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What do college graduates do with a sociology major? We just got an updated look from Phil Cohen this week:

These are all great career fields for our students, but as I was reading the list I realized there is a huge industry missing: data science and analytics. From Netflix to national policy, many interesting and lucrative jobs today are focused on properly observing, understanding, and trying to predict human behavior. With more sociology graduate programs training their students in computational social science, there is a big opportunity to bring those skills to teaching undergraduates as well.

Of course, data science has its challenges. Social scientists have observed that the booming field has some big problems with bias and inequality, but this is sociology’s bread and butter! When we talk about these issues, we usually go straight to very important conversations about equity, inclusion, and justice, and rightfully so; it is easy to design algorithms that seem like they make better decisions, but really just develop their own biases from watching us.

We can also tackle these questions by talking about research methods–another place where sociologists shine! We spend a lot of time thinking about whether our methods for observing people are valid and reliable. Are we just watching talk, or action? Do people change when researchers watch them? Once we get good measures and a strong analytic approach, can we do a better job explaining how and why bias happens to prevent it in the future?

Sociologists are well-positioned to help make sense of big questions in data science, and the field needs them. According to a recent industry report, only 5% of data scientists come out of the social sciences! While other areas of study may provide more of the technical skills to work in analytics, there is only so much that the technology can do before companies and research centers need to start making sense of social behavior. 

Source: Burtch Works Executive Recruiting. 2018. “Salaries of Data Scientists.” Emphasis Mine

So, if students or parents start up the refrain of “what can you do with a sociology major” this fall, consider showing them the social side of data science!

Evan Stewart is an assistant professor of sociology at University of Massachusetts Boston. You can follow him on Twitter.

On January 31, The New York Times responded to a letter from Kimberly Probolus, an American Studies PhD candidate, with a commitment to publish gender parity in their letters to the editor (on a weekly basis) in 2019. This policy comes in the wake of many efforts to change the overwhelming overrepresentation of men in the position of “expert” in the media, from the Op-Ed project to womenalsoknowstuff.com (now with a sociology spinoff!) to #citeblackwomen.

The classic sociology article “Doing Gender,” explains that we repeatedly accomplish gender through consistent, patterned interactions. According to the popular press and imagination — such as Rebecca Solnit’s essay, Men Explain Things to Me — one of these patterns includes men stepping into the role of expert. Within the social sciences, there is research on how gender as a performance can explain gender disparities in knowledge-producing spaces.

Women are less likely to volunteer expertise in a variety of spaces, and researchers often explain this finding as a result of self-esteem or confidence. Julia Bear and Benjamin Collier find that, in 2008 for example, only 13% of contributors to Wikipedia were women. Two reasons cited for this gender disparity were a lack of confidence in their expertise and a discomfort with editing (which involves conflict). Likewise, studies of classroom participation have consistently found that men are more likely than women to talk in class — an unsurprising finding considering that classroom participation studies show that students with higher confidence are more likely to participate. Within academia, research shows that men are much more likely to cite themselves as experts within their own work.

This behavior may continue because both men and women are sanctioned for behavior that falls outside of gender performances. In research on salary negotiation, researchers found that women can face a backlash when they ask for raises because self-promotion goes against female gender norms. Men, on the other hand, may be sanctioned for being too self-effacing.

Source: Fortune Live Media, Flickr CC

Knowledge exchange on the Internet may make the sanctions for women in expert roles more plentiful. As demonstrated by the experiences of female journalists, video game enthusiasts, and women in general online, being active on the Internet carries intense risk of exposure to trolling, harassment, abuse, and misogyny. The social science research on online misogyny is also recent and plentiful.

Photo Credit: Sharon Mollerus, Flickr CC

Social media can also be a place to amplify the expertise of women or to respond to particularly egregious examples of mansplaining. And institutions like higher education and the media can continue to intervene to disrupt the social expectation that an expert is always a man. Check out the “Overlooked” obituary project for previously underappreciated scientists and thinkers, including the great sociologist Ida B. Wells.

For more on gendered confidence in specific areas, such as STEM, see more research on Gendering Intelligence.

Originally Posted at There’s Research On That

Jean Marie Maier is a graduate student in sociology at the University of Minnesota. She completed the Cultural Studies of Sport in Education MA program at the University of California, Berkeley, and looks forward to continuing research on the intersections of education, gender, and sport. Jean Marie has also worked as a Fulbright English Teaching Assistant in Gumi, South Korea and as a research intern at the American Association of University Women. She holds a BA in Political Science from Davidson College.

Originally Posted at Discoveries

Many different factors go into deciding your college major — your school, your skills, and your social network can all influence what field of study you choose. This is an important decision, as social scientists have shown it has consequences well into the life course — not only do college majors vary widely in terms of earnings across the life course, but income gaps between fields are often larger than gaps between those with college degrees and those without them. Natasha Quadlin finds that this gap is in many ways due to differences in funding at the start of college that determine which majors students choose.

Photo by Tom Woodward, Flickr CC

Quadlin draws on data from the Postsecondary Transcript Study, a collection of over 700 college transcripts from students who were enrolled in postsecondary education in 2012. Focusing on students’ declared major during their freshman year, Quadlin analyzes the relationship between the source of funding a student gets — loans, grants, or family funds — and the type of major the student initially chooses — applied versus academic and STEM versus non-STEM. She finds that students who pay for college with loans are more likely to major in applied non-STEM fields, such as business and nursing, and they are less likely to be undeclared. However, students whose funding comes primarily from grants or family members are more likely to choose academic majors like sociology or English and STEM majors like biology or computer science.

In other words, low- and middle-income students with significant amounts of loan debt are likely to choose “practical” applied majors that more quickly result in full-time employment. Conversely, students with grants and financially supportive parents, regardless of class, are more likely to choose what are considered riskier academic and STEM tracks that are more challenging and take longer to turn into a job. Since middle- to upper-class students are more likely to get family assistance and merit-based grants, this means that less advantaged students are most likely to rely on loans. The problem, Quadlin explains, is that applied non-STEM majors have relatively high wages at first, but very little advancement over time, while academic and STEM majors have more barriers to completion but experience more frequent promotions. The result is that inequalities established at the start of college are often maintained throughout people’s lives.

Jacqui Frost is a PhD candidate in sociology at the University of Minnesota and the managing editor at The Society Pages. Her research interests include non-religion and religion, culture, and civic engagement.

The Washington Post recently covered a leaked email exchange from the University of Maryland in which the school’s Mock Trial team assistant coach lamented the “mediocre” to “poor” performance of Latinx students and asked if any of them had to be included to satisfy diversity requirements for the makeup of the team. While an embarrassing situation for both the students and the authors of the e-mail exchange, this event reflects recent research in law and society that addresses questions of race, gender, immigrant background, and inequality in the legal profession and among law school students.

While law firms put a high value on American law school training, not everyone gets the same benefits from a legal education. Students of color who are the children of immigrants earn less after graduating from law school. Implicit biases can also determine who gets hired at elite jobs and exert pressure on these students while they are in school. This recent incident at Maryland shows how these patterns affect minority students’ everyday experiences in law school.

Our analysis emphasizes the persistent inequality in the median income level among lawyers in the United States. There are sizable differences in earnings across race and gender. We have found that, while immigrant status alone is not always negatively associated with income, it does compound the income disadvantage of immigrants when combined with race and gender.

Prepared by the authors. Source: U.S. Census and American Community Survey 1970-2010. All values are in 2010 U.S. dollars. These charts refer to individuals who were in the labor force, employed in the legal profession, and worked in the legal services industry.

One issue that has come up in the course of our study is the question of whether law school matters. We considered that the first generation of immigrants is likely educated abroad, whereas the second generation is potentially educated in the U.S. Although we do not have a direct measure of whether the immigrants in our sample have received their law degree from an American or a foreign law school, previous research has found that age at immigration is a valid proxy measure for place of education.

We do find a slight income advantage for those educated in the United States. However, as the incident in Maryland might suggest, education alone may not determine future professional success as a lawyer. Because the law school environment emphasizes network building and socialization through extra-curricular activities, such as moot court or mock trial, students who are not selected for these opportunities (especially on the basis of race!), may be additionally disadvantaged when looking for a job as well as in the marketplace.

Alisha Kirchoff is a PhD student and Associate Instructor of sociology at Indiana University. Her research is in law and society, political sociology and comparative sociology. She is also currently working as a digital content producer for Contexts Magazine.

Vitor Martins Dias is a graduate student in the Department of Sociology at Indiana University-Bloomington. Prior to leaving Brazil to pursue his LL.M. at Indiana University Maurer School of Law, he received his LL.B. and LL.M., respectively, from Centro Universitário do Pará and São Paulo Law School of Fundação Getúlio Vargas. He is broadly interested in the areas of development, the legal profession, law and society, political economy, political sociology, and inequality.

Originally posted at Gender & Society

Last summer, Donald Trump shared how he hoped his daughter Ivanka might respond should she be sexually harassed at work. He said“I would like to think she would find another career or find another company if that was the case.” President Trump’s advice reflects what many American women feel forced to do when they’re harassed at work: quit their jobs. In our recent Gender & Society article, we examine how sexual harassment, and the job disruption that often accompanies it, affects women’s careers.

How many women quit and why?  Our study shows how sexual harassment affects women at the early stages of their careers. Eighty percent of the women in our survey sample who reported either unwanted touching or a combination of other forms of harassment changed jobs within two years. Among women who were not harassed, only about half changed jobs over the same period. In our statistical models, women who were harassed were 6.5 times more likely than those who were not to change jobs. This was true after accounting for other factors – such as the birth of a child – that sometimes lead to job change. In addition to job change, industry change and reduced work hours were common after harassing experiences.

Percent of Working Women Who Change Jobs (2003–2005)

In interviews with some of these survey participants, we learned more about how sexual harassment affects employees. While some women quit work to avoid their harassers, others quit because of dissatisfaction with how employers responded to their reports of harassment.

Rachel, who worked at a fast food restaurant, told us that she was “just totally disgusted and I quit” after her employer failed to take action until they found out she had consulted an attorney. Many women who were harassed told us that leaving their positions felt like the only way to escape a toxic workplace climate. As advertising agency employee Hannah explained, “It wouldn’t be worth me trying to spend all my energy to change that culture.”

The Implications of Sexual Harassment for Women’s Careers  Critics of Donald Trump’s remarks point out that many women who are harassed cannot afford to quit their jobs. Yet some feel they have no other option. Lisa, a project manager who was harassed at work, told us she decided, “That’s it, I’m outta here. I’ll eat rice and live in the dark if I have to.

Our survey data show that women who were harassed at work report significantly greater financial stress two years later. The effect of sexual harassment was comparable to the strain caused by other negative life events, such as a serious injury or illness, incarceration, or assault. About 35 percent of this effect could be attributed to the job change that occurred after harassment.

For some of the women we interviewed, sexual harassment had other lasting effects that knocked them off-course during the formative early years of their career. Pam, for example, was less trusting after her harassment, and began a new job, for less pay, where she “wasn’t out in the public eye.” Other women were pushed toward less lucrative careers in fields where they believed sexual harassment and other sexist or discriminatory practices would be less likely to occur.

For those who stayed, challenging toxic workplace cultures also had costs. Even for women who were not harassed directly, standing up against harmful work environments resulted in ostracism, and career stagnation. By ignoring women’s concerns and pushing them out, organizational cultures that give rise to harassment remain unchallenged.

Rather than expecting women who are harassed to leave work, employers should consider the costs of maintaining workplace cultures that allow harassment to continue. Retaining good employees will reduce the high cost of turnover and allow all workers to thrive—which benefits employers and workers alike.

Heather McLaughlin is an assistant professor in Sociology at Oklahoma State University. Her research examines how gender norms are constructed and policed within various institutional contexts, including work, sport, and law, with a particular emphasis on adolescence and young adulthood. Christopher Uggen is Regents Professor and Martindale chair in Sociology and Law at the University of Minnesota. He studies crime, law, and social inequality, firm in the belief that good science can light the way to a more just and peaceful world. Amy Blackstone is a professor in Sociology and the Margaret Chase Smith Policy Center at the University of Maine. She studies childlessness and the childfree choice, workplace harassment, and civic engagement. 

Originally posted at Reports from the Economic Front.

What is work like for Americans?  The results of the Rand Corporation’s American Working Conditions Survey (AWCS) paint a troubling picture. As the authors write in their summary:

The AWCS findings indicate that the American workplace is very physically and emotionally taxing, both for workers themselves and their families.

The authors do note more positive findings.  These include:

that workers appear to have a certain degree of autonomy, most feel confident about their skill set, and many receive social support on the job.

Despite the importance of work to our emotional and physical well-being, social relations, and the development of our capacities to shape our world, little has been published about our experience of work. Here, then, is a more detailed look at some of the Survey’s findings:

The Hazardous Workplace

An overwhelming fraction of Americans engage in intense physical exertion on the job. In addition to physical demands, more than one-half of American workers (55 percent) are exposed to unpleasant or potentially dangerous working conditions.

The Pressures of Work

Approximately two-thirds of Americans have jobs that involve working at very high speed at least half the time; the same fraction works to tight deadlines at least half the time.

The Long Work Day

While presence at the work place during business hours is required for most Americans, many take work home. About one-half of American workers do some work in their free time to meet work demands. Approximately one in ten workers report working in their free time “nearly every day” over the last month, two in ten workers report working in their free time “once or twice a week,” and two in ten workers report working in their free time “once or twice a month.” 

The Work Environment

Nearly one in five American workers were subjected to some form of verbal abuse, unwanted sexual attention, threats, or humiliating behavior at work in the past month or to physical violence, bullying or harassment, or sexual harassment at work in the past 12 months. 

At the same time, it is also true that:

While the workplace is a source of hostile social experiences for an important fraction of American workers, it is a source of supportive social experiences for many others. More than one-half of American workers agreed with the statement “I have very good friends at work,” with women more likely to report having very good friends at work than men (61 and 53 percent, respectively).

In sum, the survey’s results make clear that work in the United States is physically and emotionally demanding and dangerous for many workers. And with the government weakening many of the labor and employment regulations designed to protect worker rights and safety, it is likely that workplace conditions will worsen.

Worker organizing and workplace struggles for change need to be encouraged and supported. A recent Pew Research Center survey showed growing support for unions, especially among younger workers.  It is not hard to understand why.

Monday is Labor Day in the U.S. Though to many it is a last long weekend for recreation and shopping before the symbolic end of summer, the federal holiday, officially established in 1894, celebrates the contributions of labor.

Here are a few dozen SocImages posts on a range of issues related to workers, from the history of the labor movement, to current workplace conditions, to the impacts of the changing economy on workers’ pay:

The Social Construction of Work

Work in Popular Culture

Unemployment, Underemployment, and the “Class War”

Unions and Unionization

Economic Change, Globalization, and the Great Recession

Work and race, ethnicity, religion, and immigration

Gender and Work

The U.S. in International Perspective

Academia

Just for Fun

Bonus!

Lisa Wade, PhD is a professor at Occidental College. She is the author of American Hookup, a book about college sexual culture, and a textbook about gender. You can follow her on Twitter, Facebook, and Instagram.

The average man thinks he’s smarter than the average woman. And women generally agree.

It starts early. At the age of five, most girls and boys think that their own sex is the smartest, a finding consistent with the idea that people tend to think more highly of people like themselves. Around age six, though, right when gender stereotypes tend to take hold among children, girls start reporting that they think boys are smarter, while boys continue to favor themselves and their male peers.

They may have learned this from their parents. Both mothers and fathers tend to think that their sons are smarter than their daughters. They’re more likely to ask Google if their son is a “genius” (though also whether they’re “stupid”). Regarding their daughters, they’re more likely to inquire about attractiveness.

Image via New York Times.

Once in college, the trend continues. Male students overestimate the extent to which their males peers have “mastered” biology, for example, and underestimate their female peers’ mastery, even when grades and outspokenness were accounted for.  To put a number on it, male students with a 3.00 G.P.A. were evaluated as equally smart as female students with a 3.75 G.P.A.

When young scholars go professional, the bias persists. More so than women, men go into and succeed in fields that are believed to require raw, innate brilliance, while women more so than men go into and succeed in fields that are believed to require only hard work.

Once in a field, if brilliance can be attributed to a man instead of a woman, it often will be. Within the field of economics, for example, solo-authored work increases a woman’s likelihood of getting tenure, a paper co-authored with a woman has an effect as well, but a paper co-authored with a man has zero effect. Male authors are given credit in all cases.

In negotiations over raises and promotions at work, women are more likely to be lied to, on the assumption that they’re not smart enough to figure out that they’re being given false information.

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Overall, and across countries, men rate themselves as higher in analytical intelligence than women, and often women agree. Women are often rated as more verbally and emotionally intelligent, but the analytical types of intelligence (such as mathematical and spatial) are more strongly valued. When intelligence is not socially constructed as male, it’s constructed as masculine. Hypothetical figures presented as intelligent are judged as more masculine than less intelligent ones.

All this matters.

By age 6, some girls have already started opting out of playing games that they’re told are for “really, really smart” children. The same internalized sexism may lead young women to avoid academic disciplines that are believed to require raw intelligence. And, over the life course, women may be less likely than men to take advantage of career opportunities that they believe demand analytical thinking.

Lisa Wade, PhD is a professor at Occidental College. She is the author of American Hookup, a book about college sexual culture, and a textbook about gender. You can follow her on Twitter, Facebook, and Instagram.