Tag Archives: Parenting

Color and the making of gender in early childhood

Most of today’s readers weren’t following this blog back when I started writing about color preferences. Those posts are listed under the color tag. Now there’s a new paper on the subject that helps me think about how gender works in young children.

It’s called, “Preferences for Pink and Blue: The Development of Color Preferences as a Distinct Gender-Typed Behavior in Toddlers,” by Wang Wong and Melissa Hines, in the Archives of Sexual Behavior, the same journal where I published my paper on how adult color preferences are affected by the sex of their children. (Their paper is paywalled, but since we’re personal friends feel free to ask me for a look at my licensed copy.)

The researchers studied 126 children ages 20-40 months in a UK college town. The pertinent parts of their findings, for my purposes are: girls prefer pink over blue more than boys; but the the gap starts out quite small before age two and widens to age 3; the preferences are unstable, that is, the pinker girls and bluer boys at age 24 months are not the pinker girls and bluer boys at age 36 months. (The preferences were measured by asking which color they liked better on a card, and letting them choose between pink and blue gender-neutral toys.)

Whenever there is research showing differences between the sexes, I always like to look for the overlap (see, e.g., this post). That’s because people fixate on the differences to confirm their presumption that the differences are total, fixed, and baked in or genetic. This underlies the whole fixation on the dimorphism question. So when they report girls are more likely to choose pink over blue than boys, I plug the means and standard deviations into my graphing spreadsheet to see the implied distributions (assuming normality). Here is the overall pattern:

totalpb

So, you can decide whether you think that’s a big difference, but you should factor in the size of the overlap. The change over about 14 months was pretty impressive, with boys and girls pulling apart. Here are the curves at 20-26 versus 34-40 months:

youngoldpb

One possible interpretation of this pattern is that color preference is learned rather than baked in at birth, and this is a time kids learn it. That interpretation is strengthened by the further finding that, while the gender difference increases from age 2 to age 3, it’s not stable within individuals. That is, whether a kid was pink-positive or -negative at time 1 was not a predictor of their preference at time two. That’s what this figure shows — girls are more likely to be in the top-right, but the time-1–time-2 slopes aren’t significant:

asb-pinkblue

That’s more evidence against the idea that the sex difference in color preference is determined at birth, which is also consistent with the historical evidence, as Jo Paoletti’s work shows.

Children themselves have a strong motivation to perform their gender identity in ways that please adults or perhaps other children, and that tendency exacerbates early sex differences. They can anchor this performance to an arbitrary marker like color. From the paper (references removed):

Gender-related cognitive processes have been implicated in the acquisition of gender-typed color preferences. Specifically, gender-typed behaviors may be acquired through self-socialization after children have developed gender identity, and become self-motivated to adopt gender norms.

Unlike critics of this blog, I don’t fear that gender differences will be erased if we don’t continuously reinforce and celebrate them. People will figure out ways to make the “natural” differences count enough to get the job done when they need to. And reducing the pressure will help decrease both gender inequality and the stigma experienced by non-conforming people.

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Charter, private, and wealthy schools lead California vaccine exemptions

We need to know who’s driving this epidemic of non-vaccination so we can decide what to do about it. One key element of the pattern is that it’s a practice of groups, not (just) individuals. And one way such groups are organized and maintained may be by interacting in and around schools — hotspots for parenting fads and identity performance, as well as (one hopes) useful information.

Kieran Healy the other day posted some visualizations of California vaccine exemption rates across schools and counties — then dug deeper on school type here. While he was writing his second post I followed his links to the data and did some more descriptive work, adding some more information on school type and now poverty levels.

I used this California Department of Education data source for the free-lunch eligibility rates (2013-2014), and this California Department of Public Health data source for the vaccine exemption rates for kindergartners (2014-2015). The measure of vaccine exemption is the “Personal Belief Exemption (PBE), whereby a parent requests exemption from the immunization requirements for school entry.” Some of them got supposedly got counseling before making the request, while others further requested a religious exemption from the counseling — those two groups are combined here in the PBE rate. I weighted the analyses by the number of kindergartners enrolled in each school, so the rates shown are for students, not schools (this also helps with the outliers, which are mostly very small schools).

1. Runaway vaccine exemptions are problems of the private and charter schools

I don’t know what percentage of kids need to be immunized, for which diseases, for the proper level of community protection. But these distributions are very skewed, so it makes sense to look at the extremes. Here are three measures, for just under 7,000 schools: the mean percent PBE (the average percent exempt among each kids’ classmates), the percentage of kids in a school with no exempt kindergartners, and the percentage of kids attending schools with more than 5% exempt.

graph.xlsx

The average charter school kindergartner goes to school with classmates almost 5-times more likely to be non-vaccinated; and charter school kids are more than 3-times as likely to be in class with 5% or more kids exempt.

2. Schools with lots of poor kids have much lower exemption rates

The relationship between exemption rates and percentage of children eligible for free lunch is negative and very strong. Because there are so many schools with no PBEs, I used a tobit regression to predict exemption rates (I also excluded the top 1% outliers). Note the private schools are excluded here because the free lunch data was missing for them. Here is the output:

tobit

Just in case the zeros are data errors, I reran the regression excluding the zero cases (logged and not logged), and got weaker but still very strong results.

I illustrate the relationship in the next section.

3. The poverty-exemption relationship is stronger in charter schools

Charter schools have fewer kids eligible for free-lunch than regular public schools (43% versus 55%). However, although the relationship between poverty and exemptions is strong in both charter and regular public schools, it is stronger in the charter schools (the interaction term is almost 7-times its standard error). Here they are, showing the steeper free-lunch slope for charter schools (with a logged y-axis):

charter-lunch

Rich charter schools on average have the highest exemption rates, while poor schools — charter or not — are heavily clustered around zero (note it’s jittered so you can see how many cases are at zero).

Update: Here is the same data, for all public schools, presented more simply:

graph.xlsx

One interpretation of this pattern goes like this: Charter schools do not per se promote vaccine exemption. But because they are more parent-driven, or targeted at certain types of parents, charter schools are more ideologically homogeneous. And because anti-vaccine ideology is concentrated among richer parents, charter schools provide them with a fertile breeding ground in which to generate and transmit anti-vaccine ideas. That’s why, although richer parents in general are driving vaccine denial, it’s especially concentrated in charter schools. This seems consistent with the general echo-chamber nature of information sharing in cultural niches, and the clusering/contagious nature of parenting fads. (The same may or may not hold for private schools.) This could be totally wrong — I’m open to other interpretations.

I’m also happy to share my data on request, but I’m not posting it yet because when I tinker with it more I might make corrections.

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Santa’s magic, children’s wisdom, and inequality

Eric Kaplan, channeling Francis Pharcellus Church, writes in favor of Santa Claus in the New York Times. The Church argument, written in 1897 and barely updated here, is that (a) you can’t prove there is no Santa, so agnosticism is the strongest possible objection, and (b) Santa enriches our lives and promotes non-rationalized gift-giving, “so we might as well believe in him.” That’s the substance of it. It’s a very common argument, identical to one employed against atheists in favor of belief in God, but more charming and whimsical when directed at killjoy Santa-deniers.

All harmless fun and existential comfort-food. But we have two problems that the Santa situation may exacerbate. First is science denial. And second is inequality. So, consider this an attempted joyicide.

Science

From Pew Research comes this Christmas news:

In total, 65% of U.S. adults believe that all of these aspects of the Christmas story – the virgin birth, the journey of the magi, the angel’s announcement to the shepherds and the manger story – reflect events that actually happened.

Here are the details:

PR_14.12.15_Christmas-05

So the Santa situation is not an isolated question. We’re talking about a population with a very strong tendency to express literal belief in fantastical accounts. This Christmas story is the soft leading edge of a more hardcore Christian fundamentalism. For the past 20 years, the General Social Survey GSS has found that a third of American adults agrees with the statement, “The Bible is the actual word of God and is to be taken literally, word for word,” versus two other options: “The Bible is the inspired word of God but not everything in it should be taken literally, word for word”; and,”The Bible is an ancient book of fables, legends, history, and moral precepts recorded by men.” Those “actual word of God” people are less numerous than the virgin-birth believers, but they’re related.

Using the GSS I analyzed the attitudes of the “actual word of God” people (my Stata data and work files are here). Controlling for their sex, age, race, education, political ideology, and the year of the survey, they are much more likely than the rest of the population to:

  • Agree that “We trust too much in science and not enough in religious faith”
  • Oppose marriage rights for homosexuals
  • Agree that “people worry too much about human progress harming the environment”
  • Agree that “It is much better for everyone involved if the man is the achiever outside the home and the woman takes care of the home and family”

This isn’t the direction I’d like to push our culture. Of course, teaching children to believe in Santa doesn’t necessarily create “actual word of God” fundamentalists. But I expect it’s one risk factor.

Children’s ways of knowing

A little reading led me to this interesting review of the research on young children’s skepticism and credulity, by Woolley and Ghossainy (citations below were mostly referred by them).

It goes back to Margaret Mead’s early work. In the psychological version of sociology’s reading history sideways, Mead in 1932 reported on the notion that young children not only know less, but know differently, than adults, in a way that parallels social evolution. Children were thought to be “more closely related to the thought of the savage than to the thought of the civilized man,” with animism in “primitive” societies being similar to the spontaneous thought of young children. This goes along with the idea of believing in Santa as indicative of a state of innocence.

In pursuit of empirical confirmation of the universality of childhood, Mead investigated the Manus tribe in Melanesia, who were pagans, looking for magical thinking in children: “animistic premise, anthropomorphic interpretation and faulty logic.”

Instead, she found “no evidence of spontaneous animistic thought in the uncontrolled sayings or games” over five months of continuous observation of a few dozen children. And while adults in the community attributed mysterious or random events to spirits and ghosts, children never did:

I found no instance of a child’s personalizing a dog or a fish or a bird, of his personalizing the sun, the moon, the wind or stars. I found no evidence of a child’s attributing chance events, such as the drifting away of a canoe, the loss of an object, an unexplained noise, a sudden gust of wind, a strange deep-sea turtle, a falling seed from a tree, etc., to supernaturalistic causes.

On the other hand, adults blamed spirits for hurricanes hitting the houses of people who behave badly, believed statues can talk, thought lost objects had been stolen by spirits, and said people who are insane are possessed by spirits. The grown men all thought they had personal ghosts looking out for them – with whom they communicated – but the children dismissed the reality of the ghosts that were assigned to them. They didn’t play ghost games.

Does this mean magical thinking is not inherent to childhood? Mead wrote:

The Manus child is less spontaneously animistic and less traditionally animistic than is the Manus adult [“traditionally” here referring to the adoption of ritual superstitious behavior]. This result is a direct contradiction of findings in our own society, in which the child has been found to be more animistic, in both traditional and spontaneous fashions, than are his elders. When such a reversal is found in two contrasting societies, the explanation must be sought in terms of the culture; a purely psychological explanation is inadequate.

Maybe people have the natural capacity for both animistic and realistic thinking, and societies differ in which trait they nurture and develop through children’s education and socialization. Mead speculated that the pattern she found had to do with the self-sufficiency required of Manus children. A Manus child must…

…make correct physical adjustments to his environment, so that his entire attention is focused upon cause and effect relationships, the neglect of which would result in immediate disaster. … Manus children are taught the properties of fire and water, taught to estimate distance, to allow for illusion when objects are seen under water, to allow for obstacles and judge possible clearage for canoes, etc., at the age of two or three.

Plus, perhaps unlike in industrialized society, their simple technology is understandable to children without the invocation of magic. And she observed that parents didn’t tell the children imaginary stories, myths, and legends.

I should note here that I’m not saying we have to choose between religious fundamentalism and a society without art and literature. The question is about believing things that aren’t true, and can’t be true. I’d like to think we can cultivate imagination without launching people down the path of blind credulity.

Modern credulity

For evidence that culture produces credulity, consider the results of a study that showed most four-year-old children understood that Old Testament stories are not factual. Six-year-olds, however, tended to believe the stories were factual, if their impossible events were attributed to God rather than rewritten in secular terms (e.g., “Matthew and the Green Sea” instead of “Moses and the Red Sea”). Why? Belief in supernatural or superstitious things, contrary to what you might assume, requires a higher level of cognitive sophistication than does disbelief, which is why five-year-olds are more likely to believe in fairies than three-year-olds. These studies suggest children have to be taught to believe in magic. (Adults use persuasion to do that, but teaching with rewards – like presents under a tree or money under a pillow – is of course more effective.)

Richard Dawkins has speculated that religion spreads so easily because humans have an adaptive tendency from childhood to believe adults rather than wait for direct evidence of dangers to accumulate (e.g., “snakes are dangerous”). That is, credulity is adaptive for humans. But Woolley and Ghossainy review mounting evidence for young children’s skepticism as well as credulity. That, along with the obvious survival disadvantages associated with believing everything you’re told, doesn’t support Dawkins’ story.

Children can know things either from direct observation or experience, or from being taught. So they can know dinosaurs are real if they believe books and teachers and museums, even if they can’t observe them living (true reality detection). And they can know that Santa Claus and imaginary friends are not real if they believe either authorities or their own senses (true baloney detection). Similarly, children also have two kinds of reality-assessment errors: false positive and false negative. Believing in Santa Claus is false positive. Refusing to believe in dinosaurs is false negative. In this figure, adapted from Woolley and Ghossainy, true judgment is in green, errors are in red.

whatchildrenthink

We know a lot about kids’ credulity (Santa Claus, tooth fairy, etc.). But, Woolley and Ghossainy write, their skepticism has been neglected:

It is perplexing that a young child could believe that his or her knowledge of the world is complete enough to deny the existence of anything new. It would seem that young children would understand that there are many things that exist in the real world that they have yet to experience. As intuitive as this seems, it appears not to be the case. From this perspective, development regarding beliefs about reality involves, in addition to decreased reliance on knowledge and experience, increased awareness of one’s own knowledge and its limitations for assessing reality status. This realization that one’s own knowledge is limited gradually inspires a waning reliance on it alone for making reality status decisions and a concomitant increase in the use of a wider range of strategies for assessing reality status, including, for example, seeking more information, assessing contextual cues, and evaluating the quality of the new information.

The “realization that one’s own knowledge is limited” is a vital development, ultimately necessary for being able to tell fact from fiction. But, sadly, it need not lead to real understanding – under some conditions, such as, apparently, the USA today, it often leads instead to reliance on misguided or dishonest authorities who compete with science to fill the void beyond what we can directly observe or deduce. Believing in Santa because we can’t disprove his existence is a developmental dead end, a backward-looking reliance on authority for determining truth. But so is failure to believe in germs or vaccines or evolution just because we can’t see them working.

We have to learn how to inhabit the green boxes without giving up our love for things imaginary, and that seems impossible without education in both science and art.

Rationalizing gifts

What is the essence of Santa, anyway? In Kaplan’s NYT essay it’s all about non-rationalized giving — for the sake of giving. The latest craze in Santa culture, however, says otherwise: Elf on the Shelf. According to Google Trends, interest in this concept has increased 100-fold since 2008. In case you’ve missed it, the idea is to put a cute little elf somewhere on a shelf in the house. You tell your kids it’s watching them, and that every night it goes back to the North Pole to report to Santa on their nice/naughty ratio. While the kids are sleeping, you move it to another shelf in house, and the kids delight in finding it again each morning.

Foucault is not amused. Consider the Elf on a Shelf aftermarket accessories, like these handy warning labels, which threaten children with “no toys” if they aren’t on their “best behavior” from now on:

elfwarning

So is this non-rationalize gift giving? Quite the opposite. In fact, rather than cultivating a whimsical love of magic, this is closer to a dystopian fantasy in which the conjured enforcers of arbitrary moral codes leap out of their fictional realm to impose harsh consequences in the real life of innocent children.

Inequality

What does all this mean for inequality? My developmental question is, what is the relationship between belief in Santa and social class awareness over the early life course? In other words, how long after kids realize there is class inequality do they go on believing in Santa? Where do these curves cross?

santaclass

Beyond worrying about how Santa rewards or punishes them individually, if children are to believe that Christmas gifts are doled out according to moral merit, than what are they to make of the obvious fact that rich kids get more than poor kids? Rich or poor, the message seems the same: children deserve what they get. Of course, I’m not the first to think of this:

santapoormeme

Conclusion

I can’t demonstrate that believing in Santa causes children to believe that economic inequality is justified by character differences between social classes. Or that Santa belief undermines future openness to science and logic. But those are hypotheses.

Between the anti-science epidemic and the pervasive assumption that poor people deserve what they get, this whole Santa enterprise seems risky. Would it be so bad, so destructive to the wonder that is childhood, if instead of attributing gifts to supernatural beings we instead told children that we just buy them gifts because we love them unconditionally and want them — and all other children — to be happy?

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Girls braced for beauty

Sociologists like to say that gender identities are socially constructed. That just means that what it is, and what it means, to be male or female is at least partly the outcome of social interaction between people – visible through the rules, attitudes, media, or ideals in the social world.

And that process sometimes involves constructing people’s bodies physically as well. And in today’s high-intensity parenting, in which gender plays a big part, this includes constructing – or at least tinkering with – the bodies of children.

Today’s example: braces. In my Google image search for “child with braces,” the first 100 images yielded about 75 girls.

google-braces

Why so many girls braced for beauty? More girls than boys want braces, and more parents of girls want their kids to have them, even though girls’ teeth are no more crooked or misplaced than boys’. This is just one manifestation of the greater tendency to value appearance for girls and women more than for boys and men. But because braces are expensive, this is also tied up with social class, so that richer people are more likely to get their kids’ teeth straightened, and as a result richer girls are more likely to meet (and set) beauty standards.

Hard numbers on how many kids get braces are surprisingly hard to come by. However, the government’s medical expenditure survey shows that 17 percent of children ages 11-17 saw an orthodontist in the last year, which means the number getting braces at some point in their lives is higher than that. The numbers are rising, and girls are wearing most of hardware.

A study of Michigan public school students showed that although boys and girls had equal treatment needs (orthodontists have developed sophisticated tools for measuring this need, which everyone agrees is usually aesthetic), girls’ attitudes about their own teeth were quite different:

michigan-braces

Clearly, braces are popular among American kids, with about half in this study saying they want them, but that sentiment is more common among girls, who are twice as likely as boys to say they don’t like their teeth.

This lines up with other studies that have shown girls want braces more at a given level of need, and they are more likely than boys to get orthodontic treatment after being referred to a specialist. Among those getting braces, there are more girls whose need is low or borderline. A study of 12-19 year-olds getting braces at a university clinic found 56 percent of the girls, compared with 47 percent of the boys, had “little need” for them on the aesthetic scale.

The same pattern is found in Germany, where 38 percent of girls versus 30 percent of boys ages 11-14 have braces, and in Britain – both countries where braces are covered by state health insurance if they are needed, but parents can pay for them if they aren’t.

Among American adults, women are also more likely to get braces, leading the way in the adult orthodontic trend. (Google “mother daughter braces” and you get mothers and daughters getting braces together; “father son braces” brings you to orthodontic practices run by father-son teams.)

anchors-braces

Caption: The teeth of TV anchors Anderson Cooper, Soledad O’Brien, Robin Roberts, Suzanne Malveaux, Don Lemon, George Stephanopolous, David Gregory, Ashley Banfield, and Diane Sawyer.

Teeth and consequences

Today’s rich and famous people – at least the one whose faces we see a lot – usually have straight white teeth, and most people don’t get that way without some intervention. And lots of people get that.

Girls are held to a higher beauty standard and feel the pressure – from media, peers or parents – to get their teeth straightened. They want braces, and for good reason. Unfortunately, this subjects them to needless medical procedures and reinforces the over-valuing of appearance. However, it also shows one way that parents invest more in their girls, perhaps thinking they need to prepare them for successful careers and relationships by spending more on their looks.

When they’re grown up, of course, women get a lot more cosmetic surgery than men do – 87 percent of all surgical procedures, and 94% of Botox-type procedures – and that gap is growing over time.

As is the case with lots of cosmetic procedures, people from wealthier families generally are less likely to need braces but more likely to get them. But add this to the gender pattern, and what emerges is a system in which richer girls (voluntarily or not) and their parents set the standard for beauty – and then reap the rewards (as well as harms) of reaching it.

Note: I didn’t find any sociological studies of this. Why don’t you do one?

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Home birth is more dangerous. Discuss.

How dangerous is too dangerous?

We don’t prohibit all dangerous behavior, or even behavior that endangers others, including people’s own children.

Question: Is the limit of acceptable risks to which we may subject our own children determined by absolute risks or relative risks?

Case for consideration: Home birth.

Let’s say planning to have your birth at home doubles the risk of some serious complications. Does that mean no one should do it, or be allowed to do it? Other policy options: do nothing, discourage home birth, promote it, regulate it, or educate people about the risks and let them do what they want.

Here is the most recent result from a large study reported on the New York Times Well blog, which looks to me like it was done properly, from the American Journal of Obstetrics & Gynecology. Researchers analyzed about 2 million birth records of live, term (37-43 weeks), singleton, vertex (head-first) births, including 12,000 planned home births (that is, not including those where the home birth was accidental). They also excluded those at freestanding birthing centers.

The planned-home birth mothers were generally relatively privileged, more likely to be White and non-Hispanic, college-educated, married, and not having their first child. However, they were also more likely to be older than 34 and to have waited to see a doctor until their second trimester.

On three measures of birth outcomes, the home-birth infants were more likely to have bad results: low Apgar scores and neonatal seizures. Apgar is the standard for measuring an infant’s wellbeing within 5 minutes of birth, assessing breathing, heart rate, muscle tone, reflex irritability and circulation (blue skin). With up to 2 points on each indicator, the maximum score is 10, but 7 or more is considered normal and under 4 is serious trouble. Low scores are usually caused by some difficulty in the birth process, and babies with low scores usually require medical attention. The score is a good indicator of risk for infant mortality.

These are the unadjusted low-Apgar and seizure rates:

homebirthoutcomesThese are big differences considering the home birth mothers are usually healthier. In the subsequent analysis, the researchers controlled for parity, maternal age, race/ethnicity, education, gestational age at delivery, number of prenatal care visits, cigarette smoking during pregnancy, and medical/obstetric conditions. With those controls, the odds ratios were 1.9 for Apgar<4, 2.4 for Apgar<7, and 3.1 for seizures. Pretty big effects.

Two years  ago I wrote about a British study that found much higher rates of birth complications among home births when the mother was delivering her first child. This is my chart for their findings:

Again, those were the unadjusted rates, but the disparities held with a variety of important controls.

These birth complication rates are low by world historical standards. In New Delhi, India, in the 1980s 10% of 5-minute-olds had Apgar scores of 3 or less. So that’s many-times worse than American home births. On the other hand, a number of big European countries (Germany, France, Italy) have Apgar<7 rates of 1% or less, which is much better.

A large proportional increase on a low risk for a high-consequence event (like nuclear meltdown) can be very serious. A large absolute risk of a common low-consequence event (like having a hangover) can be completely acceptable. Birth complications are somewhere in between. But where?

Seems like a good topic for discussion, and having some real numbers helps. Let me know what you decide.

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The remarkable centrality of Unequal Childhoods

I had the privilege of introducing Annette Lareau at our department’s annual Rosenberg Forum. She is the current president of the American Sociological Association and the author of the book Unequal Childhoods: Race, Class, and Family Life.

Her talk was about exciting new research into the reproduction of social class through parents’ selection of schools and neighborhoods. But to set it up I showed the place of Unequal Childhoods in the citation network of sociology journals created by Neal Caren. The network includes the works most cited in 5,471 articles in sociology journals in the years 2008-2012, with lines connecting works cited in the same articles, and colors for the clusters of works commonly cited together. The size of the nodes represents times cited.

In this version I labeled the bigger clusters either with a term for the subfield (e.g., Religion) or key work (e.g., Bowling Alone). Click on the image to enlarge my version, or see it in full here, with the details and data.

PowerPoint PresentationI am amazed by the centrality of Unequal Childhoods, which isn’t part of a big cluster but has thick ties to a bunch of different ones, which is why it’s in the center. These are the works that Unequal Childhoods was cited with five times or more:

Hays S 1996 Cultural Contradicti 16
Blau P 1967 Am Occupational Stru 14
Bianchi SM 2006 Changing Rhythms Ame 13
Stone P 2007 Opting Out Why Women 12
Blair-loy M 2003 Competing Devotions 12
Bourdieu P 1977 Reprod ED Soc Cultue 12
Dimaggio P 1982 Am Sociol Rev 11
Lamont Michele 1988 Sociological Theory 10
Farkas G 2003 Annu Rev Sociol 9
Edin K 2005 Promises I Can Keep 9
Bourdieu P 1984 Distinctions Social 9
Hochschild Arlie R 1989 2 Shift Working Pare 8
Mclanahan Sara 1994 Growing Single Paren 8
Hochschild AR 1997 Time Bind Work Becom 8
Swidler A 1986 Am Sociol Rev 8
Townsend NW 2002 Package Deal 8
Bourdieu P 1986 Hdb Theory Res Socio 8
Bowles S 1976 Sch Capitalist AM 7
Bourdieu P 1990 Logic Practice Trans 7
Jacobs JA 2004 Time Divide Family G 7
Sewell W 1975 ED Occupation Earnin 7
Downey DB 1995 Am Sociol Rev 7
Jencks Christopher 1972 Inequality Reassessm 7
Raftery AE 1995 Sociol Methodol 5

* * *

That’s some reach!

 

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Parents live in the gendered world of their children, too

I did a little research hinting at the way gendered childhood might affect parents – by looking at how the gender of their children affected their favorite colors.

Because gendering – especially around consumption – is so fierce, I figure that’s got to be the tip of the iceberg. I thought of that walking to the kids’ school the other day:

20130828-233548.jpg
Maybe the mothers dressed to match the kids because it was the first day of school. Or maybe they have more matching clothes so that coincidences like this happen more often at random. Who knows?

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