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C. Wright Mills' The Sociological Imagination (1959) represents one of the most influential texts of postwar American sociology. The title has become a catchphrase that stands for a style of thought that transcends both theoretical dogma and the constraints of mere methodological rule following. This article sets out to show that Mills' vision of the sociological imagination had more in common with the then dominant lines of scholarship than his broadside against Parsonian grand theory and Lazarsfeldian abstracted empiricism in the main part of the book would suggest. Among the tools that Mills introduced as fostering the sociological imagination were 2 × 2 tables. The article traces the use of such tables over time and across scholarly communities and shows that, contrary to Mills' own estimate, these tables describe a common nexus between his own work and that of Parsons and Lazarsfeld. All three scholars made ample use of this formal tool to construct sociological arguments at central places of their oeuvre. Given its shared use across otherwise divergent schools, the 2 × 2 table is a prime example for what historians of science have called paper tools, i.e. statistical formulas, algorithms, tables, diagrams, graphs, etc., that structure scientific research across different schools of thought and theoretical approaches. Drawing on the notion of paper tools, the article advances a post-Kuhnian perspective on the history of sociology that shifts the research focus from substantive ideas to formal tools and demonstrates elements of commensurability among presumably incommensurable schools of thought. [ABSTRACT FROM AUTHOR]

This article presents the author's acceptance address for receiving the Peter Shaw award. In this address, the author, an immigrant sociologist, tells how this award helps to resolve questions and uncertainties he has as to the degree to which he can or should consider himself an American--about the extent to which he has become a part, a member of the society. It represents a token of acceptance and appreciation by a group of fellow intellectuals with whom he has much in common and who stand for authentic American values and beliefs. The author's attraction to these values--and the institutions protecting them--contributed greatly to his living in the United States. In conclusion, the author suggests that one doesn't have to be a former refugee from a communist country in order to subscribe to the values and convictions that brought NAS into existence. The members of this organization and the millions of Americans who support what NAS stands for without knowing that it exists, prove that being critical of orthodoxies, conformity, double standards, and self-righteous intolerance need not be a by-product of growing up in a highly repressive and openly intolerant society. (Contains 1 note.)

Feminist classrooms employ a variety of teaching strategies that empower students and inspire equity and justice. In this paper, we argue that integrating student-made documentary filmmaking into the college classroom is a powerful and effective form of feminist teaching. Specifically, feminist pedagogy views students as knowledge creators and demands collaborative, non-hierarchical learning experiences. These outcomes suggest that documentary filmmaking is a compelling and effective way to engage students in our increasingly visual and video-based culture. Based on our experiences teaching sociology at a women's college in the U.S., we illustrate the impact that documentary filmmaking has for student learning, empowerment, and justice work. We also develop and strengthen students' technical, multi-media skills, arguing this outcome expands feminist pedagogy to meet contemporary culture. [ABSTRACT FROM AUTHOR]

This article documents the beginning of the intellectual companionship between the founder of ethnomethodology, Harold Garfinkel, and Edward Rose, who is most often associated with his program of "ethno-inquiries." I present results from archival research focusing on the contacts and collaborations between Rose and Garfinkel in the years 1955-1965. First, I describe the review process for Rose and Felton's paper, submitted to the American Sociological Review in 1955, which Garfinkel reviewed and after Rose's rebuttal recommended for publication. The paper induced Garfinkel to write an extensive commentary that has remained unpublished. Second, I discuss the 1958 New Mexico conference sponsored by the Air Force, which was an opportunity for Rose and Garfinkel to work together on topics related to common-sense knowledge and scientific knowledge. Third, I give an overview of the ethnomethodological conferences in 1962 and 1963, supported by an Air Force grant written collaboratively by Rose and Garfinkel. Here I focus primarily on Rose's research on "small languages," which stimulated many discussions among the early ethnomethodologists. Rose's work and exchanges with Garfinkel demonstrate the former's affinity for miniaturization as a research approach and search for ways to empiricize topics of sociological theory in locally observable settings., (© 2022 Wiley Periodicals LLC.)

This article introduces a collection of papers comprising the special issue, "Competing interests: Parents, Schools and Nation States." Drawing on the seven papers in the collection, and situating them in recent developments in the sociological field, the article discusses globally shifting relations between families, schools and the state across a range of nations in the late twentieth and early twenty-first centuries (Australia, Germany, India, Norway, Singapore, Sweden, USA). The article proposes that the school is a crucial site for relations between family and state, and argues that a significant focus of the material and occupational investment of contemporary parents is the formal education of their children, re-shaping not only the relationship between parents and schools but also the nature of parenthood itself. In the contemporary context of global neoliberal education reform, parents are analysed both as local actors in schools and as subjects of national and international policy regimes.

Presents observations on the conference papers on cultural systems and organizational processes in the U.S. Basis for descriptive precision; Identification of the most basic empirical questions regarding culture; Distinct formalization of social systems.

The United States has long been a leading destination for immigrants looking for a better economic opportunity, refuge, or family reunification. The population of foreign-born residents in the US is immensely diverse in terms of country of origin, ethnicity, gender, age, and education. These characteristics can influence an immigrant's ability to integrate into American society. In this paper, I examine the impact of gender and level of education on the employment prospects of foreign-born residents from 2009 to 2022. First, my research concludes that higher levels of education lead to substantially better employment rates and wages for foreign-born residents. Second, my findings reveal that immigrant women, in comparison to their native-born peers, have made bigger strides in their labor participation, employment rates, and wages over the last decade versus immigrant men, who have remained more closely aligned with their respective native-born peers. I highlight some reasons why these two specific factors, gender and education, affect employment and wages and what policies could be adopted to improve the integration prospects for immigrants. [ABSTRACT FROM AUTHOR]

Bandura's self-efficacy (SE) theory claims that if people believe that they can control the outcome of their behaviour, then they can. SE theory positions the self as the centre and originator of change, beginning with control over belief systems, which determine levels of performance. This conception depoliticizes social mechanisms of control, internalizing them within individual cognitive processes. We argue that SE theory emanates from culturally-positioned and ideologically informed functional trends in US psychology, which perpetuates a blaming-the-victim approach to social problems. Through an examination of the way gender and disability are manipulated in SE research, we show that efficacy is socially construed, and is actually about control over and access to power and the ideological, institutional, and social resources that provide the foundation for taking certain actions. Copyright © 2001 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]

In this paper, we demonstrate the ways in which the schooling of refugee youth in the United States reflects ongoing coloniality in education. Drawing on data collected in a case study, conducted between 2013 and 2016, as part of a larger ongoing ethnography of a Southwest United States District school's response to refugee students, we show how the enactment of policies, pedagogies, and practices within schools reinforce the government's control over refugee students and their families. In schools, the students are kept out of certain school spaces, marginalized in remedial courses, and denied academic opportunities and integrated support services. Using empirical data, we demonstrate how the restriction of the students' movement in and around schools is embedded within the larger limitations embedded in coloniality and assimilation. We situate our analysis within the tensions and interactions between coloniality, assimilation, and neoliberalism as articulated in studies within anthropology and sociology, migration studies, critical refugee studies, and cultural studies. We conclude with a call for the decolonization of education and offer a practical starting point in refugee education. [ABSTRACT FROM AUTHOR]

Bullying is increasingly considered to be an important moral, political, and social issue within modern society. Academic research on this issue has mostly been examined through a psychological lens, often using questionnaire data to examine and explain the prevalence of different types of bullying. In this position statement, we apply a figurational sociological perspective to examine issues of school-based bullying in physical education. We critically reflect on attempts to position bullying amongst young people as a "social justice" issue and argue that core figurational principles might potentially help researchers strive toward a more reality-congruent means of conceptualizing the power-relationships that are inherent within bullying. We further maintain that the development of a more detached understanding of issues relating to bullying might provide a more adequate basis to contribute to future ongoing policy development.

The article focuses on psychologist August Hollingshead's "Four Factor Index of Social Status," which may well be the most-cited unpublished paper in U.S. sociology. It says that the paper amassed close to 5,000 citations in the Web of Service database since 1994. According to the author, "Four Factor Index of Social Status" maintains its own academic life away from the achievements and flaws of Hollingshead. The personal background of Hollingshead is also discussed.

In this paper, we adopt Bernstein's notion of the pedagogic device to serve as a framework for explaining conflict and change in the field of literacy education across the past few decades, particularly in England, the USA and Australia. Following an overview of the pedagogic device and related constructs, we examine the relationship between the field of knowledge production and how this has been recontextualised into curriculum policy, firstly in the period when "progressivist" pedagogy was in the ascendant, exemplified by the whole language movement, and then when a more "skills" orientation took sway, with phonics as its touchstone. We argue that the pedagogic device provides a useful context for exploring how ideology operates both within fields and at the interfaces between fields. In particular, the sets of binary oppositions proposed by Bernstein can be used in crude form to describe the entrenched polarisations experienced in the field of literacy education--or they can be used in a more nuanced way to open up new possibilities for change. (Contains 1 table and 5 figures.)

The changing demographic landscape of the United States calls for a reassessment of the societal impacts and consequences of so called "natural" and technological disasters. An increasing trend towards greater demographic and socio-economic diversity (in part due to high rates of international immigration), combined with mounting disaster losses, have brought about a more serious focus among scholars on how changing population patterns shape the vulnerability and resiliency of social systems. Recent disasters, such as the Indian Ocean Tsunami (2004) and Hurricane Katrina (2005), point to the differential impacts of disasters on certain communities, particularly those that do not have the necessary resources to cope with and recover from such events. This paper interprets these impacts within the context of economic, cultural, and social capital, as well as broader human ecological forces. The paper also makes important contributions to the social science disaster research literature by examining population growth, composition, and distribution in the context of disaster risk and vulnerability. Population dynamics (e.g., population growth, migration, and urbanization) are perhaps one of the most important factors that have increased our exposure to disasters and have contributed to the devastating impacts of these events, as the case of Hurricane Katrina illustrates. Nevertheless, the scientific literature exploring these issues is quite limited. We argue that if we fail to acknowledge and act on the mounting evidence regarding population composition, migration, inequality, and disaster vulnerability, we will continue to experience disasters with greater regularity and intensity. (Contains 8 figures and 2 notes.)

The article comments on the paper related to social development in the Philippines. The author of the paper had neglected the vast body of European and American study of and in both Western and non-Western societies. Even though it is justifiable that conceptualization and methodology must be developed in relation to the particular "time-space characteristics" of the research situation, it not justifiable to adopt some as yet undeveloped and essentially unknown "new" theory. The author of the paper had discarded too lightly the enormous experience of "Western" social scientists in observation and interpretive analysis of socio-cultural patterns ranging from the most "scared" to the most nearly "secular." The use of scientific experience remains the most powerful intellectual guide which man has yet devised. The de-emphasis of "quantitativism" in favor of field and problem-oriented study is vitally necessary. The author of the paper easy slip into the concretistic error of assuming that the historical peculiarities of Philippine societal development require unique interpretive tools.

This paper presents an analysis of my experiences with a teaching activity that engages students in publishing in Wikipedia on issues relating to globalization. It begins with a short overview of some of the current debates revolving around teaching globalization, which lay ground for the assignment. I discuss how this teaching tool fits with a number of dimensions related to teaching globalization, particularly with an international service learning approach. Finally, I present assessment data from a series of surveys I conducted from 2008 to 2016 on the effectiveness of the assignment.

Explores the development of videotex in Great Britain, west Germany, France, and the United States from 1968-90. Using the Social Construction of Technology framework, the interaction of social groups, problems, solutions, and technological artifacts in videotex development is discussed. Transmission, display, standards, and marketing problems are examined from this perspective. (45 references) (LRW)

A moderate but consistent positive correlation was found between the number of citations in a paper and the number of times it is cited. This result refers to a collection of papers published in the American Sociological Review and the American Journal of Sociology in 1972 and 1973. The following variables were controlled: journal, year of publications, subject category of paper, number of authors, and seniority of author. Several explanations of this finding are suggested. [ABSTRACT FROM AUTHOR]

The triad of cooperation, international exchange, and integration among institutions of higher education has become the new norm in the global experience of learning and academic training. The goal of improving and standardising the academic experience across countries is now typically also associated with fostering cultural and political ties and complementing processes of cultural integration and economic growth. Behind the rhetoric of many new initiatives, however, is a competition of geopolitical proportions, in which various national or regional systems of higher education try to shore up their positions or conquer new territory. In this paper we assess these discursive and material battles over institutional hegemony in Southeast Asian higher education by drawing on the sociology of knowledge approach to discourse. We critically address the competitive negotiation over higher education taking place between international and Southeast Asian educational players, asking whether these contribute more to integration than reinforcing dominant higher education domains.

Despite being a decade into the 21st century, sociological theory continues to be taught at the undergraduate and graduate level in nearly every program in the United States as if it were still 1970. 40 years ago, it made sense to dichotomize theory into two courses--"classical" and "contemporary"--because the latter of the two only covered theory from about the 1930s to the "present." Today a literal and figurative "time crunch" has emerged that makes teaching theory difficult and at times, arbitrary based on the professor's training, mentor, ideological/epistemological biases, and structural factors like textbook choice and number of academic weeks allotted per course. That is, we spend a large amount of time debating who should be in or out, and not enough time preparing our students for the application of theory towards the ultimate goal: knowledge about the social world. Students, then, leave confused at how one uses theory, what theory actually is, and, often times, disengaged from theory because of the density with which some theories approach the social world. In the paper below, the "time crunch" and its tendency to produce a "lost generation" of theorists is examined. After elucidating how the "time crunch" constrains sociology, four possible solutions are presented. This list of solutions is neither definitive nor exhaustive, and is meant to generate a rich discussion about the direction the discipline should head in the new century.

Management can only thrive in the prevalence of communication. Indeed, the present paper is timely. A 2002 survey of 1,104 employees of organizations in the United States showed that, while managers spend 60 to 80 percent of their time on operational communication, only 17 percent said their managers communicated effectively. Thus, every possible constructive measure must be taken to disentangle areas that stand in the way of effective communication within a given business organization. Efforts must be exhausted to create a business environment in which managers and staff pay close attention to the conceptualization and dissemination of communication media and the messages they transmit. Since the desired purpose of transmitting information from sender to receiver is effective communication, the paper will review pertinent literature to ascertain harbors of problems that result in communication problems in management. To this end, the paper intends to examine attitudes of senders that generate poor and/or ineffective communication; investigate media choices that are inappropriate in certain communication instances; consider cultural/gender insensitive implications prevalent in management communication; as well as the importance of placing the receiver at the center when designing information or messages to be transmitted. In addition, the proposed paper intends to analyze management communication mistakes, such as making controversial announcements, lying [sic], ignoring the realities of power, underestimating the intelligence of the receiver or audience, using inappropriate media or channels of communication, and ignoring to admit mistakes. It is a truism that, 60 percent of corporate public relations effort is devoted to internal communication, which is a reflection that good communication is at the heart of every productive workplace. The paper's objective is to produce a document that chronicles not only missteps in management communication, but also to advance ways of creating awareness and to forge management policies that foster good and effective communication in a business environment. [ABSTRACT FROM AUTHOR]

The paper approaches the issue of school choice in an indirect manner by investigating the effectiveness of public, private government-dependent and private independent schools in 19 Organisation for Economic Co-Operation and Development countries selected from the PISA 2000 survey for this purpose. In a multilevel approach we estimate these sector effects, controlling for sociological characteristics of students and parents, school composition, teaching and learning conditions of schools and students', and principals' perception of the climate of their schools. The main explanation of the gross differences in mathematical achievement is the better social composition of private schools, both government-dependent and independent, which is a clear consequence of school choice. But our analysis also reveals that private independent schools are less effective than public schools with the same students, parents, and social composition, while private dependent schools are more effective than comparable public schools. The explanation of these remaining net differences in mathematical achievement seems to be the better school climate of private dependent schools. The comparison concludes that these net differences in mathematical achievement between public and private school sectors are equal across nations, despite the historical and legal variations in their educational systems and school choice approaches. (Contains 4 tables and 36 notes.)

Research into immigration has for many years focused most of its attention on the issue of how immigrants adapt to host societies. This tendency is especially true in the work of sociologists. Yet if we acknowledge the growing ethnic diversity today in the United States and elsewhere, the most interesting questions arise as to how immigrants influence the host society--not how they adapt to it. This paper proposes a sociological theory to account for such influence. For evidence it draws on a variety of empirical examples from research on ethnic communities in the United States.

William R. Tonso has chosen an issue that he knows something about to examine how sociology textbooks address controversy. Appealing for gun control is fashionable, but it is at odds with a fondness that ordinary Americans have for their firearms--one that is supported by a growing body of research on deterrence to crime. There are two sides to the issue, but Tonso shows that in a large sample of texts, the sociology establishment predictably shades, omits, and distorts the politically incorrect position that citizens should not be compelled to relinquish responsibility for the security of their families and property. (Contains 54 notes.)

This study identified the 100 most impactful global contributors to religion journals and mapped their respective disciplinary affiliations. To conduct this investigation, we performed a secondary data analysis of a Scopus-derived database featuring the world's leading scientists. The mean contributor published 51.93 papers, had an h-index of 13.57, and an hm-index 11.50. Most contributors were located in the USA with the most common disciplinary affiliations being religion, non-specialized (n = 22), sociology, non-specialized (n = 21), sociology of religion (n = 20), and theology (n = 11). The results reveal that religion discourse is populated by some of the leading scholars in the world. Leveraging their expertise can help advance the field's knowledge development. [ABSTRACT FROM AUTHOR]

The 1946 Committee on Contributed Papers of the American Sociological Society, has several suggestions to offer: If sufficient interest is shown in the Section of the contributed papers published in a section of the periodical "American Sociological Review," the section should be continued, since it gives opportunity for younger men and women to appear on the program and become known to the Society. More- over, it stimulates the interest of the younger sociologists in the meetings. This year 20 papers were submitted; last year there were only 8. An opportunity to appear on the program of the Society, together with the possibility of publication in the periodical apparently is desired, as evidenced not only by the number of papers submitted but by the fact that both years every participant, upon the acceptance of his manuscript, has immediately signified his intention of being present to read his paper. It would be well for the Committee to be appointed early enough for it to get well underway in the spring. During the last two years, the Committee has been handicapped by not getting underway until the summer or fall.

The article presents information on the annual meeting of the society of scientific study of religion at Vista International Hotel Pittsburgh, Pennsylvania. This year's theme of religious marginality encourages participants to go beyond core beliefs and practices of members of mainline churches to the expressions of interest or disinterest in religion that are less common religious experience, mixed intermarriage, unclear interpreting "don't know" responses to questions on belief, nonestablishment (religion among street people), or rejections of religion atheism and apostasy. List of topics related to this year's theme would include, denominational switching and conversion, sources of membership change in the mainline churches, apostates and returnees, new nones (apostates) vs. stable nones with no prior ties, inter-religious marriage and religion of children, divorce, religious socialization of children, religiosity and the life cycle, Inter-racial marriage and religion and the Black Church.

The paper provides insights on the contemporary relevance of Talcott Parsons's writings by analyzing 20 textbooks from Austria, Germany, Great Britain and the United States, published in 1999–2019. Whether having knowledge of Parsons is helpful to today's students and other interested readers, and what knowledge, deserves consideration. Therefore , the paper asks: Which future gains of readers did textbook authors envision when they chose, in their own present, to discuss (or not) sociological writings from long ago? In order to understand what future opportunities authors wanted to create for readers, as well as how they chose to discuss Parsons to this end, the paper draws on Niklas Luhmann's notion of memory. The analysis reveals several key competencies that student and other interested readers might acquire through having knowledge of Parsons' writings and its critiques. These potentials would have gone unnoticed if authors had assessed Parsons's relevance only according to whether he adequately considered conflict or not, as has been done in many debates about his work until today. Moreover, through analyzing how authors remembered Parsons, I distilled two key selective criteria: First, what must be remembered in order to enable readers to acquire those competencies? Second, which memories would be impeding for readers and thus be better left out? These criteria are relevant for research, as well. Looking at the future, it would be desirable that sociologists let Parsons assist them in their research in many different ways, if possible. As a result, we might see a revival of Parsons that enables genuine advancement. [ABSTRACT FROM AUTHOR]

The Quality & Quantity was established in 1967 and in 2017 it completed its half century. The journal is interdisciplinary in nature and it mainly discusses methodological application of mathematics and statistics in the social sciences, particularly sociology, economics, and social psychology. It was created with the idea of advancing methodology of the various social studies. This study looks back journey of the journal from 1967 to 2017 aims to develop a bibliometric analysis of all the publications of the journal. Web of Science Core Collection database is used to collect data. The present study discovered the significant contributions of the journal in terms of impact, topics, authors, universities and countries. Utrecht University of Netherlands is the most productive university. Asian Universities are emerging and growing quickly in the recent years. Although USA leads among the countries but Europe leads among the six supranational regions. Finally, the visualization of similarities viewer software is used to present network visualization of the bibliographic coupling, co-citation, citation, co-authorship and co-occurrence of keywords. [ABSTRACT FROM AUTHOR]

The article reports some trends in the relative emphasis devoted to different specialties within the field of sociology in the U.S. since World War II. According to the author, sociology has grown since World War II in the number of courses taught, the number of people who make their living as sociologist and the amount of research done. The field has expanded so rapidly that virtually all special areas of interest within the field have shared in the general growth. As proportions of the total, however, some areas of specialization have gained at the expense of others. In the article sources of information used to asses trends in sociology include fields of interest listed by members for American Sociological Association directory, papers read at annual meetings of the Association, papers published in the journal "American Sociological Review" and course listings in college catalogs. The author states that in analyzing and interpreting the data, he had to make certain assumptions, which may be debatable. The author makes no ambitious claims for the absolute validity of interpretations.

In the present paper, I first discuss the lack of a truly global anthropology in the world today and consider why such a world anthropology does not exist. I then offer a more personal account, based on my experience as an editor of an international journal attempting, to some extent, to counter the hegemony of the American anthropological core. Finally, I look at the referee system and argue that, for all its benefits, it nonetheless serves to prevent the emergence of a global anthropology. The major questions raised in this paper are how, in an anthropological world riven by a huge gap between the core and periphery, as well as by different national schools of anthropology, can refereeing of journal articles take place in a fair and balanced way; and, if it cannot take place, what does this mean about the nature and future of anthropology as a discipline? [ABSTRACT FROM AUTHOR]

This paper introduces a bibliometric, citation network-based method for assessing the social validation of novel research, and applies this method to the development of high-throughput toxicology research at the US Environmental Protection Agency. Social validation refers to the acceptance of novel research methods by a relevant scientific community; it is formally independent of the technical validation of methods, and is frequently studied in history, philosophy, and social studies of science using qualitative methods. The quantitative methods introduced here find that high-throughput toxicology methods are spread throughout a large and well-connected research community, which suggests high social validation. Further assessment of social validation involving mixed qualitative and quantitative methods are discussed in the conclusion. [ABSTRACT FROM AUTHOR]

Christian Smith's paper 'The Incoherence of 'Culture' in American Sociology' is a valuable provocation that can prompt us to reflect on the role of concepts and on the role of agreement on the definition of concepts in scientific research. In this comment paper, I raise questions about Smith's empirical expectation that sociologists should agree on a concept of culture based on debates in the sociology of science. I also suggest that in terms of the future agenda for the sociology of culture, we should distinguish between dialogue and clarification on the one hand, which I agree is needed, and standardization on the other hand, which seems incompatible with open-minded empirical research. Rather than work on agreement on what culture is, we might work on clarifying relevant distinctions among dimensions of culture. [ABSTRACT FROM AUTHOR]

The concept of caste played a prominent role in the early American sociology of race and race relations. The concept was developed largely through case studies of racially segregated communities in the American Deep South during the 1930s. While the concept of caste was largely abandoned by the middle of the 1950s, elements of a caste theory remain useful for both understanding contemporary work on race relations and the development of the sociology of race. This paper proposes a revised and expanded conception of caste grounded in the Black-White dynamic of American race relations. This approach builds on the performance circuit framework of economic sociology, arguing that "caste" refers to the roles, rules, and etiquette that govern economic interaction and give them meaning. The expanded approach develops three premises that highlight the consequences of caste. First, the entanglement of occupational and social roles is a key component of a racialized caste system. Second, deeply rooted racial animus prevents the social cohesion necessary to transition out of an economy defined by caste. Finally, the precarity of nominal class advancement within the dominated caste inhibits organizing that might challenge the overall system. This reevaluation of the caste concept resolves many of the limitations of the original caste school and bridges the divide between cultural and economic-based analyses of race relations in the early days of the American social sciences. [ABSTRACT FROM AUTHOR]

The article presents a sociological view of the press coverage of a sociological convention. The coverage is based on observations carried out by five newsmen-observers who attended the August 1965 American Sociological Association (ASA) meetings in Chicago, Illinois. The general conclusion of this study of the convention was that the confrontation of the sociologist with the representative of the news media was overwhelmingly inadvertent, disconcerting and only partially successful to either party. In terms of efficiency in social communication, it leaves much to be desired and strongly entices one to prescribe therapy. Few suggestions are made in advance of Florida sessions in order to get sociologist into communication with the Miami Press. It is suggested to issue a handbook in advance of the convention to all members of the ASA and once the convention has started, to maintain a special message board near the newsroom which offers a chance for newsmen to indicate their wish to contact writers of papers. It is also suggested the president of the ASA assemble a small, informal committee which would hold daily news briefings alerting them to persons or topics originating outside or inside the formal program of the convention.

Objective: To review and synthesise research related to the ageing farming workforce influence on the health and sustainability of agricultural communities. Design: Using the PRISMA framework as a guide, the CINHAL and Medline databases were searched. Search 1 used the key search terms of ageing OR aging, farm*, workforce. Search 2 used health, sustainability and 'agricultural OR farm communit*. Search 3 combined Searches 1 and 2. Search 4 followed journal citations to identify other relevant articles. A process of narrative synthesis was applied to the results through the prism of rural social capital that described the current state of knowledge and understanding under four themes. Result: Database searches and searching of citations identified 16 contemporary articles. Seven of the papers were from Australia, and the balance from five other high‐income countries. The four that themes emerged are: vulnerabilities of ageing farmers; economic and climatic drivers; social capital and sustainability; and integrative strategies, that might offer a way forward. Conclusion: Integrating these forces of nature, economics and sociology to address the ageing farming workforce and the associated health and sustainability of agricultural communities remains a major challenge for researchers, governments, the agricultural sector and rural communities. [ABSTRACT FROM AUTHOR]

This paper is an investigation of attempts at endogenization and indigenization in the history of sociology in Japan. The author begins by presenting a short history of Japanese sociology. While the issues of endogenization and indigenization had been raised in the 1910s, imperialism and the militarization of the Emperor state and society blocked this form of development. Japanese social sciences have thus mainly followed the model of Western social sciences. The issue of indigenization gained attention after World War II and especially after the late 1960s, which was a time of reflection on the extreme influence of American sociology. In this context, this paper investigates the development of Kazuko Tsurumi's sociology, which is one of the best examples of work that deals with the issue of indigenization. Tsurumi analyzes social change from pre‐World War II to post‐World War II Japan by drawing on sociological functionalism. However, Tsurumi suggests that Kunio Yanagita's theory of folklore and ethnology provides a stronger explanatory framework than functionalism, and contends that Kumagusu Minaka has developed an approach rooted in East Asia. Tsurumi advances this indigenous development theory based on the work of Yanagita and Minakata, and at the same time internationalizes this theory. This paper concludes that Tsurumi's theory is an important medium between Western sociology and Eastern sociology. [ABSTRACT FROM AUTHOR]

The growing multiracial population in the United States necessitates a shift in research attention to include mixed‐race youth. While racial‐ethnic socialization (RES) research has predominantly focused on family contexts, this review highlights the role of schools in shaping the RES socialization of mixed‐race youth in the United States. Existing literature indicates that RES plays a vital role for multiracial children and adolescents by helping them navigate their complex identities, promoting a sense of belonging, and enhancing mental health outcomes. However, studies explicitly exploring RES for mixed‐race children in elementary and secondary schools are limited, and RES is often theorized without structural conceptualizations of race and racism. Using Critical Multiracial Theory (MultiCrit) as a theoretical lens, this review investigates the content and messages conveyed to mixed‐race youth at school. It considers transmissions from various sources (e.g., curriculum, teachers, peers) to uncover implications for the well‐being of mixed‐race students. This paper contributes to scholarship on school RES by considering how the process unfolds for the fastest‐growing demographic of students in the US (multiracials) using a sociohistorical approach (MultiCrit). The review concludes with future directions for researchers studying multiracial youth in K‐12 schools and considerations for practitioners working with multiracial students in school settings. Keywords: multiracial youth, mixed‐race, K‐12 schools, RES, MultiCrit [ABSTRACT FROM AUTHOR]

The main purpose of this paper is to provide a biographical sketch of the late Hans L. Zetterberg and a historical background to a translation of an essay based on a lecture given by Zetterberg in Stockholm in 1995. In it, he recounts his time at the Department of Sociology at Columbia University in the years 1953–1964. This essay is full of insights into an inspiring and formative period for Zetterberg in the United States, particularly in the stimulating milieu that was Columbia, at this time the center of American sociology led by Robert K. Merton and Paul Lazarsfeld. In the introduction to this translated essay, I give a brief overview of the establishment of sociology as a discipline in Sweden, and the transfer of knowledge between the United States and Sweden (and Europe, more broadly), embodied in Hans Zetterberg. In the post-WWII years, American sociology, which had a strong positivistic imprint, played an important role in shaping the beginnings of Swedish sociology. However, the transfer of knowledge went both ways, with Zetterberg, a semi-central and often neglected figure, being both a significant contributor to sociology at Columbia in its period of greatest prominence, and in his native Sweden. [ABSTRACT FROM AUTHOR]

Background: Based on single cross-sectional data, prior research finds evidence of “transportation assimilation” among U.S. immigrants: the length of stay in the U.S. is negatively correlated with public transit use. This paper revisits this question by using repeated cross-sectional data, and examines the trend of transportation assimilation over time. Methods and results: Using 1980, 1990, 2000 1% census and 2010 (1%) American Community Survey, I examine the relationship between the length of stay in the U.S. and public transit ridership among immigrants. I first run regressions separately in four data sets: I regress public transit ridership on the length of stay, controlling for other individual and geographic variables. I then compare the magnitudes of the relationship in four regressions. To study how the rate of transportation assimilation changes over time, I pool the data set and regress public transit ridership on the length of stay and its interactions with year dummies to compare the coefficients across surveys. Results confirm the conclusion of transportation assimilation: as the length of stay in the U.S. increases, an immigrant’s public transit use decreases. However, the repeated cross-section analysis suggests the assimilation rate has been decreasing in the past few decades. Conclusions: This paper finds evidence of transportation assimilation: immigrants become less likely to ride public transit as the length of stay in the U.S. increases. The assimilation rate, however, has been decreasing over time. This paper finds that the rate of public transit ridership among new immigrants upon arrival, the geographic distribution of immigrants, and the changing demographics of the U.S. immigrants play roles in affecting the trend of transportation assimilation. [ABSTRACT FROM AUTHOR]

Between 1915 and the late 1930s W.I. Thomas developed a theory of human motivation steering a middle course between determinism (biological or social) and unfettered free will. The theory of the four wishes posited that all human beings, across time and place, are driven by a set of connected wishes mediated by the social and physical environment. These are the wish for new experience, the wish for security, the wish for recognition, and the wish for response. Between 1917 when Thomas first published the wishes and the early 1930s when the wishes fell out of use, they were the dominant micro theory of motivation invoked by sociologists in the United States (particularly those associated with the Chicago School). This paper explores the rise and fall of Thomas's wishes in the context of the sociology of ideas, with particular emphasis on fluctuations in Thomas's professional status. [ABSTRACT FROM AUTHOR]

We introduce this special issue on the critical matter of whether the existing household panel surveys in the U.S. are adequate to address the important emerging social science and policy questions of the next few decades. We summarize the conference papers which address this issue in different domains. The papers detail many new and important emerging research questions but also identify key limitations in existing panels in addressing those questions. To address these limitations, we consider the advantages and disadvantages of initiating a new, general-purpose omnibus household panel in the U.S. We also discuss the particular benefits of starting new panels that have specific targeted domains such as child development, population health and health care. We also develop a list of valuable enhancements to existing panels which could address many of their limitations. [ABSTRACT FROM AUTHOR]