Education
Opinion | In Alabama, White Tide Rushes On
Sorority rush is a tradition at many colleges. But in the South, rush inspires the same passionate zeal as collegiate football. Thanks to TikTok, the University of Alabama’s incarnation of that tradition — peak neo-antebellum white Southern culture on display — is now a global phenomenon. Since it entered the zeitgeist in 2021, millions of people have followed Bama Rush, as if they’re royal watching through Mason-jar-tinted glasses.
When a small phalanx of white coeds in Tuscaloosa self-organizes under the Bama Rush banner to promote their sorority, they are battling for ritual supremacy. The current sorority members choose coordinated outfits like crop tops and tennis skorts for synchronized dance routines to promote their chapters on TikTok. There is a lot of hair in these videos — standardized for length and blond in ratios impossible without chemical intervention; it swings exuberantly, signaling good health and traditional femininity. Their robotic dancing to hip-hop songs showcases gymnastic athleticism instead of looser routines made for the club. They keep time, but even the fact that they aren’t clapping on the one and three seems intentional — being cute rather than sexy protects them from the dreaded label “trashy.” Walking that fine line without mussing their hair is part of their popular appeal.
The rushees who wish to join the dancers’ ranks give daily reports, with noticeable twang, on what they are wearing. Their Southern accents are the linguistic equivalent of pointing a ring light at their shiny hair and tasteful makeup. The sororities purport to make these videos to attract the highest quality rushees. But they have found a wider audience.
For a mainstream culture struggling to adapt to the ways that gender is exploding all around them, that accent is seductive. It says these are ideal women from a regional culture that values traditional gender norms — and people cannot get enough of it.
As for myself, I’m proud to say that my TikTok algorithm has not delivered me any Bama Rush videos. All my exposure has been secondhand. My friends who love true-crime podcasts were excited for the documentary from Rachel Fleit, “Bama Rush,” that was released on Max earlier this year. My feminist academic friends forwarded me Bama Rush memes during a recent faculty dinner to dissect the kitschiness of sorority microcelebrities. Anne Helen Petersen, a culture writer, has been obsessively unpacking Bama Rush 2023 “like we’re a 400-level Sociology class,” as she recently put it on Instagram.
A lot of my worlds are collapsing into the Bama Rush phenomenon, yet I am in Bama Rush’s blind spot.
I assume I don’t get Bama Rush videos on my social media feeds for the same reason that I would not have been an ideal Bama Rush candidate when I was a coed. Bama Rush is very, very white, and my algorithms are programmed for me — who is not white. Fleit’s documentary touches on the inherited culture and code of conduct that filters for the “right” type of young woman — thin, able-bodied, athletic and, yes, in most cases, white — to rush at the University of Alabama.
Seeing that culture rendered so explicitly primes the progressive impulse to call for diversity. It feels like the response to the vague unsettled feeling that something is wrong with Bama Rush. It could be the hair or the matching outfits or the accents. But it is clear from watching RushTok that there are a lot of young white women involved. We fixate on that and haphazardly reach for the diversity hammer in our progressive tool kit, without thinking through why that lack of diversity exists in the first place — or what it tells us about the American South.
Despite alumni and cultural pressure to maintain tradition, there have been a handful of attempts to integrate sorority rush at the University of Alabama over the last three or so decades. This is an example of the Faulkner adage that the past is never dead. When it comes to our willful collective amnesia about racism, the past isn’t even past. Most recently, the university pushed to integrate the Greek system in 2013, the year the U.S. Department of Justice inquired about allegations of race discrimination in Alabama’s rush process. Still, in 2022, almost 85 percent of the sorority members in the Alabama Panhellenic Association, comprising most of the university’s sororities, were white, a percentage disproportionate to the racial makeup of the university and the state.
Consider the university’s failed attempts to integrate rush in concert with its comfort with the social media blitz. While there is no definitive proof of causation between the Bama Rush popularity and the University of Alabama’s fiscal health, the university is coming off record enrollment in 2022, even as the general higher education climate in the United States is being roiled by crises.
Alabama’s cousins in Florida are dealing with a hostile political leader and takeover of their curriculum. West Virginia is facing fiscal insolvency of its flagship public university. The general public’s faith in higher education is waning, whatever the individual’s politics. For too much of the public, higher education’s complex problems are reduced to culture wars about diversity, gender studies or critical race theory, which have become the brands of many elite, Northeastern schools. In this climate, these sororities’ annual viral juggernaut is counterprogramming to the Northeastern elite university brand. The Bama version is wholesome, nonthreatening, traditional femininity in Lululemon athleisure. For free. Welcome to Emotional Labor 101, Bama Rush ladies. You already aced it.
These young women’s world — which exists outside the frame of a TikTok video — deserves to be taken seriously. Their emotional labor moves a lot of capital. And their sorority system is a legitimate status culture, just like fraternities and sports leagues, with a clear hierarchy; the top dogs get more privileges and honor than the lesser-ranked sororities. To defend their position, sororities have a code of conduct to keep its sisters — and the wannabes — in line. How to talk, how to dress, how to act, and most important of all, how to aspire. The code is so elaborate that aspiring pledges can hire Rush coaches to learn exactly what it takes to be the right kind of woman. It boils down to performing hyperfemininity and settling for referent or secondhand authority while deferring to masculine power. The cute dances and OOTDs also reveal how complicated it is for today’s young women to live feminist lives.
Rushees are cautioned not to speak of boys during rush, but that is a silence that screams. As becomes clear over the course of Fleit’s documentary, what men might want from these young women shapes their beauty standards and obsession with weight and career plans and outfits and friend groups. It determines the sorority’s rank, the value of its members and its ultimate power to influence the campus culture as future alumnae. The Deep South’s sorority culture gets its power from the rewards that come from compliance. You get cool campus housing, cool friends, study buddies, social invitations, a defined dating pool and maybe a little social media fame.
The rewards don’t stop at the edge of campus. Sorority members anywhere come with networks that can grease the machinery of mobility. But in the Deep South, of which Alabama is a cultural and geographic linchpin, the sorority system carries greater influence. It gets you close to the women who are close to the men who tend to dominate the state’s network power.
At Alabama, that power is most visible in the form of “the Machine,” the university’s not-so-secret society that extends the power of the many predominantly white fraternities and sororities it represents. The Machine is like the Mob with training wheels, teaching the fine art of political influence through campus elections and grooming university student leaders for politics and industry.
Greek life and the Machine do the same work that supper clubs and social clubs and secret societies do at elite universities and boarding schools in every privileged enclave across the country. When you think of fraternities and sororities as the gateway to a seat at the table that manages the social reproduction of the entire region’s cultural, economic and political elite, rushing is serious business.
Young women know that. For 20 years, they have outpaced their male peers in educational attainment and achievement. Today’s traditional-aged female college student could be inheriting up to four generations of gendered expertise on navigating higher education — the bureaucracy of achievement.
Progressives and conservatives have at least one thing in common. For decades, both sides have told young people that going to college overdetermines their life’s trajectory; they must amass all the power and wealth they can, in one shot, or their lives will be abject failures. For women, there is the added burden of amassing all the economic capital possible while also earning all the social capital to be desired.
Joining an elite sorority solves multiple problems at one time. It gives you a college cohort, seeds your LinkedIn connections and grooms you into the ideal partner for the men who are joining the fraternities.
Elite status cultures invest a lot in marriages, and that is no different in the South. For all that the sorority sisters talk about bonding and lifelong friends, the power of these sororities is not sisterhood. It’s the brotherhood that desires it. Bama Rush codifies the many incentives behind marrying power and turns them into a long audition to become a handmaiden to patriarchal privilege. Becoming pretty enough to sit at the right hand of machines that chew up history and the future is not my idea of getting ahead.
One biracial rushee in Fleit’s documentary discovers the true qualifications to this culture when joining the sorority does not get her the same male attention as her white sisters. Even if you could integrate Bama the brand, you cannot integrate Bama the social reproduction machine.
The impulse to diversify Bama Rush got me thinking about the book “Elite Capture.” Author Olúfẹ́mi O. Táíwò’s thesis is that radical terms d’art like identity politics and racial capitalism have lost their radical potential. They are victims of elite capture, the process by which the nominal winners of our system strip the terms down to a brand. In the case of “integrating” Bama rush, no one is talking about the radical roots of integration. They don’t even mean integration as an accommodationist principle. They mean the neoliberal branding of integration as cosmetic diversity. That would look like adding a few plus-size bodies, a racially ambiguous but nonwhite young woman, and some dark hair here and there and calling that fixing Bama Rush for our new sensibilities.
We can quibble about whether integration ever had a hope of being radically transformative, but it was more radical in practice than its mealy-mouthed descendants “diversity” and “inclusion.” But reaching for the diversity canard to fix our discomfort with Bama Rush content is an overreach. This is Alabama. The University of Alabama. This is the university where George Wallace infamously stood in the classroom doorway on the first day of class in 1963 to block Vivian Malone and James A. Hood from matriculating. You look at the images from that period of massive resistance to school integration, at the crowd shots of young white men and women chanting at Vivian and James who are flanked by the National Guard as they broker integration with their lives. The idea that joining a sorority is integration feels hollow, but especially at a place where integration once meant so much.
It might be reasonable to want everyone to have access to what Bama Rush promises. But the sorority does not have the power to confer it, not really. It can only brand it and, if it works really hard and looks pretty while doing it, can grow up to marry it. And I ask, why would anyone want to integrate that?
Sometimes the proper place for something is the past, and the thing just does not yet know it.
Tressie McMillan Cottom (@tressiemcphd) is an associate professor at the University of North Carolina at Chapel Hill School of Information and Library Science, the author of “Thick: And Other Essays” and a 2020 MacArthur fellow.
The Times is committed to publishing a diversity of letters to the editor. We’d like to hear what you think about this or any of our articles. Here are some tips. And here’s our email: letters@nytimes.com.
Follow The New York Times Opinion section on Facebook, Twitter (@NYTopinion) and Instagram.
Education
Video: Biden Apologizes for U.S. Mistreatment of Native American Children
new video loaded: Biden Apologizes for U.S. Mistreatment of Native American Children
transcript
transcript
Biden Apologizes for U.S. Mistreatment of Native American Children
President Biden offered a formal apology on Friday on behalf of the U.S. government for the abuse of Native American children from the early 1800s to the late 1960s.
-
The Federal government has never, never formally apologized for what happened until today. I formally apologize. It’s long, long, long overdue. Quite frankly, there’s no excuse that this apology took 50 years to make. I know no apology can or will make up for what was lost during the darkness of the federal boarding school policy. But today, we’re finally moving forward into the light.
Recent episodes in Politics
Education
Video: Los Angeles Bus Hijacked at Gunpoint
new video loaded: Los Angeles Bus Hijacked at Gunpoint
transcript
transcript
Los Angeles Bus Hijacked at Gunpoint
The person suspected of hijacking a bus which killed one person, was taken into custody after an hourlong pursuit by the Los Angeles Police Department early Wednesday morning.
-
“Get him.”
Recent episodes in Guns & Gun Violence
Education
The Youngest Pandemic Children Are Now in School, and Struggling
The pandemic’s babies, toddlers and preschoolers are now school-age, and the impact on them is becoming increasingly clear: Many are showing signs of being academically and developmentally behind.
Interviews with more than two dozen teachers, pediatricians and early childhood experts depicted a generation less likely to have age-appropriate skills — to be able to hold a pencil, communicate their needs, identify shapes and letters, manage their emotions or solve problems with peers.
A variety of scientific evidence has also found that the pandemic seems to have affected some young children’s early development. Boys were more affected than girls, studies have found.
“I definitely think children born then have had developmental challenges compared to prior years,” said Dr. Jaime Peterson, a pediatrician at Oregon Health and Science University, whose research is on kindergarten readiness. “We asked them to wear masks, not see adults, not play with kids. We really severed those interactions, and you don’t get that time back for kids.”
The pandemic’s effect on older children — who were sent home during school closures, and lost significant ground in math and reading — has been well documented. But the impact on the youngest children is in some ways surprising: They were not in formal school when the pandemic began, and at an age when children spend a lot of time at home anyway.
The early years, though, are most critical for brain development. Researchers said several aspects of the pandemic affected young children — parental stress, less exposure to people, lower preschool attendance, more time on screens and less time playing.
Yet because their brains are developing so rapidly, they are also well positioned to catch up, experts said.
The youngest children represent “a pandemic tsunami” headed for the American education system, said Joel Ryan, who works with a network of Head Start and state preschool centers in Washington State, where he has seen an increase in speech delays and behavioral problems.
Not every young child is showing delays. Children at schools that are mostly Black or Hispanic or where most families have lower incomes are the most behind, according to data released Monday by Curriculum Associates, whose tests are given in thousands of U.S. schools. Students from higher-income families are more on pace with historical trends.
But “most, if not all, young students were impacted academically to some degree,” said Kristen Huff, vice president for assessment and research at Curriculum Associates.
Recovery is possible, experts said, though young children have not been a main focus of $122 billion in federal aid distributed to school districts to help students recover.
“We 100 percent have the tools to help kids and families recover,” said Catherine Monk, a clinical psychologist and professor at Columbia, and a chair of a research project on mothers and babies in the pandemic. “But do we know how to distribute, in a fair way, access to the services they need?”
What’s different now?
“I spent a long time just teaching kids to sit still on the carpet for one book. That’s something I didn’t need to do before.”
David Feldman, kindergarten teacher, St. Petersburg, Fla.
“We are talking 4- and 5-year-olds who are throwing chairs, biting, hitting, without the self-regulation.”
Tommy Sheridan, deputy director, National Head Start Association
Brook Allen, in Martin, Tenn., has taught kindergarten for 11 years. This year, for the first time, she said, several students could barely speak, several were not toilet trained, and several did not have the fine motor skills to hold a pencil.
Children don’t engage in imaginative play or seek out other children the way they used to, said Michaela Frederick, a pre-K teacher for students with learning delays in Sharon, Tenn. She’s had to replace small building materials in her classroom with big soft blocks because students’ fine motor skills weren’t developed enough to manipulate them.
Perhaps the biggest difference Lissa O’Rourke has noticed among her preschoolers in St. Augustine, Fla., has been their inability to regulate their emotions: “It was knocking over chairs, it was throwing things, it was hitting their peers, hitting their teachers.”
Data from schools underscores what early childhood professionals have noticed.
Children who just finished second grade, who were as young as 3 or 4 when the pandemic began, remain behind children the same age prepandemic, particularly in math, according to the new Curriculum Associates data. Of particular concern, the students who are the furthest behind are making the least progress catching up.
The youngest students’ performance is “in stark contrast” to older elementary school children, who have caught up much more, the researchers said. The new analysis examined testing data from about four million children, with cohorts before and after the pandemic.
Data from Cincinnati Public Schools is another example: Just 28 percent of kindergarten students began this school year prepared, down from 36 percent before the pandemic, according to research from Cincinnati Children’s Hospital.
How did this happen?
“They don’t have the muscle strength because everything they are doing at home is screen time. They are just swiping.”
Sarrah Hovis, preschool teacher, Roseville, Mich.
“I have more kids in kindergarten who have never been in school.”
Terrance Anfield, kindergarten teacher, Indianapolis
One explanation for young children’s struggles, childhood development experts say, is parental stress during the pandemic.
A baby who is exposed to more stress will show more activation on brain imaging scans in “the parts of that baby’s brain that focus on fear and focus on aggression,” said Rahil D. Briggs, a child psychologist with Zero to Three, a nonprofit that focuses on early childhood. That leaves less energy for parts of the brain focused on language, exploration and learning, she said.
During lockdowns, children also spent less time overhearing adult interactions that exposed them to new language, like at the grocery store or the library. And they spent less time playing with other children.
Kelsey Schnur, 32, of Sharpsville, Pa., pulled her daughter, Finley, from child care during the pandemic. Finley, then a toddler, colored, did puzzles and read books at home.
But when she finally enrolled in preschool, she struggled to adjust, her mother said. She was diagnosed with separation anxiety and selective mutism.
“It was very eye-opening to see,” said Ms. Schnur, who works in early childhood education. “They can have all of the education experiences and knowledge, but that socialization is so key.”
Preschool attendance can significantly boost kindergarten preparedness, research has found. But in many states, preschool attendance is still below prepandemic levels. Survey data suggests low-income families have not returned at the same rate as higher-income families.
“I have never had such a small class,” said Analilia Sanchez, who had nine children in her preschool class in El Paso this year. She typically has at least 16. “I think they got used to having them at home — that fear of being around the other kids, the germs.”
Time on screens also spiked during the pandemic — as parents juggled work and children cooped up at home — and screen time stayed up after lockdowns ended. Many teachers and early childhood experts believe this affected children’s attention spans and fine motor skills. Long periods of screen time have been associated with developmental delays.
Heidi Tringali, a pediatric occupational therapist in Charlotte, N.C., said she and her colleagues are seeing many more families contact them with children who don’t fit into typical diagnoses.
She is seeing “visual problems, core strength, social skills, attention — all the deficits,” she said. “We really see the difference in them not being out playing.”
Can children catch up?
“I’m actually happy with the majority of their growth.”
Michael LoMedico, second-grade teacher, Yonkers, N.Y.
“They just crave consistency that they didn’t get.”
Emily Sampley, substitute teacher, Sioux Falls, S.D.
It’s too early to know whether young children will experience long-term effects from the pandemic, but researchers say there are reasons to be optimistic.
“It is absolutely possible to catch up, if we catch things early,” said Dr. Dani Dumitriu, a pediatrician and neuroscientist at Columbia and chair of the study on pandemic newborns. “There is nothing deterministic about a brain at six months.”
There may also have been benefits to being young in the pandemic, she and others said, like increased resiliency and more time with family.
Some places have invested in programs to support young children, like a Tennessee district that is doubling the number of teaching assistants in kindergarten classrooms next school year and adding a preschool class for students needing extra support.
Oregon used some federal pandemic aid money to start a program to help prepare children and parents for kindergarten the summer before.
For many students, simply being in school is the first step.
Sarrah Hovis, a preschool teacher in Roseville, Mich., has seen plenty of the pandemic’s impact in her classroom. Some children can’t open a bag of chips, because they lack finger strength. More of her students are missing many days of school, a national problem since the pandemic.
But she has also seen great progress. By the end of this year, some of her students were counting to 100, and even adding and subtracting.
“If the kids come to school,” she said, “they do learn.”
-
Business7 days ago
Column: Molly White's message for journalists going freelance — be ready for the pitfalls
-
Science4 days ago
Trump nominates Dr. Oz to head Medicare and Medicaid and help take on 'illness industrial complex'
-
Politics6 days ago
Trump taps FCC member Brendan Carr to lead agency: 'Warrior for Free Speech'
-
Technology5 days ago
Inside Elon Musk’s messy breakup with OpenAI
-
Lifestyle6 days ago
Some in the U.S. farm industry are alarmed by Trump's embrace of RFK Jr. and tariffs
-
World6 days ago
Protesters in Slovakia rally against Robert Fico’s populist government
-
News6 days ago
They disagree about a lot, but these singers figure out how to stay in harmony
-
News6 days ago
Gaetz-gate: Navigating the President-elect's most baffling Cabinet pick