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The points raised by professor Delbert C. Miller in his paper about the future direction of industrial sociology are analyzed. The critic agreed with the argument by Miller that industrial sociology needs to be reestablished as a separate discipline--separate from organizational sociology, sociology of occupations and sociology of work. Points in the history of industrial sociology are reviewed to support the grounds of Miller's paper. Along with industrial sociology and economics, sociology has successfully dealt with the central institution of economic life in the United States. Furthermore, industry was the scene of what seemed then to be the most important developments in American society: the rise of the labor movement and the intense conflicts between management and labor.

Tins paper is intended as an effort at taking-stock of the reference group concept after nearly three decades of use, the latter two of which have been marked by its more than ample employment. Its popularity indeed has so frequently led to its serving as an all-purpose post hoc explanation of behavior that it has led to the wry definition, "Your reference group is a group that you behave like and you behave like them because they're your reference group" (Cohen, 1962: 104). The inconsistencies, lack of clarity, but also areas of agreement which have marked the varied formulations of the concept, will be apparent from the following review and commentary. The Final discussion indicates some of the matters still to be considered in the use of thin important but perhaps overworked concept. [ABSTRACT FROM AUTHOR]

This paper explores the presence and consideration of economics in sociology, specifically its classical version. It identifies certain original and independent economic theories, concepts and approaches in classical sociological theory as central and its derivations, implications and extensions of economics as peripheral. The paper argues and demonstrates that classical sociology is far from being the science of noneconomic or irrational phenomena, as often sociologists conceive it and economists perceive it in counter-distinction from economics defined as the science of rational behavior, and indeed encompasses virtually all economic activities and processes, and thus prefigures New Economic Sociology adopting the same approach. [ABSTRACT FROM AUTHOR]

The article presents a call for papers for the meeting titled "Annual Allied Social Sciences Association Meetings" to be held on January 4-6, 2008 at New Orleans, Louisiana with a theme about inequality, democracy, and the economy. The Association for Social Economics members and nonmembers are encouraged to submit proposals for the New Orleans ASE program. The papers can be send by email of 300 words or less by May 1, 2007 to John Davis of University of Amsterdam and Marquette University. Guide questions are also included.

The article calls the attention of interested individuals to submit article that will be presented during conferences of Associations concerning economics. The organizers of the Seventh Annual Heilbronn Symposium in Economics and the Social Sciences Christian Freiherr von Wolff that will be held on June 22-25,1995 is inviting everyone to submit abstract and correspondence relevant to the theme. Likewise, the organizers of the 22nd Annual Meeting of the History of Economics Society that will be held on June 2-5, 1995 in South Bend, Indiana is calling the same.

This paper deals with the role of sociology in climate change research and policies. Climate change can be regarded as one of the greatest challenges facing the world today. It has attracted attention from several disciplines, with the physical sciences regarded as dominating climate change research. Apparently, despite that climate change is inherently a social problem, sociologists have been slow in tackling it, at both theoretical and policy levels. Even so, available literature contains assorted and interesting sociological contributions and insights. As such, this paper posits that sociologists are interested in climate change issues, have a lot to offer and they can draw from a number of sub-fields. For instance, using sociology of sustainable consumption sociologists can tackle how societies can re-organise consumption patterns and habits, sociology of education provokes more intriguing research into the construction of climate change science, knowledge and solutions and feminist sociology can extend robust research into how the material and discursive dimensions of climate change are profoundly gendered. Importantly, critical sociology provides a repertoire of concepts and novel methods that can be deployed in climate change research. [ABSTRACT FROM AUTHOR]

The article presents the author's views on several research papers related to social psychology. The author states that a paper by K. Van den Bos published within the issue has attempted to address many of issues retaled to social psychology and broaden the understanding of threat-compensation processes beyond the scope of other threat-compensation theoretical perspectives. The author states that Van den Bos's intuition to begin with existentialist theory is a good one.

In sociology and cultural studies, the body is often treated only as a symbolic space, as a surface on which sexual meanings are written and from which they are read. Realist philosophy of science and philosophy of mind, however, do not treat discursive meaning as arbitrary and disconnected from the material universe. Using a realist framework, this paper examines areas of collision between values and beliefs about matters of fact concerning men's and women's sexual bodies and sexual pleasure and displeasure. Groups campaigning for and against male circumcision do not argue directly against each other. The first draw on health justifications, while the latter raise difficulties about human rights and loss of sexual sensitivity. Measuring penile sensitivity proves to be difficult. When sexual satisfaction is understood as traditional masculine role adequacy in reproductive coitus, there is no way of understanding complaints about loss of receptive sensuality. Debates about the structure and nomenclature of the clitoris, about the existence of female ejaculation and about the evolutionary function of the female orgasm similarly founder when the protagonists do not share a conceptual framework: macroscopic anatomic structures and physiological processes become invisible to observers and false assumptions are made, for example about when and how orgasm occurs. Most sexual difficulties are not physical dysfunctions, but failures to meet social rules of sexual behaviour. In conclusion, the paper draws attention to issues insufficiently addressed in contemporary sexuality studies and calls for practical engagement by social researchers with public health and policy. [ABSTRACT FROM AUTHOR]

This paper examines the organization and representation of time in certain kinds of undergraduate programs, here represented by a sociology program in a US university. Written requirements for the major are analyzed as constituting a 'chart' that defines academic time in terms of units of before-after relationships. The paper shows how students 'reuse' these temporal units when charting paths through the university and reckoning their academic work to specific futures. [ABSTRACT FROM AUTHOR]

Relative to other fields, social work has been slow to adopt geographic information systems (GIS) as a tool for research and practice. This paper argues that GIS can benefit social work by: (1) continuing and strengthening the social survey tradition; (2) providing a framework for understanding human behavior; (3) identifying community needs and assets; (4) improving the delivery of social services; and (5) empowering communities and traditionally disenfranchised groups. Examples from a social work course on GIS and published social work research help illustrate these points. The paper concludes by considering the ways that social work can contribute to the development of GIS. [ABSTRACT FROM AUTHOR]

The paper provides a framework for reviewing developments in thinking about social capital over the last decade and for assessing future prospects. It argues for giving particular value to social capital as a phenomenon (conceptual and empirical) which is most effective when viewed in interaction with other elements of analysis or policy. Two forms of interaction are addressed: between bonding and bridging social capital; and between human and social capital. The paper then tracks some of the developments in the policy research debate in order to illustrate the dilemmas involved in the deployment of the concept. The fourth section poses some methodological questions and possible future directions. [ABSTRACT FROM AUTHOR]

In this paper I explore the process of subjectification (sometimes also called subjectivation, or simply, subjection) through which one becomes a subject—a process that Butler describes in terms of simultaneous mastery and submission, entailing a necessary vulnerability to the other in order to be. I examine the conceptual work Butler has undertaken to extend the Foucauldian concept of subjectification, and I draw on some encounters between teachers and their students in order to make these processes of subjectification understandable in the context of education. I conclude the paper with some notes toward an ethics of classroom practice. [ABSTRACT FROM AUTHOR]

A. H. Halsey has been a professorial fellow (now emeritus) at Nuffield College in Oxford University since his appointment in 1962 as Director of Oxford’s Department of Social and Administrative Studies. This paper explores his contribution to education throughout his career, as an academic and as a national and international policy advisor, and the interface between these two. Halsey worked in what he termed the ‘political arithmetic’ tradition throughout his career, with the dual tasks of documenting the state of society, and addressing social and political issues through ‘experimental social administration’, that is the field testing of social innovation and social policy in advance of national implementation. The paper focuses on Halsey’s ‘activist’ role in policy development in the UK and internationally, through his work on educational reform at the OECD and as research advisor to Crosland at the DES with the introduction of comprehensive schooling in the UK and in particular the Educational Priority Areas (EPA) programme, and traces through the impact of his work. His major contribution as one of the leading sociologists of education in the second half of the 20 th century is also discussed, but the wider impact of this aspect of his work requires a much more extensive assessment than is possible in this paper. [ABSTRACT FROM AUTHOR]

This paper introduces this Special Number. The work of the Project Group Legal Pluralism at the Max Planck Institute for Sociology in Halle aims to continue the rapid expansion of recent decades of studies of legal pluralism. The recently much discussed phenomenon of globalisation has provoked a wide variety of local responses. Encounters are occurring between state laws, transnational laws, customary laws and religious laws, all of which are liable as a result to be transformed by processes of adaptation, appropriation and vulgarisation. This may lead to increasing pluralisation of laws, but can also in some cases produce homogenisation, or de-pluralisation. The notion of ‘law’ should not be limited to state, international and transnational law, but should be used to refer to all those objectified cognitive and normative conceptions for which validity for a certain social formation is authoritatively asserted. Law becomes manifest in many forms, and is comprised of a variety of social phenomena. Constellations of legal pluralism may include legal systems, unnamed laws and religious laws. Within such a constellation elements of one legal order may change in various ways under the influence of another. Co-existing bodies of law may cover different geographical and political spaces, and longer temporal periods than are formally acknowledged. Inter-system demarcations also vary in complex ways in their form and in the uses to which social actors put them. Legal orders (and not only state laws) recognise or do not recognise other orders in varying ways, these constructions having potentially some influence on social actors, the nature and extent of which are empirical questions in each case. The emergence, maintenance and change of constellations of legal pluralism are thus the result of dynamic processes. Such processes are examined in this volume, and the following papers contain illustrations of all these issues. [ABSTRACT FROM AUTHOR]

The American anthropology of India has a fairly lengthy and detailed history as the area studies go, drawn in part by its association with related disciplines in the sciences and humanities and through interaction with anthropologists in other countries. In terms of method and theory, the anthropological study of India has evolved closely with Indian sociology, overlapping topically with religious studies, political science, geography and literary studies. In this paper, I will explore the role of anthropology in India studies by summarizing the professional motivations, interdisciplinary pursuits, and topical interests of anthropologists. In the latter half of the paper, I will look in detail at the last ten years of scholarly contributions made by anthropologists to the study of India. [ABSTRACT FROM AUTHOR]

The concept of habitus lies at the heart of Bourdieu's theoretical framework. It is a complex concept that takes many shapes and forms in Bourdieu's own writing, even more so in the wider sociological work of other academics. In the first part of this paper I develop an understanding of habitus, based on Bourdieu's many writings on the concept, that recognizes both its permeability and its ability to capture continuity and change. I also map its relationship to Bourdieu's other concepts, in particular field and cultural capital. In the second part of the paper I examine attempts to operationalize habitus in empirical research in education. I critique the contemporary fashion of overlaying research analyses with Bourdieu's concepts, including habitus, rather than making the concepts work in the context of the data and the research settings. In the final part of the paper I draw on a range of research examples that utilize habitus as a research tool to illustrate how habitus can be made to work in educational research. [ABSTRACT FROM AUTHOR]

This paper seeks to outline and evaluate Pierre Bourdieu's work as it has appeared most recently in feminist studies and the field of gender and education. In particular, it suggests ways in which Bourdieu's theoretical insights could be seen to more effectively contribute to cutting edge debates in both social theory and feminist thought regarding concepts such as agency, identity and domination. It also argues that a more creative and empirical engagement with the recent work of Bourdieu, alongside an interdisciplinary reading of more recent cultural and social theories of power, would be a fruitful way forward in advancing a feminist sociology of education. In the present historical moment and against the tide of postmodern and post-structuralist feminist accounts, Bourdieu is often read as a determinist who has little to offer contemporary feminist debates or who argues that masculine domination is too tightly woven to social practices of a given field. In short, this paper argues that such a view is not only a misreading of Bourdieu's work on fundamental theoretical grounds, but fails to acknowledge the ways in which his more recent work on masculinity addresses both the cultural and social conditions underlying contemporary forms of symbolic domination. In short, the paper argues that Bourdieu's theory offers an analytical breadth and range beyond the scope of anything that a normative, liberal account of masculine domination could provide. Yet, in drawing from such diversity, Bourdieu's oeuvre is able to resist incomprehensibility. It stands as a highly focused, realistic and generative attempt ( McNay, 1999 ; McLeod, 2004 ) to chart the problems of subordination, differentiation and hierarchy, and to expose the possibilities, as well as the limits, of gendered self-hood. [ABSTRACT FROM AUTHOR]

Much is made of the potential of lifelong learning for individuals and organisations. In this article we tend to make much less of it, certainly with respect to its use in universities to discipline academics. Nevertheless, we argue that academics now need to re-learn the positions they occupy and the stances they take in response to the marketisation of Australian universities. In particular, we suggest that the position of (pure) critique no longer commands attention in Australian contexts of higher education, although the paper does not suggest a disregard for a critical stance purely for the sake of participation. It is in understanding the interconnections between position and stance , and how they might be strategically performed during the everyday practices of academics, that a more promising way of engaging with the venalities of the market is envisaged; a strategy that could be described as 'sailing into the wind'. In discussing these matters, the paper draws on semi-structured interviews with academics located in university faculties/departments/schools of education along Australia's eastern seaboard. [ABSTRACT FROM AUTHOR]

Much of the political and public debate about faith-based schooling is conducted at the level of generalised assertion and counter-assertion, with little reference to educational scholarship or research. There is a tendency in these debates to draw upon historical images of faith schooling (idealised and critical); to use ideological advocacy (both for and against) and to deploy strong claims about the effects of faith-based schooling upon personal and intellectual autonomy and the wider consequences of such schooling for social harmony, race relations and the common good of society. This paper will attempt to review some of these controversies in the light of recent educational and research studies. Particular attention will be given to research investigations of Catholic schooling systems in various cultural and political contexts, studies which are largely unknown outside the Catholic community. In addition to reviewing educational studies of faith-based schooling, the paper will offer critical appraisal of the main arguments in the debate and it will also outline a possible research agenda for future inquiry in this sector of educational studies. [ABSTRACT FROM AUTHOR]

In the context of globalisation and hegemonic neoliberalism, the state's ability to legitimate the economic system and its own policies cannot be assumed as a positive automatic effect. The economic and political conditions that once framed state action have changed, and it is reasonable to think that the emergence of a new accumulation regime implies also a shift in the traditional strategies used by the nation-state to legitimate its policy-making. This paper reviews how the neoliberal educational agenda develops a new political rationality that changes the traditional forms in which the state has managed its legitimation crisis. In addition, the paper argues that context-based factors, nationally specific, show that this political rationality may not be uniformly applied among different nation-states. The case of semiperipheral countries provides some evidence on the necessary combination of old and new strategies developed by the state to legitimate a neoliberal agenda. [ABSTRACT FROM AUTHOR]

This article raises the question of the character of Bernstein's theory. It draws upon a set of key concepts elaborated in some of his later papers, although we suggest that it is possible to discern the origins of these ideas in much earlier work. In the first section, Bernstein's diagnosis of the sociology of education as a horizontal knowledge structure with a weak grammar is discussed and an apparent paradox identified: if the sociology of education has this form, how can we account for Bernstein's own theory? The remainder of the paper uses the case of Bernstein's own work as a way of exploring the conditions for knowledge growth in sociology as a vertical knowledge structure with a strong grammar. [ABSTRACT FROM AUTHOR]

This paper reviews the scope of Basil Bernstein's sociology, indicating some of the research that his ideas have inspired, shaped or provoked. Although it takes a roughly chronological approach to the development of his ideas, the paper emphasizes how consistently he explored the making of societies and social classes, and the structuring of social interaction. The title of the paper reflects how successfully Bernstein met Wright Mills' criterion for a true sociological imagination—that it seeks to grasp the extent to which 'personal troubles' are 'public issues' arising from the changing forms of social inequalities as these are produced from generation to generation. [ABSTRACT FROM AUTHOR]

The society of Hong Kong objected strongly when the government instructed schools to change their medium of instruction from English to Chinese at the junior secondary level soon after Hong Kong was reunited with the People's Republic of China in 1997. This paper tries to make sense of the objection to this piece of politically correct and pedagogically sound policy. It analyses the situation from Bourdieu's ideas of habitus and various types of capitals. The paper argues that the government's effort to persuade Hong Kong society to accept mother-tongue education on pedagogical grounds alone was to no avail because the English language has not only become a habitus of society; it also serves to distinguish Hong Kong people from mainland Chinese. The failure of the government was partly due to its insensitivity to the nature and social functions of language. [ABSTRACT FROM AUTHOR]

This paper argues that the question of knowledge needs to be reconceptualised if sociology is to make its potential contribution to current debates about the curriculum. It begins with a review of the dominant assumptions underlying contemporary curriculum policy: neo-conservative traditionalism and technical-instrumentalism. It then examines the relativist position on knowledge that follows from the postmodernist critiques that have recently come to dominate social theory, particularly in the sociology of education. The paper argues that, in different ways, each of these approaches avoids the question of knowledge and hence leaves unresolved epistemological and educational dilemmas. In the final section, the paper draws on recent research in the sociology of science to develop what is referred to as a social realist approach to knowledge and explores its implications both for the curriculum and the claims that we are entering a 'knowledge society'. [ABSTRACT FROM AUTHOR]

Having first reviewed the lack of a sociology of the academic curriculum, this paper looks back at a period when radical critiques of conventional knowledge were being developed in the context of 'revolutionary' politics, both outside and inside the academy. Interdisciplinarity was central to some attacks on the established curriculum, and the praxis of interdisciplinary work marked the emergence of 'new' subjects such as Cultural Studies and Women's Studies. Interviews with women academics, responsible for introducing interdisciplinary women's studies degrees in the UK and North America, show how the disciplinary boundaries were re-drawn rather than demolished. This paper argues that the power of the established disciplines to incorporate new knowledge, without ceding territory to those who were intent on a wholesale reform of the system, is an illustration of how academic knowledge and academic institutions maintain their essential conservatism, preserving the status quo by limited concessions to innovation. [ABSTRACT FROM AUTHOR]

This paper is a response to that of Moore and Muller 'The Discourse of Voice and the Problem of Knowledge and Identity in the Sociology of Education', which appeared in Volume 20 of this journal. It starts by summarising and endorsing their criticisms of 'voice discourses' but argues that their case is weakened by their failure to distinguish clearly between the 'debunking of knowledge' associated with the postmodernist theories that underpin 'voice discourses' and the general propositions of a social theory of knowledge. The idea that knowledge has a social as well as an epistemological basis is now widely accepted in philosophy as well as sociology. The paper draws on a paper by Stephen Toulmin and makes a distinction between anthropological and sociological approaches to the idea of knowledge having a social basis. It goes on to use some ideas from the author's recent work on the issue of knowledge specialisation to suggest the kind of contribution that a sociological approach to knowledge can make to current curriculum issues as well as to educational policy more broadly. [ABSTRACT FROM AUTHOR]

Re-interpreting Simmel's work on money as an attempt to develop a critical sociology of consumption from a relativist theory of value, this paper illustrates the extent to which it may be seen as something more, and different than, sociological impressionism. The modern social space of valuation is chiefly defined by the development of money economy within metropolitan settings. This allows for the public commensurability of values and pushes for their private incompatibility. Subjectivism is heightened in so far as individuals' capacity to sustain difference is vital to social, objective exchange. Contrary to neo-classical economics, the appreciation of individual choice entails for Simmel a critical appraisal of the social conditions of its existence which results in a discussion of the risks associated with the pressure to perform as autonomous choosers. The paper concludes with a view on what may be a Simmelian sociology of consumption, one which enriches the classical focus on social distinction with a critical concern for the modern conditions of valuation and self-constitution. Fashion and style may be conceived of as techniques of consumption that, embodying particular combinations of difference and indifference, help govern the modern world of goods. In this view, these mundane practices have the potential to function as a balancing practice of self-constitution, taking place between the indifference of the market which allows individualization, and the risk that the individuality thus constituted remains empty, a reproducer of commensurability unable to bestow value on things. [ABSTRACT FROM AUTHOR]

Beginning from the argument that the sociology of educational knowledge remains a sociology without a theory of knowledge, this paper illustrates the significance of the structuring of knowledge for the development of intellectual fields through a study of cultural studies in British higher education. The paper presents a means of bridging the divide between analyses of ‘relations to’ and ‘relations within’ education (Basil Bernstein) by conceiving educational knowledge as legitimation, i.e. as both positioned strategies within a field of struggles and potentially legitimate truth claims. First, the institutional trajectory of and claims made for cultural studies by its proponents are outlined. Analysis of the underlying principles of this language of legitimation is developed into a generative conceptualisation of modes of legitimation, and cultural studies is defined as a knower mode, where knowledge is reduced to the knower and epistemology replaced by sociology. Using this framework, cultural studies is then analysed in terms of: (i) relations to its institutional trajectory (developing Pierre Bourdieu’s ‘field’ approach); and (ii) relations within its mode of legitimation, focusing on their ramifications for the field’s structure. It is argued that legitimation embraces the insights of both approaches, thereby contributing to a cumulative and epistemological sociology of educational knowledge. [ABSTRACT FROM AUTHOR]

The analysis in this paper has its origins in a critical account of the sociology of education (Bernstein, 1975) where the various approaches to the study of sociology were taken as the distinguishing feature of the discourse. This matter was further developed (Bernstein, 1996), with the distinction between vertical and horizontal discourses and their various modalities introduced in the context of differentiating this mode of analysis from more 'Bourdieuan' perspectives. This present paper is concerned with filling out and extending the sketches adumbrated in earlier work in a more accessible form. The model proposed generates a language which relates the internal structure of specialised knowledges, the positional nature of their fields or arenas of practice, identity constructions and their change, and the forms of acquisition for successful performances. [ABSTRACT FROM AUTHOR]

A recent review essay of three books on effective schooling stated that the literature on school effectiveness largely adopts a functionalist view of society and schooling and the field of inquiry is dominated by a positivist paradigm. The review argued for a sociological analysis of effective schooling. This paper examines from a sociological perspective the nature of effective schooling. The paper draws on case studies of four high schools to analyze their relationship with the social, cultural and policy dimensions oft heir context. A major focus of the paper is on the dilemmas, tensions and issues arising from the interrelationship between each school and its context, and the implications of these for an understanding of effective practices in schools. [ABSTRACT FROM AUTHOR]

The paper begins with a brief reference of some of the inaccuracies in accounts of the so called 'Honeyford affair'. The main purpose of the paper, however, is not to compare differing accounts, but rather to examine aspects of Honeyford's discourse in its own terms. These aspects include his notion of 'racism', his concern with 'tolerance and coherence' and his account of what he refers to as 'the human character'. [ABSTRACT FROM AUTHOR]

This paper outlines the difficulties in conceptualising and presenting research, in particular doctoral work in education, in the current climate of intellectual theorising. It argues that many researches experience a phenomenon described in the paper as 'post-modernist tension' when trying to write in an atmosphere of theoretical and methodological uncertainty. The author elaborates the 'symptoms' of post-modernist tension, and makes a critique of some elements of contemporary social theorising. Nevertheless, the author acknowledges the usefulness of contemporary social theory in challenging traditional research, despite its density and inaccessibility to many researchers. [ABSTRACT FROM AUTHOR]

This paper analyses sociologically the current form of school-based secondary assessment, in Queensland which is criterion-referenced to Year 10 and a hybrid criterion/norm referenced form at the end of Year 12. Habermas' arguments are used to suggest that this. assessment pattern will give the state potentially greater 'steering capacity' over education by 'rationalising' it-the 'scientisation of schooling'. This form of assessment fits within the accountability discourse of the economically parsimonious 1980 while meeting selection demands. However, the approach does meet some educational demands. The paper also reflects upon the role of the state and expert knowledge in policy formulation. [ABSTRACT FROM AUTHOR]

This paper is intended to place the other papers in this issue of the journal in a broader theoretical and political context. It considers some of the ways in which sociologists of education have approached the analysis of the curriculum and discusses the extent to which their work can be seen as a contribution to political struggles in and around the curriculum. It pays particular attention to the ways in which recent American and Australian work in this field has developed and to some of the criticisms that have been made of the political orientation of such work. [ABSTRACT FROM AUTHOR]

This paper sets out to demonstrate that Bourdieu's critics who claim that his theory is structurally 'frozen', with no room for human agency misperceive the basis of the theory The relationships between his theory and education are summarised and the concept of habitus explicated Then drawing on Outline of a Theory of Practice, the determinants of practice are shown to incorporate change and human agency This is then related to an examination of education as cultural practice, and some comments made in that light on a recent paper by Willis, and `Origins and Destinations'. [ABSTRACT FROM AUTHOR]

This paper discusses the social history of the emergence of conservation as a profession distinct from traditional restoration. It proposes that the development of conservation as a distinct field came about through the evolution of an existing area of practice, in a changing conceptual climate which increasingly acknowledged the necessity for, and the legitimacy of, the scientific model. This paper considers the changes in societal values that led conservators to hold their present ethical principles, values and beliefs, focusing on two in particular: the importance of preserving the integrity of the object, and the belief that the best way to do this is through the application of science. [ABSTRACT FROM AUTHOR]

This article serves as an introduction to the issue's special feature on "The Nuclear Threat." The early sociological literature on nuclear war related issues is reviewed and the dearth of sociological work in this area since the early 1960s is documented. A new call for sociological theory and research on the nuclear threat is issued and possible topics are outlined. The paper concludes with a brief review of the papers that make up the special feature. [ABSTRACT FROM AUTHOR]

The concept of the stress rule (a temporary role assumed by actors experiencing unusual or critical stress) is developed in this paper. It is hypothesized that the stress role is a patterned, regularly occurring set of rights, obligations, and expectations which accords special latitude to stressed actors, specifies appropriate behavior toward the stressed, and releases the actors from culpability for atypical role performances during the stressful period. The stress role and similar disabling, adjective-type roles are proposed as examples of "role riders." This paper identities the stress role norms and outlines the process by which one acquires, occupies, and relinquishes the role. The legitimacy of assuming the stress role is addressed and the timetables, or containment norms, of the stress role are developed. Finally, the functions of the stress role for the actor and for society are discussed. The propositions and concepts introduced here are based on data from in-depth interviews with a random sample of reentry university women, as well as from the growing body of stress and social-support research. [ABSTRACT FROM AUTHOR]

The recent increase in American divorce rates has aroused a great deal of media publicity, popular discussion, and social science research. Several recent works have begun to reexamine the origins, trends, and implications of divorce in American history. This paper presents systematic data concerning the extent of divorce in three North Central states for the 1810-60 period. The findings establish the incidence of mass divorce for a considerable period prior to official divorce statistics. Major patterns are analyzed and compared to late 19th-century data from the first governmental studies of divorce for the 1870-1900 decades. While some urban-rural differences are found, changing laws and norms played the principal role in the increase in divorce rates during the 1800s. The final part of the paper discusses the implications of these findings for understanding marital disruption in social-historical perspective. [ABSTRACT FROM AUTHOR]

The arguments presented by Professor Delbert C. Miller in his paper about the future direction of industrial sociology are examined. The paper manifests the espousal of applied interests. Miller has shown his desire to bring industrial sociology back to the glories of its past by raising the fundamental issues of what sociology is and is to become, which are issues at the heart of the contrast between the pure and the applied orientations. In one sense, it is a question of what kind of knowledge and theory is wanted. Applied interests, no matter how much they rely on deductive theory, are always single-case interests, the case that is here and now. Despite certain disclaimers, Miller sees industrial sociology as oriented toward the interests and problems of those who run industrial organizations and those whose job it is to keep the environment stable for such organizations.

Drawing upon insights from the social movement literature as well as leadership experience in a successful social movement organization, this paper suggests aspects of a framework for integrating traditional and contemporary approaches. The case history of JUST (Johnstowners United to Stop another Tragedy) is used to illustrate the interaction of grievances and structures in the career of a social movement organization. In addition to helping fill a lacuna in the literature on the internal dynamics of such organizations, this analysis also demonstrates the importance of the nature of the grievance as well as the target group's structural entrenchment. The paper focuses upon a relatively anomalous case for U.S. social movement organizations: an SMO which was successful despite displacement goals. The final section of the paper includes a summary diagram of the factors involved in JUSTs successful protest effort as well as broader generalizations suggesting the conditions under which grievances or infrastructures are more salient in explaining social movement phenomena. [ABSTRACT FROM AUTHOR]

In order to determine the directions which the field of sociology of occupations has taken in recent years, a content analysis of articles on work and occupations in four general sociological journals and two specialized journals was completed for the years of 1976 to early 1982. Not surprisingly, there has been a rapid increase in the number of papers dealing with status and income attainment. Very surprisingly, there has been a near demise of papers on the professions. Another dominant thrust has been the large number of articles on women and sex roles. Satisfaction and alienation at work and attempts at job redesign have also received increasing attention. Papers on other topics have received less concentrated attention. Moving beyond the results of the content analysis, the present work discusses unresolved theoretical issues and potential new directions for the content areas. It is suggested that even for sociologists who do not identify themselves as specialists in occupations, the occupational variable remains a dominant one in sociological analyses. [ABSTRACT FROM AUTHOR]

This paper explores the importance of race and racial attitudes among sociologists by attempting to document the existence of what has been called a "black insiders doctrine" and showing that black sociologists are more likely than their white counterparts to subscribe to this doctrine. Data in this paper are based on a survey questionnaire administered during the winter of 1978. The findings show that: (1) race is a strong predictor in determining how sociologists perceive the role and characteristics of black sociologists and (2) black sociologists do not think highly of whites who study race relations. [ABSTRACT FROM AUTHOR]

This paper investigates race-sex differences in achievement orientation using a national sample of high school seniors. Achievement orientation is approximated by attitudinal measures (educational expectations, occupational aspirations, academic self concept, self-esteem, and locus-of-control) known to be correlated with expected and actual attainments. Three major sets of student background factors are related to achievement orientation:(1) family SES (2) choosy school context, and (3) parental expectations. Race-sex comparisons of achievement a orientation revealed several interesting, but few definitive differences. Occupational aspirations were a dimension of consistent differentiation; whites and males aspired to higher status, less stereotypic occupations than did blacks and females.Pronounced interpersonal effects are implied throughout, with family and educational attainments, peer plans, teacher evaluations (grades) and parent aspirations strongly influencing achievement orientations in all race-sex subgroups. The paper calls for intensive, longitudinal studies of student interactions with parents, friends, teachers, and other individuals who influence their perceptions of what constitute desirable and possible future roles. [ABSTRACT FROM AUTHOR]

This paper analyzes the relationship between sociology and Marxism and attempts to delineate the fundamental components of sociology within the framework of Marxist theory as presented in the voluminous writings of Gramsci. After reviewing Gramsci's systematic critique of positivist sociology and that brand of Marxism which accepts any positivist canon of analysis, the paper focuses on certain Gramscian concepts hermencutically useful for a macro-sociology of social structures. Of great importance is the concept of catharsis, that is the development of a given fundamental social group from a mere economic to an hegemonic entity, entailing a process of transformation of the structure of a given historical bloc and the nature and functions of intellectuals in the organization of the ideological, juridical, and political superstructure. The paper concludes that Gramsci's sociology contains specific sociohistorical criteria very useful in understanding how dominant hegemonic systems disintegrate and new ones are formed. [ABSTRACT FROM AUTHOR]

This paper outlines the career of Maurice F. Parmelee, sociologist, government official, nudist, and author of thirteen books, including the first American criminology text (1918). The contents of the latter are examined and contrasts with contemporary textbooks are noted. Parmelee's career is an anomoly, for although he published abundantly, he faded into sociological obscurity. Some conjecture is offered about scholarly career paths generally, drawn out of the Parmelee case. Finally, the paper argues that historical accounts of the development of American criminology are incomplete, for they fail to mention a number of early figures, including Parmelee. [ABSTRACT FROM AUTHOR]

The article presents several papers related developments in economics as realist social theory. According to the author, social theory expressly committed to work out the nature of social being, and, or how people access social reality is going through something of a revival in economics. The papers presented, provide numerous results, arguments, conjectures, and critiques have been produced in recent years, and aim to take some of these specific developments further. Context of the papers and basic ideas and results are presented.

From the theoretical standpoint, this paper attempts to integrate the objective, cognitive and normative dimensions of social mobility. This integration is based on a comparison of the matrices of actual, perceived and equitable frequencies of transitions between origins and destinations. The ratios of compared frequencies operationally define the degree of false consciousness, feeling of injustice and illegitimacy in the domain of social mobility. From the methodological standpoint we propose a practical method for ascertaining cognitive and normative mobility frequencies. In this paper we used average frequencies for the entire sample, although an analysis of individual images and preferences of mobility frequencies can be performed. This extension would seem particularly useful for heterogeneous samples with respect to the social positions of the respondents. From the empirical standpoint we have demonstrated that, net of marginal effects, the matrices of actual, perceived and equitable mobility do not differ very much from each other, at least in terms of the goodness of fit. Within a small range of differences the measure of false consciousness has a smaller value than the measure of illegitimacy, which is still smaller than the measure of the feeling of injustice. [ABSTRACT FROM AUTHOR]

This article provides information on the journal Acta Sociologica and its role in the formative years of Scandinavian sociology. Since its foundation in 1955, Acta Sociologica has been open for papers from different orientations and schools. Important paradigmatic changes have been clearly reflected in its pages. In Acta Sociologica's first five volumes, the theoretical papers strongly emphasized the importance of social factors in perceptions and behavior. The description of Acta Sociologica's relation to the studies of the welfare state is revealing in the way it has functioned during the years. A very basic characteristics of Acta has been a kind of pluralism. It was never an organ for just one kind of theoretical and ideological orientation. Positivism, Marxism, structuralism, post-modernism have all been reflected in its pages, but Acta was never a protagonist of just one kind of learning. One of the consequences of such pluralism is that there never has been anything truly dramatic associated with the contents of and in Acta Sociologica. For Scandinavian sociology and sociologists, Acta Sociologica has some special functions. Like all scientists, Scandinavian sociologists should of course aspire to be the best in the world. Acta Sociologica has been one of the important mechanisms for Scandinavian inter-comparisons.