The Social Psychology of Compassion

This article places social work clinicians’ compassion fatigue, burnout, and other negative consequences in a broader context of positive social work. We argue for a paradigm shift towards identifying the factors that lead clinical social workers toward human flourishing in their field. We introduce a model for creating “compassion satisfaction” or feelings of fulfillment with clients, rooted in positive psychology and expanded to incorporate the social work perspective. The model suggests that affect, work resources, and self-care influence clinicians’ positivity–negativity ratio, which in turn can result in compassion satisfaction. To maximize compassion satisfaction, research, education, and training should consider how classroom instruction and workplace policies can promote the most success among clinical social workers.     

The many faces of sociology: Ambivalence and conflict in graduate education

This article addresses how the ambivalence of the discipline of sociology affects students’ understanding of it. We consider this ambivalence as multi-layered. The first level embodies the usefulness of sociology as a discipline and sociologists’ ambivalence toward their profession. The second involves applying a sociological perspective to our everyday lives. We discuss the administrative organization of our department, the examination structure, and the structure of asymetric power relations. We conclude that one possible solution toward resolving ambivalences both in our everyday lives and within the profession is to take our critical theoretical training seriously. with special interests in social psychology and qualitative research. She is planning a dissertation on how ideology affects the structure of battered women’s shelters. Barbara G. Brents is a Ph.D. candidate at the University of Missouri with special interests in political economy and aging. She currently is working on a dissertation entitled “The Class Politics of Age: The Social Security Act of 1935.”     

Encounters with Philanthropic Information: Cognitive Dissonance and Implications for the Social Sector

Using interviews with senior level employees in the social sector, I analyze the interactions between organizations and individual potential and existing donors. I recommend a reevaluation of the sector’s use of what I term “agents of philanthropy,” as well as a reconsideration of the hesitation to introduce philanthropic giving to individuals and corporations. To support this assertion, I conduct a thematic content analysis of The New York Times to show how the transference of philanthropic information affects the cognitions and subsequent actions of readers. Using this analysis, I show how individuals may be primed for charitable giving if only these opportunities were presented. The design and focus of this research addresses what I have perceived as oversights in philanthropic research to date: the exclusion of psychology theory, an overemphasis on the conscious, stated motivations of donors, and the lack of interdisciplinary work on prosocial behaviors.     

The Corpus Status of Literature in Teaching Sociology: Novels as “Sociological Reconstruction”

Using fiction in teaching sociology involves what Harvey Sacks calls “sociological reconstruction”. Numerous comments on teaching sociology provide advice and suggestions on the use of literature and “what counts” as “sociological” literature, including specific titles. This paper goes further: while the use of literature is a routine feature of sociological accounts, discerning the relevance of a novel, or a passage within a novel, to sociological themes is an analyst’s achievement. It requires work both by the teacher and the student to recognize the relevance of fiction to sociology. Previous studies on fiction in sociology focus on the pedagogic aspects of using novels but fail to acknowledge the key problem of “sociological reconstruction” attempted through the use of novels. The paper explicates the crucial and generic issue of “corpus status”, which is fore-grounded by the use of non-sociological materials in sociology.     

Studying one's own in the Middle East: Negotiating gender and self-other dynamics in the field

This article uses examples of the experience I had in the field as an indigenous researcher in Turkey in order to problematize claims to knowledge. I contend that for researchers who are positioned as relative “insiders,” whether indigenous or bicultural, such aspects of the researcher identity as gender, class, professional and relationship status are made especially salient, perhaps even more so in Middle Eastern contexts. I also argue that while indigenous status can be both empowering and restricting, the insider/outsider position can be employed as a useful vantage point for “rethinking the familiar.” I discuss with examples how this position informed my researcher role and my perspective on what is traditional.     

A mexican American woman encounters sociology: An autobiographical perspective

I attempt to show how my ideas about bureaucracy and Mexican American culture are a product of my life history and how I worked out key features of these ideas in teaching sociology at a small university. This was made possible because strategic sponsors helped me as an “outsider” to become a kind of “insider” within that social milieu. Her fields of interest are bureaucracy, family, social psychology and race and ethnic relations. She is currently writing a monograph on Mexican American family life.     

From the culture of poverty to the underclass: An analysis of a shift in public language

This paper focuses on the emergence of the “underclass,” and the decline of the “culture of poverty,” as terminologies used in scholarly and popular analysis of certain lowincome groups in American society. It is argued that the theoretical cores of these two concepts are similar but not identical, and that a shift in “public language” has occurred. This shift represents the most recent chapter in the historical process of word substitution that Matza (1966) claims has characterized society’s response to the disreputable poor. The factors responsible for this shift are analyzed, and the consequent potential for miscommunication is highlighted. where his research interests include poverty policy and program evaluation. He is the author (with John B. Williamson) ofPoverty and Public Policy (1986). This article is a revised version of a paper presented at the annual meeting of the Society for the Study of Social Problems, August 1986. I wish to thank the anonymous reviewers ofThe American Sociologist for their thoughtful comments and suggestions.     

Menstrual time: The sociocognitive mapping of “the menstrual cycle”

Despite the many angles from which the biological phenomenon now known as “the menstrual cycle” has been addressed, no work explicitly focuses on how social groups actually draw lines around and mentally partition these complex biological processes into discrete temporal units. This paper examines not the meaning of “the menstrual cycle,” per se, but hegemonic Western culture's intersubjective notions of how to carve up this inherently unstructured phenomenon in the first place. Although sociologists of cognition have still to consider this sociomental structuring of “the menstrual cycle” as a case of mental cartography, and sociologists of time have still to consider “menstrual time” as a case of sociotemporality, I conclude that the mental mapping out of what constitutes the elements of this rhythm is a highly social act with serious implications for women's lives.     

Finessing a point: augmenting the core

The “finesse point” introduced here extends the notion of a core; it is a position that minimizes what a candidate needs to do to counter moves that are made by an opponent. The definition, which is motivated by the “chaos theorem” as well as by the dynamics of positive and negative political campaigning, is also used to define a “malicious point,” which is an optimal location from which a candidate can engage in “negative campaigning.”     

A Canadian rejoinder: Sociology north and south of the border

In response to the recent The American Sociologist special issue on Canadian sociology, this rejoinder dialogues with some of the perspectives offered there on the discipline north of the border with an eye towards lessons that American sociologists might learn from the Canadian experience. My reflections build on a larger analytic piece entitled “Canada’s Impossible Science: The Historical and Institutional Origins of the Coming Crisis of Anglo-Canadian Sociology” to be published soon in The Canadian Journal Sociology. Particular attention is paid to the different institutional arrangements of higher education in Canada and the United States, Anglo-Canadian reliance on the particularly English “weakness as strength” strategy for sociology, tensions between the cultural values of populism, egalitarianism, and excellence, and the trade-offs between professional and public intellectual work. A critique is offered of the “origin myth” of Canadian sociology as a particularly vibrant “critical sociology,” with discussion of Dorothy Smith's influence on sociology in Canada. His research interests are in sociological theory, the sociology of culture, and the study of intellectuals from the perspective of the sociology of organisations and professions. He is studying Edward Said as a “global public intellectual” as part of a Canadian government-funded interdisciplinary grant on “Globalization and Autonomy” at McMaster University. He is also working “Canadian professors as public intellectuals,” a project also funded by the Social Science and Humanities Research Council of Canada.     

“Wall Street” meets Wagner: Harnessing institutional heterogeneity

If institutional heterogeneity tends overall to reduce survival chances, it may also persist and be harnessed to good use. This article investigates this ambivalence by looking at how institutional heterogeneity emerges, develops, and survives. An inductive study of the “Metropolitan Opera” archives suggests that what enables heterogeneity to survive and to withstand the pressure for homogenization is its inherent potential for “multivocality.” The analysis shows how institutional discrepancies were bridged over through an opportunistic, “multivocal” action pattern, whereby the organization maneuvered between conflicting institutional demands, seeking to minimize dependence on any single constituency or evaluation principle. Maintaining discretionary options is essential in multi-dimensional space, where ambiguity makes optimization impractical. The trade-off in this action pattern includes remarkable adaptability and operational inefficiencies.     

Some thoughts on graduate education in sociology

Examining the question of graduate education in sociology raises issues about the way we perceive our discipline and its future. Multiple theoretical perspectives and applied vs. basic interests need not fractionate the discipline if we orient ourselves to those skills which comprise the essence of sociological work; and the idea of a disciplinary core will be more easily operationalized if we construct graduate curricula with these skills in mind. How we practice our discipline will be a far more significant determinant of both its future and the content of graduate training than our normative pronouncements about what ought to be. His recent publications, both with Les Whitbeck, include “Knowledge Use as Knowledge Creation” inKnowledge (1986), and “Sources of Knowledge for Practice” in theJournal of Applied Behavioral Science (forthcoming).     

An “amorphous mist”? The problem of measurement in the study of culture

Sociological studies of culture have made significant progress on conceptual clarification of the concept, while remaining comparatively quiescent on questions of measurement. This study empirically examines internal conflicts (or “infighting”), a ubiquitous phenomenon in political organizing, to propose a “resinous culture framework” that holds promise for redirection. The data comprise 674 newspaper articles and more than 100 archival documents that compare internal dissent across two previously unstudied lesbian and gay Marches on Washington. Analyses reveal that activists use infighting as a vehicle to engage in otherwise abstract definitional debates that provide concrete answers to questions such as who are we and what do we want. The mechanism that enables infighting to concretize these cultural concerns is its coupling with fairly mundane and routine organizational tasks. This mechanism affords one way to release the culture concept, understood here as collective self-definitions, from being “an amorphous, indescribable mist which swirls around society members,” as it was once provocatively described.     

Cooks Cooking Up Recipes: The Cash Value of Nouns,Verbs and Grammar

In the process of eating, everyone cooks, personally combining ingredients at hand to enhance appetite; but few are called cooks. From this mundane example we can take a new approach to the study of material status. A sociological formula that credits capital as opposed to labor with the source of advantage will obscure the dynamics shaping material status. Drawing on a study of the Hollywood area of Los Angeles, I indicate how, at the lowest and highest levels, people make their material status by innovatively combining what they have, as passively available resources, and what they do in the nature of hourly or task paid labor. The shift of theory from nouns, like labor and capital, to the active and passive verbs, “doing” and “having,” leads to a shift in the search for explanations of status differences. As in cooking, the transformative tricks critical for producing savory results are not simply in the recipes handed down from generation to generation but in those cooked up, in the innovative interactions in relating working for pay and the exploitation of ongoing relations.     

The impact of sociological orientation on pedagogy: A reconsideration of teacher training in sociology Ph.D. Departments

The emphasis in sociology Ph.D. programs continues to be on training researchers rather than teachers. This is a serious mistake, given the overwhelming proportion of students who go on to academic careers that require at least some time in the classroom. Departments that offer some type of graduate training in teaching focus almost exclusively on the students’ mastery of pedagogical strategies—tools, tips, and techniques for improving their instruction. But this approach neglects students’ assumptions about sociology as a discipline—or their sociological orientations—that underlie and inform their pedagogical choices. This paper explicates the relationship between sociological orientation and pedagogical practice, and asserts that graduate students need to consider their orientation to the discipline before stepping inside a classroom. This may be effectively accomplished through a required year-long seminar to be taken during the second year of graduate study. The first semester would be devoted to the issues, debates, and questions that currently characterize the discipline. The second would consider the “nuts and bolts” of teaching, and how pedagogical practice derives from sociological orientation. Students would also work as teaching assistants before, during, and after completing the seminar. They would then be required to teach at least one course of their choice before graduating. During this first teaching experience, each graduate student would work closely with a faculty mentor. An earlier version of this paper was presented at the 2003 annual meeting of the Eastern Sociological Society. I wish to thank Michael Lewis, Joya Misra, Afshan Jafar, Brian Kapitulik, and the editor of the American Sociologist for their help in improving this paper.     

American sociology in chaos: Differentiation without integration

American sociology is a chaotic discipline. There is disagreement on foundational issues that give disciplines coherence. For example, sociologist disagree on the appropriateness of a scientific orientation, the role of activism and ideology in inquiry, the best methodologies to employ, the primacy of microversus macro-levels of analysis, the most important topics to study, and many other contentious issues. The recent call for a “public sociology” in which four wings of the discipline—policy (applied), professional (scientific), critical (ideological), and public (civic engagement) sociologies—are to be integrated is less of a remedy for what troubles sociology than an admission that we are a discipline divided (Burawoy, 2005). Among the social sciences, economics is the most coherent, with the other social sciences revealing varying degrees of incoherence or chaos. Sociology is probably the least integrated of the social sciences, although cultural anthropology has increasingly become much like sociology. In this paper, my goal is to offer an explanation for how sociology came to it present state and what, if anything, can be done to integrate the discipline. Let me begin by outlining what makes a discipline coherent. Jonathan H.Turner is Distinguished Professor of Sociology at the University of California, Riverside. He is primarily a theorist, and his substantive interests include the history and structure of American sociology. He can be reached at jonathan.turner@ucr.edu.     

Disciplining an Unruly Field: Terrorism Experts and Theories of Scientific/Intellectual Production

“Terrorism” has proved to be a highly problematic object of expertise. Terrorism studies fails to conform to the most common sociological notions of what a field of intellectual production ought to look like, and has been described by participants and observers alike as a failure. Yet the study of terrorism is a booming field, whether measured in terms of funding, publications, or numbers of aspiring experts. This paper aims to explain, first, the disjuncture between terrorism studies in practice and the sociological literature on fields of intellectual production, and, second, the reasons for experts’ “rhetoric of failure” about their field. I suggest that terrorism studies, rather than conforming to the notion of an ideal-typical profession, discipline, or bounded “intellectual field,” instead represents an interstitial space of knowledge production. I further argue that the “rhetoric of failure” can be understood as a strategy through which terrorism researchers mobilize sociological theories of scientific/cultural fields as both an interpretive resource in their attempts to make sense of the apparent oddness of their field and their situation, and as schemas, or models, in their attempts to reshape the field. I conclude that sociologists ought to expand our vision to incorporate the many arenas of expertise that occupy interstitial spaces, moving and travelling between multiple fields.     

Negatively interdependent preferences

We develop a theory of representation of interdependent preferences that reflect the widely acknowledged phenomenon of keeping up with the Joneses (i.e. of those preferences which maintain that well-being depend on “relative standing” in the society as well as on material consumption). The principal ingredient of our analysis is the assumption that individuals desire to occupy a (subjectively) better position than their peers. This is quite a primitive starting point in that it does not give any reference to what is actually regarded as “status” in the society. We call this basic postulate negative interdependence, and study its implications. In particular, combining this assumption with some other basic postulates that are widely used in a number of other branches of the theory of individual choice, we axiomatize the relative income hypothesis, and obtain an operational representation of interdependent preferences. Received: 7 December 1998/Accepted: 24 August 1999     

Preferences,the Agenda Setter,and the Distribution of Power in the EU

In this paper, we present a generalization of power indices which includes the preferences of the voters. Using a Multilinear Extension perspective (Owen in Manage Sci 18:p64–p72, 1972a) we measure the probability of the players’ voting “yes” for a particular political issue. Further, we randomize the issues and show the influence that the Agenda Setter can have on a player’s power. We demonstrate these results using data from the European Union to show how the power distribution may shift after enlargement and under the new Constitutional Treaty.