Category Archives: Academia

Albert Hirschman succinctly describes the academic problem

March 12, 2014 By in Academia, Culture Tags: , , , , , , Leave a comment

“the rapid exit of the highly quality-conscious customers [. . .] is tied to the availability of better-quality substitutes at higher prices” (51). That’s from Albert Hirschman’s brilliant Exit, Voice, and Loyalty.

In other words, those with the best alternative options, even if the “price” of such options are high, tend to leave declining situations first. That’s essentially what is happening in academia: the people who can get real jobs leave and the ones who can’t stay and put up with geographical mobility and other problems. The result is plain to many grad students and smart, aware undergrads.

If you want to understand frats, talk to the women who party at them (paging Caitlin Flanagan)

February 20, 2014 By in Academia, Culture, sex Tags: , , , , , , , , , , 6 Comments

Caitlin Flanagan’s well-researched and -argued “The Dark Power of Fraternities: A yearlong investigation of Greek houses reveals their endemic, lurid, and sometimes tragic problems—and a sophisticated system for shifting the blame” does everything an article of its nature should do except for one important thing: talk to the women who go to frats.

The minute women stop going to frat parties, frats are going to either disappear or shrink to irrelevance.

I taught at the University of Arizona for four and a half years and unlike Flanagan have talked to lots of college women about frat parties, few of whom harbor illusions about frat parties or their purpose. Many sororities apparently tell women not to get drunk, since being drunk makes them easy victims, and to go in groups. Women would sometimes say—including in class—that they wouldn’t go to frat parties except in groups. Why? To protect themselves (from themselves or from the frat guys is sometimes an open question).

I’d sometimes ask why they’d go places they felt were sufficiently dangerous to require a group. Usually there wouldn’t be a real answer; it was as if I’d broached a new, un-analyzed subject for the first time. One woman did answer, however, and said simply that “It’s where the party’s at.”

(c) Stephanie GA of Flickr

(c) Stephanie GA of Flickr

Ten points for honesty, but I think that if I were a woman I wouldn’t go. Yet college girls keep going, despite apparently being aware of the dangers. Flanagan mentions “the issue of sexual assault of female undergraduates by their male peers” but doesn’t note that most women seem to know someone who had something unfortunate happen to them at frat houses, and yet knowledge doesn’t seem to deter many of women.

This absence a huge, obvious blank spot in her otherwise fascinating article. Women are not stupid—at least I don’t think they’re stupid—and most know what they’re doing when they get drunk and/or go to frat parties. I’ve written as much here and here (“It seems that many people go through a two-step process to get what they really want: they drink, which gives them an excuse to decry their actions while drunk at a future date while achieving their hedonic ends—which are often sexual.”)*

Men are interested in frats because they offer a way of forming a cartel that in turn attracts women. I remember talking to a student in a frat, who was giving me the usual bullshit about frats when I stopped him and said: “Let’s conduct a thought experiment: if instead of increasing the probability of a guy getting laid, joining a frat decreased the probability by 1%, do you think anyone would?” There was a long pause. He wanted to respond but he also knew that his intellectual credibility was on the line (he was a bright guy).

There’s another important flaw in Flanagan’s article: while she does cite a horrific rape of a woman identified only as “Jane Doe,” in Doe’s case justice does happen: the perpetrator is caught, arrested, and convicted. The system worked in this instance! The frat helped the cops get the guy. As such it’s a curious example in an anti-frat article.

I’ve also suggested to women in sororities that, if they don’t like frat parties, why don’t the sororities hold parties, and invite men to them? The immediate responses tend to be baffled puzzlement, and sometimes muttering about not wanting to do the work. I leave possible implications of this to the reader.

She does note one thing that deserves more frequent mention:

Furthermore, in 1984 Congress passed the National Minimum Drinking Age Act, with the ultimate result of raising the legal drinking age to 21 in all 50 states. This change moved college partying away from bars and college-sponsored events and toward private houses—an ideal situation for fraternities.

A lot of 18-year-olds like to drink and take other mind-altering substances, and, regardless of whether legislators and/or lobbyists like MADD think they have the capacity to make that decision, many do make it anyway. Perhaps we should continue to try to hector them into stopping using the legal system, but, to my mind, their making of the decision indicates that they have the capacity…to make the decision, since they are making it (I understand and am trying to emphasize the circular reasoning). One way to chip away at the appeal of frats, for both men and women, would be to legalize drinking; based on what I’ve heard a lot of frat boys and sorority girls drift away from their Greek affiliation when they turn 21. Some of that probably comes from the dawning realization that real life is en route but some probably also comes from the opening of different avenues for drinking and mating rituals.

College presidents have realized as much and launched the Amethyst Initiative, which is a plea to drag reality back into law and politics. Apart from the Amethyst Initiative, I’m struck by the level of dishonesty and pretending that attends this whole conversation. All the relevant parties know exactly what’s going on, and pretend to not know what’s going on.

Anyway, the minute the Flanagans and college presidents and parents of the world can convince women not to show up at frat parties is the minute we’ll see the end of frats. Based on America’s bipolar feelings about drinking and sexuality in general, however, I doubt we’re going to see it.

EDIT: I should add that I’m not pro-frat, as one of two people suggested; I’m also not anti-frat, although years ago I wrote this snarky letter to the editor of the New York Times (“Although the fraternity system as it exists is flawed, it does serve one important purpose: it voluntarily segregates a large number of drunken fools from the rest of the student population — some of whom may be interested in novel concepts like learning and academics”). Today I mostly think that frats serve an evident need or want, and although I myself wouldn’t want to join one—I don’t have the right personality—I see why many others do.

* A sorority girl once told me that her sorority cohort didn’t want to attend sober events with frats because the other girls didn’t know how to talk to boys, or talk to boys without the aid of booze.

Grad students lack market power, and it shows: Or, the UC-Riverside non-scandal

January 11, 2014 By in Academia, ideas, Links Tags: , , , , , , , , 2 Comments

A brief wave of academic outrage hit when UC-Rivderside’s English department sent job candidates an e-mail about MLA interviews five days before the conference. (MLA stands for “Modern Language Associate;” it’s big the soiree for English jobs). The outrage is somewhat justified because UC-R is in fact acting like a jerk. But many of the angry commentators are also missing something essential: from an employers perspective, a job search is often not about getting the absolute “best” or the most right person for the job. It’s about getting someone who meets or reasonably exceeds the qualifications. Search costs are real and high. Paul Graham wrote about these issues in “Two Kinds of Judgement” (The excerpt is long, but I can’t find a way to make it shorter while still retaining the point):

There are two different ways people judge you. Sometimes judging you correctly is the end goal. But there’s a second much more common type of judgement where it isn’t. We tend to regard all judgements of us as the first type. We’d probably be happier if we realized which are and which aren’t.

The first type of judgement, the type where judging you is the end goal, include court cases, grades in classes, and most competitions. Such judgements can of course be mistaken, but because the goal is to judge you correctly, there’s usually some kind of appeals process. If you feel you’ve been misjudged, you can protest that you’ve been treated unfairly.

Nearly all the judgements made on children are of this type, so we get into the habit early in life of thinking that all judgements are.

But in fact there is a second much larger class of judgements where judging you is only a means to something else. These include college admissions, hiring and investment decisions, and of course the judgements made in dating. This kind of judgement is not really about you.

Put yourself in the position of someone selecting players for a national team. Suppose for the sake of simplicity that this is a game with no positions, and that you have to select 20 players. There will be a few stars who clearly should make the team, and many players who clearly shouldn’t. The only place your judgement makes a difference is in the borderline cases. Suppose you screw up and underestimate the 20th best player, causing him not to make the team, and his place to be taken by the 21st best. You’ve still picked a good team. If the players have the usual distribution of ability, the 21st best player will be only slightly worse than the 20th best. Probably the difference between them will be less than the measurement error.

The 20th best player may feel he has been misjudged. But your goal here wasn’t to provide a service estimating people’s ability. It was to pick a team, and if the difference between the 20th and 21st best players is less than the measurement error, you’ve still done that optimally.

It’s a false analogy even to use the word unfair to describe this kind of misjudgement. It’s not aimed at producing a correct estimate of any given individual, but at selecting a reasonably optimal set.

One thing that leads us astray here is that the selector seems to be in a position of power. That makes him seem like a judge. If you regard someone judging you as a customer instead of a judge, the expectation of fairness goes away. The author of a good novel wouldn’t complain that readers were unfair for preferring a potboiler with a racy cover. Stupid, perhaps, but not unfair.

Most of the angry applicants for the UC-R job appear to have been in school for too long and not to realize that each employers’s goal isn’t to judge them perfectly. It’s to get someone who is reasonably okay and then get on with their lives. It’s also almost impossible to tell based on interviews and recommendations alone whether someone is a good for for a job; usually it takes months of working together to realize whether someone is actually good. In academia, I’m not sure one professor ever really knows if another is any good, since they don’t tend to take each other’s classes.

UC-R appears to think that it can get someone reasonable even though it’s doing something mean. They’re probably right.

English PhDs feel the heat because they lack market power. Many posted jobs get dozens or even more than a hundred very good-seeming candidates, almost any one of whom would be fine. They’d show up to department meetings, teach competently, publish in peer-reviewed journals. At that point, departments can pretty much post the candidates’s photos on a dartboard and pick the one who their darts hit.

A lot of grad students (and professors) also appear to have or want to have the same relationship with universities that children have to parents. But the universities aren’t there with their best interests in mind; the universities are doing their own thing. Realizing this is quite painful and probably helps to explain the anguish being expressed on blogs and Twitter. To the extent those blog posts and Tweets discourage others from starting or continuing grad school, they’re doing something useful (I myself have contributed to the genre).

In normal employment situations, employers who behave like jerks get punished because people won’t work for them. UC-R is unlikely to have that problem. They could probably restrict their entire search to Southern California and still easily have 10 or more very good candidates. Given that, UC-R isn’t even behaving in a way that is “stupid,” to use Graham’s word.

The curious thing is that so many people want to stay in academia despite the way it treats them. Megan McArdle wrote about the obvious solution: “Can’t Get Tenure? Then Get a Real Job.”

If this is what his admirers think, what do his detractors think?

December 28, 2013 By in Academia, Books, Culture, Reading Tags: , , , , , Leave a comment

“Like Austen’s plots, [Henry] James’s lack adventure and suspense. His novels progress at a very slow pace: his characters waver and postpone action interminably, and their conversations revolve awkwardly around unclear goals without ever seeming to reach them.”

That’s from Thomas Pavel’s The Lives of the Novel: A History, which is unlikely to be of interest to non-specialists but is much more interesting than most of its peers in the genre. There are a surprisingly small number of direct quotes and a surprisingly number of plot summaries but I’m going to read to the end. One paragraph also gave me an idea for a novel, which relatively few books do.

I would probably be less even less charitable than Pavel to Henry James, but a lot of old and well-read people say my view of him is likely to change in the future. Nonetheless I am struck by how few non-academics read him.

What makes a person special: Name of the Rose edition

November 14, 2013 By in Academia, Books, Fiction, ideas Tags: , , , , , , , , , 1 Comment

“But there is no precise rule: it depends on the individuals, on the circumstances. This holds true also for the secular lords. Sometimes the city magistrates encourage the heretics to translate the Gospel into the vernacular: the vernacular by now is the language of the cities, Latin the language of Rome and the monasteries. And sometimes the magistrates support the Waldensians, because they declare that all, men and women, lowly and mighty, can teach and preach, and the worker who is a disciple after ten days hunts for another whose teacher he can become.”
“And so they eliminate the distinction that makes clerics irreplaceable!”

That’s from Umberto Eco’s The Name of the Rose, and we can see a similar situation happening now among many professional, privileged, and credentialed classes: with the Internet, the cost of being able to “teach and preach” goes down; anyone motivated can learn, or start to learn almost anything, and anyone inclined to teach can start writing or videoing on whatever topic they believe themselves to be an expert in. The key of course is motivation, which is in scant supply now and probably always will be.

Whether the existing power structures want to encourage self-learning, like many of the “secular lords” and “city magistrates,” or want to preserve existing institutions, depends on the person speaking and their aims. But “the distinction that makes clerics irreplaceable” is similar to the one that makes professors or other professional teachers irreplaceable. It’s a distinction that’s less important than the knowledge and skill underlying the distinction. Some with the distinction are not very good at their jobs and some without distinction are incredibly skilled. Those lines are blurring. Blurring slowly, to be sure. The language of knowledge is spreading. The issue of credentialing remains, but the number of jobs in which work product is a better examination than formal credentials is probably growing.

Does the average software startup want a famous degree, or an extensive Github repository? Right now I’m sifting through freelance fiction editors, and I’ve asked zero of them where they got their degrees or if they have any. I’m very interested in their sample edits and other novels they’ve edited. Clients almost never ask Seliger + Associates about formal degrees—they want to know if we can get the job done.

In writing this post, I am also conforming to the second of Umberto Eco’s “three ways” of reading The Name of the Rose:

The first category of readers will be taken by the plot and the coupes de scene, and will accept even the long bookish discussions and the philosophical dialogues, because it will sense that the signs, the traces and the revelatory symptoms are nesting precisely in those inattentive pages. The second category will be impassioned by the debate of ideas, and will attempt to establish connections (which the author refuses to authorize) with the present. The third will realize that this text is a textile of other texts, a ‘whodunnit’ of quotations, a book built of books.

Eco published this novel in 1980, around the dawn of the personal computer age and long before the consumer Internet. Whatever connections existed in the 1970s between The Name of the Rose and that era—the ones Eco presumably had in mind, whatever his view of authorization—are not the ones I most notice. That the novel’s correspondences can grow and change with decades make it so powerful and deep. Few works of art transcend their immediate context. This one does. It deals with the eternities much more than the news, though the author has demonstrated in essays his interest in the daily news.

If someone had told me before I read The Name of the Rose that a novel set in 1327 and utterly enmeshed in the recondite politics of Christianity would be one of my favorite novels, I would’ve scoffed. Religion as a subject is of little interest to me, except in meta sense. But sufficiently great novels transcend their context, even as they adapt the language, rhetoric, and world of their context. As Eco’s third category of reader indicates, the novel is composed of many other novels, books, articles, and speech. He has, it seems, 800 years of literary history composted into a single work. Few novels do, and fewer still do so in a novel with an actual plot.

Just because I’ve been stupid doesn’t mean you should too: responses to the school and jobs post

September 9, 2013 By in Academia, Culture, Personal Tags: , , , , , , , , , 3 Comments

In response to “Employment, attitude, and educational entitlement,” a couple friends noted my own experience in higher education and asked if I was being a hypocrite by telling people to do as I say not as I do. But I would phrase it differently by saying that going to grad school was a stupid thing to do, and an important component of intellectual honesty is admitting when we do something stupid.

When I make a mistake, I admit it and encourage others not to make the same one. What do you do?*

In addition, although it’s true that I’ve been in various pouches of academia, I’ve also been working continuously as a grant writer (If not for that, I doubt I would’ve majored in English in the first place: I like to read and write but am aware of the job situation). When I began English grad school, I thought I’d be able to conventionally publish a novel by the time I was done. This has turned out not to be true. For me, that’s annoying but not a crisis. For many of my peers, however, it is a crisis.

English grad school is also somewhat less pernicious than some professional grad schools. In English, they pay you (a small amount, to be sure), instead of you paying them, which means it’s relatively easy to walk away—much easier than law, business, or medicine. It’s becoming apparent to those of us who pay attention to higher education that higher education institutions have an increasingly predatory relationship with those they are educating. Or nominally educating.

There’s also a “follow-the-money” element to the higher education problem. School can go on pretty much forever when you are paying them. Not surprisingly, if you offer someone money, they will usually be inclined to accept it. Want to get into any but the very top PhD programs? Say you’ll pay your way and you can at least start. Finding someone who wants to give you money is harder than finding someone who wants yours.

Universities have realized this.

Finally, I’ll note that, in the absence of a better job, I will do whatever jobs I can get, and, in my life, some relatively low-status jobs have been better than relatively high status jobs; working as a lifeguard, for example, is more fun than being a lawyer, and it was a great job from a writing perspective: about 10% of my conscious mind would keep an eye on the pool while the other 90% came up with ideas. I wish I’d been smarter and started lifeguarding in high school.**

It’s true that lifeguards don’t get to fuck with other people’s lives in the way some lawyers do, so it may be a worse occupation for the power hungry, but it also doesn’t require tens or hundreds of thousands of dollars in loans to be a lifeguard.

* “When the Facts Change, I Change My Mind. What Do You Do, Sir?”

** Then again most people probably wish they’d made smarter choices.

Publishing is always changing

September 3, 2013 By in Academia, Publishing Tags: , , , , , , Leave a comment

Guess what time period this quote describes:

Publishers had to improve the way they did business. So they tried several things: [. . . and] in general, they became less worried about literary merit and more about salability as the ultimate criterion in accepting a manuscript.

It could have be from last week’s New York Times, except with “publishers” perhaps replaced with “Amazon,” but the overall gestalt is there, complete with the carping about the lowering of standards when entrenched powers are losing their powers. But D. G. Myers wrote it in The Elephants Teach, and the quoted passage applies to the early 20th Century.

Someone out there is always lamenting the deplorable state of literary merit these days, but someone has been always been lamenting it, just like some old person is always lamenting kids these days. Don’t listen. The next big thing is probably not going to come from the old guard.

Academic purity guilt and blogging

August 26, 2013 By in Academia, ideas Tags: , , , , , , , 2 Comments

The Little Professor says:

Unlike some of the academics to whom Katherine Firth links in her post about the “Academic Purity Cult,” I’ve never received any professional pushback for blogging (well, aside from the people who don’t like something I’ve blogged, but that’s a different issue).

I have—a lot of it, in fact, at conferences and from professors. That may be in part because I’m a grad student or because of my department, but pretty much everyone in academia who has deigned to comment on the issue has disparaged blogging or any writing whatsoever that doesn’t entail peer-review. I find this bizarre because I see the primary activity of studying English being to read things, learn things through reading, write about things, and disseminate them—and the web is a very good medium for that, especially for anyone who wants to be read. Academic journals aren’t a good way to get people to read.

To me, the revealing comparison is to math, physics, CS and other fields: post to arXiv.org, say, and let the peer-review and publication catch up to the cutting-edge research. If a science-based academic learns something new, it’s imperative to get it out there as soon as possible! It’s important and treated as it’s important.

By contrast, most humanities profs appear at best indifferent and at worst hostile to those kinds of open processes, and they’re willing to endure months or years of delay between finishing a piece and seeing it published. Peer-reviewed journals won’t accept work previously published on blogs or other online forums. Evidently what we’re doing isn’t sufficiently important to others to be worth publishing in a timely manner. Instead we’re stuck in the mannerist world of journal publishing, and disdain for alternate modes of dissemination (like blogs) is part of that world. One word that keeps getting used by my professors about me is “journalistic” which they see as an insult (I by and large don’t write in deliberately obscured prose) but which I see as a quasi-compliment (I write in a way that other people can understand).

English literature doesn’t appear at all interested in “impact factors” or even readers, which I find strange given the accessibility of English, relative to, say, math proofs.

Popularity isn’t the only valuable metric for new work, but in contemporary academia it isn’t even considered. That should change.

EDIT: I’m not the only one to notice. This is from Gerald Graff’s 1979 book Literature Against Itself:

Where quantitative ‘production’ of scholarship and criticism is a chief measure of professional achievement, narrow canons of proof, evidence, logical consistency, and clarity of argument have to go. To insist on them imposes a drag upon progress. (97)

What matters is the quantity of work produced and where it is published, rather than whether it is right—or, as Graff says, “canons of proof, evidence, logical consistency, and clarity of argument.”

Taking Apprenticeships Seriously: The need for alternate paths

February 19, 2013 By in Academia, Teaching Tags: , , , , , 3 Comments

Timothy Taylor’s “Taking Apprenticeships Seriously” makes an argument for doing something we, collectively, should have started a long time ago. College is not the magic answer to every social and economic problem, as anyone who has taught at a non-elite college should know. Yet this powerful meme holds that college for everybody, everywhere, is a good idea. It isn’t. There should be alternate routes to a reasonable life.

The standard college-for-everyone argument comes from extensive data showing that college graduates earn higher lifetime earnings, which is true, but correlation is not causation: smarter, more conscientious people may attend college, and that is one of Bryan Caplan’s arguments in The Case Against Education. In that line of reasoning, college is mostly about signaling.

It’s hard to tell what’s actually happening in the economic market for college grads, because “college” is a lot of different things, much like it’s hard to evaluate whether, say, “sex” is good or bad: usually it’s good and more is better, but we can all imagine contexts in which it’s not so good. To take one example (about college, not sex), Derek Thompson wrote “The Value of College Is: (a) Growing (b) Flat (c) Falling (d) All of the Above,” which discusses some of these arguments and concludes, naturally, (d), in part because the economic value of college depends a lot on what you do in college. If you do just enough to squeak by and don’t have the skills to make things people want or do things people want to pay for, then have to pay back tens or hundreds of thousands of dollars in loans, college is not so hot and vocational education might have been better.

This issue reminds me of arguments a friend and I have been talking about via e-mail: my friend has heard the endless cry for more Science, Technology, Engineering, and Math (STEM) graduates. But he’s involved in a business that requires strong communication skills and is disappointed with many of the cover letters and resumes he see; they evince limited knowledge of the very skills he’s hiring for. Can you really take people who lack sufficient knowledge about their native language to write a competent cover letter and make them understand the finer points of the difference between a heap and stack? Or understand differential equations?

My larger point is that everyone needs basic skills but few people have them (English majors could do well with a CS class or two—for the skills imparted and for the appreciation they’ll have of the people designing their iPhones). Taking an average comm or sociology major and sticking them in STEM classes will lead to more dropouts, and, beyond that, most big schools also have STEM weedout courses designed to be punitive rather than to impart knowledge. The world needs more smart, curious people in general, but smart and curious people appear to be in the minority, and probably always have been. One of my favorite moments in Joel Mokyr’s The Enlightened Economy is this:

It is important to stress that the Industrial Revolution was the creation of an elite, a relatively small number of ingenious, ambitious, and diligent persons who could think out of the box, and had the wherewithal to carry out their ideas and to find others who could assist them. This is not to return to the heroic interpretations of the Victorian hagiographers such as Samuel Smiles and credit a few famous individuals with the entire phenomenon […] Even these pivotal people were a minority, perhaps a few tens of thousands of elite workers, well trained through apprenticeships supplemented sometimes by informal studies. (Mokyr 121–2)

(Yes, I do sometimes include page citations in e-mails.)

A relatively small number of people can create, find, or make new ideas that then spread to everyone else. I too would like to increase the number of such people, but I’m not sure that’s really possible, at least at the level of public policy.

We probably could use more people with STEM skills, but we could also use more people with all kinds of skills, and especially people with STEM and humanities interests. The STEM training mantra reminds me of something Gerald Graff wrote in “Narrative and the Unofficial Interpretive Culture:” “As often happens in the history of criticism, an extravagantly stated fallacy proves to be more illuminating than many sober truths, and in appropriate such histories the critical community tends quietly to discount or ignore their exaggerations” (4). The “extravagantly stated fallacy” that many people should major in STEM is wrong; the lesser idea, that perhaps people on the margins should, is probably right.

Still, there’s one other problem with STEM fields: they’re transparently hard; you know if you’re doing it right or not, while other disciplines can more easily be fudged or watered down, as has happened to sociology, comm, and other disciplines.

How not to choose a college: Frank Bruni ignores the really important stuff

January 7, 2013 By in Academia, Philosophy Tags: , , , , , , , 3 Comments

Frank Bruni wrote an essay called “How to Choose a College” without mentioning the most important fact about college for the life outcomes of many students: debt. That’s liking writing about the Titanic and ignoring the whole iceberg thing.

In How to Win at the Sport of Business, Mark Cuban writes, “financial debt is the ultimate dream killer. Your first house, car, whatever you might want to buy, is going to be the primary reason you stop looking for what makes you the happiest.” He’s right about debt often being “the ultimate dream killer,” but he should add student loans to his roster of “whatever you might want to buy,” especially because student loans are effectively impossible to discharge through bankruptcy. I don’t think most 18 year olds really understand what tens or hundreds of thousands of dollars of debt will really mean to them five years, ten years, twenty years after they graduate.

To me, the most interesting metric a university could offer these days is the mean, median, and mode debt of students upon graduation.

Money shouldn’t be the only factor in choosing a college, but it should be a major one, unless one has uncommonly wealthy parents.