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Americanness, Masculinity, and Whiteness: How Michigan Militia Men Navigate Evolving Social Norms

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Americanness, Masculinity, and Whiteness: How Michigan Militia Men Navigate Evolving Social Norms Americanness, Masculinity, and Whiteness: How Michigan Militia Men Navigate Evolving Social Norms by Amy B. Cooter A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy (Sociology) in The University of Michigan 2013 Doctoral Committee: Associate Professor Geneviève Zubrzycki, chair Associate Professor Matthew J. Countryman Associate Professor Kiyoteru Tsutsui Professor Alford A. Young Jr. © Amy Cooter 2013 ACKNOWLEDGEMENTS First and foremost, I thank the many militia members and their families (in Michigan and elsewhere) who opened their meetings, trainings, homes, and families to me. I appreciate your willingness to share your experiences with me and answer my endless questions, despite unpleasant experiences with other researchers. I owe a special debt to the members of the Southeast Michigan Volunteer Militia who helped me form connections elsewhere and made my research much easier than it might have been. I have done my best to accurately represent the full range of the militia in Michigan while giving the most attention to what an "average" militia unit looks like, rather than only focusing only on the problematic groups most likely to end up on the evening news. I hope you find it a fair representation. I will forever be grateful to my dissertation chair, Geneviève Zubrzycki, for her insightful comments that helped dramatically improve this manuscript, as well as for her tremendous support through both the degree completion and personal issues alike. I also appreciate the feedback and support of my other committee members: Kiyo Tsutsui, Al Young, and Matthew Countryman. I could not have asked for a better combination of expertise or a more supportive committee. Thank you to my other mentors who, while not on my committee, generously gave their time to read drafts of chapters and papers to help improve my work. Although ii too numerous to name in total, I especially appreciate the assistance of Robert Churchill, Rob Jansen, Jeff Morenoff, and Chris Bail. I am also grateful for the mentorship and encouragement of educators I encountered prior to U of M, who certainly strongly shaped my trajectory in academia. Thank you especially to Tony Brown, Mike Ezell, David Zald, Diane Perpich, Michael Davenport, Randy Waddell, and Marsha Ottem. You all strengthened various skills that I use daily and inspired both my confidence and intellectual curiosity—some of you long before I imagined going to graduate school. There are also too many of my fellow graduate students who helped me get to this point to name individually here, but I appreciate all of you. Thanks especially to Dan Hirschman, Fiona Greenland, Zakiya Luna, Tiffany Joseph, Jess Wiederspan, and Matt Andrews for their wonderful advice about writing, publishing, and academia more generally, and to the participants of the Culture, History and Power and Social Movements workshops. A very special thank you is in order for Jenny Carlson. Jenny gave me great feedback on drafts of chapters three and four, and knows more than most academics about the challenges that work on the political right can pose. I could not have completed my fieldwork without the financial support of the National Science Foundation Graduate Research Fellowship Program. I will forever be grateful that the program gave me the ability to conduct precious interviews with only a few minutes' notice on numerous occasions, and to purchase equipment including some, like a gas mask, that was rather unusual for a graduate student but nonetheless crucial for my fieldwork. I also could not have presented my work at numerous conferences without the financial support of the Sociology Department and the Rackham Graduate School. I appreciate the various people who helped with transcription and management of iii thousands of documents; Seth Cooter, Leslie Rott, Mark Suchyta, Aaron Breider, and Amy Willett, you all made my research life just a little easier, for which I will always be grateful. Finally, thank you to my family who have always supported my endeavors, even when they're not entirely sure what sociology is, or why I had to move to Michigan to do it. Everyone from my brother, mom, dad, uncle, aunt, and grandmothers all had a role in the completion of this manuscript. Last, but certainly not least, thanks to my husband Dustin Faeder for proofreading most of these pages, even though he thinks they're boring. You made it much easier to keep my priorities straight during all of grad school. iv TABLE OF CONTENTS Acknowledgements ............................................................................................................. ii List of Figures .................................................................................................................... vi List of Tables ..................................................................................................................... ix List of Abbreviations ...........................................................................................................x Abstract .............................................................................................................................. xi Chapter 1 Introduction: In the Field with the Militia ..........................................................1 Chapter 2 Contextualizing the Militia: Origins and Principles .........................................35 Chapter 3 Militia Masculinity: Protectors of Country, Family, and LGBT Populations? ......................................................................................................................75 Chapter 4 Race and Racism in the Militia: Members' Responses to African American and Muslim Populations ..................................................................................131 Chapter 5 "Don't Tread on Me": Defiance and Compliance as Supporting American Values ..............................................................................................................182 Chapter 6 Conclusion: Lessons from the Militia .............................................................224 Appendix Previous Militia Studies: Discrepant Findings and Methodological Problems ..........................................................................................................................244 References ........................................................................................................................260 v LIST OF FIGURES Figure 1: A man finishes his Level 1 qualifying walk along the washed out, uneven road leading to the training ground ......................................................................................7 Figure 2: Map of Consistently Active Militia Units in Michigan ......................................15 Figure 3: The WWII veteran's farmhouse at the site of militia training at the beginning of my fieldwork .................................................................................................27 Figure 4: The building on the left is the igloo-shaped dwelling the WWII veteran built himself to reside in after his wife died ......................................................................28 Figure 5: Two shooters prepare to compete in an event at an April 2008 Field Day as a safety officer looks on .................................................................................................30 Figure 6: A portion of the weapons present at a summer training session ........................45 Figure 7: Members from five different units chat and look at new gear during a break at a fall training ........................................................................................................56 Figure 8: A militia member prepares to shoot at a target during a competition at a public range .....................................................................................................................63 Figure 9: A member holds a metal target and a bullet of the same caliber to show the holes in the target during a snowy winter training .......................................................67 Figure 10: A militia member plays his harmonica as the group and one of their children takes a break near the end of a long day of training ............................................92 Figure 11: A member practices a shooting drill as another waits his turn during a frigid February training ......................................................................................................94 Figure 12: A member shows his softer side as he holds the new family pet under his jacket for warmth during an April Field Day .............................................................101 Figure 13. Kids often find the day's events either tiring or boring. This boy fell asleep amidst the adults' ongoing conversation at a summer training .............................108 vi Figure 14: Several militia members and their children practice a military-style evacuation during a spring 2012 training .........................................................................109 Figure 15: "Chuckwagon" prepares lunch for militia members in attendance at a summer training, as another member's wife looks on ...................................................113 Figure 16: The flag at the range is set to half-staff during the training following the WWII veteran's funeral ..............................................................................................122 Figure 17: A militia father helps his son position ear plugs prior to
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