” and “understanding,” this is also a not-so-subtle way of telling them that they should exhibit these qualities. Thus, men may receive fewer comments related to this type of emotion work because students do not expect them to be doing it in the first place. But this emotional work isn’t just “more” work, it’s impossible work because of the competence/likeability tradeoff women face.

There are all sorts of things that are left out of this quick and dirty analysis (race, class, course topic, type of institution, etc.), but it does suggest we begin to question the ways teaching evaluations may systematically advantage some over others. Moreover, if certain groups—for instance, women and scholars of color (and female scholars of color)—are more likely to be in jobs at which teaching evaluations matter more for tenure and promotion, then unfair and biased evaluations may exacerbate inequality within the academy.

Cross-posted at Girl w/ Pen.

“No. We’re Italian. We don’t Irish dance,” said Kristi Corcione’s mother in 1973. The proscription wouldn’t last a generation. Today her daughter trains for the World Irish Dance Championships.

Irish dance has left Ireland and the ethnic communities in which it used to be quietly practiced.

Irish dancing schools have sprung up in Israel, Japan, Norway, Romania, Russia and many other countries not known for their Irish populations. Competitions… can now be found in Hong Kong, Prague and St. Petersburg, among other far-flung cities. More than 5,000 competitors from 20 countries are expected in April at this year’s World Championships in London.

At the New York Times, Siobhan Burke gives the credit to Riverdance, a phenom that “exporting [Irish dance] to an international audience of more than 24 million.”

The spread of Irish dance is a great example of the social construction and evolution of our invented concepts of race and ethnicity.

When it was whites who made up the majority of U.S. immigrants, it really mattered if you were Irish, Italian, or some other white ethnicity. The Irish, in particular, were denigrated and dehumanized. If one wasn’t Irish, it certainly wasn’t a group that most people would want to associate themselves with.

Over generations, though, and as new immigrant groups came in and were contrasted to Europeans, the distinctions between white ethnics began to fade. Eventually, ethnicity became optional for white people. They could claim an ethnicity, or several, of their choice; others would accept whatever they said without argument; or they could say they were just American.

Once the distinctions no longer mattered and the stigma of being Irish had faded, then Irish dance could be something anyone did and others would want to do. And, so, now anyone does. The three-time winner of the All-Ireland Dancing Championship in Dublin is a biracial, black, Jewish kid from Ohio.

Today, the big Irish dance production is “Heartbeat of Home,” a show that Burke describes as a “multicultural fusion” that delivers “plenty of solid Irish dance steps.” Irish dance is evolving, borrowing and melding with other cultural traditions — and it increasingly belongs to everyone — in the great drama of ethnic and racial invention and re-invention.

Thanks so much to @Mandahl, a proud grandmother of two world class Irish dancers, for suggesting I write about this!

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.

Girls do more chores than boys and are less likely to get an allowance in exchange for their work. When they do, they are paid less.

Research projects on children’s time use find that boys do 43 to 46 minutes of housework for every hour that girls do. When asked to list the chores they do, girls list 42 percent more chores than boys. Girls are as likely as boys to participate in outside chores and more likely to clean their own rooms, help prepare meals, and care for sibling and pets; the only thing boys report doing more often than girls is basic housecleaning.

Another study by the children’s magazine Highlights confirmed the finding: 73 percent of their girl readers reported being assigned routine chores, compared to 65 percent of their boy readers. Girls spend more time on chores than they do playing; the opposite is true for boys.

Not only are girls more likely to be asked to help out around the house, they are less likely to get paid. The Michigan study found that boys are 15 percent more likely than girls to get an allowance for the chores they do. And when they do get paid, they get a lower wage than their brothers. Male babysitters get paid $0.50 more an hour than females. Girls do 35 percent more work than boys, but bring home only $0.73 cents on boys’ dollar.

The gender pay gap starts early.

Cross-posted at Pacific Standard and Business Insider.

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 encourage everyone to go read this very smart and very sad essay from Alex Andreuo at The Guardian. It’s a condemnation of defensive architecture, a euphemism for strategies that make the urban landscape inhospitable to the homeless.

They include benches with dividers that make it impossible to lie down, spikes and protrusions on window ledges and in front of store windows, forests of pointed cement structures under bridges and freeways, emissions of high pitched sounds, and sprinklers that intermittently go off on sidewalks to prevent camping overnight. There is also perpetually sticky anti-climb paint and corner urination guards, plus “viewing gardens” that take up space that might be attractive to homeless people. Here are some examples from a collection at Dismal Garden.

Andreuo writes of the psychological effect of these structures. They tell homeless people quite clearly that they are not wanted and that others not only don’t care, but are actively antagonistic to their comfort and well being. He says:

Defensive architecture is revealing on a number of levels, because it is not the product of accident or thoughtlessness, but a thought process. It is a sort of unkindness that is considered, designed, approved, funded and made real with the explicit motive to exclude and harass. It reveals how corporate hygiene has overridden human considerations…

If the corporations have turned to aggressive tactics, governments seem to simply be in denial. They offer few resources to homeless people and the ones they do offer are insufficient to serve everyone. Andreuo continues:

We curse the destitute for urinating in public spaces with no thought about how far the nearest free public toilet might be. We blame them for their poor hygiene without questioning the lack of public facilities for washing… Free shelters, unless one belongs to a particularly vulnerable group, are actually extremely rare.

He then connects the dots. “Fundamental misunderstanding of destitution,” he argues, “is designed to exonerate the rest from responsibility and insulate them from perceiving risk.” If homeless people are just failing to do right by themselves or take the help available to them, then only they are to blame for their situation. And, if only they are to blame, we don’t have to worry that, given just the right turn of events, it could happen to us.

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.

Studies show that people will often act in ways consistent with how they are treated. Therefore, treating someone according to a stereotype will likely produce behavior that confirms the stereotype. This is called a self-fulfilling stereotype.

Consider Rick Genest:

In a Bizarre interview, illustrated by photographer Neville Elder, he was asked why he spent $4,000 on tattoos that made him look like death. He replied:

I hated pretty much everything and everybody. I just wanted to pass out in the gutter and swear at cars as they went by, shit like that. I wasn’t a happy person at all. That’s why I got the skull tattooed on my face in the first place, I suppose—I wanted to fucking kill everybody.

But that’s not how it worked out. His tattoos didn’t freak everyone out and ruin their day; people loved them. They flocked to him. They complimented him and took pictures with him. And Genest began to feel… good.

…since having them done I’ve become a much happier and nicer person… I started getting all this positive feedback – people would come up to me and say how cool they thought it looked. I started getting invited to parties and bars all the time. Strangers ask to have pictures taken with me.

He continues:

I’ve been having so much fun with it that life has definitely changed for the better. I honestly wouldn’t change a thing… not that I have much choice in the matter.

So basically his tattoos were a big fuck you to the world. He “hated pretty much everything and everybody.” But they inspired others to start treating him positively and, in response, he became a positive person.

Sometime after this article was published, Genest was “discovered” and since then he’s done quite a bit of modeling and acting. His life is certainly different now, but the happiness his tattoos brought him didn’t come from the fame and fortune, it came before all that, just from people being friendly. An awesome example of the self-fulfilling stereotype.

NOTE: This post appeared in 2009 and was fleshed out for a two-page essay for Contexts magazine.

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.

At Everyday Sociology, sociologist Karen Sternheimer made a nice observation about the problem of teen drinking. It’s not our biggest alcohol problem.

According to the CDC, the age group most likely to die from binge drinking is people 35-64 years old. In fact, three out of every four alcohol poisoning deaths are in this age group — 4.5 out of a total of 6 a day — and 76% of them are men, especially ones who earn over $70,000 a year.

So why all the PSAs aimed at teens?

Sternheimer argues that the focus on teens has to do with who what groups are identified as problematic populations. In the 1800s and early 1900s, she points out, laws were passed in several states making it illegal for African Americans and Native Americans to drink alcohol. Immigrants were also targeted.

Young people weren’t targeted until the student rebellions of the 1960s and ’70s. Like the “protest psychosis” attributed to black Civil Rights activists, the anti-establishment activism of young people was partly blamed on drug and alcohol use.

Today, she observes, the National Institute of Alcohol Abuse and Alcoholism focuses its attention on young people, minorities, women, and people with HIV.

It’s about power. She writes:

White, middle-class men over thirty typically have more social power than the groups commonly targeted as problems. They also vote, and no sane politician is going to campaign warning of the danger some of these men cause and how we can control them.

Not to mention, she says, how the alcohol industry would feel about the government telling their richest customers to curb their drinking. They much prefer that PSAs focus on young people. “This industry can well afford the much-touted ‘We Card’ programs,” says Sternheimer, “because teens usually don’t have the money for the expensive stuff that their parents can buy.”

The industry’s marketing to wealthy, white men, then, goes unchecked.

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.

“First, let me say that I’m tired of all of this talk about ‘snubs,'” said an anonymous member of the Academy of Motion Picture Arts and Sciences. And continued:

And as far as the accusations about the Academy being racist? Yes, most members are white males, but they are not the cast of Deliverance — they had to get into the Academy to begin with, so they’re not cretinous, snaggletoothed hillbillies.

In the video below, Jay Smooth takes on the idea that only “hillbillies” are racist and asks about the idea of the “good person” and what it actually takes to be one.

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 United States imprisons more people than any other country. This is true whether you measure by percentage of the population or by sheer, raw numbers. If the phrase mass incarceration applies anywhere, it applies in the good ol’ U. S. of A.

It wasn’t always this way. Rates of incarceration began rising as a result of President Reagan’s “war on drugs” in the ’80s (marijuana, for example), whereby the number of people imprisoned for non-violent crimes began climbing at an alarming rate. Today, about one-in-31 adults are in prison. his is a human rights crisis for the people that are incarcerated, but its impact also echoes through the job sector, communities, families, and the hearts of children. One-in-28 school-age children — 2.7 million — have a parent in prison.

In a new book, Children of the Prison Boom, sociologists Christopher Wildeman and Sara Wakefield describe the impact of parental imprisonment on children: an increase in poverty, homelessness, depression, anxiety, learning disorders, behavioral problems, and interpersonal aggression. Some argue that taking parents who have committed a crime out of the family might be good for children, but the data is in. It’s not.

Parental incarceration is now included in research on Adverse Childhood Experiences and it’s particular contours include shame and stigma alongside the trauma. It has become such a large problem that Sesame Street is incorporating in their Little Children, Big Challenges series and has a webpage devoted to the issue. Try not to cry as a cast member sings “you’re not alone” and children talk about what it feels like to have a parent in prison:

Wildeman and Wakefield, alongside another sociologist who researches the issue, Kristin Turney, are interviewed for a story about the problem at The Nation. They argue that even if we start to remedy mass incarceration — something we’re not doing — we will still have to deal with the consequences. They are, Wildeman and Wakefield say, “a lost generation now coming of age.”

The subtitle of their book, Mass Incarceration and the Future of Inequality, points to how that lost generation might exacerbate the already deep race and class differences in America. At The Nation, Katy Reckdahl writes:

One in four black children born in 1990 saw their father head off to prison before they turned 14… For white children of the same age, the risk is one in thirty. For black children whose fathers didn’t finish high school, the odds are even greater: more than 50 percent have dads who were locked up by the time they turned 14…

Even well-educated black families are disproportionately affected by the incarceration boom. Wakefield and Wildeman found that black children with college-educated fathers are twice as likely to see them incarcerated as the children of white high-school dropouts.

After the Emancipation Proclamation, Jim Crow hung like a weight around the shoulders of the parents of black and brown children. After Jim Crow, the GI Bill and residential redlining strangled their chances to build wealth that they could pass down. The mass incarceration boom is just another in a long history of state policies that target black and brown people — and their children — severely inhibiting their life chances.

Hat tip Citings and Sightings. 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.