Usually during the spring semester, I teach statistics at the University of Richmond. However, I am currently at Colorado College teaching “Using Big Data to Unmask Inequality” (see figure 1). I love the slogan, “Analyze. Visualize. Create Change.”
Figure 1. Using Big Data to Unmask Inequality Flyer
Gendered Racism
Today, our guest speaker was Marlene Kim. She gave an eye-opening history of Asians in America, including her family’s history. Then, she talked about her research on labor market inequality and her theoretical framework on “gendered racism,” which takes intersectionality a step further while incorporating the notion of power (Kim, M. 2020, p. 621).
I pose a theoretical framework that adds to the concept of gendered racism: first I believe that prejudices affect behavior, which results in differential treatment by race and gender and the outcomes that we observe. Employers and boards acting on these prejudices explain why, although employed Asians face a glass ceiling. Perception that women are warmer and less competent similarly lead to the patterns we see – of women crowded into jobs caring for others, working with people and not being promoted into top positions within management (Kim, M. 2020, p. 621-622).
With each set of readings, students provide three questions and their rationale for the question. These questions moderate class discussions – it is their script. For Kim’s readings, the students focused on the stereotype of being a “model minority.” They asked if she had data on the consequences for those who did not fit the stereotype – stem-related occupation or college major. She did not but is working on a related topic. Student’s written questions seem to understand how the model minority stereotype “privileges” Asians relative to other minorities but did not advantage them relative to Whites. As one student said, just because Asians have a higher median household income does not mean they have access to or control institutions. Institutions maintain social and economic norms.
The Collective
We have covered race and gender inequality, intersectionality, and stratification economics. Patrick Mason was our guest speaker (March 28) to discuss stratification economics. The class conversation afterward and their analysis of the first two chapters of his book expressed annoyance that Mason said,
Racial categories arise and persist in society because racism has an instrumental purpose: persons are sorted by their physical differences in order to differentially distribute access to wealth, power, and information. The collective social interactions of millions of persons produce stable and resilient racial identity norms. These norms are strongly resistant to personal and small group innovations because persons who violate racial identity norms will be worse off than those who adhere to racial identity norms – even if abolishing racism would improve the well-being of society as a whole (Mason, P. 2023, p.19)
That Mason’s writings would “accuse” them of being part of the collective was offensive. I understand their reaction. Consider this: how many of us navigate the world, making individual choices to combat bias and stereotypes? Despite our efforts, prejudice and stereotypes persist. Do any of us believe the persistence of inequality is because we are part of the collective?
Before I began having conversations with my students, I would have firmly said, “ABSOLUTELY NOT!” However, as we discussed social and economic norms in class, I realized that I contribute to these norms, which can have negative consequences for others, all while benefiting myself. Moreover, these norms are so deeply ingrained in my subconscious that I might have a visceral reaction if brought to my attention.
So, what is one to do if these norms are deep in our subconscious and benefit us? It is impossible to identify all of the norms that we perpetuate to the detriment of others. As I am learning from my class, we want equality and fairness without caveats but do not want the responsibility of equality and fairness – giving up norms that benefit us.
I asked my students what they would give up to create a more equitable society. They asked me how we can develop policies that do not harm the majority and whether policies that focus on the minority are inherently biased. Touché! It has been liberating to challenge and be challenged on the norms perpetuating inequality in our society.
Tell Me What to Do
Initially, when I’d read a student’s question that had the tone of “Just tell me what to do.”
I balked.
I was not being fair.
The truth is, what most of us want is to be told what to do to make society more equal and fair.
