Participant Observation

ProjectCampus Library Located at Georgia College and

State University

Leah Cash, McKenzie Conder, Meghan Jenei, Nana Opoku, Bethany Watson

Ina Dillard Russell Library

Where: Campus Library at Georgia College

Why:● homework

● coffee runs

● studying

● meetings

● resources

● reading

● working

● teaching

● advising

● etc.

Who are we most likely to see at

the library?

Are there differences among the

men and women of this

campus in how they interact

here?

Because Georgia College is a

predominately white

institution, how much will race

play into this?

How much of it is based on social

cohesion among certain

formal groups on campus?

Literature Review: Race

Race: a concept which signifies and symbolizes social conflicts and and

interests by referring to different types of human bodies

“selection of these particular human features for purposes of racial signification

is always and necessarily a social and historical process (Omi & Winant:

1994, 223)

Racial Formation: the sociohistorical process by which racial categories are

created, inhabited, transformed, and destroyed

social structure and cultural representation

Race/Ethnicity Students Attending Georgia College Students Attending University of Georgia

American Indian/Alaskan Native <1% <1%

Asian 1.3% 9%

Black/African American 4.9% 7%

Latino/Hispanic 4.9% 5%

Native Hawaiian/Other Pacific

Islander

<1% <1%

Caucasian/White 85.9% 73%

Two or More Races 2.4% 3%

Unknown <1% 1%

Race Composition of Students Attending Georgia College and University of Georgia in 2014

Source: “Georgia College & State University.” College Data. Web.

“University of Georgia.” College Data. Web. 2014

Literature Review: Greek vs. Non-greek

Capital (Burt)

social capital

cultural capital

Structural Holes (Burt)

Power (Weber)

Social Cohesion (Domhoff)

Literature Review: Greek vs. Non-greek

Martin et al.

There are more females in sororities than males in fraternities

Same as Georgia College

369 participants

160 fraternity (43.3%)

209 sorority (56.6 %)

Source: “Georgia College & State University.” College Data. Web

Source: “Georgia College & State University.” College Data. Web

Literature Review: Employees

Georgia College (GC) is committed to the fundamental principle of equal employment opportunity and equal treatment for

every prospective and current employee and strives to create a campus environment, which understands, fosters, and

embraces the value of diversity. No person shall, on the grounds of race, color, gender, sexual orientation, religion, national

origin, age, disability or veteran status be excluded from employment or participation in, be denied the benefits of, or

otherwise be subjected to discrimination, under any program or activity conducted by Georgia College.

Georgia College is committed to the fundamental principle of diversity and inclusion, equal opportunity and equal treatment

for all and strives to create a campus environment, which understands, fosters, and embraces the values of diversity and

inclusion.” (Equal Opportunity and Affirmative Action Policy of Georgia College).

Literature Review: Employees

“Sociological research finds that education and skill play a role but fail to fully explain the placement of either group in the queue or the historical

disparities between whites and racial minorities with respect to earnings, labor force participation, training and promotion opportunities, and choice of

occupation” (Spivak: 2005, 4).

Source: Moore, Doug and Cara Meade. 2014. Georgia College Fact Book 2014. 1st ed. edited by J. Flachbarth.

Full-Time Instructional Staff by Rank and Race/Ethnicity

Race/Ethnicity Professors

Associate

Professors

Assistant

Professors Instructors Lecturers No Rank Total

Asian 7 8% 3 4% 6 7% 0 0% 1 2% 0 0% 17 5%

Black or African

American

1 1% 6 7% 9 10% 0 0% 2 5% 0 0% 18 6%

Hispanic/Latino 4 4% 3 4% 2 2% 2 18% 0 0% 0 0% 11 3%

Native American or

Pacific Islander

0 0% 0 0% 1 1% 0 0% 0 0% 0 0% 1 .3%

Non Residential 3 3% 5 6% 1 1% 0 0% 7 16% 1 100% 17 5%

Unknown 1 1% 0 0% 1 1% 0 0% 0 0% 0 0% 2 .6%

Two or More 0 0% 0 0% 0 0% 0 0% 1 2% 0 0% 1 .3%

White 77 83% 65 79% 72 78% 9 82% 33 75% 0 0% 256 79%

Total 93 100% 82 100% 92 100% 11 100% 44 100% 1 100% 323 100%

Full-Time Instructional Staff by Rank and Gender

Rank Female Male Total

Professors 29 31% 64 69% 93

Associate Professors 53 65% 29 35% 82

Assistant Professors 57 62% 35 38% 93

Instructors 9 82% 2 18% 11

No Rank 0 0% 1 100% 1

All Ranks 179 55% 144 45% 323

Source: Moore, Doug and Cara Meade. 2014. Georgia College Fact Book 2014. 1st ed. edited by J.

Flachbarth.

Literature Review: EmployeesHighest Degrees of Full-Time Staff by Rank

Doctorate 67.8%

Education Specialist 1.55%

Masters 30.03%

Some Graduate School .62%

Source: Moore, Doug and Cara Meade. 2014. Georgia College Fact Book 2014.

1st ed. edited by J. Flachbarth.

Occupational by Race/ Ethnicity

Race/Ethnicity Number Percent

American Indian or Native

American1 1%

Asian 23 2%

Black or African American 231 18%

Hispanic/Latino 32 3%

Native American or Pacific

Islander4 .3%

Non Residential 31 2%

Unknown 20 1.5%

Two or More 4 .3%

White 926 72%

Total 1,272 100%

● Occupational Employees

○ 879 Full-time

○ 393 part-time

○ 1,272 total

Source: Moore, Doug and Cara Meade. 2014. Georgia College Fact Book 2014. 1st ed. edited by J.

Flachbarth.

Literature Review: Employees

“Sociological research finds that education and skill play a role but fail to fully explain

the placement of either group in the queue or the historical disparities between

whites and racial minorities with respect to earnings, labor force participation,

training and promotion opportunities, and choice of occupation” (Spivak: 2005, 4).

Who works where and why?

Literature Review: Gender

“females were observed in the physical library less (by seven percent) than one would

have expected based on the ratio of students enrolled” (May & Swabey, 2015).

an “outcome of unequal and unfair social processes” (Charles & Grusky: 2011, 389)

Gender cont.

Source: “Georgia College & State University Student Life.” College Factual. N.p.,2013. Web.

“University of Georgia Student Life.” College Factual. N.p. 2013. Web.

“Milledgeville, Georgia.” City-Data. Onboard Infomatics. 2015. Web.

Literature Review: Class

“class inequality in later education is expanding and one main

reason is because of the level of competition in college

admissions” (Alon: 2009).

suggested that increased competition in college admissions→

increased inequality

how does this relate to our findings?

a potential explanation

Class cont.

80% applied, only 50% eligible

Higher class assumed based on financial aid eligibilityFinancial Aid Distribution

Source: “Georgia College & State University.” College Data. Web.

“University of Georgia.” College Data. Web. 2014

Findings

RACE

“A black girl walked in, wearing red converses, tight ripped jeans, a tight white shirt, and headphones. She looks like she’s out of place because she

is glued to her phone and refuses to look up from it.”

“A black girl, more comfortable than others I’ve seen, but still talking on the phone not making eye contact.”

“Black man, rag on his head, scruff, white undershirt with his work shirt over the shoulder. He stepped out of the way of white girls and did not

make eye contact, kept his head down while they walked past. It looked more than just being polite. He got totally out of their way.”

“Asian boy, khaki pants, vans, white spring break t-shirt, black ball cap. He walks by without acknowledging anyone, but still does not look as

uncomfortable as other minorities.”

“This black lady, glasses and hair pulled back, working literally just stepped so far out of her way and kept her head down so a group of white girls

could walk outside. But she didn’t step as far away when a black boy walked past her through the doors. “

Findings

GREEK LIFE

“Two girls are sitting on a couch across from the 4 other girls. They have been talking the entire time they have been here. Both are blonde and one has

their hair in a ponytail. Both are wearing sorority clothing and one is in shorts and the other is in sweatpants. They are laughing and joking with each other

fairly loudly. They do not have any computers or notebooks with them. They appear to just be sitting there to socialize.”

“Girls that don’t seem to belong to Greek Life or other large campus organizations are wearing headphones, and don’t tend to look for social

interaction.”

“There are two different types of white boys that I’ve seen today: those that are frat and comfortable in their environment, and those that have headphones

in and are trying to ignore that other people exist.”

“Another seemingly greek affiliated male has just walked by in black dress pants, black coat, and blue dress shirt and white tie and black

dress shoes. He walked through the lib as if he was really feeling himself. He had a bit of confidence in his step.”

“There’s a pledge with khakis, his Theta Chi tie and navy blazer. He keeps running his hands through his hair. He’s ordering a coffee but he

keeps looking around like he’s got to be somewhere soon.”

Findings

EMPLOYEE

“There was a little black lady sitting at the table in front of me. I know that she is an employee at the school. She was wearing a bright orange shirt,

she has metal framed glasses, and she is eating either a snack or dinner. Whatever she was eating she had it wrapped up in tinfoil. She pulls out her

flip phone and calls someone. She is looks like she is tired, has had a long day, and just wants to go home put on her nightgown and her slippers and

lay on the couch.”

“ They are accompanied by three white male professors..”

“I glance back over to Books-n-Brew and notice that the employee is now on her cellphone as she is taking a customer's order. This customer didn’t

get any coffee so i’m guessing that she didn’t feel the need to put the phone down. As soon as the boy leaves, she leans over on the counter and

continues to talk on the phone.”

“One of the two guys that works at Books-N-Brew on the first floor walks through the learning center. He is wearing his blue shirt that he has to wear

to work, has his bookbag on his back, and is talking on the phone”

Findings

AGE

“There is a lanyard hanging from her neck that has her room key and her bobcat card attached (this makes me think she is a freshman).”

“There is an older woman, with graying blonde hair, she looks about 60.”

”A seemingly older woman is buying a coffee.”

“A group of students probably at least 10 years old just walked through the bottom half of the second floor. They were in uniform grey shirts

carrying backpacks and other.”

“A lady and a man with a very young child have walked by.”

“An older looking man, actually not sure about the age, but he had gray hair was also in a suit walking with a younger Asian student. I am unsure of

the gray haired mans age.”

“He has a backpack and the body language of a college age student but he appears to be much much younger, like possibly early high school or

maybe even middle school. possibly could just be the baby face.”

Findings

GENDER

“Pack of white girls, talking about Starbucks. One has a bruise on her leg the size of softball. She just said she’s “never going downtown again”. So

I’m guessing that’s what the bruise is from… she’s got stick straight, long blonde hair, white shorts that need to be pulled down and a tight yellow V-

neck. She’s a walking stereotype for sorority girls.”

“Girl, dark long hair, big smile, red lipstick, walks in on her phone unsure and then realizes her friend is right in front of her, giggles, sits down,

whole demeanor changes. She’s comfortable now.”

“Boys tend to puff out their chest or push their shoulders back when they get down the stairs. They’re suddenly aware that they need to look

masculine?”

“One student drops off a book. He is in a hurry carrying his Mac laptop in his hand and a plain, gray travel mug in the other. His green backpack

looks heavy as the bottom of it droops, and his face is slowly turning red.”

“Two girls come to the table to sign in for study hours. One of the girls is wearing yoga pants with an oversized t-shirt. She has on a North Face

backpack. The other girl is wearing blue jean shorts, a long sleeve plain shirt, and some Rainbow flip-flops.”

Findings

CLASS

“A boy with PFG brand shorts, Nike tennis shoes, and a white Polo tucked in is waiting in line for coffee”

“He is wearing a white Georgia college athletic shirt on with shorts. He is on his computer (checking email I

believe)(not a Mac book).”

“He is Asian and he has dark brown hair with an off blue long sleeved shirt on and a dark blue vest on with khaki

shorts on and Nike tennis shoes and Nike socks. He is on his computer (Mac book) doing schoolwork”

“He had a Vans hat on but he took it off and put on some headphone (looks like the Dre Beats Headphones). He is

slouching in the seat on his computer (Mac book) and he is studying something to do with crime. He looks very

focused on his studies.”

Limitations

The time each person observed in the library

Late at night when the population was small and had less interaction

Lack of diversity

similar in race and class

Most students are from the metro-Atlanta area

May not be generalizable to all college students

Very small sample of college students

Additional Data

why people only notice race when there is a minority present (race)

having information on SES status of the families on the student's (class)

which people were non-traditional student/children of faculty and staff (age)

compare GPA between Greek and non-Greek students (Greek)

those who do not fit inside the gender binary/not cis (gender)

Conclusion: Why Does It Matter for Social Strat?

Social stratification = a system by which a society ranks categories

of people in a hierarchy.

how we view people

it is a process

tendency to group others (in group vs. out group)

class, race, gender