According to Democrats leaving college saddled with debt has a negative impact on future careers. It’s not difficult to reason why: if you’ve got a $100K debt, you might end up getting stuck in a dead-end job to service debt payments rather than being able to do a lowly-paid trainee position for a year or more, which might well be required to get your foot on the career ladder.
Or as Elijah Dormeus (author of the tweet above) put it – he was going to carry on working at AT and T to pay off his debt, now he’s free to help his brother through college and set up a community foundation to help other financially challenged people through education.
This ‘natural experiment’ offers education researchers an interesting opportunity to do a comparative study of the future career choices and prospects of the 2018 and 2020 classes, who will both be suffering debt on graduation, compare to this now debt-free class of 2019.
It seems like a good college to choose for such a ‘natural experiment’ as writing off loans should make a lot of difference given that the student body at Morehouse is all-male (so no gender differences to skew the results), predominately black (so one main ethnic group) and typically from poor backgrounds.
It would have been pointless doing this with a wealthy college where students are less likely to be debt conscious .
It will be interesting to see how this experiment unfolds, and I’ll be sure to keep you all posted!
There must be millions of young women in the world who, having graduated with high hopes for a bright future, now find themselves wondering which is more tedious: their job or their relationship: the job only paying them enough for food, bills, rent and debt servicing, and the boyfriend frustrating them because his porn and video game addictions have killed his aspiration to strive for something better.
But fear not young ladies for help is at hand, in the form of self-styled Jet set Babe Anna Bey, who provides advice on how you can ‘bag yourself a billionaire’ via her blog – JetsetBabe.com.
Bey, 32, is originally from Estonia and grew up in a middle-class family environment in Sweden but has successfully navigated the international jet-set and ‘levelled-up’ (her own term) so that she now resides in a flat in Knightsbridge, which is paid for by her banker-boyfriend.
The blog, along with her online ‘finishing school’, provides advice to aspiring ‘JetsetBabes’ on how to find and attract a rich boyfriend – it includes several posts on ‘how to dress’ (‘classy, like Grace Kelly, not Kim Kardashian), ‘demeanour’ (don’t get drunk), where to find rich men (hotel lobbies, not first class in a plane), and even the kind of ‘mind-set’ you need to adopt to ‘level-up’ – as in this post on ‘ditching your average-jo boyfriend’.
JetsetBabes.com – the positives
Bey’s rational for setting up the site was that when she first started out on her quest to find a rich boyfriend, she made a few style and demeanour boo-boos, and wished there had been someone like she is now to show her the ropes, so I guess she’s well-intentioned.
There is also clearly a market for this sort of service…. The closed Facebook group linked to the bog has 3000 members, and I imagine many more readers, but there are only a handful of extremely rich men, and an even smaller handful of decent extremely rich men…. one of the downsides of playing the jet set game is that you might find yourself waking up having been drugged at some point, as has happened to Bey in the past.
Many of the women involved in the JetsetBabe circle find comfort in the fact that the group provides them somewhere where they can discuss their aspirations without being looked down on by members of wider society, somewhere where they won’t be labelled ‘Gold Diggers’ or ‘Sugar babies’.
I think they have a point criticising the labels given to them, when the men who are prepared to pay for them don’t get such negative labels.
Is this liberating for women?
If your definition of freedom is the freedom to shop, dependent on your partner’s wealth for as long as he is your partner, then yes, this is female liberation. The problem is, that’s an extremely limited definition of ‘liberation’…. And it’s a form of liberation that’s totally dependent on the man with the debit card, or bag full of cash.
It also does little to challenge the practice of men treating women like they are sex objects. In fact, if anything it reinforces this…. Among some members of the Facebook group, women seeking to live off their partners financially is justified BECAUSE men treat women like sex objects who can be bought… the logic is ‘if they do it, why can’t we’.
What about equality?
If you believe one of the goals of Feminism is reducing the income and wealth inequalities between men and women, this strategy does absolutely nothing to bring this goal closer. Bey has the explicit belief that women have a hard time in life compared to men, and so men should effectively compensate them by paying for everything, which surely can do nothing other than maintain gender wealth inequalities?
Simply ‘demanding financial compensation’ isn’t exactly empowering yourself financially or putting yourself on an ‘equal’ footing with men’.
In terms of ‘inequalities between women’, there’s the problem of ‘being traded in for a younger model’ and being left to bring up the children on your own. The golden age for bagging a billionaire is tight, and the over 30s in the JSB group are mocked as being ‘used goods’.
As low-consumption tight wad, I’m never going to feel any sense of empathy with women who want a millionaire lifestyle, however, neither do I feel the need to ‘condemn’ women who engage in such a strategy.
Trying to bag a billionaire is, after all, just another individualised coping strategy: an escape from the mundane drudgery and uncertainties of ordinary day to day life in postmodern society, at least until you’re traded in for a younger model.
I’m actually left feeling a sense of pity for these women, not only for the ones who invest time and money in seeking a rich boyfriend but never succeed, but even the ones who do succeed… it just seems like such a shallow life.
However, as a final ‘qualifier’, I’m aware that not all women who do this are shallow, some will use their time gained through financial freedom to do amazing things…. but somehow, I doubt that will include fighting for a ‘deeper’ type of female liberation.
Useful links to quantitative and qualitative research studies, statistics, researchers, and news paper articles relevant to gender and education. These links should be of interest to students studying A-level and degree level sociology, as well as anyone with a general interest in the relationship between gender, gender identity, differential educational achievement and differences in subject choice.
Just a few links to kick-start things for now, to be updated gradually over time…
A link to Professor Becky Francis’ research, which focuses mainly on gender differences in educational achievement – at time of writing (November 2017) her main focus seems to be on girls lack of access to science and banding and streaming (the later not necessarily gender focused)
Specific resources for exploring gender and differential educational achievement
Education as a strategy for international development – despite the fact that girls are outperforming boys in the United Kingdom and most other developed countries, globally girls are underachieving compared to boys in most countries. This link takes you to a general post on education and social development, many of the links explore gender inequality in education.
Specific resources for exploring gender and subject choice
Dolls are for Girls, Lego is for Boys – A Guardian article which summarizes a study by Becky Francis’s on Gender, Toys and Learning, Francis asked the parents of more than 60 three- to five-year-olds what they perceived to be their child’s favourite toy and found that while parental choices for boys were characterised by toys that involved action, construction and machinery, there was a tendency to steer girls towards dolls and perceived “feminine” interests, such as hairdressing.
Girls are Logging Off – A BBC article which briefly alerts our attention to the small number of girls opting to do computer science.
On the 24th of June 2018, Saudi Arabia finally allowed women the freedom to drive, and more than 120 000 Saudi women have already put in applications for driving licences.
This change is part of ‘Vision 2030’, a package of social and economic reforms introduced by Crown Prince Mohammed bin Salman (MbS) designed to help modernise Saudi Arabia. Along with being allowed to drive, women have recently been granted the freedom to attend sporting and recreational events and have been given greater access to jobs.
But is this apparent move towards ‘female empowerment’ really that significant? There are other, more conservative forces in Saudi Arabia which are very much against these reforms: as recently as 2017 the Grand Mufti, Saudi Arabia’s most senior cleric, declared that driving was ‘a dangerous matter that exposes women to evil’, and the regime has also recently persecuted a number of feminist activists.
There’s also the fact that women still have the legal status of minors and need to permission of male guardians to study, travel, work or marry, so we’re still a long way off formal legal gender equality!
While some progress has been made to breaking down near total male control and dominance of our top companies, the move towards greater gender equality at the top end of the economy is slowing, and today almost a 100 out of the top FTSE 250 companies still have only 1 woman on the board.
It would seam that for the leaders of our most powerful companies, promoting women is still a bit of a pain in the male ass, at least according to the recent government backed Hampton-Alexander Review of the attitudes of the Chairs and CEOs of Britain’s 350 FTSE 350 companies…
Some of the worst reasons for not appointing more women to the boards of the top companies included:
‘There aren’t that many women with the right credentials and depth of experience to sit on the board – the issues covered are extremely complex’
‘Most women don’t want the hassle or pressure of sitting on a board’
‘Shareholders just aren’t interested in the make-up of the board, so why should we be?’
‘My other board colleagues wouldn’t want to appoint a woman on our board’
‘I don’t think women fit comfortably into the board environment’
NB – these are my own rankings, I’ve gone with order because of the following logic:
Based on the assumption that women are less capable of dealing with complexity than men.
Based on stereotype of the ‘delicate female’.
Based on the ‘denial of responsibility’ – ‘we’re not appointing because other people don’t want it’.
Denial of responsibility again.
We shouldn’t appoint women because there aren’t any women already. You might actually want to rank this first, because it also suggests that ‘women can’t handle unpleasant environments’.
Men are enjoying more leisure time than they did 15 years ago, while women have less. according to the latest stats from the Office for National Statistics.
In 2015 Men spent 43 hours a week on leisure activities, up from 42.88 hours in 2000. In the same period, women’s leisure time fell to 38.35 hours, from 39.24 hours.
NB – it doesn’t matter what age group we’re taking about, men have more leisure time than women (unlike the pay gap, which ‘switches’ in the 20s and 30s.)
Over a 40 year period, this means that men have 9672 more hours of leisure time than women, or just over 600 days (calculated by diving the original time by 16 to reflect the number of waking hours in a day), or getting on for 2 years….
I want to blame this on the X box, but other surveys suggest that one reason for this is that women spend more time caring for adult relatives than men.
This is good evidence supporting the view that the gendered division of labour is still not equal, in fact it’s suggesting the trend towards equality is reversing!
I actually did two surveys this week with the students this week, both on Socrative.
For the first survey, I simply asked students via Socrative, who did most of the domestic work when they were a child (mostly mother or mostly father – full range of possible responses are in the results below), with ‘domestic work’ broken down into tasks such as cleaning, laundry, DIY etc…
For the second Survey, I got students to write down possible survey questions on post it notes, then I selected 7 of them to make a brief questionnaire which they then used as a basis for interviewing three couples about who did the housework.
Selected results from the initial student survey on parents’ housework
These results were based on students’ memory!
Selected results from the second survey
based on student interviews with couples
Discussion of the validity of the results…..
These two surveys on the domestic division of labour (and other things) provided a useful way into a discussion of the strengths and limitations of social surveys more generally….we touched on the following, among other things:
memory may limit validity in survey one
lack of possible options limits validity in survey two, also serves as an illustration of the imposition problem.
asking couples should act as a check on validity, because men can’t exaggerate if they are with their partner.
there are a few ethical problems with the ‘him’ and ‘her’ categories, which could be improved upon.
Postcript – on using student surveys to teach A-level sociology
All in all this is a great activity to do with students. It brings the research up to date, it gets them thinking about questionnaire design and, if you time it right, it even gets them out of the class room for half an hour, so you can just put yer feet up and chillax!
If you want to use the same surveys the links, which will allow you to modify as you see fit, are here:
A brief revision map of some of the main sociological concepts which have been developed to describe the ‘typical relationship’: taken together, they suggest a movement towards greater gender equality in relationships:
This is the briefest of revision slides on this topic, designed for A-level sociology paper 2: topics in sociology, families and households section (AQA exam board). For more details on this revision topic please see this post: are men and women equal in relationships?
For every dollar earnt by men, women earn 70-90 cents.
Women are less likely to work than men – Globally in 2015 about three quarters of men and half of women participate in the labour force. Women’s labour force participation rates are the lowest in Northern Africa, Western Asia and Southern Asia (at 30 per cent or lower).
When women are employed, they are typically paid less and have less financial and social security than men. Women are more likely than men to be in vulnerable jobs — characterized by inadequate earnings, low productivity and substandard working conditions — especially in Western Asia and Northern Africa. In Western Asia, Southern Asia and Northern Africa, women hold less than 10 per cent of top-level positions.
When all work – paid and unpaid – is considered, women work longer hours than men. Women in developing countries spend 7 hours and 9 minutes per day on paid and unpaid work, while men spend 6 hours and 16 minutes per day. In developed countries, women spend 6 hours 45 minutes per day on paid and unpaid work while men spend 6 hours and 12 minutes per day.
Gender Inequalities in Education –
The past two decades have witnessed remarkable progress in participation in education. Enrolment of children in primary education is at present nearly universal. The gender gap has narrowed, and in some regions girls tend to perform better in school than boys and progress in a more timely manner.
However, the following gender disparities in education remain:
31 million of an estimated 58 million children of primary school age are girls (more than 50% girls)
87 per cent of young women compared to 92 per cent of young men have basic reading and writing skills. However, at older age, the gender gap in literacy shows marked disparities against women, two thirds of the world’s illiterate adults are women.
The proportion of women graduating in the fields of science (1 in 14, compared to 1 in 9 men graduates) and engineering (1 in 20, compared to 1 in 5 men graduates) remain low in poor and rich countries alike. Women are more likely to graduate in the fields related to education (1 in 6, compared to 1 in 10 men graduates), health and welfare (1 in 7, compared to 1 in 15 men graduates), and humanities and the arts (1 in 9, compared to 1 in 13 men graduates).
There is unequal access to universities especially in sub-Saharan Africa and Southern Asia. In these regions, only 67 and 76 girls per 100 boys, respectively, are enrolled in tertiary education. Completion rates also tend to be lower among women than men. Poverty is the main cause of unequal access to education, particularly for girls of secondary-school age.
Gender Inequalities in Health
Women in developing countries suffer from….
Poor Maternal Health (support during pregnancy) – As we saw in the topic on health and education, maternity services are often very underfunded, leading to hundreds of thousands of unnecessary female deaths as a result of pregnancy and child birth every year.
Lack of reproductive rights – Women also lack reproductive rights. They often do not have the power to decide whether to have children, when to have them and how many they should have. They are often prevented from making rational decisions about contraception and abortion. Men often make all of these decisions and women are strongly encouraged to see their status as being bound up with being a mother.
Gender Inequalities in the Experience of Overt Violence – Around the world, women are
Victims of Violence and Rape – Globally 1/3 women have experience domestic violence, only 53 countries have laws against marital rape.
Missing: More than 100 million women are missing from the world’s population – a result of discrimination against women and girls, including female infanticide.
At risk from FGM – An estimated 3 million girls are estimated to be at risk of female genital mutilation/cutting each year.
Girls are more likely to be forced into marriage: More than 60 million girls worldwide are forced into marriage before the age of 18. Almost half of women aged 20 to 24 in Southern Asia and two fifths in sub-Saharan Africa were married before age 18. The reason this matters is because in sub‐Saharan Africa, only 46 per cent of married women earned any cash labour income in the past 12 months, compared to 75 per cent of married men
Gender Inequalities in Politics
Between 1995 and 2014, the share of women in parliament, on a global level, increased from 11 per cent to 22 per cent — a gain of 73 per cent, but far short of gender parity.
Results day tomorrow, and I predict that Social Media will be full of comments by celebrities telling students that exam results don’t matter that much because ‘I failed my exams, but I still found success’.
This happened last year during The Guardian’s live chat following the release of the 2016 GCSE results. The chat even supplied a link to a list of ‘famous school flops‘, which include the big three examples of ‘success despite educational failure’ – Alan Sugar, Richard Branson and Simon Cowell, but I can’t really see the relevance of these examples to today’s youth – all they demonstrate is that white men born before 1960 had a chance of being successful if they failed their exams, hardly representative.
There are a few comments from younger celebrities who claim that getting bad exam results are not the end of the world, because despite bad exam results, they have managed to build successful careers.
From radio presenter Darryl Morris (no, I’d never heard of him either, although I do recognise him):
I missed out on my desired GCSE results because I spent most of my revision time practising at the school radio station. I have no English qualifications and dropped out of a college that reluctantly accepted me to pursue a radio career – now I am a presenter and writer….You don’t need anybody’s permission to be successful – it comes from your passion, commitment and ambition.
From Ben Fogle, presenter of every outdoor program the BBC has made this century:
‘Exams left me feeling worthless and lacking in confidence. The worse I did in each test, the more pressure I felt to deliver results that never came. When I failed half my A-levels, and was rejected by my university choices, I spiralled into a depression.
The wilderness rescued me. I have been shaped by my experiences in the great outdoors. Feeling comfortable in the wild gave me the confidence to be who I am, not who others want me to be… it strengthened my character and set me back on track.’
Finally, Jeremy Clarkson tweeted: “If your A-level results are disappointing, don’t worry. I got a C and two Us, and I’m currently on a superyacht in the Med.”
The problem with the above is that every single one of the above examples may well be talented and passionate about what they do, as well as hard-working, but IN ADDITION, they either exploited what you might call ‘alternative opportunity structures’, they networked their way to success, or they were just plain lucky, in the sense of being in the right place at the right time:
Morris was presenting radio from a very young age, so already had lots of experience by the time he was snapped up by the BBC at 16 – so this guy’s ‘alternative opportunity structure’ was through school and local community radio – a very niche way to success.
TBH I don’t know whether Clarkson networked himself onto Top Gear – but he went to the same fee-paying private school (Repton School) as the executive producer of the program, so even if the old-school tie wasn’t part of it, he would’ve oozed cultural and social capital because of his class background.
As for Fogle not only was he independently schooled (so culturally well prepared for his future at the BBC which is chock-full of the privately schooled), -he was also lucky enough to have been at the right age/ fitted the profile for the BBC’s Castaway 2000 series, which catapulted him into fame, he’s also quite charming, which no doubt helps!
So all these case studies show us is that if you want to be successful, then exam results don’t matter IF you have alternative opportunity structures to exploit, AND/ OR you have sufficient social and cultural capital to be able to be able network your way into a job.
This important qualification (excuse the pun) to the ‘exam results don’t matter argument’ is backed up by Frances Ryan who points out that such comments tend to come from upper middle class adults, for whom as teenagers, poor exam results mattered less because their parents’ wealth and their higher levels cultural and social capital opened up other opportunities for them.
However, Ryan argues that for teenagers from poorer backgrounds, getting good exam results may well be the only realistic opportunity they have of getting into university and getting a graduate job, which, on average, will still pay you more over the course of a life time than a non-graduate job.
A classic way in which this inequality of opportunity manifests itself is that wealthy parents are able to support their 19-20 year old teenagers to either do another year of A levels, or an access course, or an unpaid internships for a few months or a year to give them a second chance, poorer kids don’t have these options, not unless they want to go into crippling levels of debt.
So – do bad exam results matter? Judging by the analysis above, it matters more if you’re from a working class background because education and qualifications provide the most likely path way to social mobility…..but less so from an upper middle class background.
Having said all of that, if you’ve woken up to the idea that a normal life is basically just a bit shit, then exam results don’t really matter at all. Trust me, jobs aren’t all that! Why not try one of the following alternatives instead:
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