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Doctoral education is often lauded as a site of academic socialization and research training for nascent scholars. However, discussions of socialization seldom problematize the dangers of intellectual imperialism and methodological nationalism inherent in doctoral researcher socialization. As such, the traditional socialization practices for doctoral students in the United States (U.S.) must be interrogated and expanded to move towards equitable practices for research, especially for students conducting international research. Using social and spatial positioning as our conceptual framing, we problematize and question current approaches and practices to doctoral researcher training in the U.S. We use the academic hood, which is granted upon successful completion of doctoral studies, as a metaphor to reconsider how to reflect upon and navigate power dynamics and knowledge production within the U.S. academy.

In the context of the distinction between normative and descriptive approaches to the relationship between science and religion, this article discusses the recent work of the sociologist Elaine Ecklund. It reviews four of her published outputs, summarising her data concerning the views of religious people and professional scientists, including their positions on the relationship between science and religion and on cognate issues, and discusses her attempt to show the relevance of these data in a particular formational context. It seeks to evaluate and extend her work from a multidisciplinary perspective.

In this article we present a framework for interdisciplinary service learning as border pedagogy grounded on Dewey's educational philosophy and critical social theory. The project Stoa Malakopi allowed design and social science students from two universities in the US and Greece to collaborate in a necessity-driven field of inquiry through engagement with local knowledge. Evaluation showed that students embraced polyphony, reflexivity and situational problem solving as conditions for meaningful university-community partnerships.

Background: We outline a case for how the Learning Sciences is at a powerful inflection point where the "real world" needs to be seen as comprised of the political entities and processes in which learning happens. We seek to sharpen the principle that learning is political by elucidating historical and contemporary processes of European and U.S. imperialism that remain foundational to our field and by developing the argument that theories of learning are theories of society. Methods: Through a contrapuntal approach, which emphasizes a critical lens to analyze empire, we juxtapose notions of authentic practice in computing education with scholarship in sociology that brings the lives of tech industry immigrant workers to the fore. Findings: Our analysis reveals how the social construction of disciplinary and professional expertise in computing is intricately interwoven with historically persistent patterns of the appropriation of the lives and labor of "endarkened" people through systems of transnational migration and institutional forms of racial segregation. Contribution: A contrapuntal lens in the Learning Sciences prompts our field to embrace the necessary uncertainties and the theoretical and methodological possibilities that emerge when sites of learning and learning itself are recognized as political and as contestations of empire.

In this article, I discuss the status of teaching as a profession using Gardner and Shulman's framework emerging from their empirical examination of the professions in America and use Bernstein's sociology of knowledge to help explain how recontextualizing agents struggle to dominate the construction and interpretation of professionalism in teaching. I use data from a major cross-national study of university-based teacher education to illustrate efforts to define the professional knowledge needed for teaching and the wide degree of variability in the opportunities provided to teachers to learn such knowledge. The essential role of teacher education in sustaining the teaching profession emerges very clearly from these analyses. I conclude that the education field needs to develop the capacity to ensure teachers' professional learning and that these efforts need to be informed by use-inspired research and an inquiry culture in university-based teacher education programmes.

Sociologists consistently try to activate students' sociological imagination even as they focus on teaching substantive and methodological information and skills. Teaching international development and other global topics pose particular challenges for engaging students actively in the local context while teaching about global and macro processes and outcomes. In this article, we connect international development and object-based learning at a university museum to describe a semester-long project of object analysis of Kuna textiles, the "mola," in a topical seminar course on the sociology of international development. We detail how the approach can be adapted to local and online museum collections. Using student reflections, open-ended questionnaires, discussions, and student projects and analyses, we demonstrate how this active learning approach can provide important grounding and skills for a sociological approach to international development.

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.

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.

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.

In most places in the world, teachers might be concerned that skateboarding will take students out of school rather than keep them in. Outside Afghanistan, skateboarding has long had an aura of rebellion. Rose and Strike labeled skateboarding as "dangerous" and "rebellious." Atencio, Beal, and Wilson call attention to its "non-conformity" and embrace the "risk." A T-shirt from the 1990s protested, "Skateboarding Is Not A Crime," but even "The New York Times" has called the skateboard "a talisman of youthful rebellion." These are discomfiting words to describe an activity shared by several million people in the United States, many of whom sit, perhaps disinterestedly, in middle and high school classrooms. What makes a skateboarder, really? Do skaters' teachers and peers understand? And if not, how can they begin to? This study focused on the process of socialization created by skateboarders, in addition to the actualization of skate boarders' position within the skateboarding culture and its various communities. While skateboarding serves as one of the oldest examples of skate sports still exercised today, many people's understanding of the sport (and of those who identify with it) is filled with ambiguity and misconceptions. A lesson plan is included with a hand out.

Twenty years ago, Pescosolido and Milkie (1995) reported that 50 percent of U.S. and Canadian sociology graduate programs offered formal teacher training. Despite pronouncements that offerings have increased substantially, no similarly thorough and direct investigation has been published since. In this time of dramatic change and increasing scrutiny of higher education, graduate teacher training is arguably more important than ever before. Thus, we seek to provide a new baseline of teacher training in the discipline. Using a 2013 survey of U.S. and Canadian sociology graduate programs (N = 173), we find that 94 percent involve graduate students in teaching, almost 68 percent provide formal training for graduate student instructors, and 54 percent provide formal training for teaching assistants. We discuss the kinds and frequency of teacher training, as well as the type of graduate programs most likely to offer teacher training, and we provide suggestions for future research.

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.

Recent religious declines in the United States are for a large part driven by the growing number of Americans who were raised religiously but left religion in the transition to adulthood. Nonetheless, their views and behaviors may still be influenced by their religious upbringing. We explore such legacy effects by examining how changing religiosity during the transition to adulthood influences volunteering among young adults. Analyzing panel data from the National Study of Youth and Religion, we estimate two types of effects: effects of cumulative religious trajectories in youth, and effects of religiosity in youth that are not mediated by religiosity in adulthood. We find that histories of religious involvement shape volunteering in adulthood, but the precise nature of such effects varies across dimensions of religiosity and types of volunteering. Religious service attendance in youth promotes volunteering in adulthood mostly indirectly, through influencing religiosity in adulthood, and exclusively for activities organized by religious groups. By contrast, religious identification in youth promotes volunteering in adulthood also through other channels, and its effects on secular volunteering may persist even when people are not religious in adulthood. We discuss the implications of these findings in light of ongoing declines in religiosity in the United States. [ABSTRACT FROM AUTHOR]

Activating social ties is a critical mechanism for satisfying individuals' social, emotional, and material needs. Researchers have offered a number of hypotheses around tie activation about when and why particular supporters step in to help, ranging from strategic activation via functional specificity to opportunistic mobilization. To date, few studies have examined multiple tie activation strategies in tandem. This project focuses on people facing complex, compounding health and social problems, who may have to rely on multiple forms of activation to get their support needs met. We draw on a sample of 92 participants who are affiliated with one of two Care Management programs in the Western United States. Using name generators in a survey, we elicit participants' social networks and find they utilize a number of methods to secure critical support needs, including calling on kin ties to borrow money and help with daily tasks, relying on strong and proximal ties for almost all types of support, and using functional specificity for health support. We then draw on qualitative interviews to gain a deeper understanding of the ways alters provide support and why egos elicit support from some alters and not others. Future research should continue assessing this population's social networks with the aim of leveraging social support to help manage chronic conditions, provide access to resources, and increase their sense of belonging. [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]

Although religion once played a central role in sociological inquiry, today it has fallen from prominence and now occupies a marginal space in the field. Sociologists of religion suggest that this neglect can be explained by the unusual irreligiosity of academia. However, some are hopeful that changes to graduate training and other institutional interventions can overcome this propensity and encourage more sociological engagement with religion, one of the most influential forces in contemporary society. Drawing on a new dataset of 473 sociology graduate students in the top 25 departments in the United States, we assess how personal secularity and departmental support for religious inquiry predict sociological engagement with religion. Personal secularity is a strong predictor of the decision to study religion and of the overall perception of the relevance of religion in contemporary society. Coming from a department where religion is discussed and faculty pursue research on religion predicts the perception of religion's relevance for the secular majority. Our findings contribute to the understanding of sociological knowledge creation and how individual and institutional proclivities – together – shape what we deem important enough to study. [ABSTRACT FROM AUTHOR]

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]

A central premise of the first demographic transition theory is that demographic change would occur more slowly in rural than urban areas. Few studies, however, have investigated whether rural areas remain holdouts during the second demographic transition. To address this gap, this study (1) examines trends among rural and urban families in Canada and the United States over a 30-year period and (2) determines whether compositional differences in demographic, socioeconomic, and religious factors explain current differences between rural and urban families. We find that rural Canadian women continue to have, on average, 0.6 more children than urban women. However, rural families do not trail behind urban families on any other indicator of family change. In fact, rural women in both countries are now significantly more likely to cohabit and roughly 10 percentage points more likely to have children outside of marriage than urban women. These differences are largely explained by lower levels of education and income among rural American women and fewer immigrants in rural Canada. Examining family change through a rural–urban lens fills important empirical gaps and yields novel insights into current debates on the fundamental causes of ongoing family change in high-income countries. [ABSTRACT FROM AUTHOR]

Medicine, as an institution and discipline, has embraced social determinants of health as a key influence on clinical practice and care. Beyond simply acknowledging their importance, most recent versions of the International Classification of Diseases explicitly codify social determinants as a viable diagnostic category. This diagnostic shift is noteworthy in the United States, where 'Z‐codes' were introduced to facilitate the documentation of illiteracy, unemployment, poverty and other social factors impacting health. Z‐codes hold promise in addressing patients' social needs, but there are likely consequences to medicalising social determinants. In turn, this article provides a critical appraisal of Z‐codes, focussing on the role of diagnoses as both constructive and counterproductive sources of legitimacy, knowledge and responsibility in our collective understanding of health. Diagnosis codes for social determinants are powerful bureaucratic tools for framing and responding to psychosocial risks commensurate with biophysiological symptoms; however, they potentially reinforce beliefs about the centrality of individuals for addressing poor health at the population level. I contend that Z‐codes demonstrate the limited capacity of diagnoses to capture the complex individual and social aetiology of health, and that sociology benefits from looking further 'upstream' to identify the structural forces constraining the scope and utility of diagnoses. [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]

Religion remains among the most powerful and pervasive forms of social behavior around the world, including the United States. Yet academic sociology has long ignored its relevance and is consequently neglecting a responsibility to provide accurate and comprehensive explanations of social life to the world. I consider several reasons for this neglect, including the uncomfortable topic of anti‐religious bias within the discipline. I propose that correcting our collective suspicion toward religion, religious people, and the specialists who study them is not only ethical, but it helps us do better science, prevents us from excluding minorities who are also more likely to be religious, and helps us earn the trust of the wider public. I conclude by calling for a reprioritization of religion in the discipline. [ABSTRACT FROM AUTHOR]

Sex education has long been a controversial topic in the United States in terms of both policy and practice. A lack of consensus on the implementation of sex education, its content, and its participants continues to be a concern for equitable inclusion of all young people and their sexual and emotional health as a result. Current policy guidance and implementation fall short in developing and sustaining equitable access to medically accurate and socially meaningful curriculum. Analyzed through a sociological framework of functionalist theory, feminist theory, and queer theory, this sociological analysis examines the following questions: (1) Should sex education programs even exist?, (2) What should be taught in sex education courses?, and (3) Who should be represented in sex education content? Through a review of existing literature and available data on the experiences of young people, this scholarly commentary posits that current sex education practices in the United States are inequitable and insufficient based on their variability and lack of policy guidance. To address these shortcomings, the United States must implement comprehensive sex education in all schools to ensure equitable access, information, and support for all students. [ABSTRACT FROM AUTHOR]

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]

Given the relatively conservative and marketized nature of U.S. health care reform, it remains unclear both why Republican resistance has been so intractable through much of the Affordable Care Act's (ACA's) tenure and why it has so suddenly receded into the background. This article seeks an explanatory mechanism to make sense of the ACA's changing historical fortunes, from enactment to the present. It argues that the Republican Party's "rules of reproduction," a concept of historical sociology, best explains why the ACA met with such vociferous resistance and why that resistance has given way to surprising progress on coverage. It begins with a consideration of marketized U.S. health care, as well as the ACA's quest for expanded coverage—not structural rearrangement—as the basis for progressive change. Following this, I explore the "rules of reproduction" to explain Republican political actors' relentless attacks on the law. The final section considers how the historically-contingent COVID-19 event has dovetailed with ACA entrenchment, effectively "flipping the script" on Republican rules, making anti-Obamacare maneuvers far less politically palatable. It is in this political space that reform advocates have been able to seize opportunity and broaden access. [ABSTRACT FROM AUTHOR]

The essays in this special section originate from a 2022 panel discussion on decolonizing migration studies. The authors reflect on the sociology of migration field in the United States and their own intellectual trajectories. They discuss the challenges of shifting the field away from its focus on migrant integration within national borders and propose a variety of decolonizing strategies, from interrogating established categories of migration to integrating scholarship from the global South. [ABSTRACT FROM AUTHOR]

Objective: The purpose of this study was to describe US freestanding birth center models of prenatal care and to examine how the components of this care contribute to birthing people's confidence in their ability to have a physiologic birth. Design: This was a qualitative descriptive study utilizing semi‐structured interviews with birth center midwives. Data were analyzed using thematic analysis, constant comparative method and consensus coding to ensure rigor. Setting and Participants: Midwives from six urban and rural freestanding birth centers in a Midwestern US state were interviewed. Twelve birth center midwives participated. Findings Six themes emerged: the birth center physical space and organization of care, dimensions of midwifery care within the birth center, continuity of care and seamless service, the empowered birthing person, physiologic birth as normative, and the hospital paradigm and US cultures of birth. Key Conclusions: We identified significant components of birth center models of prenatal care that midwives believe enhance birthing people's confidence for physiologic childbirth. These components may be considered for application to other settings and may improve perinatal care and outcomes. [ABSTRACT FROM AUTHOR]

This study examined the differences and relationships between reported incidents of cybercrime and physical crime within U.S. society nationally. The examined period encompassed the years between 2001 and 2020. The study outcomes showed that a relationship existed between reported incidents of cybercrime and reported incidents of physical crime (p = 0.00; α = 0.05). More specifically, it appeared that relationships existed between the reported incidents of cybercrime and the reported incidents of physical crimes representing robbery rate (p = 0.01; α = 0.05), burglary rate (p = 0.00; α = 0.05), and larceny theft rate (p = 0.00; α = 0.05). It also appeared that a difference (p = 0.00; α = 0.05) existed between reported incidents of cybercrime and physical crime wherein greater quantities of physical crime were exhibited societally during the examined period. [ABSTRACT FROM AUTHOR]

We examine the effects of shocks on the invisible Presidential primary in the United States. First, we build on existing models using an algorithm simulating social network shocks. Findings show that positive shocks significantly aid the lead candidate's chances of winning in the invisible primary. Negative shocks, however, are less detrimental to a lead candidate than positive shocks are helpful, as the leader is often able to survive a negative shock and still emerge victorious. Broad empirical tests demonstrate the importance of shocks as well. Beyond the importance of shocks, findings also suggest that Presidential candidate success in the invisible primary owes more to public- than elite-driven factors. [ABSTRACT FROM AUTHOR]

Given the persistence of health inequities in the United States, scholars and health professionals alike have turned to the social determinants of health (SDH) framework to understand the overlapping factors that produce and shape these inequities. However, there is scant empirical literature on how frontline health and social service workers perceive and apply the SDH framework, or related movements such as the right to health, in their daily practice. Our study seeks to bridge this gap by applying constructs from the sociological imagination and structural competency (an emerging paradigm in health professions' education) to understand the perspectives and experiences of social work case managers, community health workers, legal advocates, and mental health counselors at a maternal and child health center in a large US city. This frontline workforce displayed strong sociological imagination, elements of structural competency, and engagement with the principles of the right to health. Workers shared reflections on the SDH framework in ways that signaled promising opportunities for frontline workers to link with the global movement for the right to health. We offer a novel approach to understanding the relationships between frontline worker perspectives on and experiences with the SDH, sociological imagination, structural competency, and the right to health. [ABSTRACT FROM AUTHOR]

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The American Public Health Association (APHA) and prominent U.S. health organizations have acknowledged racism as a central cause of health inequality. In the midst of the COVID-19 pandemic, the U.S. confronts an additional public health crisis: mass impairment from Long COVID. Occupational segregation and institutionalized racism have made working-class Black, Indigenous, and people of color (BIPOC) more likely to experience Long COVID. Medical gatekeepers also prevent equal access to health: BIPOC face more obstacles in their search for disability accommodations and social support. To provide health equity to the Long COVID community, Disability Studies must confront racialized understandings of chronic pain and the consequences of these meanings by centering the lived experiences of BIPOC living with chronic pain. [ABSTRACT FROM AUTHOR]

Social institutions increasingly appear as data-driven entities, with data analytics and information technology transforming social life across health care, education, and criminal justice. Social science scholarship characterizes the political nature of this paradigm by emphasizing technology's role in the governance of life and the sociocultural values embedded within technical design. But little research has examined the intimate work taking place inside these very institutions, resulting in inadequate attention to everyday data practices as they intertwine with evolving technopolitics. Drawing on ethnographic fieldwork of the integration of Electronic Health Records at a large safety-net health system in the United States, in this article I emphasize the intimate work involved in becoming data-driven and how this work shapes the material contours of contemporary data politics. I compare the implementation of two health system initiatives, including a Complex Care Program for an algorithm-defined population and a Disparity Reduction Plan targeting Latinos with Type 2 diabetes, to demonstrate how on the ground actors make intimate decisions about what constitutes the 'right data' in becoming data-driven. As data analytics expands to transform organizational decision-making, redistribute resources, and reconfigure the professional gaze, social science must follow data politics on the move to fully account for the evolving technopolitics of data-driven society. [ABSTRACT FROM AUTHOR]

Drawing on the methodological insights of Global Historical Sociology, this article argues for a relational reconceptualization of the origins of the international development project as rooted in demands emanating from the poorer countries themselves, particularly in Latin America. First, this article traces how sociologists and development scholars have conventionally understood the origins of the international development project, arguing that post-development scholarship has left a lasting imprint even among those scholars who might reject some of its underlying premises. It then returns to the historical record to reconstruct a new empirical history of the origins of the international development project by examining, especially, the relations between Latin American actors and those from the Global North. This reconstruction, mobilizing little-studied archival records from Latin America and reading them in relation to and against the conventional sources from the United States and Europe, reveals that the key institutions that emerged at mid-century to govern the development project were, in fact, the product of sustained demands from below—the product of an ongoing relation between North and South. The article concludes by considering what this historical reconstruction means for the ways that sociologists understand, write about, and teach the international development project, arguing that this relational understanding of its origins is necessary for any project to "decolonize development." [ABSTRACT FROM AUTHOR]

In this presidential address, I argue for the importance of state-created categories and classification systems that determine eligibility for tangible and intangible resources. Through classification systems based on rules and regulations that reflect powerful interests and ideologies, bureaucracies maintain entrenched inequality systems that include, exclude, and neglect. I propose adopting a critical perspective when using formalized categories in our work, which would acknowledge the constructed nature of those categories, their naturalization through everyday practices, and their misalignments with lived experiences. This lens can reveal the systemic structures that engender both enduring patterns of inequality and state classification systems, and reframe questions about the people the state sorts into the categories we use. I end with a brief discussion of the benefits that can accrue from expanding our theoretical repertoires by including knowledge produced in the Global South. [ABSTRACT FROM AUTHOR]

This work analyzes the prevalence of words denoting prejudice in 27 million news and opinion articles written between 1970 and 2019 and published in 47 of the most popular news media outlets in the United States. Our results show that the frequency of words that denote specific prejudice types related to ethnicity, gender, sexual, and religious orientation has markedly increased within the 2010–2019 decade across most news media outlets. This phenomenon starts prior to, but appears to accelerate after, 2015. The frequency of prejudice-denoting words in news articles is not synchronous across all outlets, with the yearly prevalence of such words in some influential news media outlets being predictive of those words' usage frequency in other outlets the following year. Increasing prevalence of prejudice-denoting words in news media discourse is often substantially correlated with U.S. public opinion survey data on growing perceptions of minorities' mistreatment. Granger tests suggest that the prevalence of prejudice-denoting terms in news outlets might be predictive of shifts in public perceptions of prejudice severity in society for some, but not all, types of prejudice. [ABSTRACT FROM AUTHOR]

Objectives I work from a gendered life-course perspective to examine the association between older parents' fertility history (i.e. timing and parity) and their risk of cognitive impairment in the United States. Methods I analyze nationally representative data from 9 waves over 16 years of the Health and Retirement Study (2000–2016). The sample includes 14,543 respondents (6,108 men and 8,435 women) aged 50 and older at the baseline survey. I examine the relationship between parity, age at first birth, and age at last birth with risk of cognitive impairment using nonlinear discrete-time hazard models. Results Adjusting for the effects of full covariates, there are U-shaped relationships between women's age at last birth and risk of cognitive impairment and between women's parity and risk of cognitive impairment. In the sensitivity tests, the relationships remain robust when sampling weights are applied, or mortality selection is corrected. Discussion Fertility timing and parity are likely factors associated with the risk of cognitive impairment for older women. Understanding fertility history and its impact on cognition can help identify the most vulnerable subpopulations, so that more effective interventions can be made to improve cognitive functioning among older adults. [ABSTRACT FROM AUTHOR]

Although Asian-descent men in the United States have been subjected to negative race-gender stereotyping and sexual racism, evidence suggests that mainstream perceptions and Asian American men's self-definitions are in flux. Drawing on in-depth interviews of U.S.-born and -raised, middle-class, heterosexual Asian American men, supplemented by popular media textual analysis, we examine how these men are drawing upon a new form of alternative Asian American masculinity— one that we call "The Model Man"—in order to renegotiate their position within the present hierarchy of romantic preference. "The Model Man," a hybrid masculinity construction that combines the elements of White hegemonic masculinity and model minority-based "Asian" masculinity, is co-opted and deployed by men as sexual/romantic capital—especially in relation to White women—because it enables the men to present themselves as desirable romantic partners. Although this masculinity strategy contains possibilities for further straitjacketing Asian American men via the model minority stereotype—and for re-inscribing heteronormativity and patriarchy/heterosexism—it may possess an unexpectedly subversive potential in allowing the men to contest their masculinity status and even remap hegemonic American manhood. [ABSTRACT FROM AUTHOR]

Medicine operates within the world views of the culture that it serves, and the widespread Chinese diaspora has carried medical practices with it. The resulting creolization takes shape at the borders of intersecting cultures in a distinct form of integration. This article explores the intersections of integration relative to the spread of Chinese medicine in the United States in practical, cognitive, and theoretical terms. This article could be a reference to practitioners, academics, and policymakers in the areas of integrative and Chinese medicine. [ABSTRACT FROM AUTHOR]

Concepts such as "the social," "sociality," and even "society," must be viewed "in time and space," simultaneously as malleable, as representing national and regional differences, and as reflective of concrete sociohistorical conditions. Importantly, particular societal and historical circumstances exert specific kinds of gravity on efforts to clarify the meaning of the above concepts in general and for specific contexts, and to deploy them for purposes of both illuminating and examining the social phenomena they refer to, and their concrete content and form. It is also necessary to establish how and to what extent such efforts themselves are bound to be symptomatic and expressive of the distinctive features (social, political, cultural, economic, geographic, climatic, etc.) they are intended to illuminate and examine. In the United States, related challenges are especially pronounced, for a range of reasons, including the fact that as a comparably "young" nation that was created under very unique conditions, the character of "the social" and the historical foundations of sociality are discernibly different from other societies on Earth. For this reason, as far as social theory is concerned, before it is possible to assess the status and character of "the social," of "sociality," and of "society," in general and abstract terms, it is important to circumscribe what is unique or "exceptional" about a particular society in whose context the status and nature of "social" is being assessed and characterized. Against the neoliberal trend of pitting the social sciences and humanities against each other, and the natural and engineering sciences against both, the former must learn to collaborate and complement each other in ways that secure the independence and autonomy of the social dimension of increasingly complex and contradictory, yet seemingly cohesive societal reference frames. [ABSTRACT FROM AUTHOR]

Research on status beliefs demonstrates that judgments of status are not always universally shared and are shaped by social structural factors. Building on this literature, I introduce the concept of status lenses, reflecting a hierarchical-nonhierarchical dimension and a consensus-dissensus dimension of how social groups view the status order. Using data from the 2012 General Social Survey module on occupational prestige, the most common measure of status in sociology, I find that groups use different status lenses depending on their proximity to the traditional centers of power in the United States. Men, Whites, college-educated, and higher-earning groups have a diffuse consensus status lens; women have a discriminating consensus status lens; and Black, noncollege degree, and lower- earning groups have a discriminating dissensus status lens. [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]

Police officers are expected to serve and protect civilians. Yet cases of police officers harming, sometimes killing, people they are expected to serve and protect have received renewed attention in the United States. Notable cases have led to protests, calls for reforms, and disputes about roles of police officers. This study employs Applied Sociology approaches to questions around reforms of policing in the United States. This study examines reforms to legal protections police enjoy through use of force and qualified immunity laws. Analyzing data for the 50 U.S. states and Washington, DC, this study examines whether legal protections police officers possess are associated with excessive use of force against civilians. This study finds that civilian killings by police tend to be higher in states whose governments are characterized as beyond civilian control. Where Republicans control state government and police officers enjoy broad protections, police killings of civilians tend to be higher. This study finds that racial conflict may be a powerful factor related to police killings of civilians. Applied Sociology demonstrates that reforms should concentrate on not only legal protections police enjoy but also societal structures shaping their efforts to serve and protect civilians. [ABSTRACT FROM AUTHOR]

Predicting wildfire spread is critical for land management and disaster preparedness. To this end, we present “Next Day Wildfire Spread,” a curated, large-scale, multivariate dataset of historical wildfires aggregating nearly a decade of remote-sensing data across the United States. In contrast to existing fire datasets based on Earth observation satellites, our dataset combines 2-D fire data with multiple explanatory variables (e.g., topography, vegetation, weather, drought index, and population density) aligned over 2-D regions, providing a feature-rich dataset for machine learning. To demonstrate the usefulness of this dataset, we implement a neural network that takes advantage of the spatial information of these data to predict wildfire spread. We compare the performance of the neural network with other machine learning models: logistic regression and random forest. This dataset can be used as a benchmark for developing wildfire propagation models based on remote-sensing data for a lead time of one day. [ABSTRACT FROM AUTHOR]

Cinema, which was included in social life as an art and entertainment tool at the end of the 19th century, gained a mass dimension in a short time. Cinema, which was the most preferred entertainment tool for the middle and lower classes in that period, also caused anxiety and worries in some social segments. Especially conservative social groups claimed that crime, violence, sexuality, alcohol and cigarette consumption were represented in an encouraging way in movies. As these concerns deepened and became widespread, public and non-governmental organizations had to take some steps in this regard. In the United States, between 1929 and 1932, a research series called Motion Pictures and Youth: The Payne Fund Studies was conducted in cooperation with the Motion Picture Research Council and the Payne Research and Experiment Fund, focusing on the effects of cinema on the behavior of children and youth. The results of this research series have been published in twelve reports. According to the results of the research, cinema has turned into an important tool in the formation of attitudes and behaviors of children and young people, and cinema causes behavioral disorders and sleep problems in children. After the reports of the research were published, heavy censorship policies were implemented in the United States of America. This series, which is one of the most comprehensive and influential studies in the history of film studies, has also inspired many researches in the following periods. Our study, which focuses on Payne Fund Studies within the framework of paradigm, method, content and results, is a descriptive study based on literature review and aims to contribute to the sociology of cinema by increasing the visibility of Payne Fund Studies. [ABSTRACT FROM AUTHOR]

Contribution: This study contributes to efforts to diversify the field of engineering by studying the influence of co-curricular activities on African American students’ development of key nontechnical professional skills. Background: The 21st Century workforce requires significant collaboration and communication. For engineering graduates to meet workforce challenges, they must graduate with nontechnical skills. This study operationalized these skills using traits identified in the National Academy of Engineering’s (NAE) “Engineer of 2020” report. The NAE also points to the urgent need for the United States to diversify its workforce; broadening the participation of African American engineers is key to doing so. Co-curricular activities help students develop nontechnical professional skills and are particularly important to African Americans at predominantly White institutions (PWIs). Research Question: How do African American engineering students attending PWIs in the United States develop nontechnical professional skills through participation in ethnic-specific co-curricular activities? Methodology: This qualitative study explored the lived experiences of 16 participants from one of six engineering disciplines. Each participant was a member of at least one of the following organizations: a Black fraternity or sorority (termed Black Greek Letter organizations), their campus student chapter of the National Society of Black Engineers, or an institution-sponsored program for racially underrepresented students such as a minority engineering program. Findings: Data analysis revealed significant evidence that involvement in one or more of the studied ethnic-specific co-curricular activities enhanced African American engineering students’ educational experiences by providing resources and opportunities to help them develop professional skills. [ABSTRACT FROM AUTHOR]

Food insecurity has myriad associations with poor health, and low-income communities have higher than average prevalence of food insecurity. Living in a supportive neighborhood social environment may protect against food insecurity, while adverse neighborhood social conditions, such as crime, may increase the likelihood of food insecurity. To examine associations between food insecurity and neighborhood social factors among families with young children, we administered a cross-sectional survey to 300 mothers and female caregivers of Medicaid-enrolled two- to four-year-old children in Philadelphia. We used multivariable regression to examine associations between food insecurity and perceived neighborhood safety, social cohesion, informal social control, and crime, adjusted for demographics, socioeconomic status, and neighborhood characteristics. Lower food insecurity prevalence was associated with higher perceived neighborhood safety and social cohesion, and lower police-recorded violent crime rates. Future work to increase food security among low-income households may benefit from targeting the neighborhood social environment. [ABSTRACT FROM AUTHOR]