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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.”

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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.

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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 professionalorunprofessional,” and eitherorganizedordisorganized.”

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.

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.

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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.

NPR put together a nice graphic showing the most common job in every state every two years from 1978 to 2014. It’s a fascinating ride from secretaries, farmers, and machine operators to truck drivers, truck drivers, and truck drivers. Click to enlarge.

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2014:17


Quoctrung Bui explains some of the trends:

  • Truck drivers came to “dominate the map” partly because the job can’t be outsources or automated (yet).
  • Much of the work of secretaries was replaced by computers.
  • Manufacturing jobs have been sent overseas (but you knew that).
  • And advances in farming technology means that we can grow more and more food with fewer and fewer people.

He also points out — with a “heh” — that the most common job in Washington D.C. is lawyer. But he didn’t mention that in 1996 it was janitors. There’s gotta be a politician joke in there, too.
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Here are some of the changes I found interesting, with mostly uninformed commentary. The three boxes represent 1978, 1996, and 2014.

Methinks reality television is not telling me the truth about Alaska.

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Well, we know what Nevada‘s for. Except I guess people used to go there to do stuff and now they just go there to buy stuff.333

South Dakota and North Dakota, holding strong.444New York, the only state on the list that’s top job is nursing. Take that, Florida!

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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.

Karl Marx argued that capitalist modes of production always involve the exploitation of the working class by the owning class. The owning class are the capitalists. They secure the means of production — the factories, tools, and machinery — and employ workers to use those resources to produce goods.

When these goods are sold, capitalists extract the surplus value. This isn’t an magical good that blinks into existence thanks to the Capital Fairy, it’s a concrete good derived directly from the exploitation of the working class. Surplus value only exists when workers are paid less than the value they added with their work. If they were paid as much as their work was worth, capitalists would break even. And that’s not what they have in mind.

This comic at A Softer World illustrates this idea perfectly.

In other words, if capitalists paid workers what their work was actually worth, there wouldn’t be any profit left to skim off the top, leaving the rest of us with a value deficit.

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.

Disentangling the effects of race and class on the social mobility of black Americans is one of sociology’s important jobs. A new study by S. Michael Gaddis is a nice contribution.

Gaddis sent resumes to 1,008 jobs in three parts of the United States. Some of these fictional job applicants carried degrees from an elite university: Stanford, Harvard, or Duke. Some had names that suggested a white applicant (e.g., Charlie or Erica) and others names that suggested a black applicant (e.g., Lamar or Shanice).

Both phone and email inquiries from people with white-sounding names elicited a response more often than those from black-sounding names. Overall, white-sounding candidates were 1.5 times more likely than black-sounding candidates to get a response from an employer. The relationship held up when other variables were controlled for with logistic regression.

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Gaddis goes on to show that when employers did respond to candidates with black-sounding names, it was for less prestigious jobs that pay less.

Comparing applicants who are black and white and have elite vs. more middle-of-the-road university degrees, blacks with elite degrees were only slightly more likely than whites with less impressive degrees to get a call back. As is typically found in studies like these, members of subordinated groups have to outperform the superordinated to see the same benefit.

H/t Philip Cohen.

 

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.

If you are worried about the abuse and exploitation of non-human animals, you can become a vegetarian or a vegan. But if you worry about the abuse and exploitation of humans, there is no morally upright consumer choice you can make, short of growing 100% of your food yourself.

This is the main message of journalist Eric Schlosser in this 4min video produced by BigThink. In it, he summarizes the extent of the exploitation of poor people, mostly immigrants, in the restaurant industry, the meatpacking industry, and the production of fresh fruits and vegetables in the U.S.

Especially for the people who pick our produce, he insists, the working conditions “are more reminiscent of the mid-nineteenth century than they are with the twenty-first century.” It is “literally slavery.”

Watch 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.

Flashback Friday.

Heather L. sent us a link to a business called The Occasional Wife. It’s slogan: “The Modern Solution To Your Busy Life.” The store sells products that help you organize your home and office, and provides all kinds of helpful services to support your personal goals.

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There are two things worth noting here:

First, the business relies on and reproduces the very idea of “wife.”  As the website makes clear, wives are people who (a) make your life more pleasurable by taking care of details and daily life-maintenance (such as running errands), (b) organize special events in your life (such as holidays), and (c) deal with work-intensive home-related burdens (such as moving), all while perfectly coiffed and in high heels.

But, the business only makes sense in a world where “real” wives are obsolete.  Prior to industrialization, most men and women worked together on home farms.  With industrialization, all but the wealthiest of families relied on (at least) two breadwinners. In the 1950s, the era to which this business implicitly harkens, Americans were bombarded with ideological propaganda praising stay-at-home wives and mothers (in part to pressure women out of jobs that “belonged” to men after the war).  Since then, women have increasingly participated in wage labor.  Today, the two parent, single-earner family is only a minority of families.

So, in our “modern” world, even when there is a wife in the picture, there’s rarely a “wife.”  But, as the founder explains, it’d sure be nice to have one:captureb

See, she was his wife, but not a wife.

Of course, this is nothing new.  Tasks performed by wives have been increasingly commodified (that is, turned into services for which people pay): for example, house cleaning, cooking, and child care.  This business just makes the transition in reality explicit by referencing the ideology.  The fact that the use of the term “wife” works in this way (i.e., brings to mind the 1950s stereotype) in the face of a reality that looks very different, just goes to show how powerful ideology can be.

Originally posted in 2009; the business has grown from one location to four.

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 original compute-ers, people who operated computing machines, were mostly women. At that period of history, most typists were women and their skills seemed to transfer from that job to the next. As late as the second half of the 1960s, women were seen as naturals for working with computers. As Grace Hopper explained in a 1967 Cosmopolitan article:

It’s just like planning dinner. You have to plan ahead and schedule everything so it’s ready when you need it. Programming requires patience and the ability to handle detail. Women are “naturals” at computer programming.

But then, this happened:

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Computer programming was masculinized.

The folks at NPR, who made the chart, interviewed information studies professor Jane Margolis. She interviewed hundreds of computer science majors in the 1990s, right after women started dropping out of the field. She found that having a personal computer as a kid was a strong predictor of choosing the major, and that parents were much more likely to buy a PC for their sons than they were for their daughters.

This may have been related to the advertising at the time. From NPR:

These early personal computers weren’t much more than toys. You could play pong or simple shooting games, maybe do some word processing. And these toys were marketed almostentirely to men and boys. This idea that computers are for boys became a narrative.

By the 1990s, students in introductory computer science classes were expected to have some experience with computers. The professors assumed so, inadvertently punishing students who hadn’t been so lucky, disproportionately women.

So it sounds like that’s at least part of the story.

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.