Statistics can be helpful in establishing that a problem exists and is serious. (In fact, using statistics is offered as an option in the preceding Ways In box.) To define her problem, Kornbluh uses statistics in three different forms: percentages, numbers, and proportions.
Between 1970 and 2000, the percentage of mothers in the workforce rose from 38 to 67 percent (Smolensky and Gootman). Moreover, the number of hours worked by dual-income families has increased dramatically. Couples with children worked a full 60 hours a week in 1979. By 2000 they were working 70 hours a week (Bernstein and Kornbluh). And more parents than ever are working long hours. In 2000, nearly 1 out of every 8 couples with children was putting in 100 hours a week or more on the job, compared to only 1 out of 12 families in 1970 (Jacobs and Gerson). (par. 7)
percentage
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Percentages can seem quite impressive, but sometimes without the raw numbers readers may not appreciate just how remarkable the percentages really are. In the following example, readers can see at a glance that the percentage Kornbluh cites is truly significant:
In addition to working parents, there are over 44.4 million Americans who provide care to another adult, often an older relative. Fifty-nine percent of these caregivers either work or have worked while providing care (“Caregiving”). (par. 8)
To establish that there is a widespread perception among working parents that the problem is serious, Kornbluh cites survey results:
In a 2002 report by the Families and Work Institute, 45 percent of employees reported that work and family responsibilities interfered with each other “a lot” or “some” and 67 percent of employed parents report that they do not have enough time with their children (Galinsky, Bond, and Hill). (par. 9)
This example shows that nearly half of all employees have had difficulty juggling work and family responsibilities. The readers Kornbluh is addressing—employers—are likely to find this statistic important because it suggests that their employees are spending time worrying about or attending to family responsibilities instead of focusing on work.
To learn more about assessing reliability, consult Chapter 25, pp. 692–96.
For statistics to be persuasive, they must be from sources that readers consider reliable. Researchers’ trustworthiness, in turn, depends on their credentials as experts in the field they are investigating and also on the degree to which they are disinterested, or free from bias. Kornbluh provides a list of works cited that readers can follow up on to check whether the sources are indeed reliable. The fact that some of her sources are books published by major publishers (Harvard University Press and Basic Books, for example) helps establish their credibility. Other sources she cites are research institutes (such as the New America Foundation, Economic Policy Institute, and Families and Work Institute), which readers can easily check out. Another factor that adds to the appearance of reliability is that Kornbluh cites statistics from a range of sources instead of relying on only one or two. Moreover, the statistics are current and clearly relevant to her argument.
To learn more about finding government documents, see Chapter 24.
To find statistics relating to the problem (or possible solution) you are writing about, explore the state, local, or tribal sections of USA.gov, the U.S. government’s official Web portal, or visit the Library of Congress page “State Government Information,” www.loc.gov/rr/news/stategov/stategov.html, and follow the links. In particular, visit the U.S. Census Bureau’s Web site (www.census.gov), which offers reliable statistics on a wide variety of issues.