Class Works

I have a very smart friend, Lisa, who once said that the best way to understand class is to think about it as where you sit on an airplane. In first class the seats are bigger, the food better, and the attendants more attentive. That’s assuming you can afford to get on the airplane at all; the bus is another world altogether. It’s also about how easily and conveniently you can get on the airplane and those special lounges at the airport. If you are very rich, of course, you have your own airplane and we’d never see you at the airport at all.

We don’t talk about class in the U.S. because we don’t have a vocabulary to talk about it and because we only get brief glimpses of the lives of people with money. Paris Hilton might be ridiculed as a party girl but she’s not reviled as too rich. Most of us don’t have our own planes, and relatively few of us can afford first class seats. If you look around a bit, though, you can learn some interesting things about privilege. Inside Higher Ed has a helpful piece this week, for example, that gives us a little peek into the hidden world of power.

As it turns out, (Legacy of Bias), the relatively well off get into college more easily. It shouldn’t be surprising– if we get on a plane we see material privilege–but it usually is. It goes against our American democratic grain to think that not everyone earns their way, just as we believe that economic failure is always a matter of individual rather than social responsibility. I wonder, though, how much research it will take before the facts of class in the United States become something like common sense.

Gender Knowledge

According to a reported just issued by the Council of Graduate Schools, as of last year women got more Ph.D.’s than men for the first time since these numbers have been recorded. (That’s no longer than about a 100 years, I’d guess.) What more significant, I think, is that women are now poised to play a dominant role in several fields, including “health sciences (70 percent), in public administration (61.5 percent), social and behavioral sciences (60 percent), arts and humanities (53 percent) and biological and agricultural sciences (51 percent).”

Men dominate “mathematics and computer sciences, in which 73 percent of doctorates awarded in the United States went to men; physical and earth sciences (66 percent male PhDs) and business (61 percent).” This is an important landmark, but its meaning will not be clear any time soon and its impossible to predict how this might change research or education agendas. A patriarchal bias underlies much current research, of course. No one studied women’s heart attacks, for example, for much too long becuase it was assumed that men were an adequate model.

The historical and sociological question is whether women will simply correct the historical patriarchal bias or if they will begin to create what amounts to a matriarchy. Feminist history, I think, provides theoretical and practical models for either, and for a wide-range of reasons. That sort of impact is generations away, though. Meanwhile, as long as men dominate business, match, and engineering the partiarchy reigns. I wonder, if, in the long run, the ongoing rise of women will create a society in which these fields, no matter which gender is dominant, no longer matters nearly as much as it once did…

Class Dismissed

I was happy to see a new survey/study of student writing practices released this week, called “Revisualizing Composition: Mapping the Writing Lives of First Year College Students.” It’s always good to have new information, and it’s especially refreshing to see such a wide range of institutions included, ranging from research and Ph.D. granting schools to community colleges. I have to say, though, that I found the initial findings disappointing.

First, there seems to be nothing new here: blogs and web writing are less popular than they were; texting on phones is up; students see academic writing as important, etc. There are a few ideas that might be worth exploring. Why has social networking, for example, had so little impact on students’ appreciation of collaboration? Why do institutions that grant Master’s degrees have more students that write often in so many genres?

Second, the study’s methodology section reproduces the U.S. blindness to class; it mentions gender and ethnicity but not familial income, parental education levels, or other indicators of socio-economic status. They did little to correlate technology use or writing habits with, say, the relative costs of an education at these differing institutions. Given the economic ranger of institutions, and the growing evidence of class divisions in the U.S., it’s a striking omission.

The Regulatory Ecosystem

I can understand the cliche business fear about regulation and red tape, although in my experience private rather than government red tape is much more of an issue. I don’t have a small business, of course. Still, I suspect that in many if not most cases the hassles of dealing with the government pale beside the hassles of dealing with ordinary commercial firms, particularly the large ones.

So I think that regulation is in general a good thing. It’s how we got all sorts of benefits, from the weekend to the end of child labor to seat belts and ever higher (if still too low) gas mileage. The right has done everything in its power, of course, to make regulations seem by definition illegitimate. That means that there have been almost no regulatory oversight in for-profit higher education.

Actually, there’s too little regulatory oversight in public higher education either, in everything from labor policy to tuition to nepotism. That’s another story. A regulatory system, in any case, is more than simply a set of rules and laws and guidelines. An effective regulatory system has to have teeth, too, in the forms of fines and, maybe especially in the U.S., lawsuits.

So as the Congressional hearings begin to suggest something of the regulatory system being proposed for for-profit higher education, it’s good to see that the rest of the regulatory ecosystem is beginning to come alive too. The website needs a face-lift, but “Higher Education Issues” is a great place to watch the emerging legal action both for students as well as faculty.