Elite College Acceptance and Social Class

From the NY Times Upshot
How Much Does Getting Into an Elite College Actually Matter?
Certain kinds of students — but not the privileged and the wealthy — benefit greatly from a selective university.

By Kevin Carey
March 15, 2019

Was it worth it?

The celebrities and C.E.O.s arrested in this week’s college bribery scandal were charged with paying up to $1.2 million for guaranteed admission to elite universities. And of course there’s a much larger and mostly legal system whereby rich people pull strings, hire consultants and make enormous tax-deductible donations, all in the hopes of improving their children’s college chances.

Yet academic research suggests that these efforts are mostly a waste of money, and that the seized opportunities would have actually helped other students much more.

In 2014, the economists Stacy Dale and Alan Krueger published an analysis of the benefits of attending a highly selective college. They found that, after statistically controlling for students’ SAT scores, economic background and college ambitions, the long-term financial returns are “generally indistinguishable from zero.” Students who are poised to succeed tend to do so even if they don’t get into the Ivy League.

But there was a crucial exception. There were strong benefits for the subset of black and Hispanic students, and for those whose parents had few educational credentials. It turns out that students who come from less privileged backgrounds benefit greatly from selective colleges. Elite higher education gives them social capital they didn’t already have.

In other words, Lori Loughlin’s daughter Olivia Jade Giannulli, who is attending the University of Southern California, would have probably been fine attending Arizona State University. (Arizona State is a thriving public research university that Ms. Giannulli’s father is reported to have cited on F.B.I. wiretaps as the unthinkable destination he would pay bribes to avoid.) When you’re a 19-year-old YouTube star who spends spring break on a billionaire’s yacht, life tends to work out.


But if the charges against them are proved, Ms. Giannulli’s parents would have taken something their daughter didn’t need from someone for whom it might have been life-changing.

There are some important caveats to Ms. Dale and Mr. Krueger’s research. This kind of analysis isn’t devised to detect certain narrow pathways to elite professions that run through a handful of top colleges. Supreme Court clerks, for instance, tend to hail from a small number of highly selective universities. There is still a pipeline to Wall Street and management consulting that traverses a long-established network of private high schools feeding into top colleges.

But if you’re the kind of student who needs to pay someone to take the SAT for you or to photoshop your face onto the body of a varsity water polo player, you’re probably not Supreme Court material.

At the same time, research from the Equality of Opportunity Project found that while many kinds of colleges can help students move to the top 20 percent of the income distribution from the bottom 20 percent, moving to the top 1 percent from the bottom 20 percent almost always requires a highly selective institution. If you’re at all concerned about economic mobility, this underscores the waste of unfairly displacing qualified low-income students from top colleges and universities.

Selectivity may also matter more in other parts of the higher education universe. A 2009 study from the economist Mark Hoekstra found that white men who attended a flagship public research university earned 20 percent more over time than similar white male students who attended less selective colleges.

Not all students at selective colleges have the same experience. Soon-to-be-released research from the economists Douglas Webber, Ben Ost and Weixiang Pan found that students who majored in high-demand fields such as engineering at less selective public universities earned more than similar students who chose other majors at more selective universities.

The economists Sarah Cohodes and Joshua Goodman found that students who accepted a scholarship to attend a public university with lower graduation rates than alternatives were themselves less likely to graduate.

In general, there are strong correlations between the resources colleges have and the success of students who attend them. So it seems nothing about the admissions scandal should dissuade parents and students from trying to find a good college to attend.

More than anything, the scandal shows how much elite higher education has become entangled in structures of prestige, status and anxiety among the upper class. It is in some ways a case of one-percenters lusting after the privileges of one-tenth-of-one-percenters — possibly risking infamy and prison to buy something that, the evidence suggests, provides little value for their privileged offspring.

HW:  Please ready to discuss the Mahler reading for tomorrow.  We will discuss it, then apply it, then there will be an assessment on it later this unit.


Today's schedule:

Progress Reports

Finish watching Tough Guise.

Discuss She Kills Monsters

Theater guide from Stage Agent

Questions for sociology:

What are reasons Tilly did not come out to her sister Agnes?

How was Tilly socialized by agents of socialization?  Which agents and how?

How is D&D a subculture?

Violent masculinity and how play flips masculinity?

What kind of identity did Tilly give the characters in the play?  Why?  In what ways did they meet the traditional gender norms?  In what ways did they depart from them?

https://thesocietypages.org/socimages/2010/01/10/the-evolution-of-the-dungeons-and-dragons-playbook/

 Mahler's Adolescent Homophobia and Random School Shootings...

Data for Cross-cultural Research: NationMaster and Our World in Data

NationMaster

Compare Countries on Just about Anything!
NationMaster is where stats come alive! We are a massive central data source and a handy way to graphically compare nations.
NationMaster is a vast compilation of data from hundreds of sources. Using the forms below, you can get maps and graphs on all kinds of statistics with ease.
We want to be the web’s one-stop resource for country statistics on everything from obesity to murders.

https://www.nationmaster.com/

Our World in Data

Our World in Data is focussing on the powerful changes that reshape our world.To work towards a better future, we all need to understand how and why the world has changed up to now. We must carefully measure what we care about, and let the facts and research inform our worldview.We cannot know what is happening in the world from the daily news alone. The news media focuses on single events, too often missing the long-lasting, forceful changes that reshape the world we live in.Our World in Data is a non-profit website that brings together the data and research on the powerful, long-run trends reshaping our world: Through interactive data visualizations we show how the world has changed; by summarizing the scientific literature we explain why.

https://ourworldindata.org/

Gender data

Inquiry-based learning seeks to empower students to ask questions and research the answers.  It pursues critical thinking in meaningful ways. 

The inquiry question is:

How do we know that males and females are not simply different because of biology and evolution?  Are males simply wired to be more aggressive and dominant and violent?


Here are some sources to get you started:

https://ourworldindata.org/homicides

https://contexts.org/blog/quicklit-6-recent-sociological-findings-on-domestic-violence/

https://www.everydaysociologyblog.com/2016/08/bullying-and-doing-gender.html

https://www.thejournal.ie/readme/violence-against-women-1959171-Feb2015/

Neither gender is innately predisposed to violence – social environment is key
The evidence so far available suggests two important conclusions.
First, there is no conclusive evidence that men and women differ in their innate biological or psychological propensity for violence. The fact that men commit the majority of violent acts may instead be understood as arising mainly from the social environment.
Second, the fact that explanations of persistent violent behaviour are to be found to varying degrees in brain damage, psychological abnormality, childhood trauma, group peer pressure, and adverse social environments allows us to go one step further and conclude that persistent violent behaviour is an abnormality that emerges under certain circumstances.
Under the patriarchal circumstances that currently prevail world-wide, this abnormality emerges in men to a much greater degree than in women.

https://www.nationmaster.com/country-info/stats/Crime/Murders/Per-capita

Gender Lab and the Gender Binary

Toys:
  -differences in toys; boys=action figures, weapons;  girls=jewelry, dolls
         
And see this post about other products that are pointlessly gendered thus reifying the idea of traditional gender traits.  And this is 5 reasons why these products are not just funny, but they have important role in inequality in society.

Gendered Halloween costumes.

And, this post about Barbie shows how the doll creates unrealistic expectations for the female body.



And here is Ellen making fun of Bic pens for women.

Qualitative Study of Professor Reviews
Here is a qualitative study of sex and the words used to describe professors on ratemyprofessor.com.

All of the agents of socialization help to construct gender.  Please read the number you are assigned and say what the author's claim and evidence are.

Family:

• (1) This article from Newsweek explains the research by neuroscientist Lise Eliot. 

Peers 

• (2) This research by Patricia and Peter Adler published in Sociology of Education. 

School 

• (3) This research in the Sociology of Education. 
• (4) this study from the National Academy of Sciences.
• (5) This research from Gender and Society 
• (6) This article from the NY Times 

Toys

When you are finished, we will discuss the evidence that supports gender socialization.

LGBT Panel

Today we were fortunate to have a group of students share their experiences in dealing with LGBT issues. Interviews are one way that sociologists conduct qualitative research and I think this is always a valuable way of learning from the LGBT community.

Ms. Ebel, school psychologist
Ms. Burja, school psychologist

Gay-Straight Alliance Tuesdays 7030 - Free food!

Project 10 Midwest - See your SST for details.



I think there are a few themes that come out of the panel.  Here are themes that I have observed over the years:

First, students explain the way they not only could not choose their sexuality or gender identity but in some cases they worked actively to try to deny it and fight against it.  I find it hard to imagine how difficult it must be to mentally try to be something you are not.  This is an example of the difference between nature and nurture.  It is very hard for them to deny their nature even if they are nurtured against it.

Second, I think that the students show a similar pattern of how difficult their relationships are in their agents of socialization.  Students show how difficult it is with their families, schools, religions and even peers/friends.  Being gay, bisexual or transgender often becomes a master status and creates a role conflict with all of these groups that operate under traditional gendered traits.

Another message was to be mindful about other people and especially the language we use.  Think about the importance of Sapir Whorf hypothesis.  Using language like "That's so gay," or "You're a fag" is hurtful to those who are gay. And, by using that language it really limits how those of us who are not gay are allowed to act and  I don't want to be put into a really narrow box.  There is a spectrum for gender and sex and sexuality, but our culture refuses to acknowledge the spectrum or allow anyone to live along the spectrum.  Instead we are pushed into a box at one end of the spectrum; a binary, and an extreme one at that.

Finally, the panel shows the individuality of each person.  Sex, gender, sexuality and gender identity all exist on a spectrum (as opposed to the narrowly defined boxes that our culture uses).  The individuals on the panel exhibit their own unique identity in these categories and they have their own unique coming out process. We should be mindful of that individuality.  Don't stereotype them, instead respect each person's self identity.  This includes the pronouns that they use, as well as other things like their interests, hobbies, haircut and clothes.

In conclusion, I think it was incredibly courageous for these students to share their experiences.  I hope you found it moving and enlightening.

If you are interested in resources or how you can help checkout:

GenderCool Project showcases remarkable stories of transgender kids.

 itgetsbetter.org and stopbullying.gov

Here is the LGBT foundation.

Here's a site support for Catholics supporting inclusion.

Here is a link to the Reconciling Churches network within the Methodist Christianity.

Here is a link to the Reconciling Lutheran Christian churches.

Interviews/data from past panelists:

Me- I like girls. Raised Mormon which is like Christian but a little more commitment.  Bible study and long services.  I did not even know that gay was a word or a thing until 6th grade.  I felt gay but didn't know what I was feeling until like 7th grade.  Middle school not good.  Lots of depression.  By 8-9 grade, I had friends who I could talk to.  Didn't plan to come out to my parents but they found my phone and came into my room yelling at me in middle of the night.  They said I was just mentally ill and depressed and that it would pass once I wasn't that way.  Haven't talked about it again.  I have to balance different personalities at church at home and at school.  I have to be a different person.  It's hard.  It sucks.  But my friends are supportive.  They

No- Came out to friends summer before senior year. Not difficult because I surround myself with people who are supportive.  I came out to my parents which was difficult because I am Chinese and Catholic.  My dad told me to live a double life and pretend not to be gay.  My mom just wouldn't talk to me.  But being in GSA and project 10 midwest helped me a lot.

Ab- Story starts around 6th grade. My friends were all boy crazy, I pretended to like a boy to overcompensate.  It was 2 years and it sucked.  I once thought omg - what if I am gay?  And it scared the shit out of me.  Luckily he turned out to be my best friend.  4 years later I thought about it again but this time it stuck. I freaked out.  I didn't want to upset my family.  I thought I would stay in the closet because I didn't want to stress my parents.  But they were very cool about it.  Took me a year to come out to my friends but it was so hard.  I was lying to them. I would say I was going to art club but it was GSA.  GSA helped me because I saw this loving community (importance of nurture and community).  I thought at first that I had to be out there as gay, but in time I learned that its ok to be yourself who happens to be gay rather than just gay.  "I'm gay but I also like pancakes."

Am (she/her)- very religious household.  Makes it difficult.  Theater kid.  Join theater if you are gay.  Do whatever you want, but know that theater is safe.  Slurs - British English fag is a cigarette and they used to burn people who are gay. 

Vi (He/him)-
Born into wrong body, but family already had strong feelings: pink, dresses, dolls. I felt awkward from a young age.  Throughout puberty, I was very dysphoric.  I wanted to wear board shorts and t-shirt over a bikini.  Felt like I got a lot of looks, but I just came up with excuses.  Health unit glossed over transgender unit - but I went to internet and read about it.  It made sense to me.  It was nice to have a word to describe me.  I cut my hair short.  Grandma was against this and that put my family against me and lead me to be depressed.  I was tired of feeling like this so I went to therapy.  I am happier because I can be who I want to be.  Starting T soon (testosterone).  Excited for that.

Je (she/her)-
Demi sexual.  Must have an emotional bond to be sexually attracted to someone (but not family or friends).  I found the word looking up demise and demi-sexually came up and I felt like it explained how I had been feeling.  Having a word to describe the way I was feeling was important.  People ask about whether someone looks hot or sexy, but it doesn't come across that way to me.  My mom was very accepting and she said it sounds like me.  Still overwhelming to tell her.  I never understood hookup culture.  I have had a few relationships but they are lasting.
Q: For panel, how are words labels important in either good ways or bad ways?

S (she/her) –

Identity comes from many things.  Some things you can change or can’t change.  Sexual identity is similar.  Some people make assumptions about you, some don’t. 

All the way through 5^th grade, I kept a diary.  It started very traditional “I like ponies” and gradually changed to “why does everyone want me to have a boyfriend?”   As time goes on you question these parts of their identities.  I didn’t realize that girls can be gay until 15.  But that is not the largest part of my identity. (Master status).  My sexuality is

Q: do you feel that society overemphasizes sexuality? 

Ma (she/her)-

First time I realized I was not straight is 5^th grade.  Family is very conservative.  “Gay people are damned to hell,”  lead to medication, and unhealthy coping mechanisms, hospitalization and depression.    With help through therapy realized I was bisexual.  Had a best friend who I came out to, but she did not take it well.  Fr year I told my best friend and she outed me.  At the time it was really hard for me because she outed me.  As a soph, a guy thought that he could turn me straight and he sexually assaulted me.  I was with a boy who was taking advantage of me. He was convinced that he could turn me straight.  And he made me think I was wrong. That was a set back.  It took me a long time to realize that I was sexually assaulted and it wasn’t my fault and it wasn’t because of who I am.  I have met some great friends now and a really supportive LGBTQ community I play softball so I hear a lot of dyke jokes. and people had called me a dyke because of softball.  This just made it more complicated because I was already dealing with identity issues.  Maybe people aren’t as accepting as I thought they’d be.  “Everything is gay!”Recently, I became comfortable with who I am.  

Q: coming out on my own terms,but never really got to to do it my way.

Q: was this pejorative joking?

H-

Started telling friends a couple years ago.  Built it up. And invited friends out like a big reveal.  I originally told them I was bisexual, then gay, then no labels, but overall never really changed.

Q: “just in case you decide to be straight”

Q: why so difficult to come to terms with what you were? You? Society? (Sapir Whorf)

Really, sexuality never changed just the words that I use to describe it have changed.  I told my sister, it was fine, but I was worried to tell my parents.  I had to tell my dad to avoid the awkwardness.  My dad accepted but my mom had trouble with it.  Mom asked me awkward questions, but in the end I felt very liberated.  I lost a lot of people I care about – I even have a whole side of my family that won’t even talk to me.  On me and my twin sister’s bday, I don’t get a call from my grandma but my sis does.

D-

Around middle school, everyone kind of knew before me.  I talked to a lot of girls, but I was more feminine. (binary problems)  13-14 is too young to really understand it.  I told parents and parents said it’s just a phase.  Parents have an outline/plan for their kids.  Just came out on social media.  Coming out – socially first because SHS is overall supportive.  Fr-JR was really hard.  Fr. Year was awful, but then I thought bi first bc safety net.  Jr. year I was more coming to terms.  I didn’t tell my mom, but I still didn’t tell my dad.  Coming out doesn’t get easier, it gets better.  SHS is a good place.

Q: Safety net?

But senior year was really good.  Surrounded by a good community.  Surround yourself with people who make you happy.  Be you, even if you are weird as hell.

A-

Fr year was really hard – depression but I was dealing with sexual identity.

“We know.”

Q: How to react to those who come out to you.

A lot of difficulty was with being Asian (intersectionality).

LGBTQ is not discussed in Asian society.

Overall, process is hard because you have to come out every single day.

Q: explain coming out every single day.

Can’t have a discussion about these things in my family.  Very difficult.

Process is easier if you meet others like you.

Q: Queer as a label?

Importance of words as a label – (Sapir Whorf).

J-

I am gay.  I came out 2 years ago.  I came out to my mom. And she said this is horrible, this is a phase.  My sister was like I’m so happy!  So weird.  Hardest to come out to my team.  We change together.  But they were really cool about it.  I don’t tell everyone in my family.  At Rosh hashanah How many matza balls in your soup?  None! But grandma doesn’t catch on.  Some people are weird about it, but overall surrounded by really good people.

Special Guest: Lana Blitstein

Lana is an Sociology Sal alumnus, who majored in sociology and then earned an M.A. in social work.  She now works for a domestic violence advocacy group, Pillars.

https://pillarscommunityhealth.org/event/domestic-violence-advocacy-training/ 

Research Review

Assessment 2:  Research Review  Click here for a copy.

Homework: Read this for Mon.

1.  Cite the research.  Here is the guide for the American Sociological Association:

https://guides.library.unk.edu/c.php?g=510530&p=3488909

Here an example citation:

Campbell, Mary E. 2009. "Multiracial Groups and Educational Inequality: A Rainbow Or a Divide?" Social Problems 56(3):425-446.

2.  Summarize the research.  Explain what they are studying in everyday language using just a few sentences for each part of the article.  Usually, a research article contains these aspects:     

Introduction – what is the author attempting to study?  Why are they interested in the topic? What are the terms/concepts that they are attempting to use to frame their research?

             

Literature review – what background research did the author do?  Usually an author cites other studies that have been published before.  Describe the previous research. How far back does the author go?  What type of previous research does the author explain the most?

Hypothesis – does the author state a hypothesis before conducting original research?

Method – what method(s) does the author use for the research?  Are there multiple methods?  Use some of the concepts from the chart posted yesterday to describe the research.

Data – what is some of the important data that the author finds?  What are the notable statistics?

What does the author conclude? Do they have suggestions for moving forward?

3.  Thinking about the social network activity we did and the reading by Joel Charon, what categories/group(s) is the research talking about?  Identify any statuses that are being studied.  Is this a study of intersectionality at all?

4.  Think back to the boat activity and macro/micro sociology.  Is this a macro or micro sociological study?  Why?

5.  Identify ingroups or outgroups for you in the study.  Explain how the research sheds light on a group in the study; how does the research paint a more complex/diverse picture of a group.  How could this be used to combat outgroup homogeneity?