1.02 Peter Berger's Social Construction of Reality

Action Item:  For our next class, please read this excerpt from Outliers.

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Meditation

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Spit vial or vile spit?

Note:  (This is a lesson first published in Teaching Sociology (2003) by Brouillette and Turner and updated in ASA's Trails.) 

Imagine that the school was still surveillance testing for Covid.   

Place some of your saliva in a spoon or a vial. Then, read about all the ways all of the ways that saliva is beneficial (For more on the health benefits of saliva, see WedMD, the NIH Library of Medicine and the ADA):

Saliva continuously moistens the linings of the mouth, throat, and general bronchial area. Saliva aids in the prevention of infection in these areas. Some cold remedies, for example, so dry out the linings that the microscopic cracks in the linings often bleed and are very susceptible to infection. Also, the admonitions of parents to their children to eat slowly and chew well is not just to prevent choking on large pieces of food. The leisurely eating of food mixes saliva with the food, which shortly thereafter is blended with the gastric acids in the stomach. This compound now sets the stage for a catalytic combination of saliva, food, and gastric juices, which produces optimal digestion. The addition of an adequate amount of saliva allows the body to extract needed nutrients throughout the digestive tract. Finally, saliva offsets the possibility of too much acid in the stomach, and therefore lessens the possibility of heartburn or ulcers. 

Now, after reading about all the ways that saliva is useful, if you arrived at school and student health services told you that your vial is not needed, would you open the vial and take your saliva back? Why? Why not? 

Is that gross? Why?

Big Group Discussion

Would you open the vial and take your saliva back? 

Why?

Why not? 

Is that gross? 

Why?

Simply put, the average American will be repulsed by the idea of spitting into a spoon and then swallowing it back again.  However, we are constantly swallowing our own saliva all day long and there is no biological difference between the saliva in your mouth and the saliva on the spoon.  However, we have learned from our society (parents, friends, media) that there is a difference between "saliva" and "spit";  Saliva is in our mouth and is not gross, whereas spit has left our mouths and is gross even if it has not changed at all biologically.  This makes us feel gross and repulsed by "spit".

In other words, the way that we have learned (from society) to think about the saliva affects how we feel about it.  In his 1966 book with Thomas Luckman, Peter Berger called this idea the "Social Construction of Reality".  To break the idea down:

Social - society/other people

Construction - create

Reality - feelings/experiences

 

In other words, our experiences or how we feel (our reality) is created (constructed) by others (society).  This is called the social construction of reality. 

Social Construction of Spitting Across Cultures

In the US most of us would consider spitting gross. However, we have learned that in some cases spitting is acceptable. For example:

• Many of us have been to baseball games and watched players spit all throughout the game. We didn't get repulsed by that.

In fact, during one World Series, Reggie Jackson averaged 19 spits per at-bat!  (see this 1985 article from LA Times about baseball spitters)

 

• Another example is when parents or siblings use their saliva to wipe off a baby's face. We don't find that repulsive, but if a teacher even accidentally drops saliva onto a desk it becomes gross. Can you imagine a teacher who spits like a baseball player?  We have been conditioned to accept spitting on the baseball field but not in a classroom.  Watching a teacher spit in a classroom would feel gross and disgusting because we have learned to think that this is unacceptable/gross behavior.  This can be true for many of our experiences; feelings of happiness, sorrow, stress, worry can often be created for us by our of the society.

Because our reaction to spitting is a creation of our society, the reaction to spitting in other countries is sometimes different - because it is a creation of a different society.  

For example, different types of spitting are so common that a British sociology professor, Ross Coomber and his team spent time studying the various types of spitting and he published this paper (2013).  From the BBC,

Ross Coomber, who is a professor of sociology at Plymouth University, will spend about a month visiting six Asian countries.
He said people should take historical and cultural influences into account before forming opinions about those who spit.
He added, in many nations it was an accepted part of their lifestyle.

In Africa, a study in the British Journal of Cancer identified many different spitting practices especially the ways that spit/saliva is used for healing!  From the journal, there are examples of:

(1) the use of saliva in healing and medical practices, 

(2) the use of saliva in initiation or ritual practices and 

(3) the use of saliva in feeding practices. 

Among some ethnic groups...it has been observed that part of the healing and treatment process involves using saliva to treat different ailments: 

Among the Somali, saliva is used in the treatment of all forms of disease (Helander, 1988, p 111)... 

In Tanzania, among the Bena, for the treatment of a boil, the traditional healer chews traditional herbs (mhefefa and munepa) and subsequently uses the chewed and softened herbs to treat wounds (Culwick, 1935, p. 395)... 

Among the Masai of East Africa, the juice of the plant ol giloriti (Acacia abyssinica) is chewed and spit onto the wound by a healer as an astringent (Merker, 1910, p. 247)... 

Among the Azande of Sudan the patient's body is sucked vigorously by the traditional healer (Rattray, 1923, pp 248–250)... 

Also among the Igbo of Nigeria, it is observed that a traditional healer (dibia) will suck the arms, head or abdomen of a new-born baby...

Among the Wolof of West Africa, when a baby is born, it is reported that an elderly woman will visit the mother and infant and subsequently give the infant a blessing by spitting on its face and kissing it....

Among the Nuer of Southern Sudan, it is noted that men spit on the heads of their children on returning from trips and young girls who have not seen each other for some time spit on each other as a form of greeting (Huffman, 1931, p 87)....

In Peru, shamen may use spitting to purify a person with a spiritual bath like the way this shaman did to Anthony Bordain:

The point is that people have learned what to expect from their social groups and those expectations shape how individuals react to situations.  Related to this is the Thomas Theorum which was published by the University of Chicago Professors William Thomas and Dorothy Swaine Thomas.  The Thomas Theorum says, 

"If people define situations as real, then they are real in their consequences."

3. Which example of saliva being used around the world is most striking? 

4. Explain Berger's idea of the social construction of reality.  

Other Examples of the SCR:

"Bath Rooms" as a Social Construction

Please do not let the example of spit/saliva make you think that the rest of the world is gross while our culture is normal.  Instead, there is no objective normal, there is only the way that each society has affected it's people to feel.   For example, here is an example that you might not realize about how another culture would be grossed out by American culture.  

The Japanese would be grossed out by the typical American bathroom. In Japan, toilets are located in a different room than the shower and bath. Instead, the Japanese "bathroom" is literally a room for bathing.  And not only is the toilet separate from the bathroom, but within the bathroom the shower is always separate from the bath. They see the shower for cleaning and the bath for soaking after you have cleaned.  Instead, Americans freely bath their children in bathtubs and it is seen as a pleasant and cute experience. But many Japanese would feel repulsed by the idea of bathing in one's own filth.

"Food" as a social construction

Other examples of the social construction of food are:

these recipes from Time Magazine or these from AtThirstForFirst.  

How would you feel about eating mountain chicken or closer to home is this recipe for Rocky Mountain oysters.

5. Can you explain, in your own words, how one of the examples above is a social construction?  Just choose one:  spitting, bathing, bathrooms, food.  

In Conclusion

What is Berger's Social Construction of Reality?  

Can you apply it to your own life?

6. Think about something from your own life; your religion, sports, fashion, college (or being a college student), or something else.  What are some feelings you have about this that you might share with other people/especially strangers? How are your feelings/experiences shaped by what you have learned from people/society?  

Recommended Reading:

Open Stax: Social Constructions of Reality

1.01 A Sociological Introduction

WELCOME SOCIOLOGY SCHOLARS!

If you did not have a chance yet, please complete these two tasks:

Student Demographics Survey 

I want to get to know each of you better as an individual, so please answer this demographic survey.  Please share as much info as you are comfortable sharing, but please know that all of the information is private and only for me to see.

Syllabus

After you finish the demographic survey above, please begin reading the syllabus.

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Start of class meditation - meditation number one

Introducing...The Class

 

Syllabus 

 Importance of college syllabus in general

 Our syllabus

 

What questions do you need answered to be confident that you can do well in the class?

Fired Up? [Ready to Go!] come to class each day fired up and ready to go. 

Be Present; Mindfulness

Mindfulness is an awareness of yourself.  To start each class, I use a mindfulness meditation.  I will ring a bell to signal that we are starting class. This is a reminder to center your thoughts and limit distractions.  This present moment is a gift (that's why it's called the present!) I want you to be in this moment.  I will also give you a thought to meditate on and help you develop your own personal mindfulness.

Mindfulness and Learning

Being mindful means having an appreciation and a focus for the present moment. In this case, we are in class, together. Be present. I value your presence and I feel that each of you can be a teacher for all of us - we are all students and teachers of each other!

There is a lot of evidence that electronic devices and social media are a distraction for not only you but for those around you. One study calls social media the second-hand smoke of learning. So, please mindful of your presence in class. Please try to be in the moment for our class - this is yet another group that we are connected to and an example of how intricately we are connected to other people.

In short: Have something to write on/take notes with but if it is a digital device, work hard to not distract yourself or classmates from the present moment.

Touchscreen

Watch slam poet Marshall Soulful Jones perform his poem called touchscreen.   

(Here are the lyrics)

This slam poem resonates with me because I want students to understand the effects of digital devices on learning generally, but I also want students to connect with each other personally through our class. I have tried to personalize the class in both how I present the content using examples from my own life and how I assess student understanding of the content by asking students to apply and personalize the content to their own lives.

Today's lesson:

I had you fill out the survey above because I wanted to get to know you as an individual.  My question now is, are you, in fact, an individual?  What makes you an individual? 

Introducing You...

Introduce yourself to one or two of your peers.  Please say your name and where you are from and then share:

1.  Do you think you are an individual?  Why or why not?  What makes you unique?

2.  What do you think it means to be an individual?

If you are absent from class, the Google Form for this lesson is here.  Absent students must fill out the Google form to even be considered for participation credit.  If you are present in class, you do not have to do the Google Form.

Big Group Discussion:  Are you an individual? 1 and 2.

At first glance, it might seem like you are unique.  In my case, I am a Loyola University graduate, a professor and a Chicagoan;  I like basketball, the Cubs, skiing, mountain biking, golfing, gardening, and cooking.  I am a husband and I have three daughters.  All of this might make me sound unique, but all of it also is a result of my connection to others and at the same time, it connects me to others.  We are intimately shaped by other people and society at large, but our culture's fascination with individuality often hides this connection.  Sociology will help us explore this reality.

3.  Now think about how you arrived at this moment in this class.  How did you get here?  Who are all the people that helped you get here today?

3.2 After you answer that, think even more creatively about who those people are that have made it possible for you to be here today.

Introduce yourself to one or two different peers.  Please say your name and where you are from and then share:

Small groups:  Share the people that you came up with. What was one answer that someone said that you had not thought of?

Mindfulness and Sociology

How many different people did you come up with? Did you think of your parents? Probably.  How about your grandparents or great-grandparents?  How about the people who built the roads or the engineers who designed them; The architects who built the building you are sitting in;  The doctors who helped you stay healthy until you reached this age or the dozens of teachers who have taught you over the years. There are so many people who have affected your ability to be here and now.  Sociology will make us aware of our connections to other people.  Michael Schwalbe called this awareness of our connection to others "Sociological Mindfulness."  Throughout our class, you will see that sociological mindfulness is woven into the lessons and assessments.  

Sociological Mindfulness is also all of the people that we influence in society. We are both products and agents of society.

4. Think about the people who you may have had an impact on in your journey to Loyola. Who have you influenced? In what ways?

Small Group Discussion

Find 2 or 3 people who you did NOT discuss with earlier. Share your answers with them. Tell them how you arrived at Loyola and ask them how they think that YOU may have influenced people along the way.

Introducing You and Sociology

Sociology is a discipline that examines all the ways that individuals are affected by their social memberships - the groups that that they inhabit. A group can be as few as two or as many as millions of people.  As long as those people can identify with each other in some way, they can be considered a group.  

This lesson will ask you to list your groups.  

On a notes sheet, put yourself in a circle in the center and then around the outside,  list the most important groups that you are a part of.  (Remember that a group can be as small as two people or as large as millions.)  Some groups interact with you and others shape your perception of who you are. 

What are the groups that influence you?  

What are all of the groups that shape your identity and how you see yourself?  

What groups do you identify with?

Another way to think about this is who do you spend your days with?  You are not alone.  Think about who you are with in the morning, daytime, afternoon,  and evening.  And then who are you with during the week, on weekends, and in different seasons?

Status
Status is our position(s) within each group, for example, in my group, family, I hold the positions of husband and father, etc... Next to each group list your status(es) within it.  Note that in some groups, like family, you might have multiple statuses.

Master Status
After you list all of your statuses, choose your master status.  A master status is an individual's most important, most defining status.  It is a status that he/she takes with them everywhere they go.  There are two ways that you might think about master status:

It might be a status that is always present in his/her mind.

Or it might be a status that everyone else sees her/him with.   

Look at ALL of the statuses that you listed across your whole sheet.  Choose 1 or 2 statuses that are your master status right now (master status can change throughout your life or even based on your schedule).  Mark your master status(es) with a star.

Large Group Activity

As I call out groups, please stand if you listed a status or group that I name.  Then remain standing if you starred it as a master status.

Conclusion
I am always interested by all of the groups that students are influenced by and especially the unexpected groups that surprise me along the way. Sometimes it is someone who I never thought to be religious and they list a religion or sometimes it is someone who I never realized was black who lists her race as an important influence on her. All of these groups we belong to are the complex way we as individuals are made up and that is the way sociologists understand individuals; through their groups.  For example, I am part of a family, a school, a group of friends and a neighborhood. In each of these groups I have a status (dad, teacher, friend) and each of these statuses comes with a role that is expected of me (make dinner, show up prepared for class, return a phone call, etc...). 

These groups shape my life. Each group creates expectations for your actions.  These expectations are called roles.  For example after becoming a dad I will never be the same. I can't help looking at kids through the eyes of a parent; I think about music lyrics differently; I am overly critical and cognizant of my own behavior and manners etc... These groups can also come into conflict in an individual's daily life.  For example, if I have to go home and cook dinner and my daughter demands attention, it is very difficult to get grading and lessons prepared for the next day, and if a friend calls to socialize or to get together, that becomes a third conflict.  My roles as a parent, teacher and friend are all conflicting. This is called role conflict.  There are also times when I experience what sociologists call role strain.  That is when I am having difficulty meeting the expectations of one role.  An example of this might be parenting. I have never been a parent before and so when my daughter is challenging me, I am not always certain how to react; do I give in, ignore or punish her?  Some statuses we choose (achieved statuses) like those I already mentioned, but sometimes we are not given a choice (ascribed statuses) like that of being bald, or white, or a son.

Example of sociology

Note each of the "individuals" in class is really made up of various groups - connections to other people. All of these groups shape the way we see ourselves and the way others see us. They also contribute to our opportunities and obstacles that we encounter.

Example of sociological mindfulness in class
I hope this exercise helps students see that our class might seem homogeneous but really it is quite diverse. The unique diversity comes from each person's membership in different groups. I hope this is another way we can become sociologically mindful of each other in the class; that is, we can appreciate each person's unique membership in different groups.  This way we can be more understanding of each other and more compassionate for each other. 

Conclusion (What you should be able to do/explain after this lesson and what the final assignment will ask you to do):

• Why is the syllabus important?
• What do sociologists study?
• What is sociological mindfulness?
• Why does sociological mindfulness matter?
• How do sociologists define "group"?
• What is a master status?

Mental Health Coalition Resources

From the Mental Health Coalition, 

The common feeling that we don’t fit in, like we don’t belong, or when we just feel different to everyone else. It’s a feeling that manifests itself in varying degrees of severity, affecting hundreds of millions of people globally.

In fact, 1 in 4 people will experience a mental health condition at some point in their lives. That means 4 in 4 people are significantly impacted directly, or indirectly through someone they know. When we all accept each other’s differences, everyone fits.

The website contains resources and a road map for mental health and specific help for people identifying as BIPOC and LGBTQ.

How to Email Your Professor

From Laura Portwood-Stacer,

 https://lauraportwoodstacer.com/how-to-email-your-professor-without-being-annoying-af

How to Email Your Professor (without being annoying AF)

Every semester, I see the tweets and Facebook posts. My professor friends, they are annoyed. Their students do not know how to write emails, they say. What they really mean is that their students don’t know how to follow the conventions of email etiquette in the academy. I used to be exasperated by student emails too. Until I realized that there was a simple explanation for why they didn’t know how to write them — they’ve never actually been taught how.*

But now, clueless students have no excuse, because they can read this post. Profs, share it with your students. Students, share it with your friends. Or don’t, and be the one person in the class your prof enjoys receiving email from.

10 Elements of an Effective, Non-Annoying Email

Here’s a template you can follow in constructing your email to a professor. Each element is explained further below.

Dear [1] Professor [2] Last-Name [3],

This is a line that recognizes our common humanity [4].

I’m in your Class Name, Section Number that meets on This Day [5]. This is the question I have or the help I need [6]. I’ve looked in the syllabus and at my notes from class and online and I asked someone else from the class [7], and I think This Is The Answer [8], but I’m still not sure. This is the action I would like you to take [9].

Signing off with a Thank You is always a good idea [10],
Favorite Student

Element #1: Salutation

Right off the bat, here’s where you can establish that you view your relationship with your professor as a professional one. Use “Dear,” or if that feels horrifically formal to you, you can use “Hello” or “Hi.” (“Hi” is pushing it. See note about exceptions below.)

Element #2: Honorific

This is where a lot of students unwittingly poke right at their professor’s sensitive ego and sense of justice in the world. You didn’t think this little word was a super big deal, but it actually is to them. An honorific is a title used to communicate respect for a person’s position. Whether or not you, as a student, actually respect your professor’s authority or position, it’s a good idea to act like you do. The simplest way to do this is to address them as “Professor.” If they have a PhD, you can technically call them “Dr.” but you’re safer with “Professor.” Not all instructors have PhDs (and many won’t even have the word professor in their official job title), but if they are teaching a college class they are inhabiting the role of Professor and can be addressed as such. The bonus of “Professor” and “Dr.” is that they don’t require you to know anything about your professor’s gender identity or marital status. If you call your prof “Mrs.” or “Miss,” lord help you.

Element #3: Name

You might be surprised at how frequently students get their professor’s name wrong. This is not difficult information to look up, people. It’s on your syllabus, it’s on the department website, it’s probably Google-able too. Use their last name. Spell out the whole thing. Spell it correctly. If there’s a hyphen in it, use both names and the hyphen (this really falls under spelling out the whole thing and spelling it correctly, but I get it, it’s a special case and it causes a lot of confusion for some reason even though it is 2016).

Exceptions to #1–3 (do not attempt until you have leveled up to pro emailer status)

You may use a less formal salutation, and address your professor by something other than Professor Last-Name in your email, if, and only if, you have received an email from them where they use an informal salutation and sign it with something other than Professor Last-Name. For example, when I was a college professor, I would often sign off on my emails “Prof. P-S” because I knew my last name was long and confusing for people. I then rather liked it when people sent me emails addressed to “Prof. P-S.” But don’t deviate from what they call themselves. NEVER try to use a first name unless you have been given explicit permission to do so. If the prof cryptically signs their emails with only initials, best to stick to Professor Last-Name. Do not under any circumstances begin an email with “Hey” because some people get real huffy about that.

Element #4: Meaningless Nicety

It never hurts to say something like “I hope you’re enjoying the beautiful weather today,” or “I hope you had a relaxing weekend,” to start off. It shows that you see your professor as a person who has some kind of life. Professors like it when you see them as people who have lives outside of their classroom (however remotely this may resemble the truth). It doesn’t really matter what you say here, it’s more the ritual of polite interest that counts. If you can make it come off like you genuinely mean it, bonus points for you.

Element #5: Reminder of how they know you

This one is key, especially if it’s the first time you are contacting your professor. You can’t count on them to remember your name from their rosters or to be able to put your face with your name. If there’s something distinctive about you that would jog their memory and make them look upon you fondly, include that. For instance, “I stayed after class to ask you about the reading that one time,” or “I sit in the front row and have blue hair,” whatever. If you haven’t met them yet, explain your desired relationship to them, such as “I am interested in enrolling in your class next semester.” If you’re fairly certain they will know you by name, you can leave this out. But some profs are very bad at remembering names, so you might as well throw them a bone here. (If you are lucky, those profs will be self-aware and empathetic enough not to make you memorize any names for exams in their classes.)

Element #6: The real reason for your email

This is the whole reason you’re sending the email, so make it good. The important thing here is to get in and get out, while remaining courteous. Concisely state what it is you need from the professor without offering a bunch of excuses or going into excessive detail or sounding like you are making demands. If you can’t explain why you’re emailing in a sentence or two, consider making an appointment to meet with the professor in person, in which case your line here will be “I was hoping we could meet to talk about X. What would be a good time for that?” If they can’t meet and just want to discuss it over email, they’ll let you know.

Elements #7 and 8: This is where you prove you’re a wonderful person

There is a t-shirt for sale on the internet that says, “It’s in the syllabus.” Think for a second about why there is a market for this product. A vast number of emails sent to professors by students are seeking information that has already been communicated by the professor. Before even sending the email, you should actually check the syllabus and your notes (and the class website if there is one) to see if your question has indeed been answered there. It doesn’t hurt to ask someone else from the class too — this is why you should try to get a least one classmate’s phone number or email address during the first week. If you’ve actually done all these things and you still have a question, then your contacting the professor will actually provide helpful information to them that they might not have been clear about something.

If you can try to answer your own question, and you turn out to be right, that saves them a little bit of time in their response. For instance, if you are writing to set up a meeting, you could say, “It says on the syllabus that your office hours are Tuesdays at 3pm. Could I come this Tuesday at 3:15?” This also shows that you thought about the whole thing for more than two seconds before deciding to take up their email-reading time.

Element #9: Super polite restatement of your request

If you’re asking a question you need an answer to, you can say something like “If you could let me know at your earliest convenience, I’d really appreciate it.” If you need them to fill out a form, or contact someone on your behalf, or do something that requires more action than just answering your email, state that very clearly here. This helps them put it on their to-do list and get it done.

Element #10: Sign-off

If you’re not sure how to sign off an email, “Thank you” is nearly always appropriate. You can do “Best,” or “All the best,” or “Sincerely,” or whatever, but some form of thanks here does double duty as both sign-off and expression of gratitude.

The hidden Element #11: The follow-up

If your professor hasn’t responded to your email, and social cues tell you they probably meant to by now, you can send a gentle follow-up. You can format the follow-up using all the elements here, but you can add in “Just following up on my previous email,” right before you get to Element #6. You don’t have to rub it in that they forgot to email you back, they will get the point (and if they genuinely forgot, they might feel bad). If they were not emailing you back on purpose, you probably already annoyed them the first time around, and you might as well be as polite as possible with the follow-up. When is it safe to send a follow-up reminder? You have to gauge this based on how quickly they usually respond to things and how dire your need for a response truly is. If it can wait a week, let it wait a week (or until you see them in person).

Why any of this matters

Learning how to craft professional emails is a skill you can take with you into the so-called real world. A courteous and thoughtfully constructed request is much more likely to receive the kind of response you want. And, let’s face it, professors are humans with feelings who just want to be treated as such.

You might think professors who are annoyed by student emails are over-sensitive and lazy (it’s their job to handle this shit, right?). And you might be right. But consider that while you only have a few professors at any one time, they might have hundreds of students. They are possibly getting the same question from ten different people. They might be an adjunct professor who is actually only paid for the hours they spend in the classroom (and they’re not paid very much for that even). They might have experienced a pattern of receiving less respect from people based on their gender or race. Make your email the one they don’t gripe to their friends about. Now you know how.

Gabby Thomas on Sociology and Medicine

Gabby Thomas, Harvard grad and gold medall winner x3 at the 2024 Olympics talks about how sociology influenced her volunteering at a healthcare clinic.

Gabby Thomas on sociology and medicine:

I started taking a few sociology courses
as well to complement it.
And I realized that there were a lot of things
we don't learn about the health care system
in our regular curriculum.
And I was being exposed to it.
And I drew a passion for studying
and gaining a foundation in racial disparities
in health care.
And it just really struck me to my core,
especially being a Black woman in America.
And now that I'm actually seeing it
in real time in Austin at the volunteer health care clinic,
there are just so many things that we can do better.
I mean, these are people who really don't have access
to health care otherwise.
I don't know where they would turn to.
And we are people-- it's a volunteer-based clinic.
So these are people who are dedicating time out
of their day to give just primary care, preventive
care, education.
And it's unfathomable to me that these people
would have nowhere else to turn to if this clinic didn't exist.
And it's just so simple.
It's a simple concept, right?
We could increase funding for it
and people can have access to health care so easily.
And that's what we do with the clinic.
And it's really just near and dear to my heart,
because everybody deserves that.

Henry Louis Gates Jr's The Black Box

From Penguin, the preface excerpted here:

Preface

All my life I had been looking for something, and everywhere I turned someone tried to tell me what it was. I accepted their answers too, though they were often in contradiction and even self-contradictory. I was naïve. I was looking for myself and asking everyone except myself questions which I, and only I, could answer. 
It took me a long time and much pain- ful boomeranging of my expectations to achieve a realization everyone else appears to have been born with: That I am nobody but myself.

Ralph Ellison, Invisible Man 

My granddaughter, Ellie, was born by C‑section on a Saturday afternoon in November of 2014, after her mother, my older daughter, Maggie, stoically suffered through induced labor for about twenty‑four hours. That evening, my son‑in‑law, Aaron Hatley, came over for a warm hug and a celebratory shot of bourbon from my oldest bottle of Pappy Van Winkle’s Family Reserve. I listened to Aaron’s play‑by‑play of the previous day’s events, and after a decent pause, I asked the question that I had wanted to ask all along: “Did you check the box?” I asked, apropos of nothing we had just discussed.

Without missing a beat, my good son‑in‑law responded, “Yes, sir. I did.”

“Very good,” I responded, as I poured a second shot of Pappy Van Winkle.

Aaron, a young white man, had checked the “Black” box on the form that Americans are required to complete at the time of the birth of a child. Now, my daughter’s father’s admixture—in other words, mine—is 50 percent sub‑Saharan African and 50 percent European, according to the tests offered by commercial DNA companies that I have taken over the last decade and a half. My son‑in‑law is 100 percent European. Because my daughter is 75 percent European, her daughter, Ellie, will test about 87.5 percent European when she spits in the test tube. “Legally,” at least once upon a time—and if not “legally” any longer, then by convention, practice, and/or volition— Eleanor Margaret Gates‑Hatley, who looks like an adorable little white girl, will live her life as a “Black” person, because her father and mother checked the “Black” box. (I imagine that our conservative Supreme Court, which has already weighed in on the use of such boxes in higher education admissions, will continue to have its eye on them.) And because of that arbitrary practice, a brilliant, beautiful little white‑presenting female will be destined, throughout her life, to face the challenge of “proving” that she is “Black,” simply because her self‑styled “race man” grandfather ardently—and perhaps foolishly—wished for her racial self to be socially constructed that way.

Such is the absurdity of the history of race and racial designations in the United States of America, stemming from “the law of hypodescent,” the proverbial “one‑drop rule.” Perhaps Eleanor will choose to dance the dance of racial indeterminacy, moving effortlessly back and forth across the color line. Or maybe she will claim a social identity that reflects the percentage of her ancestors over the last five hundred years who were of European descent. Or maybe she will keep a photograph of her grandfather in her pocketbook, and delight in refuting—or affirming, as the case may be—the sheer, laughable, tragic arbitrariness of the social construction of race in America. The most important thing is that this be her choice.

By now, most of us are all too familiar with requests to check this kind of box. We also know all too well what the search for the “black box”— the flight recorder—sadly signifies in the event of a crash. That device preserves a record of the truth amid disastrous circumstances: it is what survives. For me, the black box is also a powerful metaphor for the circumscribed universe of being within which people of African descent were forced to attempt to construct a new identity after emerging on this side of the Atlantic after the horrors of the Middle Passage,transported here on an inhumanely cramped slaveship—another circumscribed enclosure, another black box of sorts—to provide the labor to create an economic order that would fundamentally reshape the economies of Europe and the emerging United States. But it also is a resonant metaphor for the social and cultural world that they created within this circumscribed space—the people the abolitionist Martin R. Delany named “a nation within a nation,” and whom the great scholar W. E. B. Du Boiscalled “a small nation of people.”1

For me, this figurative black box is a concept that is quite useful for understanding the history of African Americans in this country, similar in resonance to the haunting metaphor “the Veil” coined by Du Bois in his classic 1903 work The Souls of Black Folk. The black box has a long and curious history both inside and outside of Black letters. And like all metaphors, its significations have multiplied through its long life.

It was the Yale legal scholar Stephen L. Carter who defined it in the manner most closely related to that box that my son‑in‑law checked, which will define so very many of Ellie’s choices, from small, seemingly insignificant things to the manner in which her application to college is treated to how her physician will think of her risks for certain medical conditions. Carter defined his own box in this way: To be black and an intellectual in America is to live in a box. So, I live in a box, not of my own making, and on the box is a label, not of my own choosing. Most of those who have not met me,and many of those who have, see the box and read the label and imagine they have seen me. The box is formed by the assumptions others make when they learn that I am black, and a label is available for every occasion.

Discussion Guide here

Review from The NY Times,

In his latest book, the Harvard scholar shows how African American writers have used the written word to shape their reality despite constraints imposed on them from outside.By way of explaining the metaphor that serves as the title of his latest book, “The Black Box,” the Harvard scholar Henry Louis Gates Jr. transcribes a conversation he had with his son-in-law after the birth of his granddaughter 10 years ago:


“Did you check the box?” I asked, apropos of nothing we had just discussed.
Without missing a beat, my good son-in-law responded, “Yes, sir. I did.”
“Very good,” I responded, as I poured a second shot of Pappy Van Winkle.

The box that Gates’s son-in-law checked on a birth registration form indicates that his granddaughter is Black, even though his daughter’s genetic admixture is 75 percent European, and his son-in-law is 100 percent European. In other words, as Gates notes, his granddaughter “will test about 87.5 percent European when she spits in the test tube.”

Gates offers this anecdote to suggest the arbitrariness of racial categories, and to focus our attention on the image of the box — a container that can function simultaneously as a “circumscribed enclosure” and a zone in which the confined can create a thriving “social and cultural world.”

For Gates, the box is a supple concept. Not only does it appear with surprising frequency in literature by Black Americans — from the fugitive slave author Henry Box Brown (who escaped slavery in a box) to Booker T. Washington (who described the box as a barrel) to the contemporary poet Terrance Hayes — but Gates extends the metaphor to other kinds of boxes that relate to Black experience, to ordeals withstood and survived. He cites an airplane’s flight recorder box, a device that “preserves a record of the truth amid disastrous circumstances,” and the slave ship, before arriving at his thesis: African Americans have consistently relied on the written word to express and shape their reality despite the constraints imposed on them from outside, which they have endured since they were first brought to this continent.

“The Black Box” is based on lectures Gates has delivered for many years in his Introduction to African American Studies class at Harvard. From the beginning, he shows, African Americans have turned to literary forms to validate their humanity. He quickly sketches the childhood of Phillis Wheatley — her journey to America via slave ship, her rapid mastery of English — and the varied responses to her poetry, which she began to publish as a precocious teenager.