inequality

Advanced Placement Testing Season

Amy August on May 4, 2015
Students take the AP Statistics test. Photo by Adrian Sampson via Flickr.
Students take the AP Statistics test. Photo by Adrian Sampson via Flickr.

 

As senioritis infects graduating classes across the U.S., one group of students is denied the thrill of the “senior slide”: those enrolled in Advanced Placement courses. These students look forward to a grueling gauntlet of 3-hour exams on topics ranging from Computer Science to Studio Art to Chinese Language and Culture. The tests are rigorous, cumulative assessments of each student’s mastery of an entire year’s worth of class content, and they have extremely high stakes. College Board, the organization that creates and scores the exams (as well as the SAT), claims high AP scores help students “stand out in the admissions process.” While these tests only seem to target elite, high achieving students, they also impact educational processes school-wide.

AP classes are a source of inequality in educational attainment. Minority and low-income students are more likely to attend schools offering fewer AP courses. Even when courses are available, these students are also more likely to be underrepresented in them relative to their more affluent and white peers.
Policies aiming to increase AP courses at underprivileged schools may be one way to narrow the gap, since parent/student demand and school officials’ response in more affluent districts are likely driving the difference. The proportion of upper-middle class students at a school is an excellent predictor of both the number of AP courses offered and the number of students who enroll.
AP tests weren’t always used in college admissions. They were originally designed to allow high-achieving students to place out of introductory courses and into more advanced college work. Only in recent years have they become an important indicator for college admissions boards.
AP testing culture affects all students, no matter where they’re tracked. In most cases, tests change curricula by narrowing content to tested subjects, fragmenting content area knowledge into test-related pieces, and increasing teacher-centered instruction. However, certain types of high-stakes tests can encourage curricular content expansion, integration of knowledge, and cooperative learning.

May Day Part I: The U.S. and Inequality

Erik Kojola on April 30, 2015

workers of the world

Workers of the World, Unite!

Since the late 1800s May Day—the first of May and a traditional European spring celebration—has been recognized as International Workers Day. It’s a time to celebrate working people and the possibilities for international solidarity. On May Day 2015, the state of workers looks rather grim: expanding inequality, increasing fiscal austerity, and degrading working conditions. Amid these negative trends, though, there are glimmers of hope as global workers organize and mobilize to assert their rights, curtail corporate power, and create a more equitable world.

To mark May Day, we are exploring issues of inequality, labor, and social movements in a three-part series.

Part I: The U.S. & Inequality

Deregulation, privatization, and declining unionization have exacerbated the gulf between rich and poor in the past 50 years. Researchers have documented how much of the increase in wage inequality is due to the weakening of policies and institutions that have historically protected and empowered workers—unions, minimum wage laws, unemployment insurance, and labor law—in addition to structural changes in the economy and labor market.

Read May Day Part II: Global Labor. There’s Research on That!

Read May Day Part III: Social & Political Movements. There’s Research on That!

Drought and Social Division

Evan Stewart and Rebecca Farnum on April 21, 2015

California is facing record drought, water restrictions, and threats of wildfires. The solution seems simple—just find more water through increased pumping or desalination—but these quick fixes ignore deeper questions about how we turn public necessities into commodities and determine who can lay claim to natural resources. These issues can lead to cultural conflict, but struggles for water can also renew solidarity across different social groups.

Sociological case studies remind us that professional environmental responsibilities to the land, its residents, owners, and governments change over time and through particular institutional cultures. Power and inequality shape who is exposed to environmental problems and how we address solutions.
Water conflicts also bring up commodification—the way we turn public necessities like water and health into market goods. Research on commodification examines everything from how the water industry actively competes with the tap to how insurance markets change the culture of life and death in the United States.
Water resources—even when scarce—do not inevitably lead to conflict. Environmental concern is not only high in affluent nations; even in places as tense as the Middle East, local activists regularly use the environment to bridge cultural, political, and religious tensions.

Rebecca Farnum is a 2012 EPA Marshall Scholar researching for a PhD in Geography at King’s College London, where she explores environmental conflict and cooperation around food and water resources in the Middle East and North Africa. She has an LLM in International Law on environmental and human rights law, an MSc in Water Security and International Development, and undergraduate degrees in anthropology, interdisciplinary humanities, international development, and international relations.

Rights and Rites: Religion at Work

Jacqui Frost and Evan Stewart on April 7, 2015

Indiana’s recently passed Religious Freedom Restoration Act (not to be confused with the 1993 Federal RFRA), faced widespread public controversy and brought a number of high profile boycotts against the state. The law allows private businesses to use the free exercise of religion as a defense in court should they face a lawsuit for discrimination, raising concern about whether businesses are allowed to discriminate against clients on religious grounds. Similar laws are under debate in other states, while in Madison, Wisconsin, officials have signed the first legislation that includes the “non-religious” as a legally protected category. The laws illustrate the importance of religion in shaping social and political issues in American lives.

While religion often works as an inclusive, community-building institution, it also has the potential to reinforce existing social boundaries and inequalities. Cultural and historical contexts shape the ways that religious beliefs are interpreted, and in the American context, religious beliefs are often used to exclude religious and sexual minorities.
Even if these laws are repealed or amended, these social boundaries underlie deeper issues in the workplace. Despite being prohibited by the Employment Non-Discrimination act, audit studies find discrimination against religious minorities and openly gay men in the hiring process.

For more on this issue, check out our post from last year: Religious Freedom and Refusing Service.

Race and the Classroom

Neeraj Rajasekar on March 9, 2015

Race’s role in higher education gets a lot of press. Recent challenges to admissions procedures and classes on race highlight problems with whiteness, raising questions about the state of college diversity.  But what often gets left out of these conversations is the impact of diversity on learning itself and the nuances of how these impacts differ between students.

A diverse student environment can have a positive effect on learning, especially since students from other backgrounds can help each other think about topics differently. In addition, students can learn from the lived experiences of their out-group peers.
While diversity has overall beneficial impacts for the educational process, these outcomes are not created equal. White students are more likely to connect class concepts to abstract theory or class contexts rather than personal experiences, and they are more likely to join in class discussions than are black students.
Students from different backgrounds connect to professors, faculty, and educational spaces differently, affecting their scores and educational success. Notably, this affects the way educators teach and grade. Nonwhite students, particularly under a white teacher, are more likely to feel alienated in the classroom, participate less, and receive lower scores.

Who—and How—Community College Helps

Anne Kaduk and Amy August on February 25, 2015

President Obama’s recently unveiled proposal would make two years of community college freely available to most students who graduate from high school, maintain a 2.5 or greater GPA, and are enrolled at least half time. Others have pointed out that students must also be from families earning $200,000 or less annually to be eligible for the free tuition. Universal access to community college is a popular idea in some circles, but is it really the most effective way to increase equality of opportunities?

How students attend college is changing. Half of students who begin at a four-year college attend at least one other school before graduating (or otherwise leaving school), and over a third take some time off after enrolling initially. Disadvantaged students are more likely to follow interrupted pathways to degree completion, so differences in patterns of college attendance could be influencing social class differences in graduation rates (and thus inequality in opportunities).
While community colleges improve college access and extend post-secondary educational opportunities to underserved groups, they aren’t closing the gap between advantaged and disadvantaged groups in terms of program completion. As a result, they don’t necessarily reduce racial and socioeconomic inequities. However, enrolling in a community college modestly increases the probability of completing a bachelor’s degree among disadvantaged students who would not have otherwise attended college (the majority of community college-goers).
More education yields economic benefits in earnings, occupation and employment. It also provides non-economic benefits in areas like marriage, fertility, social participation, and physical and mental health. The returns on a four-year college degree are greatest for marginal students—those whose decision to attend college could be swayed by free access to community college. Completing an associate’s degree or certain certificates that involve at least a year of coursework can also lead to much greater income when compared to just taking some courses.

Parents Prepping Kids for Racism

Lisa Gulya and Alex Manning on February 4, 2015

Charles Blow recently devoted his Times column to relaying the news that his son, a junior at Yale, was racially profiled and detained at gunpoint by campus police. Blow mentions that he was glad he had had “the talk” with his son—how to deal with police as a black man:

This is the scenario I have always dreaded: my son at the wrong end of a gun barrel, face down on the concrete. I had always dreaded the moment that we would share stories about encounters with the police in which our lives hung in the balance, intergenerational stories of joining the inglorious “club.”

When that moment came, I was exceedingly happy I had talked to him about how to conduct himself if a situation like this ever occurred. Yet I was brewing with sadness and anger that he had to use that advice.

Blow is not the only parent to impart such advice—recall New York Mayor Bill de Blasio’s controversial comment about advising his biracial son in dealings with police. Poor, middle-class, and even rich and well-known* parents of children of color advise their children on how to stay safe—to thrive, they must survive.

Scholars call how parents talk to their children about racial discrimination and how to cope with it “preparation for bias,” and it is just one practice among several that comprise ethnic-racial socialization.
Sociologist Patricia Hill Collins powerfully conveys how this work is done by black women sharing child-rearing responsibilities within woman-centered networks.
And these lessons seem necessary: Black adolescent males report repeated negative interactions with police and black mothers report constant worry about the well-being of their sons, who they believe are profiled and targeted by both police and other citizens.
Parents emphasize racial barriers and protocol to prepare their children for racism, often using role-playing to demonstrate how to reduce risk in reacting (or not reacting) to discrimination.

*For his part, Blow’s son acknowledged his own class privilege in having his experience so widely publicized, a statement his father shared on Twitter.

The Second Sex and Second-Class Citizenship

Anne Kaduk on January 14, 2015

The U.S. Supreme Court recently heard arguments in Young v. United Parcel Service. The outcome will affect many American women’s ability to financially support their families and even have children.

Pregnancy discrimination, while widely illegal, happens when some employers illegally terminate their female workers. They are not explicitly fired for being pregnant, but instead branded “bad workers” by managers. The organizations then use run-of-the-mill meritocratic policies to fire the women.

Reginald A. Byron and Vincent J. Roscigno. 2014. “Relational Power, Legitimation, and Pregnancy Discrimination,” Gender & Society 28(3):435–62.

Pregnancy is a particularly vulnerable time for women; it holds health, legal, and employment risks. A systematic examination of arrests of and forced interventions in the lives of pregnant women in the U.S. shows a variety of concerns about their health, dignity, and autonomy.

Lynn M. Paltrow and Jeanne Flavin. 2013. “Arrests of and Forced Interventions on Pregnant Women in the United States, 1973–2005: Implications for Women’s Legal Status and Public Health,” Journal of Health Politics, Policy and Law.

A variety of laws and their sometimes-selective enforcement affect women’s ability to be healthy and valued members of society.

Jeanne Flavin. 2009. Our Bodies, Our Crimes: The Policing of Women’s Reproduction in America. New York: NYU Press.

Beyond pregnancy discrimination, mothers are paid less than childless women. A portion of this motherhood wage penalty is due to discrimination.

Stephen Benard and Shelley J. Correll. 2010. “Normative Discrimination and the Motherhood Penalty,” Gender & Society 24(5):616–46.

Veterans Day and the Challenges of Civilian Life

Evan Stewart on November 11, 2014

With more troops coming home from Iraq and Afghanistan, this Veterans Day sees a unique push for public awareness about the challenges that accompany a return to civilian life. Starbucks CEO Howard Schultz has a new book and A&E a new reality show, and the social science shows why we want to pay attention to veterans after they return from service. We have a few previous TROT posts on issues within the military, but unique problems arise in a civilian world which can often be less hospitable than the regiment.

Military service provides a number of social benefits upon returning home. The positive image of having served can even overcome negative stereotypes in civilian life and help advance veterans who have a history of delinquency.
After service, however, institutional problems in civilian life mean veterans don’t all face the same challenges when they return home. For example, the G.I. Bill offered a wide range of education and housing benefits, but historic racial inequality in civilian institutions often made it harder for vets of color to collect those benefits. Today, female vets are more likely to face unemployment than males. However, those with only a high school degree often do earn more than non-vets with only a high school degree, and they are more likely to be enrolled in college.
We can still do a lot of work to improve the military, particularly in leadership and adjudication, but it also has a history of positive institutional changes to address issues like racial inequality and reduce the risks of service for certain minority groups.

 

Harassment Online and On the Street

Evan Stewart on November 5, 2014

A new survey from the Pew forum sheds light on widespread online harassment. Young adults in the study reported experiencing more bullying overall, and women were more likely to have been stalked or sexually harassed. These are serious crimes, but routine harassment also isn’t harmless. A new viral video and recent piece from The Daily Show capture women’s everyday experiences with street harassment and catcalling in public. These accounts bring bullying back to light, and social science research shows how and why harassment emerges. 

Bullying isn’t just meaningless cruelty; it is one way groups enforce social norms (especially around gender and race). Challenging harassment often means criticizing society’s deeply held beliefs.
Bullying and harassment are also advanced through social organization. Bullying can emerge when an organization is in chaos and can’t moderate unequal relationships around race and gender, and our legal protection of free speech often makes anti-harassment efforts hard to enforce.