By Tristan Bridges, The College of Brockport-SUNY, and C.J. Pascoe, University of Oregon
Shock, surprise, handwringing, sadness, recrimination, and analysis by social commentators, academics, activists, and politicians themselves followed the 2016 presidential election. Certainly there have been no shortage of explanations as to how a rich white man with no political experience, multiple failed businesses and marriages, who is on trial for sexual assault, whose recent claim to fame involves starring on a reality television series, and whose supporters feature bumper stickers reading things like “Trump that Bitch” will become the 45th president of the United States. As many of these commentaries have pointed out, this election is the perfect storm of intersecting inequalities: inequalities of class, race, gender, sexuality, religion, nation among others. Indeed, the anger that fueled this election reflects the conservative and populist movements across the globe in recent years.
Sociological research and theory on masculinity and gender inequality explain, in part, the success of a man who uses “locker room talk,” regularly objectifies women, calls them “nasty,” and looms over them in a way that is recognized as dangerous by survivors of violent relationships or sexual harassment. The easy answer is that men are voting for the continuation of an unequal gender system that privileges them.
With the Spring semester about to begin, I am deep in “course prep” mode. This semester I will be teaching American Society, a staple in the sociology department. I generally teach this class as a course on inequality, specifically debunking the myth that our society is a classless, egalitarian society. I divide the course into four segments on class, race, gender, and sexuality, with the final component of each segment working to tie these categories together and introduce students to the theory of intersectionality. We explore how science, medicine, family, religion, popular culture, media, education, and public policies (like marriage, health care, and immigration law) both create and propagate inequality. And we talk about whether institutions like these, which are often used to preserve the status quo, can instead be used to fight inequality. By the end of the semester, students are able to explain how social identity categories operate in the United States, and accurately link these categories to existing problems of inequality. It is my favorite course to teach, and generally students seem to enjoy the provocative discussions that emerge out of the readings and lectures.