What is feminism and how does it criticize mainstream criminology? Why did feminists wanted to abandon criminology and what did they end up doing?

FEMINIST THEORY, CRIME, AND JUSTICE*
SALLY S. SIMPSON
University of Maryland
Feminist research has expanded beyond its origins in Women’s Studies
to influence the more traditionally bounded academic disciplines. Criminology
has not been immune to these excursions. This paper presents an
overview of feminist theory/methods and its applications within select
areas of crime and justice studies. Points of intra-theoretical divergence as
well as directions for future feminist contributions are noted.
“WHY CAN’T A WOMAN BE MORE LIKE A MAN?”
One is tempted to respond to Henry Higgins’s familiar lament with a cynical
observation: criminological theory assumes a woman is like a man. As
many feminist-criminologists have noted (early critics include Heidensohn,
1968; Klein, 1973; and Smart, 1976), most middle-range and macro theories
of crime generously assume that what is true for the gander is true for the
goose (see also Harris, 1977). As tempting as this simple assertion might be,
however, a closer inspection reveals a more complicated picture.
Some feminist critics (Daly and Chesney-Lind, 1988) suggest that criminology,
like other social sciences, is androcentric, that is, study of crime and the
justice process is shaped by male experiences and understandings of the social
world. Such studiedrealities form the core of “general” theories of crime/
deviance without taking female experience, as crime participant or victim,
into account:
[Men] create the world from their own point of view, which then
becomes the truth to be described . . . Power to create the world from
one’s point of view is power in its male form (MacKinnon, 1982:23).
Not all criminological research has ignored women, but all too often, pre-
1970s research on female offenders and victims of crime fell prey to unreflecting
sexism and, in its more extreme form, misogyny. Females who deviated
from expected roles were viewed as morally corrupt, hysterical, diseased,
manipulative, and devious (Glueck and Glueck, 1934). Law-violating and
-conforming behaviors were believed to stem from the same etiological
source-the female nature (Edwards, 1985; Klein, 1973).1 A woman, it
* My thanks to Kathleen Daly, Nicole Hahn Rafter, and N. Craig Smith for their
insightful comments on a draft of this paper. I was assisted in my revisions by the
criticisms of three anonymous reviewers. All of the above are to be commended for their
assistance, but none is responsible for the ideas and arguments contained herein.
1. This is not to suggest that biological reductionism is absent in studiedtheories of
male criminality. Such explanations of male crime abound (e.g., Wilson and Herrnstein,
1985). However, with the demise of phrenology, social factors replaced biology as key
CRIMINOLOGY VOLUME2 7 NUMBER4 1989 605
606 SIMPSON
seemed-whether good or bad-could never be like a man.
These observations are not new, but they reflect a different voice, a feminist
voice, that has been added to the criminological discourse. The purpose of
this review essay is to introduce feminist criminology and its intellectual parent,
feminism, to the uninitiated reader. It would be presumptuous to suggest
that all relevant studies and arguments about gender and crime are included
here. Such an extensive review is more appropriate for a book, and depending
on the topic, it has likely already been done and done well (e.g., Eaton,
1986; Freedman, 1981; Heidensohn, 1985; Mann, 1984; Naffine, 1988; Smart,
1976). Instead, illustrative examples of different types of feminist thinking
are presented to show how feminism has reframed our points of reference,
underlying assumptions, and understandings about crime, victimization, and
the justice process.
To achieve these aims, the paper is organized into three sections. First, the
perspectives and methods that constitute feminist analysis are sorted and differentiated.
Second, three areas of criminological study (the female offender,
female victim, and criminal justice processing) are discussed because they are
key areas in which feminist approaches have been incorporated. Third, directions
for further integration are suggested.
FEMINISM: PERSPECTIVES AND METHODS
Feminism is best understood as both a world view and a social movement
that encompasses assumptions and beliefs about the origins and consequences
of gendered social organization as well as strategic directions and actions for
social change. As such, feminism is both analytical and empirical. In its
incipient form, feminist research almost exclusively focused on women-as a
way of placing women at the center of inquiry and building a base of knowledge.
As it has matured, feminism has become more encompassing, taking
into account the gendered understanding of all aspects of human culture and
relationships (Stacey and Thorne, 1985:305).
It would be a mistake, however, to think of feminism as a single theory.
Feminism has expanded into a diverse set of perspectives and agendas, each
based on different definitions of the “problem,” competing conceptions of the
origins and mechanisms of gender inequality/oppression, and divergent strategies
for its eradication. Collectively, these perspectives share a concern with
identifying and representing women’s interests, interests judged to be insufficiently
represented and accommodated within the mainstream (Oakley,
1981:335).
etiological forces. These explanations have not been seriously challenged. Conversely,
until the feminist critique of the 197Os, biogenic/psychogenic models of female crime went,
for the most part, unchallenged.
FEMINIST THEORY, CRIME, AND JUSTICE 607
LIBERAL FEMINISM
Liberal feminism was conceived within a liberal-bourgeois tradition that
called for women’s equality of opportunity and freedom of choice (Eisenstein,
1981). For the most part, liberal feminists see gender inequality2 emerging
from the creation of separate and distinct spheres of influence and traditional
attitudes about the appropriate role of men and women in society (Pateman,
1987). Such attitudes are reinforced by discrimination against women in education,
the work place, politics, and other public arenas.
Liberals do not believe the system to be inherently unequal; discrimination
is not systemic. Rather, men and women can work together to “androgynize”
gender roles (i.e., blend male and female traits and characteristics;
Bem, 1974) and eliminate outdated policies and practices that discriminate
against women. Affirmative action, the equal rights amendment, and other
equal opportunity laws/policies are advocated as redistributive measures
until a meritocratic gender restructuring of society occurs.
SOCIALIST FEMINISM
For socialists, gender oppression is an obvious feature of capitalist societies.
Depending on whether one is a socialist woman (Marxist-feminist) or a
socialist-feminist, however, the weight that one gives to capitalism as a necessary
and/or sufficient cause of that oppression will vary (Eisenstein, 1979). If
one is the former, gender (and race) oppression is seen as secondary to and
reflective of class oppression.
Socialist-feminists attempt a synthesis between two systems of domination,
class and patriarchy (male supremacy). Both relations of production and
reproduction are structured by capitalist patriarchy (Beauvoir, 1960; Hartmann,
1979; Mitchell, 197 1). Gender. difference, as a defining characteristic
of power and privilege in a capitalist society can only be attacked by constructing
a completely different society, one that is free of gender and class
stratification (Oakley, 1981).
RADICAL FEMINISM
The origins of patriarchy, and the subordination of women therein, are
seen by radical feminists to rest in male aggression and control of women’s
sexuality. Men are inherently more aggressive than women, who, because of
Phillips (1987) argues that the choice of terms describing gender relations imply
particular views of what the problem is. So, inequality (a term favored by liberals and some
women of color) suggests that women deserve what men and/or whites are granted.
Oppression (socialists and women of color) implies a complex combination of forces (ideological,
political, and economic) that keep woman in her place. Subordination is a term
favored by radical feminists and some women of color who identify the holder of power as
the culprit (men and whites respectively).
2.
608 SIMPSON
their relative size disadvantages and dependency on men during child-bearing
years, are easy to dominate and control. The arguments of radical feminists
(e.g., Atkinson, 1974; Barry, 1979; Firestone, 1970; Rich, 1980) bring sexuality
to the analytical fore. The “personal” is “political” (Millett, 1971). Sex
not gender is the crucial analytical category; male domination, not class, is
the fundamental origin of female subordination. Radical feminists’ political
and social agendas encompass lesbian separatism (Atkinson, 1984) and technological
control of reproduction (Firestone, 1970).
WOMEN OF COLOR
In her eloquent “Ain’t I a woman” speech, Sojourner Truth (1851)
informed white suffragists of their myopia about race by highlighting how as
a black woman her experience was different from theirs. Joseph and Lewis
(1981) remind us that Truth’s commentary is no less relevant today. Many
women of color see the women’s liberation movement as hopelessly white and
middle class, immune to their concerns. As Hooks (1987:62) observed,
Most people in the United States think of feminism . . . as a movement
that aims to make women the social equals of men. . . . Since men are
not equals in white supremacist, capitalist, patriarchal class structure,
which men do women want to be equal to?
The alternative frameworks developed by women of color heighten feminism’s
sensitivity to the complex interplay of gender, class, and race oppression.
Patriarchy permeates the lives of minority women, but it does not take
the same form that it does for whites (Brittan and Maynard, 1984). Though
these contributions may not have coalesced yet into a coherent theoretical
framework (at least according to Jagger and Rothenberg, 1984), radical
(Lorde, 1988), socialist (Mullins, 1986), and Marxist (Davis, 1981) women of
color have provided possible points of integration with theories of race
oppression (e.g., Joseph, 1981a, 1981b; Wellman, 1977).
In sum, feminist theory is not one perspective; it is a cacophony of comment
and criticism “concerned with demystifying masculine knowledge as
objective knowledge” (Brittan and Maynard, 1984:2 10) and offering insights
from a women’s perspective.
FEMINIST METHODS
The male epistemological stance, which corresponds to the world it creates,
is objectivity; the ostensibly uninvolved stance, the view from a distance
and from no particular perspective, apparently transparent to its
reality. It does not comprehend its own perspectivity, does not recognize
what it sees as subject like itself, or that the way it apprehends its world
is a form of its subjection and presupposes it (MacKinnon (1982:23-24).
Concern over the nonobjective consequences of so-called objective normal
FEMINIST THEORY, CRIME, AND JUSTICE 609
science (Kuhn, 1970) has led some feminists to challenge the scientific enterprise.
Keller (1982) arranges these challenges on a political spectrum from
slightly left of center (liberal feminists) to the more radical left. The liberal
critique takes an equal employment opportunity approach by observing the
relative absence of women from the scientific community. This view “in no
way conflicts either with traditional conceptions of science or with current
liberal, egalitarian politics” (p. 114).
From this point, however, the criticisms become increasingly fundamental
to the way knowledge is produced; they range from charges of bias in selecting
research topics and interpreting results to rejecting rationality and objectivity
as purely male products. More radical feminists have adopted a
methodological strategy that is in direct opposition to the scientific method.
In order to “see” women’s existence (which has been invisible to objective
scientific methods) “feminist women must deliberately and courageously integrate
. . . their own experiences of oppression and discrimination . . . into the
research process” (Miles, 1983: 12 1). Feminist methods are necessarily subjectivist,
transdisciplinary, nonhierarchical, and empowering.
Where one falls along Keller’s feminist-political spectrum will determine
one’s choice of methods (i.e., quantitative versus qualitative) and whether one
sees methods and theory as interrelated as opposed to separate and distinct.
Thus, methods used by feminists are more diverse than typically credited (for
examples, see Jayarate, 1983; Reinhartz, 1983; Stacey and Thorne, 1985).
Together, the above theoretical and methodological points form a feminist
perspective. All have been incorporated into criminology, but some have had
a greater impact than others. The goal in the next section is to identify the
ways in which these approaches and methods have changed the way criminologists
address the problems of crime and justice.
INCORPORATING THE FRAMEWORKS
THE FEMALE OFFENDER
The stirrings of feminist criminology are nearly two decades old. Heidensohn
(1968: 17 l), in a “pre-feminist” paper, bemoaned the state of knowledge
about female deviance and called for a “crash programme of research which
telescopes decades of comparable studies of males.” Later, Klein (1973) and
Smart (1976) were to bring explicitly feminist perspectives to their critiques
of extant theoretical and empirical work on the female offender. Klein, a
Marxist-feminist, noted the absence of economic and other social explanations
for female crime. Smart, working within more of a radical feminist perspective,
stressed the linkages among sexist theory, patriarchy, and sexism in
practice-specifically identifying the relationship between stereotypical
assumptions about the causes of female crime and how female offenders are
controlled and treated.
610 SIMPSON
Both Klein and Smart set an agenda for a new feminist criminology, but
their more radical approaches were derailed by the publication of Simon’s
Women and Crime and F. Adler’s Sisters in Crime (1975). Claiming that a
“new” female offender was emerging (white collar and/or male like), Simon
and Adler generated tremendous interest in female crime (a clear aim of
incipient feminism). But, tying the female offender’s emergence to women’s
liberation brought about a “moral panic” (Smart, 1976), which was viewed by
some as a blacklash to the women’s movement.3 In Chesney-Lind’s (1980:29)
words, it represented “another in a century long series of symbolic attempts
to keep women subordinate to men by threatening those who aspire for equality
with the images of the witch, the bitch, and the whore.”4
As with many social problems of our day, female crime became interesting
only when it transcended the expected boundaries of class, race, and gender.
As a “quasi-theory,” the liberation-crime relationship had great appeal for
nonfeminist crimino1ogists.s But tests of the thesis were less than supportive.
In fact most discredited it (Austin, 1982; Giordano et al., 1981), and others
found evidence of a link between female crime and economic marginalization
(Datesman and Scarpitti, 1980; Gora, 1982; Mukherjee and Fitzgerald, 198 1;
Steffensmeier, 1978, 1981; Steffensmeier and Cobb, 1981). The new female
offender identified by Simon and Adler was more myth than reality (Steffensmeier,
1978). These conclusions did not differ substantially from Klein’s
(1973), yet they came years after her original critique-a fact that dramatically
illustrates the marginality of feminist criminology at the time. Yet, subsequent
research on the causes of female crime has clearly buttressed the
economic/class perspectives of Marxist/socialist feminists as well as the
3. The links between women’s liberation and changing patterns of female criminality
were made before. Bishop (1931) complained that women’s liberation during the 1920s had
three negative results: ( I ) more women were turning criminal; (2) a “better” class of
women were becoming criminal more often; and (3) women were becoming sexually criminal
at a younger age (cited in Rasche, 1974).
To be fair, both Simon and Adler had more to offer than mere speculation about
the “dark side” of women’s liberation. Simon’s research documents the basic inequities
between male and female correctional facilities and treatments. By attributing these differences
to male chivalry toward women, she takes a liberal feminist approach to the problem
of gender and justice, an approach that heavily influenced later works in this area. Adler’s
work, while more impressionistic than Simon’s, attempted to explain differences in crime
rates between white and black females. Although her interpretations gave rise to more
systematic examinations of intra-gender race differences in crime that are highly critical of
her interpretations and methods, the issues she raised are of primary importance to most
feminist criminologists today.
A research focus on gender alone does not qualify one as a feminist just as a focus
on class does not make one a marxist. Rather, as part of their endeavor, feminist criminologists
must seriously consider the nature of gender relations and the peculiar brand of
oppression that patriarchal relations bring (Leonard, 1982).
4.
5.
FEMINIST THEORY, CRIME, AND JUSTICE 61 1
“opportunity” perspectives of the liberal feminists (Ageton, 1983; Box, 1983;
Box and Hale, 1984; Elliott and Ageton, 1980; Giordano et al., 1981).
In retrospect, feminist criminology both gained and lost from the narrow
focus on liberation and crime. On the plus side, we gained a better insight
into the historical (Mukherjee and Fitzgerald, 198 1) and cross-cultural (F.
Adler, 1981; Plenska, 1980) patterns of female crime. But because the liberation
thesis was so limited, it diverted attention from the material and structural
forces that shape women’s lives and experiences. It is in these areas that
women of color and socialist and radical feminist criminologists are more apt
to focus etiological attention (Hagan et al., 1985, 1987; Lewis, 1981; Miller,
1985; Rafter and Natalizia, 1981; Wilson, 1985).
WOMEN VICTIMS: THE RADICAL FEMINIST CRITIQUE
Liberal feminism has dominated studies of the female offender, but the
same is not true of victimology (Daly and Chesney-Lind, 1988). Shifting
away from analyses that blame the victim for her victimization (Amir,
1967),6 radical feminists have constructed alternative interpretations of
offender-victim relationships and victim experiences of criminal justice
(Chapman and Gates, 1978; Klein, 1981; Wood, 1981).
Brownmiller’s (1975) historical and cross-cultural study of rape brought a
radical feminist perspective to the center of public consciousness. Building
on the argument that rape is not a crime of sex but rather an act of power and
dominance (Greer, 1970), Brownmiller concluded that rape is a tool in the
arsenal of all men to control all women.
Radical feminists have reframed the ways in which rape is commonly
understood in our society. Rather than a crime of sex, it is more apt to be
viewed as one of male power, control, and domination. Brownmiller’s work,
coupled with that of other radical feminists (e.g., Griffin, 1979; Riger and
Gordon, 1981), opened a floodgate of inquiry into rape and other types of
victimizations that are “uniquely feminine” (Wilson, 1985:4), such as pornography
(Dworkin, 1981), battering (Dobash and Dobash, 1979; Martin, 1976;
Straus et al., 1980), incest (Finkelhor, 1979; Moyer, 1985; Stanko, 1985) and
sexual harassment (MacKinnon, 1979; Stanko, 1985).
Guiding much of this research is the radical feminist critique of official
conceptions and definitions of violence, which are viewed as male centered
and incapable of incorporating the full range of female experiences of violence
(i.e., from intimidation and coercion to physical violence and death). A
woman-centered definition of violence is one that portrays violence as a form
6. Precipitous behavior has ranged from dressing provacatively, saying no to sex
while “meaning” yes, “nagging” a spouse, Lolita-like seductiveness on the part of the victim,
and so on.
612 SIMPSON
of social domination rather than a random and/or noninstrumental form of
expression (Hanmer, 1981:32).
Radical feminists have dominated but not monopolized feminist perspectives
in this area. Socialist feminists, liberals, and women of color have also
participated in the dialogue. Gordon’s (1988) research of family violence is
implicitly critical of some radical feminists’ overly deterministic conception
of patriarchy. Such an image, she argues, denies agency to women and cannot
incorporate “the chronic conflict, unpredictability, and ambivalent emotions
that have characterized relations between the sexes” (xi-xii).
In another historical study, Tomes (1 978) links variations in spousal abuse
to changes in the economic position of the working class generally and the
male’s position within the family specifically. As the working class improved
its economic position and males cemented greater power within their families,
the official incidence of working-class battering decreased.
Based on her findings, Tomes argues that feminists may need to reconceptualize
the relationship among male power, female economic dependency,
and battering. Dependency is not necessarily tied to greater abuse; in fact,
the opposite may be true. A wife’s economic independence may exert a
greater challenge to male authority within the family, thus creating a climate
in which husbands resort to battering as a means to reestablish their control.
Studies that find great variety in the cross-cultural prevalence and incidence
of rape and battering (e.g., Pagelow, 1981; Sanday, 1981) have forced
feminists to examine patriarchal relations across different societal and situational
arrangements (e.g., Wilson, 1985). If female victimization is a function
of changing the needs of a capitalist/patriarchal system, then male domination
and its relationship to female victimization need not be viewed as inevitable
or immutable.
Around the themes of rape and control of sexuality, patriarchy and racism
marry and divorce in intricate ways (Davis, 1981). In the United States,
white racism and fear gave rise to mythological constructions of black sexuality.
Black males are perceived as sexual threats and have been hunted and
hanged for their “rape potential.” For black victims of rape, the justice process
is not simply gendered-it is racially gendered. Data indicate that blackon-
black rapes are not taken as seriously by authorities as those that involve
white victims (Kleck, 1981; LaFree, 1980). Such findings have led one prominent
black scholar (Joseph, 1981b:27) to comment, “It must be considered
an impossibility for white men to rape Black women in the eyes of justice and
in the minds of many. Black women apparently are considered as something
other than ‘women.’ ”
GENDER AND JUSTICE PROCESSING
A final area to be discussed in this literature review is gendered justice.
FEMINIST THEORY, CRIME, AND JUSTICE 613
Comedian Richard Pryor once called attention to discrimination in the U.S.
criminal justice system by defining justice as “just us.” His concern with
differential sentencing practices is one shared by feminists who primarily
study the conditions under which criminal justice is gendered and with what
consequences. Although liberal approaches typically dominate the genderand-
justice research, other feminist perspectives are gaining ground-specially
in research on courts and corrections.
There are many stages in the criminal justice system at which gender may
have an impact on decision making. The findings of some of the betterknown
studies of several strategic points in the decision-making process are
summarized below.
POLICE
Arguments about whether and how justice is gendered must begin with
police behavior. That police decisions to arrest can be influenced by extralegal
factors such as the demeanor of the offender (Black, 1980), has been
established. It is less clear how gender, either alone or in conjunction with
other characteristics, may consciously or inadvertently influence police
behavior.
In the liberal “equal treatment” tradition, Moyer and White (1981) test
police bias in response decisions under “probable” responses to hypothetical
situations. Neither gender nor race had an effect on police behavior once
crime type, especially as it interacts with demeanor of the offender, was controlled.
On the other hand, Freyerhern’s (1981) comparison of juvenile male
and female probabilities of transition from self-report incident to police contact
and arrest, finds males to be more likely to incur police contact and arrest
than females. Both of these studies are methodologically problematic, however.
Moyer and White cannot generalize their findings to real police
encounters and Freyerhern (198 1 :90) does not calculate transition probabilities
across individual offense categories, nor does he include status offenses.
Avoiding some of these methodological traps but still working within a liberal
tradition, Visher (1983) finds the interaction between race and gender to
be a key factor influencing arrest decision. Visher finds police chivalry only
toward white females once “legal” factors are controlled. She hypothesizes
that black females are treated more harshly than their white counterparts
because they are less apt to display expected (i.e., traditional) gender behaviors
and characteristics when they encounter a mostly white and male police
force.
Race and gender are also found to interact through victim characteristics
(Smith et al.. 1984). An analysis of 272 police-citizen encounters, in which
both a suspected offender and victim were present, revealed that white female
victims received more preferential treatment from police than black female
614 SIMPSON
victims. Thus, although chivalry may be alive and well for white women, it
appears to be dead (if it ever existed) for blacks.
COURTS
Police contact is not the only point in justice processing at which discrimination
can occur. Women have been found to receive more lenient treatment
in the early stages of court processing (i.e., bail, release on own recognizance,
and/or cash alternatives to bail; I. Nagel, 1983) and further into the process,
e.g., conviction and sentencing (Bernstein et al., 1977; S. Nagel and Weitzman,
1972; Simon, 1975). Other studies find no gender bias when controlling
for crime seriousness and prior record (Farrington and Morris, 1983) or little
effect from extralegal factors when legal factors and bench bias are controlled
(I. Nagel, 1983). Variation in sentencing may be related to so-called countertype
offenses, that is, women are treated more harshly when processed for
nontraditional female crimes, like assault (Bernstein et al., 1977; S. Nagel and
Weitzman, 1972), or when they violate female sexual norms (Chesney-Lind,
1973; Schlossman and Wallach, 1978). Given variable-specification
problems, however, some of these findings are potentially spurious.
Once again, race may confound these effects. Spohn et al. (1982) address
the issue of paternalism in sentencing, especially for black women. Controlling
for prior record and attorney type, they found that black women are
incarcerated significantly less often than black men, but about as often as
white men. They conclude that the apparently lenient treatment of black
women is not due to paternalism in their favor but rather to the racial discrimination
against black vis-a-vis white men.
Studies of court processing are not entirely dominated by liberal perspectives.
More critical perspectives emphasize social power and patriarchal control
as the primary mechanisms through which justice is gendered
(Kruttschnitt, 1982, 1984). Eaton (1986:35) argues that magistrate courts in
Great Britain (the lower courts) reinforce the dominant imagery of justice
(i.e., courts are ostensibly fair and just) while they maintain the status quo:
“It is in these courts that the formal rules of society-the laws-are endorsed;
it is here, too, that the informal, unwritten rules regulating social relations
[e.g., gender, class, and race] are re-enacted.’’
When are females apt to be subjected to formal mechanisms of control?
When other, more informal, constraints are lacking or disrupted.
Kruttschnitt (1982, 1984) suggests that sentencing outcomes are affected by a
woman’s social status and/or her respectability. Differential sentencing
among women is tied to the degree to which women are subjected to formal
versus informal social control in their everyday lives.
Daly (1987a, 1989b) and Eaton (1986, 1987) offer convincing evidence that
the most important factor determining sentence outcome, once prior record
FEMINIST THEORY, CRIME, AND JUSTICE 615
and offense seriousness are controlled, is marital and/or familial status.’
Marital status.has been found to matter for women (married receive more
lenient sentences) but not for men (Farrington and Morris, 1983; I. Nagel,
1981) or to be as important for both (Daly, 1987a, 1987b).
Pretrial release and sentencing are seen to be both “familied” and
“gendered.” They are familied in that court decisions regarding the removal
of men and women from families “elicit different concerns from the court”
(Daly 1987a:154). They are gendered in that women’s care of others and
male economic support for families represent “different types of dependencies
in family life” (p. 154). Men and women without family responsibilities are
treated similarly, but more harshly than familied men and women. Women
with families, however, are treated with the greatest degree of leniency due to
“the differing social costs arising from separating them from their families”
(Daly, 1987b3287). The economic role played by familied men can, more easily,
be covered by state entitlement programs, but it is putatively more difficult
to replace the functional role of familied women. Judges rationalize such
sentencing disparities as necessary for keeping families together (Daly,
1989b).
As these latter studies suggest, much of the observed gender bias in
processing may not be a case of overt discrimination for or against women
relative to men. Instead, judicial decisions may be influenced by broader societal
concerns about protecting nuclear families (Daly, 1989b) and the differing
roles and responsibilities contained therein (Eaton, 1986). It is not clear
that such forms of justice are overtly paternalistic, nor are they necessarily
racist. Rather, in a society that stratifies other rights and privileges by gender,
race, and class, “equality” in sentencing may not be just (Daly, 1989a).
Eaton (1986: 10-1 1) takes a somewhat different view of familied justice. In
her opinion, the courts reflect the needs and interests of patriarchy and capitalism,
in which attendant inequities are reproduced. “Family-based” justice
is a visible manifestation of the patriarchal and capitalist need to maintain
and protect the nuclear family-within which gender and productive/reproductive
relations first emerge.
CORRECTIONS
As it became clear that, compared with males, female prisoners were
treated differently (in some cases more leniently and in others more harshly),
liberal feminist perspectives came to dominate research questions and policy
considerations (see, Haft, 1980; Heide, 1974; Simon, 1975).
The linkages between female incarceration and male control of female sexuality
are developed by radical feminists (Chesney-Lind, 1973; Smart, 1976).
Rasche (1 974), for example, describes how prostitutes with venereal disease
7. These effects appear to be strongest for black defendants (Daly, 1989a).
616 SIMPSON
were prosecuted and institutionalized, with the “cure” as a condition of
release. Nondiseased prostitutes were less likely to go to jail or prison. Certain
prison practices, such as checking for evidence of a hymen during forced
physical examinations and vaginal contraband searches, have been used as
techniques to control the sexuality of youthful offenders and to humiliate and
degrade female inmates (Burkhart, 1973; Chesney-Lind, 1986).
Socialist feminists emphasize how prison tenure and treatment vary by
class and race (Freedman, 1981; French, 1977, 1978; Lewis, 1981; Rafter,
1985). In her historical accounting of the development of women’s prisons,
Rafter (1985155) observes how race determined whether and where a woman
was sent to prison.
Comparison of incarceration rates and in-prison treatment of black
women and white women demonstrates that partiality was extended
mainly to whites. Chivalry filtered them out of the prison system, helping
to create the even greater racial imbalances among female than male
prisoner populations. And partiality toward whites contributed to the
development of a bifurcated system, one track custodial and predominantly
black, the other reformatory and reserved mainly for whites.
The bifurcated system of women’s corrections emerges in part from two
competing images of female nature. In one view, women are seen as fragile
and immature creatures, more childlike than adult. Consequently, the female
offender is perceived as a “fallen woman,” in need of guidance but not a true
danger to society (Rasche, 1974). The reformatory is perfectly suited to such
an offender. Primarily staffed by reform-minded middle-class women,
reformatory training programs emphasized skills that would turn the white,
working-class misdemeanants into proper (and class-appropriate) women,
that is, good servants or wives (Rafter, 1985:82).
In custodial prisons, however, a different archetype dominated. Women’s
“dark side,” their inherent evil and immorality (Smart, 1976) shaped prison
philosophy. Here, the predominantly black felons (who were perceived as
more masculine, more self-centered, volatile, and dangerous) were treated
like men-only, given the conditions of their incarceration (i.e., fewness of
numbers and at the mercy of violent male offenders), their equality was tantamount
to brutal treatment and often death (Rafter, 1985:181).
The degree to which prisons function as something other than just places of
punishment and/or treatment is a popular theme in neo-Marxist literature.
Extending this interpretation to women, Marxist-feminists (e.g., Wilson,
1985; Hartz-Karp, 1981) argue that prisons, like other institutions of social
control (e.g., mental health facilities), retool deviant women for genderappropriate
roles in capitalist patriarchal societies:
If deviant women are more frequently assigned to the mental health system
for social control than to the criminal justice system, it is perhaps
FEMINIST THEORY, CRIME, AND JUSTICE 617
because of the superior ability of the mental health system to “re-tool”
worn-out or rebellious domestic workers. (Wilson, 1985: 18)
Societal control of female deviance serves the needs of capital. When those
needs change, so too will the mechanisms and directions of social control.8
In this vein, Carlen (1983) demonstrates how “down, out and disordered”
women in Scotland are disciplined through medical and judicial apparatuses.
Most of the imprisoned are poor women; many have histories of alcohol and
drug abuse, and a large number come from violent homes. These life experiences
combine, setting into motion a cycle of deviance, imprisonment, and
patriarchal and class discipline that is tenacious and defeating:
Being seen as neither wholly mad nor wholly bad, [women] are treated to
a disciplinary regime where they are actually infantalised at the same
time as attempts are made to make them feel guilty about their double,
triple, quadruple, or even quintuple refusal of family, work, gender,
health, and reason (Carlen, 1983:209).
WHERE TO GO FROM HERE?
In 1976, Carol Smart suggested a number of topics for feminist research.9
A decade later, feminist criminology has amassed a considerable body of
knowledge in most of these areas-so much so in fact that feminists now are
more self-critical-especially in the areas of policy and legislative changes
(see Daly and Chesney-Lind, 1988). This is a positive step. It suggests not
only that a feminist voice is being heard, but that it is loud enough to produce
disagreement and intellectual exchange. Nonetheless, certain areas in criminology
either have been underexposed or are resistant to feminist concerns.
Thus, some new directions for feminist criminology are discussed below.10
RACE AND CRIME
Poorly conceived offender self-report surveys provided criminologists with
the empirical justification to ignore the race-crime relationship, and the prevailing
political climate reinforced our myopia. There is enormous risk in
ignoring that relationship, however. First, based on more sophisticated crime
Cloward and Piven (1979) and Box (1983) assert that female deviance is handled
by the medical community, in part, because women are more likely to direct their deviance
inward (i.e., they privatize it into self-destructive behaviors, like depression and suicide).
Such behavior is conceptualized as sickness (like “hysteria” earlier) and is thus subject to
the formal control of the psychiatric community.
The relevant topics are the female offender and the attitudes of criminal justice
personnel toward her; criminal justice processing; gender and corrections; and the structure
and purpose of law.
To suggest that feminists need to identify areas “appropriate” for feminist critique
implies that knowledge, as currently constructed, is selectively androcentric. I would argue
that criminology as a whole, like other academic disciplines, needs a feminist “overhaul.”
8.
9.
10.
618 SIMPSON
measures (e.g., National Youth Survey, National Crime Survey, cohort studies),
it is clear that the race-crime relationship is an essential one. Second,
and not unlike the gender-crime relationship, such reticence leaves the interpretive
door open to less critical perspectives.
Feminist criminologists have great potential in this area, but the data are
sparse and problematic and the analytic contributions few. Too often we rely
on quantitative studies that dichotomize race into white and black, or the
nonwhite category is broadened to include groups other than blacks (see, e.g.,
Tracy et al., in press). In the former instance, other ethnichacia1 groups are
ignored; in the latter, such inclusive categorizations assume etiological and
historical/cultural invariance between groups.
Clearly, one of the first places for feminists to start is to target women of
color for greater research. Available data indicate that there are significant
differences between black and white female crime rates (Ageton, 1983;
Chilton and Datesman, 1987; Hindelang, 1981; Laub and McDermott, 1985;
Mann, 1987; Young, 1980). Simpson (1988), Miller (1985), and Lewis (1981)
argue that the unique structural and cultural positioning of black women produces
complex cultural typescripts that exert push-pull pressures for crime,
pressures that may not exist for white women.
Miller’s (1985: 177-178) ethnography of lower-class deviant networks
describes how certain types of male and female criminality (e.g., hustling,
pimping, and other instrumental crimes) are interdependent in minority communities.
Female crime also appears to have a group-directed and -enacted
dimension (see Young, 1980). The collective nature of such minority offending
may stem from the fact that it emerges, in part, from the integrated and
extended domestic networks of underclass blacks (Miller, 1985) and from
joint participation in gang activities (Campbell, 1984).
These observations do not imply, however, that patriarchy is absent from
these communities. Male dominance and control are reproduced within
interpersonal relationships (not necessarily familial) and embodied in informal
organizations, like gangs (Campbell, 1984) and state social service agencies.
Some female offending can be interpreted as challenging patriarchal
control and asserting independence (Campbell, 1984: 135); much can be
attributed to both economic necessity and the pull and excitement of street
life (Campbell, 1984; Miller, 1985). Female participation in violent crime
may stem from abusive relationships between men and women (Browne,
1987; Mann, 1987) and/or the frustration, alienation, and anger that are associated
with racial and class oppression (Simpson, 1988).
Research by Hill and Suva1 (1988) suggests that the causes of crime may
differ for black and white women, which raises questions about whether current
theories of female crime, including feminist perspectives, are whitefemale
centered. Given the paucity of data on how gender structures relationships
within minority communities and families, it is impossible to say.
FEMINIST THEORY, CRIME, AND JUSTICE 619
More quantitative research is needed on minority groups other than blacks
(e.g., Chicanos and other Hispanics, Asians, Native Americans) to establish a
better knowledge base, but qualitative studies that probe culture and subjective
differences between women of color and whites are also essential (Mullins,
1986). Feminist criminologists are guilty of the “add race and stir”
shortsightedness that pervades feminist thinking. We would do well to heed
Spelman’s (1988:166) reminder of how to understand and approach differences
among women:
If we assume there are differences among women, but at the same time
they are all the same as women, and if we assume the woman part is
what we know from looking at the case of white middle-class women,
then we appear to be talking only about white middle-class women. This
is how white middle-class privilege is maintained even as we purport to
recognize the importance of women’s differences.
ELITE CRIME
In 1977, Harris admonished criminologists for their failure to use “the sex
variable” as the empirical building block for all theories of criminal deviance.
Apparently (though not surprisingly) this was interpreted to apply only to
street crime. The entire area of white-collar, corporate, and organizational
crime has not been examined from a feminist perspective.
Officially, women are underrepresented in white-collar crime data although
recent Bureau of Justice Sfatistics (1987) data suggest that women have made
inroads into this formerly male domain. Similar claims are made regarding
female penetration of the upper reaches of organized crime (Simpson, 1987).
Yet, Daly (1988) finds neither the crime types nor the offenders themselves to
be particularly elite.
Much of our information on female participation in organized crime is
anecdotal, derived from the nonsystematic observations of male crime participants.
Consequently, there has been little systematic research on women’s
penetration of and mobility within illicit markets. The official data on corporate
and other white-collar offending are equally problematic (see Reiss and
Biderman, 1980). Given that both the data and interpretation/theory in
these areas are suspect, feminist researchers must first develop an empirical
base with which to answer the following types of questions. Is elite crime a
male domain (Steffensmeier, 1983)? What are the motivations and characteristics
of women who do participate (Daly, 1988; Zietz, 1981)? How are they
similar and different from male offenders (P. Adler, 1985; Block, 1977; Simpson,
1987)? What explains the official increase in female participation in
white-collar offenses?
At this point, feminists have barely scratched the surface of the elite crime
620 SIMPSON
area. Daly (1988) is providing some direction, but much more needs to be
done.
DETERRENCE
Gender confounds the anticipated relationship between objective sanction
risks and criminal activity, that is, given that female sanction risks are low,
women should have high rates of law breaking. Yet, as virtually all measures
of crime document, the exact opposite is true. This empirical relationship has
left deterrence theorists scrambling to make sense of the inconsistency.
Richards and Tittle (1 98 1 : 183-1 85) argue that there are at least five lines of
reasoning that would predict that women perceive higher levels of risk than
do men. Using measures derived from these hypotheses, they find two variables,
stakes in conformity and perceptions of visibility, to be highly associated
with gender differences in perceived chances of arrest:
Women may think that legal sanction is relatively certain because they
are more likely to think of themselves as subject to surveillance and general
social sanctions than are men. Their greater relative stakes in conformity
may make deviance more threatening for them, and lead to high
sanction risk estimates (p. 196).
The social control literature, in general, characterizes female conformity in a
stereotypical manner. Conforming females are seen as passive, compliant,
and dependent. Instead, Naffine (1988: 13 1) suggests that the conforming
women be seen as “involved and engrossed in conventional life. But . . . also
actively concerned about the effects of her behavior on her loved ones, particularly
emotionally and financially dependent children.” (Naffine is especially
critical of Hagan et al., 1979, 1985, 1987.)
Naffine’s image of conformity is partially influenced by Gilligan’s (1982)
work in moral development theory. Gilligan’s research discovers that men
and women use “a different voice” when they talk about moral responsibility.
If the moral calculus of reasoning about crime is different between men and
women, Gilligan may have identified a new way of conceptualizing gender
differences in (1) perceived threat of sanction and (2) male-female crime rates.
According to her theory, men often make moral decisions based on an “ethic
of justice,” while women employ a model of decision making based on an
“ethic of care.” The former is a more abstract model, expressed as a set of
principles defining rights and rules (e.g., Kohlberg, 1981). In the latter, decisions
are governed by “a psychological logic of relationships, which contrasts
with the formal logic of fairness that informs the justice approach” (Gilligan,
1 9 82:73).
A woman’s decision to violate the law will depend on her definition of the
moral domain (i.e., how will my act affect those around me, those who count
FEMINIST THEORY, CRIME, AND JUSTICE 62 1
on me). It is not surprising that in some deterrence studies (Finley and Grasmick,
1985) women score significantly higher than men on measures of internalized
guilt. Because women are responsible for the care of relationships,
any act that may result in their removal from that role is apt to produce a
tremendous sense of guilt. Guilt may be negated if the needs of the family
(for food or other valued items) outweigh the “immorality” of breaking the
law to obtain them or if others are available to take on the responsibilities of
care.
Gilligan’s theory can be used to explain why most women do not violate
the law and why they score higher on most measures of deterrence. It can
also explain class and race differences in female crime rates. Lower-class and
minority women are more apt to find themselves in situations that require a
renegotiation of the moral domain and, given their kinship networks, they
have a greater chance of finding care substitutes (Miller, 1985). Not surprisingly,
Finley and Grasmick (1985) report that blacks score lower on certainty
and severity of guilt than their white counterparts.
Some critics suggest that Gilligan’s findings are biased (she interviewed
mostly middle-class students) or that they may be a function of subordinate
female social position, not real differences in ethical philosophies (Tronto,
n.d.). These are important criticisms that must be addressed before we proceed
too enthusiastically. Gilligan’s conceptualization of differences in gender-
based moral reasoning, however, are an important contribution and
warrant further research.
CONCLUSION
Feminist criminology has changed dramatically since Klein (1 973) and
Smart (1976) first called attention to it. Replicating the same political and
analytical development as the broader feminist movement, feminist contributions
to the study of crime and justice began with more liberal approaches
and have recently been giving way to more radical critiques. Liberal feminist
dominance rests, in part, in ideological coherence-these approaches correspond
closely with the ideas and beliefs embodied in most capitalist democracies.
Thus, liberalism in any form is less threatening and more acceptable
than a feminism that questions white, male, and/or capitalist privilege. 1 1
Additionally, liberal feminists speak in the same voice as a majority of social
scientists, that is, they are rational, objective, and (typically) quantitative.
Consequently, their data and interpretations carry more weight within the
scientific community and among their peers.
11. Stacey and Thorne (1985:308) argue that more radical feminist thinking has been
marginalized-ghettoized within Marxist sociology, which ensures that feminist thinking
has less of a chance to influence mainstream sociological paradigms and research.
622 SIMPSON
Though 1iberaVquantitative approaches offer important insights into gender
as a “variable” problem (Stacey and Thorne, 1985), criminologists need
to be more ecumenical in studying gendered society. If we emphasize qualitative
(e.g., Campbell, 1984; Carlen, 1986; Eaton, 1986; Miller, 1985), historical
(Gordon, 1988; Freedman, 1981; Rafter, 1985), and subjectivist (Stacey and
Thorne, 1985) approaches in addition to quantitative, the detail and texture
of how crime and justice are gendered will lead to richer theory and better
criminology.
There are areas in criminology into which feminists have only marginally
ventured or in which their contributions have been of little consequence. In
their review of feminist criminology, Daly and Chesney-Lind (1988512-5 13)
discuss the problems that feminists have had building and developing theories
of female crime. It is not coincidental that the areas targeted for further
research in this paper (e.g., race and crime, elite crime, and deterrence) all
focus on this problematic area. Until we can better deal with the empirical
complexities of criminal offending, it will be too easy for our critics to dismiss
feminist contributions to the study of crime as facile, rhetorical, and/or
atheoretical.
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Discuss ways other people affected you and the ways you affected others in the social experiences of your day.

(Please include wife and daughter within the paper)
The paper should be 4-6 typed pages, 12-point font, with 1″ margins. Remember to use APA format to cite and reference your sources.

A presentation that offers additional assistance in completing the assignment is available at https://prezi.com/view/DTakPcZ9NlkobNn93EMi/

Instructions

1) Observation

Create a field log (example). For one day, observe and record the key interactions and institutions in your lived experience. Starting with waking up, who is the first person you talk to? What do you do next- take family members to school, go to the gym, go to work and interact with coworkers? Throughout the day you will take on different roles by interacting with different people and in different situations, and be in contact with different social institutions (education, government, health, etc). Type or photograph your field log and submit it with your written Assignment.

2) Application

Try to wait one or more days before starting this step. Revisit your field log and apply sociological analysis to your observations.

Describe how our day is shaped and constrained by social norms.
Analyze how at least four sociological concepts learned in class (eg. roles, institutions, interactions, impression management, stage theory, emotional labor) apply to your field log observations. This part of the paper should not be focused on the general social norms you described earlier, dig in with specific concepts in this from our text (refrain from using dictionaries).
For at least two of the concepts, find and incorporate an appropriate source that highlights how sociologists study this concept in everyday society (for example, emotional labor in the restaurant industry). Not sure what constitutes an appropriate source? See our Announcement on this in the classroom- tips and a learning module are provided there. For example, we discussed gender socialization:
In an article by Crespi (2011) that studied gender socialization and gender roles within the family, results showed that a cross-gender relationship between fathers and daughters, mothers and sons has emerged as significant in determining traditional and non-traditional gender attitudes. The research suggested that the relationship with the parent of the opposite sex could be a strong factor in reducing stereotyped attitudes regarding gender roles (Crespi, 2011). *Use a different example in your paper, the purpose here is to show your research skills rather than repeat my research skills.*
3) Reflection
Reflect on your role as a larger part of society (i.e. your motives, instincts, feelings, and/or structural constraints). Discuss ways other people affected you and the ways you affected others in the social experiences of your day.

How has the experience of pilgrimage in the MENA region changed over time?

You are required to choose and write on two of these questions. The maximum combined length of the two essays is 3000 words.
1. Explain how history can help us understand the contemporary MENA region. Answer with reference to at least two weeks of the module.
2. Compare and contrast the importance of oral/aural and written forms of expression in the MENA region. How has their relative importance changed over time?
3. How has the experience of pilgrimage in the MENA region changed over time?
4. Assess how the importance of Sharia to the peoples of the MENA region has changed over time.
5. “The MENA region would not be what it is today without its minorities.” Discuss.
6. Explain how and why the status of Muslim women in the MENA region has changed over time.

key concepts and ideas
major questions or debates
examples or evidence — ideally that supports arguments related to these questions and debates
Where relevant include reference to historiography, i.e. ‘Author X argues Y’ about a given topic. Revise these notes to identify a small number of key analytical points that you could use in support of arguments in your discussion.

Crime rates have declined in many societies around the world. Why have crime rates been dropping?

  1. According to the political scientist Robert Putnam, what has happened to social and community engagement in the United States since the 1950s? What explanations does Putnam believe might explain these changes?

 

  1. What are the most important factors that affect the size of a society’s population? What are the potential problems with forecasting a society’s population size?
  2. What are the main claims made by Vernor Vinge in his essay on the technological singularity? In your essay, critically evaluate the arguments for and against the possibility of a singularity in the 21stcentury.
  3. How have the religious values and beliefs of people living in Canada and the United States changed over time? Do you think the observed changes support “secularization theory”? Why or why not?
  4. According to the political scientist Ronald Inglehart, what is “Neo-Modernization Theory”? How might Inglehart’s theory explain changes in people’s political beliefs and religious views? In answering this question, make sure to define the difference between “materialist” and “post-materialist” values.
  5. What are Albert Einstein’s main arguments in his 1949 essay “Why Socialism”? Do you disagree or agree with his claims? Why or why not?
  6. Crime rates have declined in many societies around the world. Why have crime rates been dropping? In your answer critically evaluate various explanations that have been put forth to explain the decline.

 

Do you share aspects of your role with your husband? (Chores, childcare, education?)

Assessment 1: Qualitative Depth Interview Report

A woman’s experience of her multiple roles as a housewife, mother, home educator and volunteer

 

Introduction

The interview was conducted to understand the experiences of a woman regarding specific roles she maintains. These roles are that of being a mother, housewife, home educator and volunteer. The aim of the interview was to uncover the woman’s responsibilities and the feeling she holds towards negotiating these responsibilities.

 

Feminist literature often focuses on housework in conjunction with motherhood. Oakley (1990) suggests that many women choose to be housewives because of the autonomy they gain but this role often comes to define their identities. Oakley also argues that the traditional feminine role is often socialised into girls through childhood. The problems often faced by housewives, such as the ‘low status’ and ‘social isolation’, is seen to be resolved through motherhood but in practise this may not be the case (Oakley, 1990: 100). Specifically in relation to marriage and housework, Oakley (1974) argues that the division of labour in the household is present in the majority of relationships with each partner having gender specific roles, ‘joint role marriages’ being in the minority (Oakley, 1974: 142). Many women find returning to work difficult because of the new responsibilities and emotional attachment, which causes them to take on part-time work or become housewives (Gerson, 1985). In relationships with young children women are more likely to reduce their work hours to accommodate this (Bianchi et al., 2012). But Hook (2004) suggests that women are more likely to volunteer and participate in unpaid labour compared to men but this is dependent on time limitations. Home-schooling is among the unpaid labour through which women strive to be the ideal mother through sacrifice of her time and emotions (Lois, 2010).

 

Method

The method used in this research was depth interviewing. The reason for this is because it enables the interviewee to express their views and discuss issues most important to them within the topic of the interview (Flick, 2009). Also, research literature regarding women’s role uses depth interviewing because it is an effective method of gaining insight into the lives of individual women. Using this method researchers are able to understand women’s experiences and their perspective of them. This method is not structured in a linear way and allows flexibility to deal with a range of problems that may arise at the same time (Gerson and Horowitz, 2002). An example in this interview is where the interviewee discussed issues not included in the interview guide. The flexibility ensured the interviewee was able to discuss these issues without feeling her views were being dismissed (Jones, 2004).

 

The interviewee for this particular research was selected through a non-probability convenience sampling method because of the convenience of interviewing this particular individual (Bryman, 2012). The reason for choosing to interview this individual was because of ease of access and she maintains all the roles the topic of the interview is focuses on. The interview took place at the interviewee’s home to ensure the she was comfortable in the environment and could discuss her views openly. However, the participant forgot about the interview and this was resolved through contacting the interviewee to postpone it. During the interview the only problem encountered was lack of experience of this method of research, which caused nervousness. This was expected and will potentially improve with practise (Flick, 2009). Moreover, the interviewee’s willingness to engage in the interview topic and responding in great detail helped counter this.

 

Throughout the research process utmost importance was given to ensuring ethical considerations were made. It was possible to record what was being discussed with the consent of the interviewee (BSA Ethical Guidelines, 2002). This was done using the recording facility on a laptop and also on a mobile phone as a contingency. Both recordings were deleted once the interview had been transcribed following the interviewee request to do so. The main ethical problem encountered during this research was confidentiality issues. The interviewee requested that names of individuals and organisations mentioned to be changed so they are unable to be identified. The names were replaced with pseudonyms to comply with BSA (2002) guidelines and the interviewee’s request. The practical concern during the interview was covering all the topics of discussion within the time limitations (Flick, 2002). In this case it was possible to cover most of the research aims outlined in the interview guide. The interview was transcribed and coding was used to analyse the data and to uncover ‘grounded theory’ (Bryman, 2012: 567-570).

 

Findings and analysis

The interviewee is a mother of eight children, all under the age of eighteen. Once having children she decided to leave employment to care for them. The respondent home educates her children, except the eldest daughter who is doing her A-levels at a state school. Throughout her life the interviewee has consistently volunteered. From the interview the core category is ‘how the mother is negotiating her diverse roles’.

 

Negotiating the mothers diversity of roles

The interviewee has some difficulty in managing all of her roles as often she feels overwhelmed and stressed by her responsibilities. In the household the interviewee’s husband does not take part in housework but ‘he would always help’. This is consistent with Oakley’s (1974) findings that the majority of men have a small involvement in housework. She reveals that it was difficult being a mother with so many children. The role of educator started with the interviewee’s first child because of the mother-child attachment that had developed leading to the mother being unwilling to break this bond (Lois, 2010). There is a balancing act of being a mother and educator as seen through the example of the mother being worried that Anna would lose her love of Arabic. The interviewee also volunteers in a number of ways but has now reduced it to manageable amount because ‘something’s got to give’ and this may negatively affect the family (Hook, 2004).

 

Parental influence on the mother and her influence as a parent

The mother says she was not influenced by parents but it is apparent from the interview that she is to some extent. This is suggested in the discussion about her upbringing and her supportiveness in allowing her children to manage their future choices.  Also, she expects her children to understand she has other roles such as her volunteering work. Her expectations for her daughters to marry and take on a mothering role like she has can be seen as a way in which girls are socialised into these roles (Oakley, 1974).

 

Emotions of the mother and her family

The interviewee has a positive view looking back at her experiences. Her employment gave her a sense of enjoyment but this is replaced with motherhood as she felt ‘my heart wasn’t in it anymore’. Gerson (1985) discusses this emotional attachment that mothers have with their children which leads them to give up their careers. This shows the strong maternal connection with her children. However, having so many children was ‘demanding’ and she felt she was ‘just coping’ rather than fully enjoying the experience (Oakley, 1990). But ‘as your children get older it gets easier’ as they became more independent. She is uncertain about the future but is positive about it as many home educators are which allows them to continue with their stressful roles (Lois, 2010).

 

The change in identity

The interviewee’s identity has changed over time. In her youth her identity was based on her upbringing. ‘We lived on the farm and that was our life’ and ‘it was kind of farm and church’. During her youth she enjoyed travelling and this came to define her once she left home as she explains ‘I just wanted to travel’. Her work was important to her and it is only when she becomes a mother and leaves employment that her identity became defined by her children. Oakley (1990) discusses how housewives regard their roles as an integral part of their identities and in this case the interviewee’s role as a mother has evolved to become her dominant identity. ‘I still always ask God that I wouldn’t forget them because I know they should come first’.

 

These findings give greater detail about why the interviewee has chosen to take on these roles and how past experiences have influenced her decisions. The main understanding from this is that managing multiple roles is difficult but it is also a rewarding experience. However, this may not be representative of all women’s experiences.

 

Methodological Issues

The advantages of using qualitative interviews is that it informs research through individual perspectives rather than generalising social experiences (Gerson, K. and Horowitz, R., 2002). However, the limitation is that the conducting and processing of the research is time consuming and may put limitations on sample sizes (Bryman, 2012). Moreover, it may be difficult to identify when enough data has been gathered and the research should cease (Gerson, K. and Horowitz, R., 2002). This can lead to the accumulation of more data than can be processed.

 

Using depth interview in this research was the appropriate method as the main purpose of the research was to ascertain a mother experiences of her roles, which other methods would not have uncovered. However, the extensive information gathered made the process of coding difficult. Initially there were thirteen axial codes and these were merged to five. This also raised the issue of what information went into each category and whether ‘emotions’ should be a separate category.

 

The research is valid because it explains the mothers experience while placing it in context. Also, the views presented align with existing research, such as in relation to the husband’s role in housework. To test the validity of the research the husband could be interviewed to confirm or refute the views of the wife. The reliability of the research is good however because the research is in relation to personal experiences the outcomes of other research may vary considerably but should have a similar outline.

 

Word Count: 1645 words (excluding title, bibliography and appendices).

Bibliography

Bianchi, S. et al. (2012) Housework: Who Did, Does or Will Do It, and How Much Does It Matter? USA: Oxford University Press.

British Sociological Association (2002) ‘Statement of Ethical Practice for The British Sociological Association’. Available at: http://www.britsoc.co.uk/about/equality/statement-of-ethical-practice.aspx. [31.10.13].

Bryman, A. (2012) Social Research Methods (4th edition). Oxford: Oxford University Press.

Flick, U. (2009) An Introduction to Qualitative Research (4th edition). London: Sage.

Gerson, K. (1985) Hard Choices: How Women Decide about Work, Career, and Motherhood. Los Angeles: University of California Press.

Hook, J. (2004) ‘Reconsidering the division of household labor: incorporating volunteer work and informal support.’, Journal of Marriage and Family, 66 (1) 101-117.

Jones, S. (2004) ‘Depth interviewing’, in Seale, C. (ed.) Social Research Methods: A Reader. London: Routledge.

Lois, J. (2010) ‘The temporal emotion work of motherhood: homeschoolers’ strategies for managing time shortage’, Gender and Society, 24 (4) 421-446.

Gerson, K. and Horowitz, R. (2002) ‘Observation and interviewing: options and choices in qualitative research’, in May, T. (ed.) Qualitative Research in Action. London: Sage.

Oakley, A. (1990) Housewife: High Value – Low Cost. London: Penguin.

Oakley, A. (1974) The Sociology of Housework. New York: Pantheon Books.

 

 

Appendices

Appendix 1 – Interview Guide

Questions:

  1. Can you tell me about your background, the female roles in your family?
  2. Was/is there a history of women working in your family – mother/mother-in-law?
  3. Was there any parental expectations of whether you should work or not?
  4. Does that extend to once there are children too?
  5. Any careers before marriage/motherhood?
  6. Can you describe the division of housework when you married and if that was in addition to paid work? (Husbands role?)
  7. Expectations of motherhood/homemaking? Comparison to real experience?
  8. Other responsibilities outside home? Reasons for doing it? Feelings/experiences?
  9. How do you manage the multiple roles? (Feelings?)
  10. Do you share aspects of your role with your husband? (Chores, childcare, education?)
  11. Views on the general perception/stereotypes of housewives?
  12. Future plans once children go on to further education/employment/leave home? (More volunteering? Going in to labour market?)

 

 

 

Appendix 2 – Interview Transcript (with commentary & coding)

Depth Interview:

Interview regarding a woman’s experience of multiple roles: housewife, mother, home educator and volunteer

 

Names and any identifiable titles have been changed for confidentiality purposes.

 

TQ: Right so my name is Tajneen and the interview topic were going to be doing today is about woman’s experience of multiple roles. Your role as a housewife, mother, home educator and volunteer. It’s just going to be me prompting you, asking you some questions and you going into depth and just giving your opinions as honestly as you can.

Commentary: I give a brief explanation of the interview topic and direct the interview to the topic.

A: Ok.

TQ: I do need to tell you that if you like I can change your name once the recording has been transcribed for confidentiality issues. I need to ask if you are ok with me recording this?

A: Yeah, that’s fine.

TQ: The recording won’t be accessed by anyone else but me and once I’ve done them if you wish it can be deleted. We can stop the interview at any time if you’re uncomfortable. So do you have any other questions?

A: No that’s fine.

Commentary: I explain what will happen with the recording of the interview and discuss confidentiality issues. Then I gain permission to record and explain that the recording can be stopped at any time to ensure that the interview is conducted ethically.

TQ: Ok. So basically I want to ask you about your background. Roles in your family. So who did what? Your mother, your father, household roles that they had.

A: Yeah well I grew up on various farms in the south of England but mostly in Dorset. My father was a farmer all his life and so he was always around in our childhood. He was kind of in and out, on the farm but just you know always outside somewhere. My mum used to work. I can’t remember how old we were when she started work but we were at primary school and she used to work as a secretary in the bible college. So she was kind of often, I remember her picking us up from school but I know there were times when we were older when we would just come home and she wasn’t there. So she was kind of like working part time and wasn’t really involved on the farm but my dad was very much. We lived on the farm and that was our life.

Commentary: I ask a broad question to allow the interviewee to explain her background and her family life. I also enable the interview to follow a specific direction, focusing on her experience of growing up in this environment.

TQ: Did it affect you, having a mum that was working?

A: Not really. Because she was kind of a very efficient type, busy type person so she wasn’t a traditional farmer’s wife. She didn’t really, was involved as perhaps some farmer’s wives. She was more, she liked to be busy, and she had to be involved with people. She liked to be active in the community and my family also I should mention were practising Christians so life kind of revolved around Church activities I would say for us growing up. So it was kind of farm and church.

Commentary: The interviewee mentions that her mother worked and I probed further into this to understand what affect her mother’s role had on her childhood experience. She mentions that it did not particularly affect her and does not portray any sense of resentment for her mother’s involvement in the community. However, she does emphasise the role of religion in regulating her family’s routine. I probe further to understand how her childhood affected her perceptions.

TQ: So did that effect sort of what you expected out of life. Would you say how you are now was affected by sort of what your mother did, what your father did?

A: Umm. No. I would say character wise yes that’s affected me. But in terms of goals and whatever I don’t remember them giving us much input. I remember just kind of, I don’t even remember, now that my own children are doing GCSEs I’ve been thinking about this. I don’t even remember them encouraging us to you know to do anything. They didn’t give us any input. That probably sounds bad but it wasn’t that it was just that they, you know that was school and that was our life and then home life was kind of separate. So we would bring our school work home and I’m sure we would be encouraged to do homework but I don’t remember them ever pushing us towards something you know. It was like you choose what you want to so and we’ll support you and they were very supportive in whatever we chose. There was myself and two sisters, two older sisters. So for example, my older sister went into nursing, my middle sister went on to do A-levels and a university degree and I went on to college at sixteen. So we were all, all three of us did quite different roles because there was no pressure on us. Which was good really. I liked that, I didn’t mind it at all.

Commentary: I wanted to understand whether her experiences affected her expectations of life. The interviewee responded by explaining this effect was minimal and her parents did not have any rigid expectations of their children. This allowed the interviewee to have a lot of choice in her early life along with her siblings and this was realised from her recent experiences though her children’s academic studies. From the comments it is clear that the interviewee enjoyed the approach taken by her parents and herself and her siblings benefited as a result, which is shown in their life achievements.

TQ: You say pressure so was there, there was no pressure of school work and education but was there a pressure to, an expectation sort of, of working or not?

A: Yes I think we were all expected to leave home by eighteen I think. My mother in particular kind of felt it was strange if you know families were somebody was still at home and I think maybe that, that was kind of the area that we grew up in. You just you studied and then you went on and found work. And usually that was moving away from home that was quite acceptable. I mean my sister moved to Brighton. My other sister, my middle sister studied at Warwick University and then she moved and worked in Surrey and so it was quite expected that we would study and then move away and I studied and then I left home at eighteen. So we all left home by eighteen.

Commentary: I guide the interview on from what the interviewee has mentioned about the pressure in the home regarding education to enquire if this was also the same in the expectation of working once they had left education or at some point in the future. I was surprised with the interviewee’s response. Although I asked about work the interviewee also talked about parental expectations to leave the parental home and the views associated with not doing so. The interviewee also mentions that she followed her sibling’s experiences of leaving home. It is interesting to consider the extent of choice and expectation in this matter as it is not clear what the interviewee’s feelings were towards this issue.

TQ: So you left home at eighteen, you were working at that time?

A: Yes. I did nursery nursing which I’m not really sure what they call it now, probably BTEC something whatever childcare. So I finished by the time I was eighteen because I just wanted to travel so I wanted to go to Canada but my mum and dad felt it would be good to get a year’s experience. I must have listened to them so I did a year of temporary jobs and then I went to Ireland because I kind of thought that was a hop away. That actually that job didn’t work out but it was good because it was a bit of travel and then when I was nineteen I went to Canada. Worked there for three years. Do you want me to carry on?

Commentary: The interviewee presents her experience of entering the labour market and desire to travel abroad. There is a conflict between the interviewee wanting to go abroad with the parental expectation for her to get some experience before leaving. From the interviewees comments it can be inferred that she was influenced by her parents but doesn’t comment on how she felt about this. However, it could be suggested that in hindsight it was a positive experience as from this she takes small steps on her quest to work abroad. Travelling to somewhere close to Britain before travelling to Canada shows the interviewees want to travel but also shows her fear of moving such a distance.

TQ: Yeah, yeah. Go ahead.

Commentary: The interviewee is uncertain as to whether she should continue explaining her experiences or to stop. As the reason of this depth interview is to understand her perspective, I encourage her to continue.

A: Then Canada was kind of too good so then I decided that I wanted something a bit more realistic in life. Then I went to India for two years, then I came back which really unsettled me. Didn’t want to be in England. Did a lot of voluntary work around England and Scotland and then, what did I do after that? Then I found a job in the Philippines. So I went to the Philippines.

Commentary: From the interviewees description it can be ascertained that she was unclear as to what she wanted to do and had difficulty settling into a geographical place during this period of time. She enjoyed being abroad but did not feel the same when she returned to England. The interviewees quest for adventure and new experiences can be inferred from her travel history.

TQ: Wow.

A: Was there for a year, thought I was never coming back. And then came back and ended up in Tower Hamlets. Went back for a little time to the Philippines and then got married here and stayed here.

Commentary: The interviewee makes a sudden shift to explain how she came to be in her current position but gives no real reason as to why she chose to come here and what had changed from before when she felt unsettled in the country. The lack of explanation can be due to the short amount of time for the interview and the interviewee not wanting to divulge to much personal information, which is understandable in this situation.

TQ: Ok. So got married. What age were you?

A: At that time I was, by the time I was married I was in my thirties.

TQ: Ok so you were working in, until your thirties?

A: Yeah.

Commentary: The interviewee mentions her marriage and I use this as a prompt to discuss her life once she had married and the changes which occurred after this potentially life changing event. 

TQ: So once you got married did you carry on with your career?

A: I carried on working for the first year. First year until I got pregnant and then I, yeah I probably carried on working trying to think how old I was. I was thirty-five I think. Can’t remember. Anyway I was in my mid-thirties when I had my first baby and I was, I loved my work. I was doing community work. I was working with Bengali women and we ran an enterprise project. So they were learning English and they were learning skills and I was selling their work and so they were getting some money, they were getting some income from it. And the job just gave me a real buzz. Really loved it. So didn’t really want to give up work even though I was very happy to be pregnant. And I was planning with my boss that I would come back part time and so I did actually come back part time with the baby but my heart wasn’t in it anymore. Just didn’t seem to have the, things had moved on. You know when I had been away the work had moved on slightly and it just didn’t seem to matter as much. You know once you have a child that’s all that matters really. So yes I only worked for a few weeks and I told my boss sorry I can’t do it.

Commentary: The interviewee discusses her love of her occupation but describes how the transition to motherhood changed her enjoyment of work. Her role as a mother overrides her desire to work and she felt that being with her baby was of greater importance to her than her job. She also explains the change she felt when she went back to work after her maternity leave. It is interesting to note that she felt that the role had changed and it could be suggested from her comments that she no longer felt a connection of sense of belonging in the environment. Also, it is interesting that she chose to go back to work part-time but this could be considered normal occurrence rather than an exception.

TQ: But when you had your children is that when you sort of started your other roles? Sort of being a mother and home educator?

A: Yes. Being a mother for the first sort of three years and I had four children really within three years. I had twins, I had two girls close up and then I had the twins really close together. And then I was so happy being a mother that I really didn’t want to give my daughter over to anybody. I didn’t want to put her into school and she didn’t want to go to school either. She was quite, although she was only three because she was the eldest and she seemed a lot older than three and it sounds strange to say now but I remember she said ‘I don’t want to go to school’. And then we were thinking what we could do and a friend of mine was setting up a home education organisation and she asked me to be part of it and I said I don’t think I know much about it. And so at that point we were still thinking, we actually set up our own little school because we thought that would be easier but it was a lot of work. So we set up a small school where a few families dropped their children off but we were thinking that they would be involved as well but they weren’t. They just wanted to drop them off. So then when that kind of fizzled out after about nine months it was a blessing really because then we just said right that’s it we’ll just home educate, be much easier. And by then, so yeah I then basically started home educating and I’ve done that right up until my eldest daughter is now sixteen, nearly seventeen. She’s starting her A-levels and she has gone to a girl’s school to do her A-levels.

Commentary: The process that led to the interviewee choosing to home-school her children was not a clear and direct path.  It was a process of trial and error and trying things that she would not have previously considered. The interviewee sees the experience of the home-schooling project as a blessing rather than a failure and this allows her to move on quickly and find a solution. Also, the interviewee mentions that it was because of her eldest daughter not wanting to start school and the interviewees attachment that led them to home-schooling but it would be interesting to understand if this process was repeated with all the interviewees children or the first experience led to a domino effect with the siblings having minimal input on the process.

TQ: So would you say that during that time, home educating, being a mother, was there sort of division of the housework, sort of chores, home educating between you and your husband?

A: Probably when I was pregnant he might cook once or twice. So that’s as far as he’s housework sort of things go. He would always help but I think the more, you just have another child and you’re expected to do more and you do more. And you have another child and so it goes on. And so you end up stretching yourself. And I know, I remember times being so tired thinking I can’t give anymore but then there’s always something else that you can give. There’s always something more you can do. And obviously when they were all, I had eight children so when they were all very small it was very demanding. And now I look back and I think why didn’t I teach the Quran, why didn’t I do this or why didn’t I you know do it all with them. But now really when I think about it I was just coping, I was just coping with eight children under the age of nine. I had a lot of children really close together so when I look at other people and I think oh gosh they’re doing so well with their children, they’re teaching them this that and the other the fact is I was just managing with what I could do. And sometimes you know not even being able to get out with them. When we were, as I was saying earlier, we lived in a small flat so I had five children I think literally under the age of five and there was days when I would just look out the window and I just felt I’ve got to be patient because it’s not my time to go out of the flat. And we were very close as a little family, big family but we were very close and the children were quite bright really because I was just with them all the time. They didn’t go anywhere. Occasionally, you know if my husband was at home we would go somewhere. But it was difficult you know those times were very good but quite difficult in terms of you know. Then we moved to a big house and I was fortunate because we had the garden so our life was just the house and the garden really. Because I couldn’t, it was too much too really it sounds silly now they’re big but in those days I couldn’t I would be too scared to take them to the park. Even though we live near the park. Because they were so small if one of them ran off how am I going to run off and catch that one and keep an eye on the others. I didn’t have any help, I didn’t have family and I didn’t really have any friends at that time to support me because other people had their own children. And then we set up a home education organisation, that was from quite early on but it was only really as the children had grown older that I started to make local friends who home educated, good friends. And then as your children get older it gets easier so I think my multi-tasking really started when the youngest one was four. And that’s when we set up the cycling club because my husband was out of work. He was working six days a week before that and then he had a bad car accident, I mean got knocked off his bike badly and his health was so bad that he couldn’t stand any noise, and you know him now he’s completely different but he was having fits because he had head injury. He couldn’t move his back, he couldn’t bear any noise from the children and you can imagine eight children, he couldn’t bear any noise, it was very difficult. So we had our difficult years and then he got better and then he started, we realised he could actually set up doing something with cycling. So he set up a cycling club and that kind of moved on from there. But that was only when the youngest one was about four. So how many years, he’s about eight, so about four five years ago everything kind of really started to blossom and got too busy.

Commentary: I wanted to understand whether the division of labour in the household was consistent with the research I had done. This was the case however, though the issues of household chores was swiftly dealt with, other issues were raised by the interviewee. The interviewee discusses her experience of being a mother and a housewife and the feelings of stress and loneliness she felt when her children were young. She also notes that that this changed as her children grew older and she got involved with the cycling club. It is also interesting that the interviewee discussed her husband’s accident and it reveals the effect this event had on all of the family and changed their direction and opportunities in life, mostly for the positive.

TQ: So would you say that your expectations of motherhood and being a wife and homemaking, was that different to your real experiences? Did you expect it to go this way? Is it how you planned?

A: Not really. No. I mean I thinks it’s a bit, as your children grow and get bigger you think I can get a bit more involved in the community or I can do something more or whatever. Whereas, sometimes I kind of think it would be nice just too completely focus on the children because I don’t do that.  They know I’ve got other interests I’ve got other things going on. And sometimes I worry that that’s bad, that I’m not doing enough for them but then I think they’re with me all the time. They’re at home all the time so in some ways it’s good for them to see that their mum can be involved in other things and I think they do, they have learnt a lot from that, seeing me do other things as well. I still think, I still always ask God that I wouldn’t forget them because I know they should come first.

Commentary: The interviewee’s previous perception of her role were not experienced in reality. However, it is clear that her role as a mother is very important to her and she loves and cares for her children greatly.

TQ: So you help out at the cycling club. What else do you do?

A: Well I do the cycling club because my husband runs that. So I kind of do all the admin for that which at some points it was so much. But now I’ve kind of whittled it down to, it’s quite manageable now. Then I also, well I used to run a home education group on Thursday mornings. I’ve just given that up just a couple of months ago because my children are older now so it got to the point why am I going to run this centre on a Thursday morning and leaving seven of them at home and just taking the younger one. So you know I’m leaving seven of them at home on their own and I’m going down there to run it for these women. Like why am I doing that? So now that four of them are doing their GCSEs like seriously I though now something’s got to give because otherwise I’m not going to be able to keep going. So then I realised that I need to give that up so I passed that over. So I’m not really involved in running anything for home education anymore. I used to organise activities for the girls because we would get a grant and then we would set up activities. So I used to be kind of like the liaison, the coordinator for that but now the girls are, they’ve kind of done all of that now. They’ve done their Duke of Edinburgh, they’ve done their silver award or whatever and they’ve finished their activities. So we’ve kind of moved on from that. The boys, I’ve never done any fundraising for them. They would just, they’ve got their, they go through the cycling club. We’ve got the BMX club and they do sailing and things like that. So I’m just kind of taxi driving now, just coordinating activities. And then I’m involved with Organisation X which is an organisation to help Muslim women, Muslim revert women who have become Muslim and are going through difficulties. I got involved in that in a small way and I think probably I am getting more involved in that because when I started off I was key worker for East London.  And there were two key workers at that point and I would kind of like have three or four cases. So I would be supporting these women but using support workers. Now I seem to always have about eight or nine cases and I’m the only key worker. And I’m also supporting a couple of women as there wasn’t a suitable support worker. So yeah that takes up a lot of time. But I’m trying to, I’m trying to get that more structured and trying to you know when the kids are doing their activities I liked to have focused hours on that so I’m not just on the phone to these women all the time. I probably wouldn’t want you to mention the name of the organisation actually.

TQ: Ok. Yeah that’s fine.

Commentary: The interviewee is very involved in the community through various roles and views this as an important aspect of her life. She mentions the stress involved in managing all her roles but it is still a contrast to her previous experience when what she could do was limited because of her young children. Also, her reduction in some of the roles shows her commitment to her children’s education and this will be prioritised before any of her personal volunteering activities.

A: Just ‘an organisation’. Yeah. So yeah that is an involvement but that’s something that the kids see the value of because it’s Islamic and it’s something that as Muslims we should be supporting these women. And so and knowing my background, knowing I wasn’t a Muslim before and knowing that it’s quite difficult to be a Muslim woman with a non-Muslim family. They know that these women have problems so they are quite supportive of that. And they know that if Umi’s (mother) doing her Solace work that’s when she shouldn’t be disturbed. Like I’ll put a notice on the door saying I’m doing Solace call and they know not to come in or whatever.

TQ: And is that how you sort of manage all your roles and how would you go about sort of managing it?

A: How do I manage it? Umm.

TQ: How do you feel about managing everything?

A: Yeah. Sometimes I feel it’s all a bit out of control. Sometimes I, I’m not the most organised person. I have good role models. I have a couple of women I know who are very, well one in particular who’s, she runs the organisation and she’s very structured. She’s very organised and so every so often she’ll kind of give me some suggestions. I’ve kind of come to my own conclusions coz I’m not. You know people can try and make you organised and they can give you guidelines but if you’re not a highly organised person I don’t think you’re ever going to become a highly organised person. I’ve realised that.  And so you find your own ways of organising but you don’t, you don’t feel that you’re failing if you’re not living up to the other person’s ideal. So I’ve become more organised. I’ve got my timetable but I know it’s, it all goes a bit bleeuuu. And that’s fine coz that’s who I am and that’s, I you know I’m doing fairly well. And it’s better to just accept who you are rather than try and be something you’re not. You can always, there’s always room for improvement but you can’t be somebody else so you just do your best. Yeah I’ve become more structured I suppose in some ways but I don’t want to be structure I want to be you know. Like I don’t like the GCSE thing to be honest at the moment you know. The kids are having to do that and the days were so lovely and sunny and I was saying on no we’ve got to the school work and they were saying ‘ahh we could be…’ and I was thinking I really must make some time to pick up conkers. Now look I’ve lost it. Whereas before, before the GCSEs we would say ‘Ah it’s a nice sunny day, let’s forget work’ or we’d say ‘let’s try and do our work on the park’. But we’d take it, we’d never work.  We knew it would never work but we would go anyway. So yeah.

Commentary: She feel stressed but has accepted that she manages in her own way and dislikes external influence on her organisation of her life. This is clear from her views on education. Although education is important, the interviewee does not enjoy the constraints of attaining formal qualifications. This shows the difference between formal education which is focused on qualifications and home-schooling which focuses on learning through experiences.

TQ: So what are your future plans really? Your youngest is eight now?

A: The youngest is eight yes. Umm, I can see things changing in two years. Because in two years’ time Anna will have finished her A-levels, three of them will have finished their GCSEs, no four of them will have finished their GCSEs because Hana will finish next year, the twins the year after, but then Ali who’s thirteen he’s doing the same work as twins, academically he can do the same. So I want them all done in two years and I want it finished in two years. Then I’m just thinking that’s it now we’re just going to have a year to do whatever we want to. Like Anna wants to do her Arabic, Sara wants to do A-levels. She can but I kind of if the boys want to go to Algeria, stay on the farm for a while. Because that would mean Yusuf would still be there. But I just don’t know. So I’m not, I haven’t got any, after that I’m just thinking let’s get these GCSEs out of the way, they’re a pain. Let’s do them and then can we please be free again. Because I don’t like this structure really. And then you know at some stage the girls are going to get married. So let’s enjoy ourselves before all that happens as well. But Sara wants to do A-levels, she’s quite keen she wants to do medicine so she’s kind of got I want to this and I don’t want to go to Algeria. You know I’m not quite sure what will happen with that. You know maybe she should take a year off as well.

Commentary: The interviewee want her children to succeed in whatever they want to do. This characteristic can be seen as a product of her own upbringing.

TQ: So your girls you know hopefully they’ll get married one day. Do you have sort of expectations for them to carry out? Sort of maternal role that you’ve sort of had?

A: Yes. I think they will always want you know, they see their role first and foremost as mothers. But they’ve also got a lot to offer as well. And that’s what I would always encourage them that, and a friend was saying this to me as well yesterday, that you know you should encourage your children to have as many different skills in life as they can. Because then they can use all of them, coz even you know as Muslims we’ve not just got one function, we’re people with lots of talents and so we should be using those talents in all different directions. So yeah I would expect that, like even with Anna, for example, she was always very good at Arabic and Quran and now she’s kind of put that to one side. And part of me, I don’t know why it bothered me but part of me thought she was going to lose her Arabic, she’s going to lose her love of Arabic. You know she’s not going to go on study it anymore. Actually she hasn’t, she’s just put it aside for the moment because she’s focusing on Maths, her other love, and then Biology which is not really her love but she’s quite enjoying it. So she’s doing Maths and I’m thinking that’s good because Arabic she can pick up anytime, maybe she won’t have the opportunity to pick up on Maths you know in the future or something. So it’s better she’s got that, if she does her A-levels in Maths and Further Maths she can take it further if she wants because Arabic is always there alongside it. It doesn’t have to be, she’s going to find her own way. It’s her choice, it’s not my choice. It’s up to her what she wants to do. And Hana, she doesn’t want to do A-levels she’s going to find out what she wants to do and Sara seems to have got quite a clear gaol. So I think they’re all going to be very different and I think I’ll be supporting them in whatever work they want to do. I think just supporting them to believe that they can do whatever they want to do with their life. It doesn’t have to be what everyone says it’s got to be. It doesn’t have to be university, it doesn’t have to be you know anything really. I’m sure that they’ll just give themselves challenges to do things. That’s what I hope. And the boys, I don’t really. They’re less, they haven’t got as much clue as the girls. They kind of like haven’t got any clear paths yet. That will come later.

Commentary: The interviewee expects her daughters to marry and fulfil their maternal role but feels they should achieve in all aspects of their lives. Once again the importance of her education is highlighted but it is difficult to separate this to a specific role the interviewee has. By this I mean the interviewee does not view education from just a parental perspective but also from the role of an educator. Both seem to compliment and balance as she both encourages motivation and choice while instilling the importance of any and all forms of education.

TQ: So do you have any other sort of issues that you would like to raise?

A: About my roles?

TQ: About you roles. About anything in general.

Commentary: I asked this question to find out any other issues the interviewee feels is important to mention about her roles.

A: I think there’s always, you always think about the things that you would have liked to have done or liked to have been like for me I never thought I would be in London. Raising my kids in London, I thought I would live in the countryside like I had done. And I think you have to accept that they way that you grow up and what you’re given as a child and what makes you who you are is not necessarily what you your children are going to have. They’re going to have a certain part of that because that’s who you are and so you give them a lot of input as to that. But at the end of the day they’re experiences are different than yours and when they get married probably their experiences will be different, their children’s experiences will be different. And I always think I want to take the good from what I got from my mum and dad and give it to the kids and tell them don’t take the bad from me, because there is you know there is bad obviously. There are things that are lacking that we could have done more of but take the good of what we gave you and then what you didn’t get, what you thought I wish they’d given us this then ok then take that and put that into your children. So hopefully you know you kind of, you build up the family through the good experiences and what bad experiences you’ve had you say ok let’s see if I can do better than that or improve on that. Because I never had any bad experiences really in my childhood. My parents were really good and we were brought up as Christians on a farm. You know we had a lot of good things but there were things now looking back I can see things that were weaknesses and I’m sure my kids looking back they will see weaknesses in myself and Adam. So I suppose that’s what I’m saying, we haven’t had any bad experiences and that’s a real blessing so take the good and improve on the weak areas.

TQ: Quite a good experience actually.

A: Yeah. That’s really what I would advise. I think what I should do less of is be less busy and maybe not take on things but then I kind of want to do as much as I can do as well. And do what you can while you’ve got the energy to do it.

TQ: Thank you very much for that.

Commentary: The interviewee raises the issue of the children growing up and the experiences she wants them to take with them. She links this back to her own childhood and emphasises the importance of her children’s upbringing in the best possible way. The interview concludes with me thanking the interviewee and making a general comment on her experience which probably did not directly influence her comment.

 

Key for Theme Coding:
·         Diversity of roles

·         Parental influence

·         Emotions

·         Identity

 

After Interview:

  • I explained to the interviewee that I will transcribe the recordings and will give her a copy of the interview report once complete.
  • I also thanked her again for taking the time to be interviewed.
  • The interviewee was pleased with the way the interview was conducted and how her personal experiences could be of use to research.
  • The interviewee was very open about her experiences and this brought up topics that I had not considered in my interview guide or in my research of the topics.

Have the procedures been presented in enough detail to enable a reader to duplicate them?

How To Critique A Journal Article
Sponsored by The Center for Teaching and Learning at UIS
Last Edited 4/9/2009 Page 1 of 2
So your assignment is to critique a journal article. This handout will give you a few guidelines to follow as you go. But wait, what kind of a journal article is it: an empirical/research article, or a review of literature? Some of the guidelines offered here will apply to critiques of all kinds of articles, but each type of article may provoke questions that are especially pertinent to that type and no other. Read on.
First of all, for any type of journal article your critique should include some basic information:
1. Name(s) of the author(s)
2. Title of article
3. Title of journal, volume number, date, month and page numbers
4. Statement of the problem or issue discussed
5. The author’s purpose, approach or methods, hypothesis, and major conclusions.
The bulk of your critique, however, should consist of your qualified opinion of the article.
Read the article you are to critique once to get an overview. Then read it again, critically. At this point you may want to make some notes to yourself on your copy (not the library’s copy,please).
The following are some questions you may want to address in your critique no matter what type of article you are critiquing. (Use your discretion. These points don’t have to be discussed in this order, and some may not be pertinent to your particular article.)
1. Is the title of the article appropriate and clear?
2. Is the abstract specific, representative of the article, and in the correct form?
3. Is the purpose of the article made clear in the introduction?
4. Do you find errors of fact and interpretation? (This is a good one! You won’t believe how often authors misinterpret or misrepresent the work of others. You can check on this by looking up for yourself the references the author cites.)
5. Is all of the discussion relevant?
6. Has the author cited the pertinent, and only the pertinent, literature? If the author has included
inconsequential references, or references that are not pertinent, suggest deleting them.
7. Have any ideas been overemphasized or underemphasized? Suggest specific revisions.
8. Should some sections of the manuscript be expanded, condensed or omitted?
9. Are the author’s statements clear? Challenge ambiguous statements. Suggest by examples how clarity can be achieved, but do not merely substitute your style for the author’s.
10. What underlying assumptions does the author have?
11. Has the author been objective in his or her discussion of the topic?
In addition, here are some questions that are more specific to empirical/research articles. (Again,
use your discretion.)
1. Is the objective of the experiment or of the observations important for the field?
2. Are the experimental methods described adequately?
3. Are the study design and methods appropriate for the purposes of the study?
4. Have the procedures been presented in enough detail to enable a reader to duplicate them?
(Another good one! You’d be surprised at the respectable researchers who cut corners in their
writing on this point.)
How To Critique A Journal Article
Sponsored by The Center for Teaching and Learning at UIS
Last Edited 4/9/2009 Page 2 of 2
5. Scan and spot-check calculations. Are the statistical methods appropriate?
6. Do you find any content repeated or duplicated? A common fault is repetition in the text of data in tables or figures. Suggest that tabular data be interpreted of summarized, nor merely repeated, in the text.
A word about your style: let your presentation be well reasoned and objective. If you passionately disagree (or agree) with the author, let your passion inspire you to new heights of thorough research and reasoned argument.

Does the article present an etic perspective, an emic perspective, or perhaps both? Explain your answer.

Full article citation at the top of the Essay. Most of Anthropology uses a variation of the Chicago Manual of Style. Please format your citation like this:

Barlow, Dan. (2002). Diagnoses, dimensions, and DSM-IV: The science of classification. Journal of Abnormal Psychology, 100(3).
1. What is the general topic the authors studied?
2. What specific research question did the authors address?
3. What methods did the authors use to gather data?
4. We discussed in class that most anthropology is a social science but occasionally work is strongly scientific or strongly humanistic. What approach did the authors use? Explain what about the article indicates this.
5. What (if any) ethical concerns did the authors encounter either while working or as a result of the study? How did the authors address them? Did they make a conflict of interest statement or acknowledge who funded their research?
If the author does none of the above, please clearly state this in your essay.
6. Does the article present an etic perspective, an emic perspective, or perhaps both? Explain your answer.
7. If you were the authors, what research question will you address in your next article?

In what ways have the “racial democracy” of Brazil been questioned? In what ways have the country proven this “identifier” to untrue?

Alexa Whetung

Professor Karl Hardy

LLCU 209

November 1st, 2019

Research Paper Topic – Outline

Topic: Violence

Preliminary Title:

“How the Epidemic of both Sexism and Racism Coexist with Brazil’s High Level of Violence”

Preliminary Abstract:

For this assignment I wanted to share my interest in the areas that have stood out to me throughout this course. Those two areas of interest being sexism and racism, because of the demographic that both these topics fall under, it could be argued that the subject would be quite broad for just one paper. Therefore, I have decided to make both topics, subtopics, that will be the main questions of discussion when looking at violence in Brazil. Not only have I been intrigued by how women and men are treated differently in Brazil when it comes to the consequences of violence, but I have also been interested to learn that due to Brazil being a multi-racial country, it is interesting to see how the colour of one’s skin (whether the individual be female or male) is seen to inflict different kinds of violence in both politics and with law enforcement as well.

 

Preliminary Research Questions to Answer in Paper:

  1. For how long and why has Brazil been known as being a country of male dominance?
  2. Are women held as subordinate to men when it comes to both familial and community relationships?
  3. Have the societal roles of women continued to be heavily impacted by patriarchal traditions? Why?
  4. Despite the gains made in women’s rights in Brazil, in what ways do women still face significant differences in gender inequality?
  5. Why is little being done in regard to aggression, femicide and rape in Brazil, which is causing an alarming rise in the country’s violence rate?
  6. Being a multi-racial country, is Brazil seen as still being a country of racial abuse?
  7. In what ways does Brazil continue to show issues of racism throughout their legal system?
  8. What is the “whiteness” ideology? And how does it particularly associate to Brazil?
  9. In what ways have the “racial democracy” of Brazil been questioned? In what ways have the country proven this “identifier” to untrue?
  10. Police violence is one of the most internationally recognized human rights abuses in Brazil. Does this brutality have to do with race or the geographical residing of civilians?

Preliminary / Annotated Bibliography:

Schipani, A., & Elliott, L. (2018, May 15). Brazil women bring fight against sexism on to political agenda. Retrieved October 25, 2019, from https://www.ft.com/content/961d1940-3cc7-11e8-bcc8-cebcb81f1f90.

  • This source is a news article that surrounds the political issue of sexism in Brazil. Manuela D’Avila throughout the article looks at the political violence women are being subjected to, after a left-wing female congresswoman was described as being “too ugly” to be raped.

Phillips, D. (2019, September 10). Brazil report charts surge in racial abuse and violence against women. Retrieved October 25, 2019, from https://www.theguardian.com/world/2019/sep/10/brazil-violence-against-women-racial-abuse-report.

  • This news article discusses the alarming rise in racial abuse, sexual assault, femicide and violence against women and LGBT people in 2018, in Brazil according to new figures in September of 2019. This article helps to elaborate on the concept of my paper that both racism and sexism continue to be the major ongoing issues of violence in Brazil.

Trindade, L. V. P. (2019, July 8). Brazil’s supposed ‘racial democracy’ has a dire problem with online racism. Retrieved October 25, 2019, from http://theconversation.com/brazils-supposed-racial-democracy-has-a-dire-problem-with-online-racism-99343.

  • This article directly applies to racism in Brazil, as it addresses the issue of Brazil continuing to self-claim themselves as being a country of “racial democracy,” when in fact they are not as they continue to strive for the “whitening” ideology. This article specifically addresses the country’s issues towards race throughout the production of online articles.

Roth, K. (2019, January 17). World Report 2019: Rights Trends in Brazil. Retrieved October 25, 2019, from https://www.hrw.org/world-report/2019/country-chapters/brazil.

  • This article surrounds how violence in Brazil is comprised of racism and sexism as member of Congress is called out for endorsing torture and other abusive practices. This person of political power is also known to have made openly racist, homophobic and misogynist statements, and won a run-off election in October 2018.

Garcia-Navarro, L. (2014, November 9). In Brazil, Race Is A Matter Of Life And Violent Death. Retrieved October 25, 2019, from https://www.npr.org/sections/parallels/2014/11/09/362356878/in-brazil-race-is-a-matter-of-life-and-violent-death.

  • This article is a clear depiction of police brutality in regard to race, as two policemen picked up three black teenagers in Rio de Janeiro. The three hadn’t committed any crime, but they did have a history of petty offenses. The officers drove them up to the wooded hills above the city, where one was shot in the head and killed, one was shot in the leg and the back and left for dead, and another escaped.

Cidade de Deus. (2002). Retrieved from https://en.wikipedia.org/wiki/City_of_God_(2002_film)

  • Although this film may be a story of non-fiction, I feel as though information about the city of Rio to be undoubtedly true. This film discusses and displays the poverty-stricken favelas of Rio de Janeiro in the 1970s, where two young men choose different paths and their outcomes are undoubtedly due the state and ways of the country overall.

Skidmore, T. (2009). The Whitening Ideal. Brazilian Mosaic: Portraits of a Diverse People and Culture, 92–95.

  • This course reading discusses the racial reality of Brazil, in comparison to the “racial democracy” the country and many of it’s civilians are thought to be part of. In actuality, the journal discusses how the country on the contrary is part of an epidemic that idolises “whiteness” and what it means to be “white.”

Everyday Violence of Life. (1995). Brazilian Mosaic: Portraits of a Diverse People and Culture, 194–202.

  • This article applies to my paper as it discusses a variation of ways in which Brazil displays its violence. Evidentially, contributing to both ideas surrounding race and sex.

 

 

What sociological theories explain police brutality against black people?

Marxist Materialism and Critical Race Theory: A Comparative
Analysis of Media and Cultural Influence on the Formation of
Stereotypes and Proliferation of Police Brutality against
Black Men
Devair Jeffries, Rhonda Jeffries
Spectrum: A Journal on Black Men, Volume 5, Number 2, Spring 2017, pp.
1-22 (Article)
Published by Indiana University Press
For additional information about this article
Access provided at 26 Nov 2019 01:39 GMT from Central Michigan University
https://muse.jhu.edu/article/660538
Spectrum, 5(2), 1–22. Copyright © 2017 Trustees of Indiana University and The Ohio
State University. doi: 10.2979/spectrum.5.2.01
Marxist Materialism
and Critical Race
Theory: A Comparative
Analysis of Media and
Cultural Influence on the
Formation of Stereotypes
and Proliferation of Police
Brutality against Black Men
Devair Jeffries and Rhonda Jeffries
ABSTRACT: Using Marxist and Critical Race Theory frameworks to call codified culture into question, this essay explores how diverse modes of expression are crushed by the restraint of the individual and through a lack of variance that prohibits progress for Black males in American society. This essay critiques the capitalist structure that insists on the illusion of uniformity when it clearly benefits and operates from emphasizing difference. The article compares the impact of a consumerist frame of reference on career, residence, and material possessions; media technologies’ published messages and images that contribute to negative stereotypes; and the formation of style as an act
of naming or resisting with regard to the proliferation of questionable and brutal treatment of Black males by law enforcement agents, in particular, and society, in general.
2 S P ECT R UM 5 . 2
INTRODUCTION
Horkheimer and Adorno (2001) employed a Marxist materialist frame of reference to analyze the political and economic policies and limitations of capitalism.
Their work uncovered the critical concerns and contradictions present in a presumed unified culture that concurrently imposes economic hierarchy. They theorized that a capitalist society generates a falsely universal culture manifested in the workplace, housing, and assets; presented in mass media productions; and fluctuated in the establishment of style. They also challenged the idea of “culture as
a common denominator” (p. 1115) since culture as common is not actually culture at all and requires that any differences and peculiarities be ignored.
Critical race theorists Delgado and Stelfancic (2012) argued that the allegedly equal United States’ legal system both contributes to and maintains the socioeconomic hierarchy that Horkheimer and Adorno critiqued. Delgado and Stelfancic specifically focused on how civil policy affects people of color. They explored practices whereby people of color are often targeted and/or evaluated by others and
among themselves based on their career, residence, and material possessions. Their research confronts the persuasive effects of media technologies’ published messages and images on stereotypically negative beliefs and behaviors among society toward people of color. Finally, they noted that the formation of style, as an act of naming or resisting something that already exists, usually excludes the distinct methods initiated by people of color that are either rejected or appropriated into a
unified and recognizable mainstream form.
These two theoretical frameworks call codified culture into question as diverse modes of expression are completely crushed by the restraint of the individual and the lack of variance and true progress. Why does the capitalist structure insist on the illusion of uniformity when it clearly benefits and operates from emphasizing difference? This article compares the impact of these two theoretical
frameworks on current news and media events, specifically focused on the mistreatment of Black males by police officers and the bias of media coverage representing Black males in American society.
FRAMING A REVIEW OF CODIFIED CULTURE
Horkheimer and Adorno (2001) utilized a Marxist materialist perspective to examine systemic structures that affect political and economic policies. The materialist lens pioneered by Marx (1904) is grounded in an analysis of the created and maintained cultural “realities”—especially those surrounding labor and institutionalization—and the ways in which these practices are limiting. Their
Jeffries and Jeffries / Marxist Materialism and Critical Race Theory 3 pertinent research revealed the essential issues and contradictions present in attempting to establish a unified culture while simultaneously enforcing economic hierarchy.
They argued that a capitalist society creates a culture in which feigned universality is initiated in the workplace, housing, and affordable assets; conveyed in mass media productions; as well as implicit in the development of and the resistance to style.
Delgado and Stelfancic (2012) also used a critical approach to analyzing skewed structural policies that are regulated by law enforcement, manifested in the legal system, and portrayed in the media. Because race is one of the primary modes of the systemic categorization of difference, they argued that these societal policies intentionally target and disadvantage the othered races that are not in power. In contrast to the dominant White standard, these “other groups,” identified as “American Indians, Latinos, Asian Americans, and African Americans, are described as nonwhite” (p. 84). They explained the goal of Critical Race Theory to acknowledge flaws in the justice system that emphasizes racial difference:
Critical race theory not only dares to treat race as central to the law and policy of the United States, it dares to look beyond the popular belief that getting ridof racism means simply getting rid of ignorance, or encouraging everyone to get along. . . racism is part of the structure of legal institutions. (p. xviii)
This statement speaks to the significance placed on racial categorization inAmerican society that lingers because of years of racial tension and inequality. It further renders the misinformed and overly optimistic assumption that American citizens currently live in a post-racial society utterly false. Delgado and Stelfancic also weighed in on the materialist perspective as it analyzes hierarchal systems that benefit from villainizing people of color:
Materialists point out that conquering nations universally demonize their subjects to feel better about exploiting them. . . . For materialists, understanding the ebb and flow of racial progress and retrenchment requires a critical look at conditions prevailing at different times in history. Circumstances change so that one group finds it possible to seize advantage or exploit another. (pp. 21–22) Racial categorization permeates American culture and Black men are the targeted subjects that have been consistently demonized and labeled as violent and sexual predators. In the years “between 1882 to 1930” there were an estimated 1,850 lynchings of Black people in the South alone (Beck & Tolnay, 1990, p. 531). These statistics represent only the serious incidents that were recorded in southern states, during a limited time frame (as lynching undoubtedly occurred prior to and afterward), and exclude northern acts of violence against Black people. Further, the malicious practice of lynching and the power of the KKK were endorsed in early 4 S P ECT R UM 5 . 2
twentieth-century culture, with popular entertainment such as the revered pioneer film The Birth of a Nation (1915) being historically and still considered by some film scholars as one of the earliest American theatrical masterpieces. Racial tension in the years following 1930 continued to build and motivated the civil rights movement efforts of the 1950s and 1960s toward protests and actions for radicalchange. Despite these efforts, racial disparity continues as many racially motivated
crimes persist in the current era. The United States has consistently harbored discrimination
throughout its history, and this is currently present through instances
of injustice, especially with the excessive number of police brutality cases against
Black males in recent years. This proliferation of brutality is deconstructed in this
essay through the livelihood of Black men, the media messages about Black men,
and the style choices of Black men.
One of the first problematic systems Horkheimer and Adorno (2001)
examined is the social hierarchy that proliferates in the workplace, residence, and
in the enjoyment of luxuries or lack thereof. They argued that though culture is
hypothetically equal and synonymous, rank and difference is embedded within
one’s place of employment, which supports the acknowledgement of status both
at individual and institutional levels. They noted that “under monopoly all mass
culture is identical, and the lines of its artificial framework begin to show through.
The people at the top are no longer so interested in concealing monopoly: as its
violence becomes more open, so its power grows” (p. 1111). In this way, the unified
front (literally) that is supposed to be the workplace is actually just pretense
in which individuals assess their difference and use difference to their advantage
for authority or, conversely, are forced to function at a disadvantage. Further, the
hierarchy of living space and material possessions allows people to distinguish
themselves and assert privilege over one another. Those who survive cramped
urban apartments likely want to escape their environment, while those who
inhabit spacious suburban homes often happily return to their peaceful palaces.
Additionally, consumerism is capitalized on by creating the illusionary variance
of high end versus low end products such as cars, clothes, and other creature
comforts. The social hierarchy a capitalist society creates is inherently different,
as confirmed by workplace dynamics, housing conditions, and product envy or
comparison. Therefore, any positions and luxuries that are prized within a culture
are given power and elevated status.
“Media” is described as “all the means of communication such as newspapers,
radio, and TV,” including film as a form of popular entertainment (Agnes, 2003,
p. 402). The media’s influence in upholding systematic policies and societal bias is
effectively summarized by Horkheimer and Adorno (2001), who state that “. . . the
basis on which technology acquires power over society is the power of those whose
Jeffries and Jeffries / Marxist Materialism and Critical Race Theory 5
economic hold over society is greatest” (p. 1111). Therefore, citizens are presented
ideals about influence and power on a regular basis through a number of forms. The
vehicles of distraction and information (possibly one and the same) are displayed
as media further supports the unified culture of sameness charade. These types of
technologies, including radio, television, and film, even with seemingly diverse purposes,
attempt to instill commonality, “are all exactly the same,” and “have taught
[people] what to expect” (pp. 1111, 1114).
Radio, whether primarily talk or music, addresses similar current events
and plays identical songs across national markets. Television broadcasts cover
the same news, recent entertainment topics, and have uniformly formatted
shows. Even films, often intended as an escape from the harsh reality of the
laborious nature of the workplace and economic disparity, are embedded with
common notions and cultural themes, as well as the message that “those permanently
desperate situations which crush the spectator in ordinary life somehow
become the promise that one can go on living” (p. 1122). Horkheimer and
Adorno (2001) also proposed that “[a] technological rationale is the rationale
of domination itself. It is the coercive nature of society alienated from itself ”
(p. 1111). A society that claims to strive for universality utilizes media as
a means to mask the previously mentioned distinctions and benefit from the
appeasement and/or appeal of the exhausted and informed worker. According
to Delgado and Stefancic (2012):
Society constructs the social world through a series of tacit agreements mediated
by images, pictures, tales, blog postings, and other scripts. Much of what
we believe is ridiculous, self-serving, or cruel but is not perceived to be so at the
time. Attacking embedded preconceptions that marginalize others or conceal
their humanity is a legitimate function of all fiction. (p. 48)
These scholars urge people to challenge the images and representations they are fed
on a regular basis through various channels. Like the social hierarchy that determines
workplace status and etiquette, favorable living spaces, and the qualifications
for prized possessions, media technologies heavily influence the subjects that people
should be concerned about, the ways in which they should be concerned about
them, and validate the everyday existence and continuation of the utterly unbalanced
but seemingly sane status quo.
BENEATH AND BEYOND HIS MEANS
As previously mentioned, societal power is directly linked to status, albeit
in one’s position of employment; value, size, and/or location of their home and
6 S P ECT R UM 5 . 2
his/her abundance of assets. Rap/hip-hop, a Black male dominated genre of music,
both desists and assists in aiding this hierarchy of rank and possessions, methodically
masked as the status quo. On the one hand, many rappers negatively critique
societal pressures to spend heavily on status consumable goods in an effort to
achieve a revered position in society, and, on the other hand, they readily rhyme
about the extravagant and designer brand items they personally own in their lyrics.
Realist rappers who proclaim preeminent perceptions of Black urban life essentially
reinforce neoliberal ideals of middle-class mobility rather than decrying it
as their messages contradictorily suggest (Spence, 2011). They shout out their
(neighbor)hoods and their sentiments about escaping their unfortunate circumstances,
encouraging their listeners to do so as well, however their endorsement of a
lavish lifestyle likely discourages their audience to participate in the more probable
opportunity of education as an avenue out of or to transform the hood. In spite of
its sometimes contradictory messages, rap music often provides an insightful look
into the Black male’s psyche and his personal perspective on the Black experience
in American society. Delgado and Stefancic (2012) cite intellectuals who suggest
the positive influence that rap can have on its audience: “One scholar, Paul Butler,
proposes that the values of hip-hop music and culture could serve to reconstruct
criminal law and policing in directions that are more humane and relevant to the
black community” (p. 130).
In the late 1980s/early 1990s, American society was confronted by N.W.A.
(Niggaz wit Attitudes), whose most notable musical contribution, “Fuck tha
Police” (Ice Cube, MC Ren, & The D.O.C., 1988), left no questions as to their
stance on the unfair justice system and legal policies destroying the lives of countless
Black males. Their anger, stemming from the increased villainization of Black
men in the 1980s, is a by-product of the Reagan era’s conservative Republican
agenda (Burke, 2014). “In 1986, 3% of United States citizens reported drug
abuse as the nation’s most pressing problem; by 1989 this number had increased
to 64%” (Hartman & Golub, 1999 p. 424). Nunn (2002) noted the specific, targeted
assault on Black males through the anti-drug war that crafted legal policy
in direct response to the criminal justice system’s perception of Black males and
the communities in which they live, while Moriearty and Carson (2012) confirmed
this phenomenon as a direct result of Clinton’s codification of the war on
drugs/Black males initiated by Reagan. This drastic increase in racial profiling
of Black males as predators rather than victims of a bankrupt economic system
designed to enable penitentiary slavery led to a shift in the content of rap music
that assaults United States policy, a feature that persists into the contemporary
era. Kayne West’s (2004) acclaimed song “All Falls Down,” from his debut album,
Jeffries and Jeffries / Marxist Materialism and Critical Race Theory 7
The College Dropout, illustrated his economic woes as a Black man in American
society:
Then I spent 400 bucks on this
Just to be like “nigga, you ain’t up on this!”
And I can’t even go to the grocery store
Without some ones that’s clean and a shirt with a team
It seems we living the American dream
But the people highest up got the lowest self-esteem
The prettiest people do the ugliest things
For the road to riches and diamond rings
We shine because they hate us, floss cause they degrade us
We trying to buy back our 40 acres
And for that paper, look how low we a’stoop
Even if you in a Benz, you still a nigga in a coupe (West & Hill, 2004, track 4)
West’s lyrics remind the listener that little has changed theoretically and expose
the twisted need among Black men to define themselves by their financial and
physical power as a means to overcompensate for their skin color and the advantages
they have historically been denied. This “movement,” as defined by Cochran
(2015), potentially provides those rewards to young Black males who have “nothing
in a country that insinuates that males must be masculine and possess material
things in order to have true value” (p. 60). Stereotypical, hyper-masculine
imagery of this type is readily accepted as the definition for Black males as this
outdated notion feeds into the criminalization of Black men as hardened thugs/
beasts who instill White fear and should be caged or killed (Anthony, 2013).
J. Cole (2011), for example, further boasted about sitting in first class in his
song “Sideline Story,” while he acknowledged the subtle racial discrimination he
was privy to on the way to his seat: “Up in first class, laugh even though it’s not
funny. See a white man wonder how the fuck I got money” (track 6). While some
Black people have surpassed their former economic disenfranchisement through
careers in entertainment as well as other fields, the impulse to exhibit material
possessions as a signifier of progress often stems from continued social treatment
as inferior based on race, as implied by Cole’s lyrics and the last line of West’s
song.
Scholars including Butler (2004), Cochran (2015), Spence, (2011), and
Washington (2015) validate the Black male perspective conveyed through hiphop
that calls into question the unfairness of civil policy and the legal system. This
research corroborates the complex experiences of Black males and humanizes the
challenges this demographic faces to define and deliver their daily performances
8 S P ECT R UM 5 . 2
amid limited opportunities for enactment. Hip-hop as a media outlet, while riddled
with dichotomies:
. . . exposes the current punishment regime as profoundly unfair. It demonstrates
this view by, if not glorifying law breakers, at least not viewing all criminals
with the disgust which the law seeks to attach to them. Hip-hop points out
the incoherence of the law’s construct of crime, and it attacks the legitimacy of
the system. (Butler, 2004, p. 985)
Despite its powerful message and delivery, hip-hop still struggles to significantly
impact change against the United States’ political landscape.
For many Black people, hip-hop music is a sermon that preaches the gospel;
that in the midst of its sexual exploitation, boasting, and contradiction, attempts to
unite a very broken Black community. Rappers’ lyrical perspectives offer the Black
male point of view on being targeted by police and the overall negative stereotypes
directed toward Black men. Another contribution from Cole (2013), “Crooked
Smile,” weighed in on the inherent corruption of the social and legal policies that
govern the United States. He implored the listener to “Look at the nation. That’s a
crooked smile even braces couldn’t straighten” (track 14). He continued, directly
admitting his distrust of law enforcement and the possibility of violence, stating,
“Hey officer, man, we don’t want nobody getting killed” (track 14). Likewise, West
viscerally opened his second verse to “All Falls Down” with:
I say fuck the police, that’s how I treat em
We buy our way out of jail, but we can’t buy freedom
We’ll buy a lot of clothes when we don’t really need em
Things we buy to cover up what’s inside
Cause they make us hate ourself and love they wealth
That’s why shortys hollering “where the ballas’ at?”
Drug dealer buy Jordans, crackhead buy crack
And a white man get paid off of all of that (West & Hill, 2004, track 4)
Always ending with a stiff punch in the face, West deconstructed multiple facets
of the system, including the apparent acts and performances marketed as culturally
Black that are White male–owned and –mandated. As West suggested, Black
voices are often controlled by White interests. Basu (2005) stated that “despite the
hypervisibility of a few African American rap artists and entrepreneurs, African
Americans lack control and ownership of their music” (p. 258); while Butler
(2004) noted the economic impact of rap as a business outlet, estimating its contribution
to far exceed billions within the United States economy. Furthermore, Basu
argued that:
Jeffries and Jeffries / Marxist Materialism and Critical Race Theory 9
[M]ajor corporate conglomerates control the music industry; that independents
are not really independent; and that the increasing fragmentation of
production economies results in exploitive and racist labor practices. Black rap
moguls exist, but the industry is white controlled and yields little of hip-hop’s
economic power to its black creators and entrepreneurs. (p. 258)
Therefore, while the most successful Black male rappers may gain financial
resources, it is unlikely that they are in a position to determine the content of the
music that will be produced and distributed across the airwaves. Furthermore, the
genre has been appropriated by all demographics, according to Stoute’s (2011)
examination of a hybrid consumerist experience whereby hip-hop is accessible for
ownership by all cultural groups that include anyone who identifies with the shared
values and knowledge associated with the music form.
MORPHEUS RAPS: DRAMATIZED DREAMS
Morpheus was “the most expert in counterfeiting forms, and in imitating
the walk, the countenance, and mode of speaking, even the clothes and
attitudes most characteristic of each. But he only imitated men.” (Bulfinch,
1859/2000, p. 58)
The ancient Greek god Morpheus as a representation of the Black male possesses
the ability to mimic any human form, appears in dreams, and is regularly called
upon and used by his father, Sonmus, but lacks his own agenda and true form. The
amalgamation of capitalism, masculinity, and race has trapped many Black males
into the Morpheus form, a state of residual self-projection controlled by an authority
figure. Similar to Gramsci’s (1971) use of hegemony, residual self-projection is
“an individual’s image constructed by outside forces. It makes an individual believe
that he is fine with the surrounding conditions, hence becoming incapable of
empowering himself ” (Morpheus, 2003, p. 12). The dreams and performances of
Morpheus as a Black male are seen in hip-hop compositions; however the influence
of the genre on the Black community is far-reaching and surely extends beyond
music. According to Butler (2004), “The culture transcends rap music: it includes
television, movies, fashion, theater, dance, and visual art” (p. 985).
Hip-hop manifests itself in various media forms that contribute to stereotypes
and negative attitudes creating the ideal atmosphere for police brutality.
Beginning with the blaxploitation movies of the 1970s, which implemented the
aggressive “Black Buck” stereotype, film has been another medium through which
Black masculinity has been portrayed. Benshoff and Griffin (2009) explained
the figure as “a brutal, animalistic, and hypermasculine African American who
10 S P ECT R UM 5 . 2
threatened White establishment because of his alleged sexual prowess” (p. 79).
Though this stereotype was fashioned in the early nineteenth century as a means
to discourage and overtly prevent miscegenation, it was also used as a device to
make the Black man a feared individual. This feared beast was justifiably lynched
by Whites well into the first half of the twentieth century if it/he transgressed any
laws or appeared to pose any threat, real or perceived. An adapted version of the
stereotypical “Black Buck” image continued to reshape itself and was especially
apparent in films like Shaft (1971) and Superfly (1972), which championed desirable
“urban black protagonists. . . ladies’ men.” The latter is “a gangster film about a
sleek drug dealer,” which many young Black males emulated (Benshoff & Griffin,
2009, pp. 88–89).
While the 1980s attempted to ease racial tension with White and Black partners
in films like Beverly Hills Cop (1984) and Lethal Weapon (1987), the charade
quickly ended with the pro-gangster films of the 1990s, including Boyz n the Hood
(1991), Juice (1992), and Belly (1998), which featured a new age “Black Buck,” with
some of these roles portrayed by famous rappers. This character type continued
into the 2000s with films including Paid in Full (2002), American Gangster (2007),
Brooklyn’s Finest (2009), and the highly renowned Training Day (2001), which won
Denzel Washington an Oscar. The troubling aspect of Washington’s achievement in
the role of a corrupt cop who intimidates his White male partner suggests that even
when a Black male is in a position of power he will resort to his violent and immoral
nature. Horkheimer and Adorno (2001) argued that “Movies and radio need no
longer pretend to be art. The truth that they are just business is made into an ideology
in order to justify the rubbish they deliberately produce” (p. 1111). Even
though the majority of these films have Black directors, “the capitalist politics of
the Hollywood system frequently influence filmmakers into succumbing to stereotypical
constructions of Black characters” (Chan, 1998, p. 36). There are certainly
more positive roles played by Black men; Washington plays a complicated but compassionate
father the following year in John Q (2002) and motivational figures the
previous year in Remember the Titans (2001) and years later in The Great Debaters
(2007). However, iconic thuggish characters are celebrated by the Academy of
Motion Picture Arts and Sciences as authentic Black personalities. Using dynamic
movie trailers and crafting compelling performances, these stereotypically negative
role models appeal to and influence young Black male viewers.
Though it was greeted with tremendously positive reviews, especially from
the Black community, Fruitvale Station (2013) unsurprisingly failed to receive any
Academy Awards or other prestigious nominations. The film is directly based on
the true story of Oscar Grant, a young Black man from the Bay area of California
Jeffries and Jeffries / Marxist Materialism and Critical Race Theory 11
whose verbal response to a law enforcement officer quickly escalated to the vicious
physical restraint of him and his friends and, ultimately, his untimely death. Since
no cultural aspects are separate, there is an evident connection of Black representation
in music and film to that of local and national news broadcasts and their
coverage on incidents of racial tension and police brutality. Delgado and Stefancic
(2012) explained how dominant beliefs pervade all aspects of society: “Whiteness
is normative; it sets the standard in dozens of situations. . . . If literature and popular
culture reinforce white superiority, law and courts have done so as well” (p. 84)
and the media also plays its role in maintaining that tradition. Not many days pass
without local news reporting at least one Black male who has robbed, raped, or
otherwise threatened the purity of American society and is either on the wanted
persons list or in route to incarceration.
Most recently, famous comedian and iconic American dad Bill Cosby was
demonized as a serial rapist on the basis of 20–30-year-old allegations ranging from
aspiring but largely unknown actresses to women in high-profile positions including
celebrity models Janice Dickinson and Beverly Johnson (Ioannou, Mathis-
Lilley, & Hannon, 2014). While the considerable number of women divulging the
assaults they endured from Cosby is staggering and has been authenticated, what
is not to be downplayed is the vulnerable position many of them undoubtedly felt
they were in after their encounters with such a high-profile male celebrity, or the
sheer shame, embarrassment, or unfathomable emotions they likely faced from
experiencing such a traumatic event. It is also not to be ignored that Cosby’s charges
conveniently overlapped as a distraction to the tumultuous era of the largely Blackled
public outrage regarding the murders of countless Black men at the hands of
White police officers in recent years that erupted with the death of Michael Brown
on August 9, 2014 in Ferguson, MO. The Michael Brown case was, for many in the
Black community, the absolute last straw. Much controversy and disagreement still
brews over the case after the perpetrating officer was never criminally charged for
the killing and was acquitted of any civil rights violations. Suggestive of the reactions
to the beating of Rodney King and acquittal of his lawful attackers in the early
1990s, violent rioters exploded after both Brown’s murder and his assailant’s acquittal,
some going as far as burning and destroying community businesses to express
their frustration. Innumerable peaceful protests also occurred all over the United
States, though the news predictably chose to focus on the vehement Black rioters
who posed a threat to the (unbalanced) societal equilibrium. This selective media
coverage served to further bolster the stereotype that Black men/people are violent,
dangerous, and deserving of ruthless, inhumane treatment from law enforcement
officials.
12 S P ECT R UM 5 . 2
The realization that highly publicized cases of police brutality are just a few
of the many has fueled the fire of protests, rioting, and political activism. The
events in Ferguson garnered both support and criticism from all races in America,
though an overwhelming amount of positive support manifested with the mantra
“Black Lives Matter,” as seen in protests from other countries. Even Congress
members of color in Washington, DC, were moved to stage a walk out in early
December after the abundance of problematic acquittals and injustices ( Jones,
2014). Students from Winthrop University in Rock Hill, SC, also held a peaceful
protest entitled a “Die In” in December 2014 to express their disappointment
with the recent events of racial prejudice (Douglas, 2014). A looming frustration
exists from a present society that is repeating the history of the racially motivated
lynching of Black males, specifically in the instance of Eric Garner, who was strangled
to death while screaming “I can’t breathe” in July 2014 by a police officer in
Staten Island, NY. The leader of a group of Broadway performer protestors poetically
deconstructed the systematic policies that allowed this tragic event and permitted
other occurrences, as many of the officers have been acquitted and excused
for their ludicrous and prejudiced behavior. As a sizeable assembly surrounds the
leader and hums a melodic tune in the background reminiscent of an old spiritual,
he proclaims:
. . . “Routine arrests” are looking more and more like modern day lynchings
and I understand that’s it’s a slippery slope.
It’s your right to bear arms
but not to wrap bare arms around throats like rope,
like boa constrictors.
“I can’t breathe” being screamed in a whisper.
So, for those of you who wear blue, let’s get this clear,
I fear that until the injustice stops,
red, white, and blue will go down in history represented by the blood unjustly
stained on the uniform of cops.
We’ve got to stop with the speech blocks
Let’s discuss this. Put it to rest because it needs to get off our chests.
Let our mouths be our muskets,
words be the bullets not to be fussed with.
This is how we shoot back! This is how we shoot back. . . (WalkRunFly
Productions, 2014)
He then turns to face a NYPD station to make a final impression. His words express
the immediacy of police brutality and the necessity that it be addressed. He also
alludes to previous cases of injustices such as the Florida teens Jordan Davis and
Trayvon Martin, who were prey to the infamous and racially biased “Stand Your
Ground” laws that the state upholds. Ironically, the policy is found under the
Jeffries and Jeffries / Marxist Materialism and Critical Race Theory 13
Title 46 “Crimes” section in Chapter 776 as the thirteenth statute of legal guidelines.
What an unlucky and contradictory number that has been for Black people
in America. Formally termed “Justifiable Use of Force,” the policy lists a number
of reasons one is justified in using force in the vaguely outlined instances of securing
“[h]ome protection; [with the] use or threatened use of deadly force; [under
the] presumption of fear of death or great bodily harm” (Florida Senate, 2016).
Lawrence (2002) analyzed the difference between the lawful use of force allowed
to police officers and the thoughtless brutality that involves “malicious intent” and
“poor judgment” that many seek to camouflage when their behavior is queried
(p. 19). In the previously mentioned instances, having to endure a few moments
of loud hip-hop music and the sheer presence of a young Black male were threatening
enough that White males “justifiably” murdered them by the use of brutal
force. Meanwhile, media outlets question the intentions and actions of unarmed,
Black male victims, rather than carefully critique law enforcement’s interpretation
and use of policy. Martin’s clothing and possible marijuana use made him a “suspicious”
thug, Davis’s noisy gangster music was threatening the life of Michael
Dunn, and Brown allegedly stealing cigarettes and starting a cat fight warranted his
exit in a sad street scene.
Though sarcasm reveals the absurdity of the defense in these cases, injustice
did not originate nor does it stop there. One must not forget the 1955 murder of
Emmitt Till, who was viciously killed for allegedly exchanging flirtations with a
White woman. Nor should one fail to remember the wretched 1931 sentencing of
the Scottsboro Nine, a group of young Black men blamed for raping two White
women and not pardoned of their false convictions until 2013. A more recent
occurrence of a similar nature began in 1975 when Kwame Ajamu (then Ronnie
Bridgeman), his brother Wiley, and friend Ricky Jackson were wrongfully accused
of murder. Ajamu was granted parole in 2003, but his companions were just released
in November 2014, nearly 40 years later (Ortiz, 2014). As the final case included
in this non-comprehensive study, August 2014 was the date police targeted a
Black male father, Chris Lollie, while he was peacefully sitting in a public skyway
space waiting to pick up his children from a Minneapolis academy (Friedersdorf,
2014). In his personal video, his calm refusal to provide identification is heard as
he explains that he has not broken any laws. Rather than attempt to reason and
communicate with him, the police officer continues to antagonize him and requests
back-up. From there, the scene quickly escalates and it is clear that the officers are
eager for an arrest, as the screen goes black and both Lollie and his phone are forced
to the ground as the second officer repeatedly shouts “Put your hands behind your
back!” (Lollie, 2014). While a clear picture is no longer available, what follows is
difficult to hear as you are left to imagine Lollie’s position when he screams “Please
14 S P ECT R UM 5 . 2
no, don’t do this! I haven’t done anything wrong! Can somebody help me!? That’s
my kids, right there! My kids are right there. . .” (Lollie, 2014). Regardless of one’s
opinion about whether the majority of high-profile incidents reported in the news
are racially motivated or not, it is arguably impossible to watch and listen to this
man’s video without empathy and anger and at the least, deeming this act a social
injustice.
Whether considering the acquittal of violent police officers or the undeserved
indictment and even murders of young Black males, it is an understatement to
assert that societal policy and the justice system are flawed. Further, cases of Black
on Black, as well as White on White, violence are rarely reported by the news since
they are not as enticing as the “divide and conquer” mentality on which racial tension
thrives. Social unrest flourishes from the inappropriate handling of these cases
and the one truth to the biased broadcasts is that there is a preponderance of Black
male recipients of animalistic, life-threatening violence from White males through
acts of police brutality that are exacerbated by unfair trials within the legal system.
Though it is debatable that some of the young Black men targeted by police brutality
may have actually committed a crime prior to their downfall, it is undeniable
that Black male bodies are consciously targeted and negatively constructed. Black
male behavior is viewed as comparatively oppositional to mainstream expectations,
therefore many White citizens and police officers feel the need to use excessive
force against what they pre-conceive as a threatening aggressor.
I CAN SAY THE N WORD . . . YOU CAN’T
[In Spike Lee’s Bamboozled] when Delacroix’s ambitious assistant, Sloan
Hopkins, argues with her brother, Big Blak Afrika (né Julius, a rapper and
self-proclaimed revolutionary), the N word functions as a gauge of class conflict
in African-American communities. Sloan listens with growing impatience
to her brother’s mutterings, during which he manages to give the N word three
different meanings in the space of a few sentences. Addressing his own lack of
status he asks, “If I had some plantation drawers, I’d be a nigga, right?” After
Sloan says, that Big Blak’s rap group is embarrassing, he issues a half-hearted
defense of the “niggas in his crew” before conceding that “niggas ain’t perfect.”
(Asim, 2007, pp. 191–192)
While much controversy exists around the N word, it is for many, especially Black
males, a term used to rename and resist oppression. Similar to the highly politicized
nature of the N word, resistance to oppressive forces via hip-hop music manifests
in a plethora of social spaces, including style. Alim (2009) reiterated the impact
of hip-hop music on Black life and culture, but stressed the influence of the genre
Jeffries and Jeffries / Marxist Materialism and Critical Race Theory 15
on global stylization in speech, as well as dress, dance, and other forms of nonverbal
communication. An oppositional posture of hip-hop style against conventional
modes of dress is deconstructed by Morgado (2007) who utilized a system of rules
that ascribed meaning to individuals based on appearance. This body of research
suggests that hip-hop style is negatively associated with those who present themselves
speaking this identifying language and wearing these identifying clothes. An
additional point of analysis in the assessment of style is the appropriation of Black
hip-hop culture by White society. While this has contributed to the expansion of
hip-hop culture on marketing trends and mass consumerism, the fluidity of it renders
what is adopted by White mainstream society outdated and unwanted at the
time of its mass acceptance. The creators and curators of hip-hop never rest in the
quest to resist conventionality and the power structures that value such.
Horkheimer and Adorno (2001) suggested that in both the formation of and
opposition to style, similarity is proposed to reach a universal truth. They address
“the untruth of style” in stating that:
In the culture industry the notion of genuine style is seen to be the aesthetic
equivalent of domination. . . . The unity of style expresses in each case the different
structure of social power, and not the obscure experience of the oppressed
in which the general was enclosed. . . . That which is expressed is subsumed
through style into the dominant forms of generality in the hope that it will be
reconciled thus with the idea of true generality. (p. 1115)
Though “[f]or critical race theorists, objective truth does not exist. . . truth is a
social construct created to suit the purposes of the dominant group” (Delgado &
Stefancic, 2012, p. 104). In establishing style, characteristics are generalized and
categorized in order to project sameness and speak to the entire population. In
rejecting style, an effort is made to separate art or a particular mode of expression
from the whole and to challenge dominant truth and modes of functioning by proposing
a negative or opposing truth. However, in attempting to make a connection
or forge an identity with any other mode of being, one necessarily proves similarity,
which leads to style and insinuates commonality. Unfortunately, the effort to
diminish any perceived cultural differences as well as the attempt to establish similarities
(especially among oppressed/dominated groups versus privileged groups)
and separate oneself from the whole both lend themselves to comparison and cohesion.
In order for the concept of style to align with the overall goal of the collective,
the specific and individual is suppressed and mass or generalized culture is valued
and dominant. Style merely exists as a name for the specific guidelines and categories
under which similarities are expressed in conjunction and in conversation with
societal expectations.
16 S P ECT R UM 5 . 2
For many Black people, style manifests itself in wardrobe conformism and
“standard” English dialogue that appeases Whites and is considered within the
range of normality. Casual dress is often read as urban/ghetto and flashy for Black
men who may find themselves not taken seriously or even targeted more frequently
when they are not dressed in clothing styles appreciated by mainstream society.
Speech also builds barriers between racial groups and ostracizes Black males, as
their use of terms and phrases that deviate from standard grammar and sentence
structure is judged negatively in White spaces, especially within the workplace.
Style is contentiously displayed on the Starz series Survivor’s Remorse, a contemporary
dramedy largely dedicated to deconstructing the ebb and flow of race, class,
and gender conflicts for a nouveau riche Black basketball family. After the star basketball
player’s mother discusses spanking as a form of disciplining her son (Cam)
with the media, his cousin, who serves as his manager, has a phone conversation
with the team’s White owner where multiple levels of cultural conflict are at play:
Manager/Cousin: Mr. Flaherty, Good morning to you!
Mr. Flaherty/Owner: Only a man who has not yet seen the news would sound
this cheerful.
Manager/Cousin: Has there been another school shooting?
Mr. Flaherty/Owner: Worse. Turn on your favorite news channel.
Manager/Cousin: (Turns on TV) She used the word “beating?”
Mr. Flaherty/Owner: She said, “Cam is now who Cam is because she gave
him whoopings.”
Manager/Cousin: Well, whoopings and beatings—they’re not the same thing.
Mr. Flaherty/Owner: I don’t need a vernacular lesson. She said she whacked
him with many things not the least of which was Hot Wheels tracks. I am
being bombarded with emails. People are making phone calls—that’s how
horrified they are. . . . I can’t defend barbaric acts like hitting kids with extension
cords.
Manager/Cousin: We were practically grown by the time the cords came into
play. What like seven or eight. . . . I will write a statement.
Mr. Flaherty/Owner: I want to hear “I made a mistake” . . . I want you to escort
Cam and his contrite mother to a press conference at 2 o’clock to say those
words.
(Later that day)
Mr. Flaherty/Owner: You know what my dad used to call me when I fucked
up? Dummy. So, push the conference to 5:00, dummy.
Manager/Cousin: On it.
Mr. Flaherty/Owner: And stop saying “on it.” You need to start communicating
in complete sentences.
Manager/Cousin: I am on it, Jimmy. I will do what I told you I’d do, Jimmy. I’ll
be there at 5:00, Jimmy.
Mr. Flaherty/Owner: All right, see you soon. (O’Malley, 2014)
Jeffries and Jeffries / Marxist Materialism and Critical Race Theory 17
Within this exchange Flaherty confidently offered his assumptions about the
proper discussion of discipline from the perspective of those in attendance at the
charity event where the statement was made and, more significantly, mainstream
American society, who viewed Cam’s mother’s use of vernacular and physical discipline
with disdain. Despite the mother’s apprehension about mingling with the
charity crowd and her overt attempt to dress appropriately for the event (using style
to insinuate commonality), her speech betrayed her dress, relegating her to ghetto
status. Flaherty, as a White male, further regulates Manager/Cousin’s speech when
he chastises his use of incomplete sentences as incompatible with the dialogue style
Flaherty preferred yet incongruently utilized in his own speech pattern.
The series significantly displays confrontations around race, class, and gender
and spends considerable time exploring the dynamics between two Black
male perspectives. Cam, as the young player earning millions, wants to ball
out, while his manager/cousin, who has married a resolute, middle-class Black
female, now ascribes to her values. Regardless of the social positioning of either
male, they both have strong desires to spend heavily on material possessions that
they believe are status transforming. Podoshen, Andrzejewski, and Hunt (2014)
noted the pronounced influence of hip-hop culture particularly on Blacks in the
United States and the preponderance among the demographic group to display
blatant materialism and consumption. Their survey revealed these trends despite
the conflict of hip-hop values with those championed in the civil rights movement
that were based on collective community activism as opposed to selfish
individualism.
Social media is yet another significant outlet where the conflict of materialism
and race are on constant display. The communication patterns of young Black males
are readily accessed and often uncensored in terms of immediate, unfiltered insights.
One Black male offered his point of view via Facebook on the overcompensation
he feels is necessary to counter the negative perceptions of hip-hop culture and its
association with young Black males. In response to critiques of and negative events
related to racial profiling, Winthrop University graduate and current University of
New Hampshire employee Brandon Thomas (2014) admitted that he was hurt
by the jury decision to acquit Darren Wilson, the officer who killed Mike Brown.
Among other genuine thoughts, he offered: “I am typically overdressed because the
treatment I get is substantially better when I look that way. I watch the way I talk
around certain people because if I am too comfortable, I am accused of speaking,
‘ghetto’. . . .” This young Black male’s narrative exemplifies W. E. B. DuBois’s (1903)
concept of “double consciousness,” which articulates the inner thoughts one experiences
in direct confrontation with White society and reveals how history is currently
repeating itself.
18 S P ECT R UM 5 . 2
CONCLUSIONS
The notion that differences of skin color, class background, and cultural heritage
must be erased for justice and equality to prevail is a brand of popular false consciousness
that helps keep racist thinking and action intact.. . . Unfortunately,
as long as our society holds up a vision of democracy that requires the surrender
of bonds and ties to legacies folks hold dear, challenging racism and white
supremacy will seem like an action that diminishes and destabilizes. (hooks,
1995, p. 265)
With an emphasis on the need for change in the capitalist structure and carefully
crafted culture of American society, Delgado and Stefancic (2012) asserted that
people “of color should not try to fit into a flawed economic and political system
but transform it” (p. 68). Hooks similarly dismissed the idea that ignoring color
difference in order to simulate sameness is effective. She declared that it is flawed
to think that “a beloved community [can] exist only if we erased and forgot racial
difference” (p. 263). This research offers theoretical support that in regard to race
relations, realism must offset optimism and that attempts to devalue and disregard
the significance of racism is the very reason it is still an issue in the present day.
While many points about systemic fallacies are uncovered in their essay on
the culture industry, Horkheimer and Adorno (2001) conclude that the idea of
“culture as a common denominator” (p. 1115) is an illusion since culture as common
is not culture at all. In order to maintain a uniform civilization, any unique
and peculiar qualities are annihilated and ignored, unless of course they contribute
to and benefit the socioeconomic order of difference that keeps the world in its
standard deviation. The first facet of analysis that criticizes universality in culture
is the hierarchal assessment of human beings based on their career, residence, and
material possessions. This comparison and evaluation of difference clearly exposes
the deception of equality, as noted by hip-hop artists past and present. Another
arch of their argument is that media technologies compel people to think and
behave in certain ways that conform to the norm and discourage deviance. Also,
these mediums represent and promote people’s everyday existence and support
the idea that their experiences are sufficient and expected. These stereotypical representations
and ideal images are heard in music, seen in films and broadcast news,
and directly contribute to the Black experience in American society. Finally, the
creation and rejection of style is either trying to name the way in which culture is
formulated, or is reacting to and fighting against the style within the culture that
already exists. Therefore, both framing and shaming of style are in conversation
with one another and with dominant culture. These aforementioned categories
that surround the issue of maintaining mass culture emphasize the restraint of
Jeffries and Jeffries / Marxist Materialism and Critical Race Theory 19
the individual, of difference, and of true progress. Black men seemingly have the
dichotomous choice of either accepting prevailing stereotypes or assimilating to
White culture and conforming to standard policies about their dialogue, dress
code, and cultural values.
Conversely, Horkheimer and Adorno (2001) insisted that the beauty and
inspiration possible in diverse modes of expression are completely crushed and disregarded
in a mass, generalized culture. Delgado and Stefancic (2012) asserted that
the acknowledgment of and the attempt to understand difference are essential to
racial progress in United States civilization. It is only through open communication
and attention to the interests of one another that Blacks and Whites can heal from
issues like racial profiling, police brutality, and the like. While American society
thrives on the illusion of uniformity and considers itself post-racial, recent incidents
of police brutality against young Black males prove that these notions are bankrupt.
The ridiculous fact that this topic still warrants essential examination through academic
papers, political protests, or other forms of resistance indicates that true conformity
is a farce and Black males are suffering the full impact of this travesty. One
path to progress may be for Black males to forge a third space of civil and political
rights engagement that rejects submission to the vacuous materialism inherent in
the prevailing dichotomy of Black or White.
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DEVAIR JEFFRIES is a Wilson-Auzenne Fellow and PhD candidate in the
Department of Theatre Studies at Florida State University. She teaches “Introduction
to Theatre” and “World Theatre History” and her research focuses on contemporary
African American theater, specifically representation and racial violence using
Critical Race Theory and Black feminist theories. (jeffriesdo@gmail.com)
RHONDA BAYNES JEFFRIES is Associate Professor of curriculum studies in
the Department of Instruction & Teacher Education at the University of South
Carolina. She is the author of Performance Traditions among African American
Teachers and is co-editor of Black Women in the Field: Experiencing Ourselves and
Others through Qualitative Research. She teaches courses on curriculum diversity
and equity pedagogy, organizational change, and qualitative research methods.
(rjeffries@sc.edu)

What are some examples of social policies that affect services to clients in various fields of social work practice?

Answer 3 out of the following 5 questions:

Policy Practice: Social workers understand that public policies affect the types of social benefits available to the general public, and they acknowledge the need for policy practice. What are some examples of social policies that affect services to clients in various fields of social work practice?

Human Rights and Justice: Social work is aptly described as society’s conscience. How do social workers advocate for human rights and promote social, economic, and environmental justice?

Intervention: Social workers view the personal troubles of individuals within the societal context of larger social issues. From an ecosystem perspective, why is it important for social workers to select interventions that include both individual treatment and social reforms?

Ethical and Professional Behavior: The common base of professional values, knowledge, and skills is shared by all social workers and unifies the profession. What personal values might interfere with your professional obligation to allow social work values to guide practice?

Policy Practice: Social services are typically classified as either public or private. What are the benefits of a social service delivery infrastructure that is built on both public and private services?