Battling the Cell Phone Menace in Class for a Decade Now

Facebook’s wayback machine (“On this Day” app) reminded me this morning that I have been battling students using their cell phones in class for a long time now.

I know some professors don’t care if students use their phones in class. Fine by me; their class, their rules. And some are just unaware. Many Wake Forest students, including my now graduated son Paul, text me from their classes. But I find it distracting. So, I have tried to dissuade students from using their phones in class for some time.

I put a special note in my syllabus, highlighted in red(dish) so it cannot be missed (above). And I make clear in the grading rubric for class participation the penalty for using phones in class.

And still students use their phones in class, and then complain to me at the end of class when I penalize them for doing so. (Among other things they complain about with respect to their class participation grades.)

So this year I’ve decided to try to triple reinforce my expectations by having students sign and initial that they have read and understand the class expectations. We’ll see what difference it makes.

Data on Gender Segregation in Occupations (2012)

Teaching Arlie Hochschild’s The Managed Heart in my sociological theory class recently, I was looking for data on the percentage of flight attendants today who are male. I found a nice post on the issue by Mona Chalabi (“Dear Mona”) on the FiveThirtyEight blog. Answer: In 1980, 14.3 percent of flight attendants were male; in 2012, 24.2 percent.

Chalabi also provided this really helpful graphic showing the percentage of U.S. workers who are male in a huge number of job sectors, from least male (kindergarten and earlier school teachers – 2.3%) to most male (boilermakers – 99.8%).

New Course for Fall 2015: The Sociology of Guns

I am excited to be teaching a new course in the fall semester, related to my new research project on American gun culture: Sociology 384: Special Topics Seminar – The Sociology of Guns. Course description follows the flier.

COURSE DESCRIPTION

Guns often have a spectacular presence in the American imagination, from George Zimmerman to Sandy Hook Elementary to the American sniper Chris Kyle. But guns are also a part of everyday life in communities across the United States. They are used as tools of criminal violence and self-defense, and are one of the mostly commonly owned pieces of sporting equipment in the country.

Clearly, guns are an important part of American society and culture. With more than 300,000,000 guns held by private citizens and a Constitutional amendment associated with gun ownership, the possession, regulation, meaning, and use of firearms reaches into important realms of American society, including: civil rights and liberties, identity and culture, crime and violence, public health and personal safety, and even sport and leisure.

This course explores the multifaceted role guns play in the U.S. from a sociological perspective. From a firm foundation of understanding the history and technology of firearms, as well as the historical and constitutional origins of the 2nd Amendment, the course will focus on a range of topics, including: the prevalence and distribution of guns; attitudes and opinions about gun ownership; lawful possession and use of firearms; illegal and legal gun markets; gun crime and injuries; and the varieties of responses to gun injuries and crime.

I Am a Professor

There, I said it. I am a professor. The description does not exactly roll off my tongue. I am a professor. It somehow sounds pompous to me. So I generally avoid saying it.

T-shirt suggested for me on my Facebook feed

When I am traveling and a cab driver asks me what I do for a living, or at holiday parties when I am making small talk with people I have just met, I usually say “I teach at Wake Forest.” Which is true enough, as far as it goes. But it doesn’t go very far.

I spend 40% or less of my work time teaching (in and out of class), preparing to teach, or grading. In fact, the 300-375 minutes/week I spend in classrooms (30 weeks a year, not counting summer teaching) is one of the smallest parts of my job.

I spend another 10-20% of my time in department, college, university, and professional service activities (committee work, doing peer reviews).

So the majority of my time I spend reading, researching, and writing for publication. And this, I think, is what most distinguishes being a “professor” from being a “teacher.”

But I don’t think many people get the distinction. Even though a large and growing percentage of the American population today has graduated from college, the majority of college graduates have little contact with professors outside of class. So all they know about the job is that professors teach.

Posted in a dorm common area at Western Carolina University

And at many colleges and universities, there is no expectation that faculty will do anything other than teaching (and doing institutional service work). In these cases, saying one is a “teacher” is perfectly descriptive of the job, even if the formal job title is “professor.” (This also applies to institutions where faculty are suppose to do more than teach, but do not.)

Still, I get frustrated sometimes when people say “must be nice to have summers off” or “must be nice to work only 3 days a week.” Depending on my mood, this is true even when I know they are joking, as with the guys I play tennis with. I came across the dedication below (for my sociology of religion textbook) recently because I have been working on the revisions for the new edition of the book over this winter “break.” It expresses my frustration.

My acknowledgements for the 5th edition of my religion textbook with Keith Roberts

In fact, I have been working on the textbook revisions for 10-12 hours a day 6 days a week from the moment I turned in my fall grades. And I will be working on it until the moment I step into class for the spring semester. So when people ask me how my winter break is going, I want to channel John McEnroe and scream, “You cannot be serious!” Or at least to say, “Must be nice to have some time off for the holidays. I wouldn’t know.”

But when I settle down and upon reflection I realize that I am part of the problem. I perpetuate it by continuing to say “I teach at Wake Forest” rather than saying “I am a professor” when people ask me what I do for a living.

It still doesn’t roll easily off my tongue, but at least it better reflects who I actually am and what I actually do. I am a professor, dammit.

Concluding note: My lovely wife, who is an occupational health nurse working in manufacturing facilities, will read this post and think, “Quit complaining. You don’t have a real job. The people I work with have real jobs.” To her I say: I would not trade my job for any other. I love my job. It is a great job. But it is a job. A more than full-time job, where you work six days a week, not three, and where you don’t have summers or winters off. That is all. Now I have to get back to my textbook revisions.

Putting Grading and Grades in Perspective

The quickening of life due to technology is a blessing I depend on daily. But it is also a curse at times, especially at the end of the semester when it comes to grades. I submitted my fall grades today at 11:45am (they were due at noon!). By 4pm the first grade complaint had arrived in my email. No more waiting a week for the printed report card to show up in the mail or having weeks before the start of the next semester for the student to cool off before being in touch!

I never worry about “getting in trouble” for the grades I give. My syllabus is usually a dozen pages long, reading like the legal document that it has become, spelling everything out in meticulous detail. I also use grading rubrics handed out in advance so students know the grading criteria for individual assignments.

I don’t even get frustrated by the grade complaints. What I mostly get is sad. I feel badly that they are under so much pressure to get certain grades, whether the pressure if from their parents or themselves.

I feel especially badly for students who invest so much of their sense of self in their grades that they see an “A-” and they do not experience happiness. They only see what is not there.

Or, worse, they have a sense that if they do their best, that it must be worth an “A.” They do not understand a world in which THEIR best does not equal THE best.

Case in point, a very good student I had in class this semester saw an “A-” only for what was not there, rather than what was there. S/he wrote to me:

I’ve never had a professor say that an A is a 95 or above which is why I’m concerned about this because I worked incredibly hard in this class and feel like I deserve an A and to any other professor I have ever had at wake a 94 would be an A.

So if you could provide me with clarity on why you choose to grade this way and why it isn’t standardized across classes that would be helpful because I am concerned about this.

My response:

I am happy to clarify, though I doubt given your state of mind about this that this is going to make you feel any better. But hopefully I can give you both some information and some perspective (my view at least) on the grading in general and your grade in particular.

The syllabus, which I reviewed at length at the beginning of class, specified the following grades according to points earned:

“The scale for grades based on the number of points earned over the course of the semester is as follows:
A         96‑100
A‑        92‑95
B+        89‑91
B          86‑88
B‑         82‑85
C+       79‑81
C         76‑78
C‑        72‑75
D+       69-71
D         66-68
F          Less than 65”

So, in fact, 96 and above is an A in this course (and all of my courses).

The bulletin of Wake Forest College (p. 33) specifies only that A represents exceptionally high achievement, A-, B+, and B represent superior achievement, B-, C+, and C represent satisfactory achievement, C-, D+, D, and D- represent passing but unsatisfactory performance, and F is failure. There are no instructions nor is there any standardization in grading within or between departments beyond these broad frameworks.

So, although you may have never had a professor say that a 95 (or a 96) represents an “A”, it is certainly the case that professors grade very differently. In some cases most students get A’s and in other cases few students do. In some classes (accounting, biology, math) many students fail, and in some (com, soc, religion) none do. So, grading varies enormously from class to class, such that what a 94 means in one class — and what it take to earn a 94 — is not the same in another class.

I am very sorry that you do not feel that being at the high end of “superior” is adequate. I wish that you would look at an A- and think, “Awesome, I performed at a superior level.”

I am also sorry that you feel if you work incredibly hard that you “deserve” an A. It is absolutely possible for people — myself included — to work incredibly hard an not attain “exceptionally high achievement,” a grade that is reserved — in my class, at least — for truly exceptional (rare, unprecedented, extraordinary, remarkable, phenomenal — some synonyms) work. Your work was at the high end of superior, and in the case of your class participation, it was exceptional — hence your getting 100% of that component.

You have probably already figured this out, but for the record let me put this in some perspective for you. If you take 120 credits to graduate from Wake Forest, you will have the opportunity to earn 480 grade points. For this 3 credit course, the difference between an A (4.00) and an A- (3.667) is 0.999 grade points (p. 33 of bulletin). Or, in the context of your college career, 0.2% of your total grade points.

As I said at the outset, I am sure that nothing short of “ooops, I made a mistake, you get an A” will put a smile on your face and give you a sense of satisfaction in a job well done. But that is my hope for you.

A Letter to My Future Students

I am participating in a faculty Writing Associates Seminar, in which we are learning to integrate writing more intelligently and productively into our courses. For an upcoming retreat, our seminar leader asked us to write a letter to our future students about what we hope they will get out of our class. I wrote the letter below for a course I am developing — related to my new research project on American gun culture — on “Guns in American Society.” Enjoy!

Photo credit: Lauren Carroll/Winston-Salem Journal

11 July 2014

Dear Students –

I am excited for this opportunity to spend some time together learning about the place of guns in American society. I have very high, perhaps even unrealistic, expectations for what I hope you will take away from this course.

First of all, I hope you will cultivate a scholarly approach to understanding guns. That means you will be able to take an issue that is contentious and complex, and approach it in as objective and nuanced a manner as possible.

This is easier said than done. As sociologists, we are a part of, not apart from, the social worlds we study. This is both a strength and a weakness. It is a strength because we bring a great deal of personal experience and understanding to our studies. It is a weakness because our personal experiences and understandings can be partial, biased, uninformed.

Therefore, we need to inform our personal experiences and understandings with broader sociological theories and more rigorous sociological studies of the phenomenon of interest. In other words, we need to develop our sociological imaginations. As C. Wright Mills put it decades ago, “it is by means of the sociological imagination that [people] now hope to grasp what is going on in the world, and to understand what is happening in themselves as minute points of the intersections of biography and history within society.”

This passage from Mills also points to a second objective of this course. I hope you will come away from the course with a better understanding of yourself with respect to guns. This includes your personal relationship to and personal beliefs about them.

Finally, although we will cover the good, the bad, and the ugly of guns in American society, there is much more to understand than we will be able to cover in the short time we have together this semester. Therefore, I hope to encourage you to develop an attitude and the tools necessary to continue to develop your sociological imagination with respect to guns for the rest of your life.

I am looking forward to getting started on this sociological enterprise with you.

Until then, best wishes,

David Yamane

Contemporary Application of Bourdieu’s Distinction in Musical Taste

In his famous book Distinction: A Social Critique of the Judgement of Taste, Pierre Bourdieu reports findings from a French survey of cultural tastes fielded in 1967-68. Of particular note is a figure showing the distribution of preferences for three musical works by class fractions. Bourdieu reports that Bach’s “Well-Tempered Clavier” represents “legitimate taste” and is favored by “those fractions of the dominant class that are richest in economic capital.” Gershwin’s “Rhapsody in Blue” stands in for “middle-brow taste” favored by the middle classes. And Strauss’s “Blue Danube” represents “popular taste” — which Bourdieu characterizes as “so-called ‘light’ music or classical music devalued by popularization,” and also “songs totally devoid of artistic ambition or pretension” such as works by Petula Clark. This taste “is most frequent among the working classes and varies in inverse ratio to educational capital” (p. 17).

I do a mini-version of Bourdieu’s survey in my sociological theory class, playing these three songs for my students and asking them to indicate which they like. There are often very seemingly idiosyncratic patterns in the responses to these songs. Strauss is generally pretty popular overall, though, which is exactly the opposite of what Bourdieu would expect from my generally well-educated and fairly affluent student. Discussion of this often highlights the fact that the music in Bourdieu’s study is too old to allow for meaningful interpretation of the relationship between American social class, educational capital, and taste. So, I field another survey for my students.

I am assisted in my choice of songs by a student who sent me a link to the following chart, from an on-line story called “Does Your Taste in Music Reflect Your Intelligence?”

The results bring together the most popular songs at 1,352 American colleges and universities and the average SAT scores at those same institutions. Of course, this is not a sociological study, though the person who did the work, Virgil Griffith, is a PhD student at Caltech studying the “information-integration theory of consciousness” (not exactly a rocket scientist, but close to alot of rocket scientists at Caltech).

Bourdieu talks about “educational capital” rather than intelligence, but we do know that one of the things that the SAT measures is the economic and cultural capital of the students taking the exam, so the SAT is not a terrible proxy for what Bourdieu is talking about.

In my reduced version of Bourdieu’s study, I chose three songs that appear high, middle, and low in the SAT spectrum: Radiohead’s “Karma Police” (high), OutKast’s “Ms. Jackson” (middle), and Beyonce’s “Crazy in Love” (low). I asked students to indicate which of the three songs was their favorite. The results were as follows:

HIGH (Radiohead): 21%
MEDIUM (OutKast): 38%
LOW (Beyonce): 41%

I welcome any comments on the results of this exercise!

 

Sociological Theory Student Survey Updating Bourdieu

OK, Wake Forest Sociological Theory students. You asked for it, you got it. Listen to the following three songs and complete the survey at the bottom of this blog post!

http://www.wedgies.com/question/534d6951305268020000067f

 

Thanks for participating!!!!

Teaching the Frankfurt School on the Culture Industry and Standardization of Cultural Products

In my sociological theory class recently, I was teaching about critical theory (i.e., “the Frankfurt School”). Specifically, students were reading excerpts from Theodor Adorno’s and Max Horkheimer’s work on “The Culture Industry,” excerpted from their 1944 book The Dialectic of Enlightenment.

We talked about how the production of mass cultural commodities (books, films, TV, music) is the same as all mass production. It is geared toward making a profit by minimizing the costs of production and maximizing consumption (i.e., “audience”). The result is homogeneity and predictability.

As Adorno and Horkheimer observed back in the 1940s, “As soon as the film begins, it is quite clear how it will end, and who will be rewarded punished or forgotten. In light music [popular music], once the trained ear heard the first note of the hit song, it can guess what is coming and feel flattered when it does come…The result is a constant reproduction of the same.”

In his essay “On Popular Music,” Adorno refers to the rules of standardization in popular music, the best know of which is that “the chorus consists of thirty two bars and that the range is limited to one octave and one note.” Mind-numbing.

To make this point, I usually just refer to Katy Perry and Jessie J. and whoever the latest pop star is, but this year one of my students pointed me to a song by the group, “Axis of Awesome” which makes this point much better than I could with my limited understanding of music. Check out the video for their song “4 Chords” below:

Q&A With My Friend Black Hawk Hancock on His New Theory Book

My friend and I did an on-line Q&A about his new theory text, Social Theory: Continuity and Confrontation.

The University of Toronto Press put it on their blog last week. Check it out HERE.

I’m looking forward to using the text next spring in my theory classes.