Archive for the ‘fabio’ Category

another album length exploration of kosmic ultra-groove with joe henderson and alice coltrane

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50+ chapters of grad skool advice goodness: Grad Skool Rulz/From Black Power

Written by fabiorojas

October 26, 2014 at 12:33 am

judith butler explained with cats

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From Binary This.

50+ chapters of grad skool advice goodness: Grad Skool Rulz/From Black Power

Written by fabiorojas

October 25, 2014 at 12:01 am

Posted in fabio, just theory

i don’t want to be right

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That’s the name of an article in the New Yorker that explores the work of my good friend political scientist Brendan Nyhan. The essence of pretty simple: people don’t change beliefs if it somehow challenges their identity:

Last month, Brendan Nyhan, a professor of political science at Dartmouth, published the results of a study that he and a team of pediatricians and political scientists had been working on for three years. They had followed a group of almost two thousand parents, all of whom had at least one child under the age of seventeen, to test a simple relationship: Could various pro-vaccination campaigns change parental attitudes toward vaccines? Each household received one of four messages: a leaflet from the Centers for Disease Control and Prevention stating that there had been no evidence linking the measles, mumps, and rubella (M.M.R.) vaccine and autism; a leaflet from the Vaccine Information Statement on the dangers of the diseases that the M.M.R. vaccine prevents; photographs of children who had suffered from the diseases; and a dramatic story from a Centers for Disease Control and Prevention about an infant who almost died of measles. A control group did not receive any information at all. The goal was to test whether facts, science, emotions, or stories could make people change their minds.

The result was dramatic: a whole lot of nothing. None of the interventions worked. The first leaflet—focussed on a lack of evidence connecting vaccines and autism—seemed to reduce misperceptions about the link, but it did nothing to affect intentions to vaccinate. It even decreased intent among parents who held the most negative attitudes toward vaccines, a phenomenon known as the backfire effect. The other two interventions fared even worse: the images of sick children increased the belief that vaccines cause autism, while the dramatic narrative somehow managed to increase beliefs about the dangers of vaccines. “It’s depressing,” Nyhan said. “We were definitely depressed,” he repeated, after a pause.


It’s the realization that persistently false beliefs stem from issues closely tied to our conception of self that prompted Nyhan and his colleagues to look at less traditional methods of rectifying misinformation. Rather than correcting or augmenting facts, they decided to target people’s beliefs about themselves. In a series of studies that they’ve just submitted for publication, the Dartmouth team approached false-belief correction from a self-affirmation angle, an approach that had previously been used for fighting prejudice and low self-esteem. The theory, pioneered by Claude Steele, suggests that, when people feel their sense of self threatened by the outside world, they are strongly motivated to correct the misperception, be it by reasoning away the inconsistency or by modifying their behavior. For example, when women are asked to state their gender before taking a math or science test, they end up performing worse than if no such statement appears, conforming their behavior to societal beliefs about female math-and-science ability. To address this so-called stereotype threat, Steele proposes an exercise in self-affirmation: either write down or say aloud positive moments from your past that reaffirm your sense of self and are related to the threat in question. Steele’s research suggests that affirmation makes people far more resilient and high performing, be it on an S.A.T., an I.Q. test, or at a book-club meeting.

Normally, self-affirmation is reserved for instances in which identity is threatened in direct ways: race, gender, age, weight, and the like. Here, Nyhan decided to apply it in an unrelated context: Could recalling a time when you felt good about yourself make you more broad-minded about highly politicized issues, like the Iraq surge or global warming? As it turns out, it would. On all issues, attitudes became more accurate with self-affirmation, and remained just as inaccurate without. That effect held even when no additional information was presented—that is, when people were simply asked the same questions twice, before and after the self-affirmation.

Read the whole thing.

50+ chapters of grad skool advice goodness: Grad Skool Rulz/From Black Power

Written by fabiorojas

October 24, 2014 at 12:01 am

meet me in california!!!

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This Friday, I will be a guest of the department of sociology at the University of Southern California. I’ll be giving a talk called “The Four Histories of Black Power: A Sociological Challenge to Black Power History”  It’s about how social movement theory can be used to critique and re-articulate our understanding of Black Power. Come by and say hello!

50+ chapters of grad skool advice goodness: Grad Skool Rulz/From Black Power

Written by fabiorojas

October 23, 2014 at 12:16 am

classroom tech: heterogeneous students

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A problem with a lot of introductory level courses is that they attract heterogeneous students. In sociology, this is very apparent in the introduction to sociology class. It is not uncommon to get, in the same class, a graduating senior who wants to put in the minimal amount of effort and the very aggressive freshman who wants that 4.0 GPA for that Harvard law application. The heterogeneous class presents problems on many levels – the presentation of materials, classroom management, and so forth. In this posts, a few comments on how to handle this class.

  1. Cut the class in half. A few people have told me that it is effective to treat the first half as a chance to make sure everyone is on the same page. Then, the second half you can move into material that will be new for almost everyone.
  2. Active learning: People have also suggested that you stop lecturing. Instead, really have students to in-class work. This helps reduced the boredom for more advanced students and, at the least, gives them something to do.
  3. A third strategy is to stratify assignments. Older students can get more involved and challenging assignments. This depends on the nature of the course and if you have the patience to grade multiple assignments at once.

Use the comments to discuss your own teaching strategies for heterogeneous classes.

50+ chapters of grad skool advice goodness: Grad Skool Rulz/From Black Power

Written by fabiorojas

October 22, 2014 at 12:01 am

Posted in education, fabio

race and genomics: comments on shiao et al.

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Shiao et al in Sociological Theory, the symposioum, Scatterplot’s discussion, Andrew Perrin’s comments, last week’s discussion.

Last week, I argued that many sociologists make a strong argument. Not only are social classifications of race a convention, but there is no meaningful clustering of people that can be derived from physical or biological traits. To make this claim, I suggested that one would need to have a discussion of what meaningful traits would include, get a huge sample people, and then see if there are indeed clusters. The purpose of Shaio et al (2012) is to claim that when someone conducts such an exercise, there is some clustering.

Before I offer my own view of the evidence that Shiao et al offer, we need to set some ground rules. What are the logical possible outcomes of such an exercise?

  1. The null hypothesis: your clustering methods yield no clusters (e.g., there are no detectable sub-groups of people).
  2. The weak hypothesis: clustering algorithms yield ambiguous results. It’s like getting in regression analysis a small correlation with a p=.07. This is important because it should shift your prior moderately.
  3. The “conventional” strong hypothesis: unambiguous groups that correspond to social classifications of people. E.g., there really is a “White” group of people corresponding to people from Europe.
  4. The “unconventional” strong hypothesis: unambiguous groups that do not correspond to common social classifications of people. For example, there might be an extremely well defined group of people that combines Hawaiians and Albanians.

A few technical points, which are important. First, any such exercise will need top incorporate robustness checks because clustering methods require the use to set up initial parameters. Clustering algorithms do not tell you how many groups there are. Instead, they answer the question of how well the model fits the hypothesis that you have X groups. Second, sociologists tend to mix up these possible outcomes. They correctly point out that there is a social construction called “race” which is real in its effects and influence on people. But that doesn’t logically entail anything about the presence or absence of human populations that are differentiated due to random variation of inherent physical traits over time. Also, they fail to consider #4. Their might be actual differences, but they might not match up to our common beliefs.

So what does Shiao at al offer and where does it lie in this spectrum of possibilities? Well, the article is a not a systematic review of genomic research that searches for clusters or people. Rather, it offers a few important points drawn from anthropology and genomics. First, Shiao et al point out that there is a now undisputed (among academics) human history. Humans originated in East Africa and then spread out (“Out of Africa thesis”). Second, as people spread out, genomic variation emerges as people mate with people close by. Third, genetic drift implies that geography will predict variations in genes. As you move from X to Y, you will see measurable differences in people. Fourth, these differences are gradual in character.

Shiao then switch gears and talk about clustering of people using genomic data. They tell us that there are statistically detectable and stable group differences and that these do not rigidly determine behavior. They also cite research suggesting these statistical groups correlate with self-described racial groupings. Then, the authors discuss a “bounded” approach to social theory where biology imposes some constraints on the variation on behavior but in a non-deterministic fashion.

I’ll get to the symposium next week, but here’s my response: 1. There is a real tension. At some points, Shiao et al suggests a world of gradual variation, which suggests no distinct racial groups (outcome #1) but then there’s a big focus clusters.  2. If we do live in a world of gradual, but real, variation in human biology, then the whole clustering approach is misleading. Instead, we might live in a world that’s like a contour map. It’s all connected, there are no groups, but you see some variables increase as you move along the map. 3. If that’s true, we need an outcome #5 – “race is not real but biology is real.” 4. I definitely need more detail on the clustering methods and procedures. Some critics have pointed out that the clusters found in research are endogenously produced, which makes me suspect that the underlying science might be hovering around outcomes #1 (it all depends on the algorithm and its parameters) or #2 (there might be some clustering, but it is very poorly defined).

50+ chapters of grad skool advice goodness: Grad Skool Rulz/From Black Power

Written by fabiorojas

October 20, 2014 at 12:01 am

fanfare for the common man

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From DJ M&M: “”There isn’t anything common about this–the height of prog rock IMO. Also: I like the idea of making a music video in an empty stadium during winter.” From

50+ chapters of grad skool advice goodness: Grad Skool Rulz/From Black Power

Written by fabiorojas

October 19, 2014 at 12:01 am


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