social psychology

In survey questions, the result you get might depend on the choices you offer.

An article at The Atlantic explains “Why Americans All Believe They’re Middle Class.”  But is that what we all believe?  The author, Anat Shenker-Osorio, started with from these figure from a September 2012 Pew report.

Only 8-9% of Americans put themselves in the lower or upper class.  The other 91% say that they are “middle class,” some with a modifier (upper or lower), some without.  Shenker-Osorio continues:

Researching how people’s unconscious assumptions affect their perception of economic issues, I explored the linguistic dynamics behind the term “middle class,” especially in comparison to other economic groupings.

That would be fine, except that both she and Pew made one huge omission.  The Pew survey didn’t include “working class” as an option.  Out of sight, out of unconscious assumptions.

Language and Surveys

How big an omission is this?  Since 1972, the GSS has asked a similar question to tap “subjective social class” (i.e., what class people think they are regardless of their objective circumstances).  But the GSS includes “working” along with the upper, middle, and lower.

Like the Pew survey, the GSS finds less than 10% putting themselves in the upper or lower class.  But for the past forty years, the remaining nine-tenths of the population have been evenly split between “working” and “middle.”

Shenker-Osorio’s linguistic analysis runs into other data conflicts.  It’s not always easy to know what Americans mean by upper, lower, or middle class because:

Americans are relatively skittish about mentioning class. Contrasting databases of text from U.S. and UK sources, we find that Brits use “upper class” and “lower class” more readily; we prefer “wealthy” and “poor.”

But another database, the books in Google nGrams, shows something much different.

Contrasting Data

I constructed a ratio of American to British for the terms “upper class” and “lower class.”  A ratio of more than 100% means that the term appeared more frequently in American books.

Ratio for “upper class”:

Ratio for “lower class”:

In general, since 1900, US and UK books used these terms at about the same frequency.  But from 1955-1965, the US heard a crescendo in class talk.  By 1965, US books mentioned the “lower class” four times as often as did UK books.  Since then class talk in the US declined as rapidly as it had increased. (For some reason, Shenker-Osorio was unaware of my earlier post on these matters.)

The real US-UK difference is in “working class,” a term that Shenker-Osorio ignores. Since 1935, it has appeared less frequently in US books.  For the last 30 years, British books have mentioned the working class twice as often.

Ratio for “working class”:

It may be that the databases Shenker-Osorio used are better than nGrams, and it’s frustrating to find different sources of data pointing in different directions.  More important, we still don’t know what people mean when they say they are middle class.  Shenker-Osorio sees it as a category of exclusion.  The images we have of upper and lower are so extreme as to apply to almost nobody.

Not finding popular depictions of wealth and poverty similar to our own lived experiences, we determine we must be whatever’s left over.

True perhaps, but it tells only what people think middle class is not. I’m not familiar with the research on subjective social class, but it seems that we still don’t know what people think “middle class” actually is.  Nor do we know what they have in mind when they say they are working class.  I have my own hunches, but I will leave them for a later post.

Cross-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.

Trayvon Martin was a black teenage boy. He was walking home from the convenience store when he caught the attention and ire of George Zimmerman. Perceived as a “punk” and a threat, Martin was accosted by the older man, and a physical altercation ensued. Trayvon Martin died when he was shot through the heart at close range. Though Florida’s expansive “Stand Your Ground” laws were invoked in media conversations, that defense never even entered into the trial. Zimmerman was acquitted when a jury decided he’d killed Martin in self-defense. Zimmerman has since said Martin’s death was “God’s plan.”

Some Americans believe that race was not central to this killing or to the case that followed—they have believed it from February 2012 right up until today. But ask yourself: How many times you have been stopped and harassed because you looked threatening or suspicious wearing a hooded sweatshirt? For me, an Asian American female, that number is zero.

Yes, my gender alone distinguishes me from Trayvon Martin, but my partner Mike is a white male, and he, too, can only say “Zero.” We have never been stopped nor questioned, no matter how many times we’ve pulled on our hooded sweatshirts for warmth (and, in my case, to hide sea-tangled hair) after early morning surfing.

Stopping for breakfast or to run errands, Mike and I may not look polished in our hoodies, but we’ve also never had to worry that our appearance would cause suspicion. That’s privilege. It’s such a privilege, this presumed innocence of ours, that the morning after Zimmerman was acquitted, we went ignored even while acting suspiciously. Hoodies up, we casually stopped to look at a condo for rent in an affluent beach community in southern California. We knew from the online ad that the condo was vacant, so we parked outside, walked up the stairs to the unit, and peered into its windows. We sauntered around the grounds and walked into the unlocked community laundry room and garage. Several neighbors saw us, and they smiled.

I couldn’t help but think that the scenario would have been very different if Mike and I were black. Mike and I don’t have to wear our class in order to obviate being treated like threats or criminals; we can wear hoodies and board shorts without worrying that others will be suspicious, fearful, or make assumptions about our class status. Just being “not black” affords us this benefit of the doubt. It is a privilege because it is not something we have earned, but it is gifted to us every day regardless. I have always known about my privilege intellectually, but I felt it keenly last Saturday.

That some are afforded this privilege while others are systematically denied should make us all more empathetic. People perceive and experience the same event differently, depending on visible status markers such as race, gender, age, and class. Such status markers are more than just categories, they form a “system of social practices” that organize social relations. Status markers presume difference, and so people will react to and engage with Mike or with me differently than they would with someone like Trayvon Martin, even when we’re dressed the same.

We would like to believe that we don’t make assumptions based on race or gender, but evidence proves otherwise, as this social experiment of three individuals (a white male, a black male, and white female) trying to steal a bike clearly reveals:

As the sociologist Robert K. Merton insightfully observed nearly three-quarters of a century ago, “The very same behavior undergoes a complete change in evaluation in its transition from the in-group to the out-group.” As the video above indicates, the behavior of a black male (an out-group member) is regarded entirely differently than the same behavior of a white male and white female (in-group members).

The in-group/out-group divide goes further, with grave consequences in our criminal justice system. For example, Jennifer Eberhardt’s research has shown that race affects the severity of sentences that juvenile offenders receive, even for the same crime. Just the idea of a black juvenile offender leads people to imagine juveniles more like adults. Even liberal white Americans who claim low levels of prejudice project more blame onto black boys and sentence them more harshly. As Eberhardt has shown, “race has the power to dampen our desire to be merciful.”

I don’t have children, but if I did, I don’t know how I would explain Trayvon Martin’s death or the acquittal of his killer. But even just imagining being a parent to a black son makes me feel immense empathy for the parents of young black men. Can just that simple exercise make others more aware of race and class privilege, more aware of the power they have to recognize and even challenge that privilege and its consequences? As Henry David Thoreau asked, “Could a greater miracle take place than for us to look through each other’s eyes for an instant?”

References:

Jennifer Eberhardt and Aneeta Rattan, “The Race Factor,” New York Times, June 12, 2012.

Robert K. Merton. 1968 [1948]. “Self-fulfilling Prophecy,” in Robert K. Merton, Social Theory and Social Structure, 2^nd edition. New York: Free Press.

Cecilia L. Ridgeway. 2011. Framed by Gender. New York: Oxford University Press.

Cross-posted at The Society Pages.

Jennifer Lee is a sociologist at the University of California, Irvine. Her book, The Diversity Paradox, examines patterns of intermarriage and multiracial identification among Asians, Latinos, and African Americans.

In conversation, I keep accidentally referring to Zimmerman’s defense lawyers as “the prosecution.” Not surprising, because the defense of George Zimmerman was only a defense in the technical sense of the law. Substantively, it was a prosecution of Trayvon Martin. And in making the case that Martin was guilty in his own murder, Zimmerman’s lawyers had the burden of proof on their side, as the state had to prove beyond a reasonable doubt that Martin wasn’t a violent criminal.

This raises the question, who’s afraid of young black men? Zimmerman’s lawyers took the not-too-risky approach of assuming that white women are (the jury was six women, described by the New York Times as five white and one Latina).

“This is the person who … attacked George Zimmerman,” defense attorney Mark O’Mara said in his closing argument, holding up two pictures of Trayvon Martin, one of which showed him shirtless and looking down at the camera with a deadpan expression. He held that shirtless one up right in front of the jury for almost three minutes. “Nice kid, actually,” he said, with feigned sincerity.

Going into the trial, according to one analysis, the female jurors were supposed to have more negative views about Zimmerman’s vigilante behavior, and be more sympathetic over the loss of the child Trayvon. As a former prosecutor put it:

With the jury being all women, the defense may have a difficult time having the jurors truly understand their defense, that George Zimmerman was truly in fear for his life. Women are gentler than men by nature and don’t have the instinct to confront trouble head-on.

But was the jury’s race, or their gender, the issue? O’Mara’s approach suggests he thought it was the intersection of the two: White women could be convinced that a young black man was dangerous.

Race and Gender

Racial biases are well documented. With regard to crime, for example, one recent controlled experiment using a video game simulation found that white college students were most likely to accidentally fire at an unarmed suspect who was a black male — and most likely to mistakenly hold fire against armed white females. More abstractly, people generally overestimate the risk of criminal victimization they face, but whites are more likely to do so when they live in areas with more black residents.

The difference in racial attitudes between white men and women are limited. One analysis by prominent experts in racial attitudes concluded that “gender differences in racial attitudes are small, inconsistent, and limited mostly to attitudes on racial policy.” However, some researchers have found white men more prone than women to accept racist stereotypes about blacks, and the General Social Survey in 2002 found that white women were much more likely than men to describe their feelings toward African Americans positively. (In 2012, a minority of both white men and white women voted for Obama, although white men were more overwhelmingly in the Romney camp.)

What about juries? The evidence for racial bias over many studies is quite strong. For example, one 2012 study found that in two Florida counties having an all-white jury pool – that is, the people from which the jury will be chosen – increased the chance that a black defendant would be convicted. Since the jury pool is randomly selected from eligible citizens, unaltered by lawyers’ selections or disqualifications, the study has a clean test of the race effect. But I can’t find any on the combined influence of race and gender.

The classical way of framing the question is whether white women’s group identity as whites is strong enough to overcome their gender-socialized overall “niceness” when it comes to attitudes toward minority groups. But Zimmerman’s lawyers appeared to be invoking a very specific American story: white women’s fear of black male aggression. Of course the “victim” in their story was Zimmerman, but as he lingered over the shirtless photo, O’Mara was tempting the women on the jury to put themselves in Zimmerman’s fearful shoes.

Group Threat

But do white women really feel threatened by black men? That’s an old, blood-stained debate. In the 20th century there were 455 American men (legally) executed for rape, and 89 percent of them were black — most were accused of raping white women. That was just the legal tip of Jim Crow’s lynching iceberg, partly driven by white men asserting ownership over white women in the name of protection. But the image of course lives on.

In the specific realm of U.S. racial psychology, one of the less optimistic, but most reliable, findings is that whites who live in places with larger black populations on average express more racism (here’s a recent confirmation). Most analysts attribute that to some sense of group threat – economic, political, or violent – experienced by the dominant majority.

Because people inflate things they are afraid of, you can get a ballpark idea of how threatened white people feel by asking them how big they think the black population is. And since they don’t realize their racial attitudes are being measured, they aren’t as likely to shade their answers to appear reasonable.

The 2000 General Social Survey asked about 1,000 white adults to estimate the size of the black population. Both groups were way off, of course: 95 percent of white women and 85 percent of white men overestimated. But the skew was stronger for women than men: 69 percent of women and 49 percent of men guessed that blacks are more than 20 percent of the population (the correct answer at the time was 12 percent).

Here are those results, showing the cumulative percentage of white men and women who thought the black population was at or below each level:

Maybe white women’s greater overestimation of the black population is not an indicator of perceived threat. In the same survey white women were no more likely than white men to describe blacks as “prone to violence” (then again, there’s social pressure to say “no”).  Anyway, whether women feel more threatened than men do isn’t the issue, since the jury was all women. The question is whether the perceived threat was salient enough that the defense could manipulate it.

I don’t know what was in the hearts and minds of the jurors in this case, of course. Being on a jury is not like filling out a survey or playing a video game. But however much we elevate the rational elements in the system, emotion also plays a role. Whether they were right or not, Zimmerman’s lawyers clearly thought there was a vein of fear of black men inside the jurors’ psyches, waiting to be mined.

Originally posted at The Atlantic and Family Inequality.

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

In 2002, a study by Joshua Correll and colleagues, called The Police Officer’s Dilemma, was published. In the study, researchers reported that they presented photos of black and white men holding either a gun or a non-threatening object (like a wallet) in a video game style setting.  Participants were asked to make a rapid decision to “shoot” or “don’t shoot” each of the men based on whether the target was armed.

They found that people hesitated longer to shoot an armed white target (and they were more likely to accidentally not shoot). Participants were quicker and more accurate with black armed targets but there were more “false alarms” (shooting them when they were unarmed). These effects were present even though participants did not hold any explicit discriminatory views and wanted to treat all targets fairly.

The effect we see here is a subconscious but measurable preference to give white men the benefit of the doubt in these ambiguous situations. Decision times can vary by a fraction of a second, but that fraction can mean life or death for the person on the other end of the gun.

A terrible reminder of this bias was brought back into the headlines on March 2nd when a black student in Gainesville Florida was shot in the face with a rifle by a police officer. The conditions surrounding the shooting are murky, as the police are extremely hesitant to release details.

It appears that Kofi Adu-Brempong, an international graduate student and teacher’s assistant, was in a stress-induced panic and was worried about his student visa. On the day of the incident, his neighbors heard yelling in his apartment and called the police. It has been suggested that he may have suffered from some mental health problems that related to his panics (although this is not known for sure) and that he had resisted police in the past.

Even so, when the police arrived they broke down his door, citing that they did not know if there was someone else in danger inside the apartment. Adu refused to cooperate and the situation escalated to the point where police tried to subdue him with a tazer and a bean-bag gun. Then a policeman shot him. Adu is now in the hospital in critical condition and has sustained serious damages to his tongue and lower jaw. The police claimed that Adu was wielding a lead pipe and a knife and started violently threatening them with the weapons.

In fact, there was no lead pipe and there was no knife in his hand. When the police approached Adu after he had been shot, the pipe showed itself to be a cane- a cane that Adu constantly used due to a case of childhood polio. And the knife they saw in his hand was actually sitting on the kitchen counter.

Instances like these are tragic reminders of the mistakes that can be made in split second decisions and how race can play into those decisions.

This post originally appeared in 2010. Re-posted in solidarity with the African American community; regardless of the truth of the Martin/Zimmerman confrontation, it’s hard not to interpret the finding of not-guilty as anything but a continuance of the criminal justice system’s failure to ensure justice for young Black men.

Lauren McGuire is an assistant to a disability activist.  She’s just launched her own blog, The Fatal Foxtrot, that is focused on the awkward passage into adulthood.  

As part of an ongoing series about inequality in the U.S., tonight PBS will air a segment on the psychology of wealth: that is, how the experience of being (or feeling) well-off impacts our attitudes and behaviors.

As this video clip explains, having wealth appears to affect us in a number of ways. Having more tends to make individuals feel entitled to even more; research shows they feel less generous and more entitled to take resources (such as candy they have been told is for children coming in later), more willing to cheat, and more accepting of unethical behavior. Privileged individuals — even those whose privilege is just having Monopoly rules rigged to ensure they win in an experiment — tend to believe they deserve their privilege.

These patterns show up regardless of political orientation, affecting both liberals and conservatives. Whatever good intentions we might have, the experience of being wealthy appears to affect us in ways it may be hard for individuals to notice, making privileged people feel they deserve their position and justifying behaviors that consolidate even more advantages.

Transcript available at the PBS website. Also check out our earlier posts presenting PBS clips on Americans’ misperceptions of the level of inequality in the U.S. and the health impacts of inequality.

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

In the 3-minute video below, sociologist Jennifer Lee explains her research on “stereotype promise,” the idea that being viewed through the lens of a positive stereotype can act as a performance booster and enhance outcome. You can imagine how it might be applied to African Americans and certain sports like track or basketball, or how it might facilitate men’s acquisition of math ability.

Lee’s research is on Asian Americans and academic performance. Asians, she explains, are stereotyped as “smart, high achieving, and disciplined” and this might help explain why they are so academically successful.

It can also, however, have harmful effects.  She discusses the way that some young Asian Americans will say that an A- counts as an “Asian fail,” an example of how much pressure stereotype promise can bring.  She also notes that Asian Americans are often disadvantaged in college admissions because of an assumption that a school can have “too many” Asians and, accordingly, accept only students with the most extraordinary academic credentials.

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.

Scholars suggest that studying abroad in a previously-colonized country may increase people’s cultural sensitivity and awareness of global inequality.  I investigated this hypothesis by interviewing college students: one group had studied abroad for a semester or more, the other had only traveled out of the country for vacation.

I asked both groups to view and analyze fashion photography that contrasted models with more humble images of residents of less developed countries.  I hoped people would point to how, by contrasting glamorous, thin, conventionally-attractive White models with “average” people from less-privileged countries served to heighten the high status of the West and their representatives.  I saw this as a form of Western “slumming”: a practice of spending time in places or with people who are “below” you, out of curiosity or for fun or personal development.

My findings revealed that study abroad students think they’re more culturally competent but, in fact, they were no more likely than people who had never studied abroad to express concern about the exploitation of previously colonized people in ads like these.

The majority of students from both groups – those who’d studied abroad and those who hadn’t — demonstrated a distinct lack of concern.  They unreflexively “Othered” the people in these images; that is, they affirmed the locals’ marginalized group status and labeled them as being Other, belonging outside of our normative Western structure.

The majority also expressed approval of the aesthetics of the ads without irony. For example, one student said: “I think it works because it’s this edgy, culturally stimulating, and aesthetically pleasing ad.” When asked the art director’s intentions, another student commented: “I don’t know. Just like ordinary people next to someone who’s on top of their fashion game.”

Only select few students successfully observed the use of Othering in the images. When asked the art director’s intentions of one image, a student replied: “I think it’s to contrast the model with the everyday life of these people…  (it) feels more like an image of people of color being an accessory.” Noticing this theme, interestingly, did not correlate with having studied abroad, in contrast to my hypothesis.

My findings suggest, then, that living abroad for a semester or more in a previously colonized country does not necessarily contribute to the detection of global inequality in fashion photography.

Erica Ales is a senior Sociology major at Occidental College in Los Angeles, California.

New data about the science aptitude of boys and girls around the world inspires me to re-post this discussion from 2010.
Math ability, in some societies, is gendered.  That is, many people believe that boys and men are better at math than girls and women and, further, that this difference is biological (hormonal, neurological, or somehow encoded on the Y chromosome).

But actual data about gender differences in math ability tell a very different story.  Natalie Angier and Kenneth Chang reviewed these differences in the New York Times.  They report the following (based on the US unless otherwise noted):

•  There is no difference in math aptitude before age 7.  Starting in adolescence, some differences appear (boys score approximately 30-35 points higher than girls on the math portion of the SAT).  But, scores on different subcategories of math vary tremendously (often with girls outperforming boys consistently).

•  When boys do better, they are usually also doing worse.   Boys are also more likely than girls to get nearly all the answers wrong.  So they overpopulate both tails of the bell curve; boys are both better, and worse, than girls at math.

•  That means that how we test for math ability is a political choice.  If you report who is best at math, the answer is boys.  If you report average math ability, it’s about the same.

•  How you decide to test math ability is also political.  Even though boys outperform girls on the SAT, it turns out those scores do not predict math performance in classes.  Girls frequently outperform boys in the classroom.

•  And, since girls often outperform boys in a practical setting, math aptitude (even measured at the levels of outstanding instead of average performance) doesn’t explain sex disparities in science careers (most of which, incidentally, only require you to be pretty good at math, as opposed to wildly genius at it).   In any case, scoring high in math is only loosely related to who opts for a scientific career, especially for girls. Many high scoring girls don’t go into science, and many poor scoring boys do.

Now, let’s look at some international comparisons:

•  Boys do better in only about ½ of the OECD nations. For nearly all the other countries, there were no significant sex differences. In Iceland, girls outshine boys significantly.

•  In Japan, though girls perform less well than the boys, they generally outperform U.S. boys considerably.  So finding that boys outperform girls within a country does not mean that boys outperform girls across all countries.

•  Still, even in Iceland, girls overwhelmingly express more negative attitudes towards math.

So what’s the real story here?  Well, one study found that the gender gap in math ability and the level of gender inequality in a society were highly correlated. That is, “…the gender gap in math, although it historically favors boys, disappears in more gender-equal societies.”

Part of the problem, then, is simply that  girls and boys internalize the idea that they will be bad and good at math respectively because of crap like the “Math class is tough!” Barbie (sold and then retracted in 1992):

However, girls’ insecurity regarding their own math ability isn’t just because they internalize cultural norm, their elementary school teachers, who are over 90% female, sometimes do to and they teach math anxiety by example.  A recent study has shown that, when they do, girl students do worse at math.  From the abstract (this is pretty amazing):

There was no relation between a teacher’s [level of] math anxiety and her students’ math achievement at the beginning of the school year.  By the school year’s end, however, the more anxious teachers were about math, the more likely girls (but not boys) were to endorse the commonly held stereotype that “boys are good at math, and girls are good at reading” and the lower these girls’ math achievement.  Indeed, by the end of the school year, girls who endorsed this stereotype had significantly worse math achievement than girls who did not and than boys overall.

So, with only the possible exception of genius-level math talent, men and women likely have equal potential to be good (or bad) at math.  But, in societies in which women are told that they shouldn’t or can’t do math, they don’t.  And, as Fatistician said, “math is a skill.”  People who think practicing it is pointless won’t practice it.  And those who don’t practice, won’t be any good at it… Y chromosome or no.

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.