Joseph Gusfield and Social Problems Theory

Joseph R. Gusfield was a key figure in the emergence of constructionist social problems theory. His approach was characterized by: his determination to identify the cultural, structural, and historical context of claims; attention to the choices among alternatives that shaped how problems were defined; and the rhetoric used by advocates. He highlighted the role of ownership–the ability to define the terms in which social problems are constructed. His work is also notable for its skepticism regarding social scientists’ theorizing.     

Feeling at Home at Work: Life in Academic Departments

Qualitative Sociology -     

Sociology at UCLA

In a discipline in which departments are often characterized by irreconcilable controversies and factional disputes, UCLA’s department stands out as a pluralistic community that fosters interaction, communication, and mutual understanding. At UCLA the micro and macro meet: leading ethnographers and survey researchers work side by side; noted Marxists, functionalists and phenomenologists participate in the same colloquia, and persons with a variety of outlooks share membership on the same student committees. Ambitious students committed to obtaining the Ph.D. experience a stimulating educational career in a department that prides itself on diversity, but whose faculty understands that its program must be structured and coherent. He has writtenTheoretical Logic in Sociology (4 volumes).Twenty Lectures: Sociological Theory Since World War II, andStructure and Meaning: Essays in Sociological Theory. His most recent books includeEvaluation: A Systematic Approach (3rd edition, with Peter K. Rossi), and the forthcomingHandbook of Medical Sociology (4th edition) edited with Sol Levine.     

Ethics at Work

ABSTRACT

This study examined the influence on substance use of organizational wellness and of attitudes toward the EAP. We developed the Organizational Wellness Scale (OWS) to assess perceptions of healthy (e.g., respectful) and addictive (e.g., workaholic) work climates. Employees from a municipal organization (N = 780) who scored high on the OWS reported less personal and co-worker substance use and enabling behaviors, and more favorable attitudes towards substance use policies. Results suggest that, beyond the influence of the EAP, work site health may effect both individual and work group substance use. Using the OWS, health service providers could benefit from monitoring die impact of organizational wellness on individual and work group health.     

Divorce at Mid-Life

The impact of mid-life separation and divorce on fami- ly intcrgenerational linkages is conSidered in relation to Ule comple- tion of late family stage tasks. Special reference is made to family celebrations as occasions which often reflect the merging of various sub-groups of the family. Consideration is given to recommendations coming out of the feminist literature on family therapy regarding the concept of less slructurally determined family boundaries.     

Men at Work and at Home: Managing Emotion in Telework

Home‐based telework, as one of the flexible working options available today, is unique in its ability to blur physically and emotionally the boundaries between work and home. This article explores how men experience working from home, how they construct their identities as workers and as parents in this ambiguous location and how, as fathers, they manage the emotional work of reconciling family and career in this context. Our findings suggest that in order to manage the emotional aspects of telework men will, at times, focus on either the professional or parental part of their identity in their narratives, and at times attempt to ‘have it all’. We conclude that telework can provide a space where men can adopt emotional discourses and practices traditionally associated with women and, particularly, with working mothers.     

Capital at Home and at School: A Review and Synthesis

Human, financial, and social capital from several contexts affects child and adolescent well‐being. Families and schools are among the most important, and research is increasingly studying how effects of capital across such contexts affect child and adolescent academic and social outcomes. Some research suggests that families may be more powerful than schools in promoting child and adolescent well‐being. Additional research is needed to more fully understand how capital across institutions interacts in producing child well‐being, when and why multiple institutions or levels of analysis are relevant, and how several contexts can form chains of causation. Theories of social capital may promote increased conversation among researchers who study the same outcomes yet focus their analyses on different contexts.     

Applying active learning at the graduate level: merger issues at Newco

Most of the active learning literature focuses on approaches in undergraduate courses. However, active learning also can benefit students in public relations and integrated communication courses at the graduate level. This case report describes how three active learning approaches—research and field work, student accountabilities for learning, and student reflection and reflexive exercises—were used in a graduate class project to help a Fortune 50 consumer products company identify and address real-time merger communication issues.     

The central Europe experiment: Looking at persons and looking at objects

Gaze at objects, another person, and background was measured for fifteen dyads which constituted five different experimental groups in which task and situational factors were varied. The findings were that background stimuli had an unreliable effect on gaze; a very simple object relevant to the subject's task attracted a great deal of gaze and greatly reduced gaze at the other person. This effect was even stronger with a complex relevant object, where visual attention was almost completely transferred from the other person to the object. There was evidence of forces to avoid too much gaze at the other person. These findings suggested the possibility of postulating some new function of gaze in addition to information-seeking, or the possibility of an explanation in terms of the approach-avoidance model of gaze (Argyle & Dean, 1965).The authors are grateful to the S.S.R.C. for financial support.     

Capital at Home and at School: Effects on Child Social Adjustment

We argue for analyzing school and family social capital, human capital, and financial capital as parallel concepts and investigate their effects on child social adjustment. We use the National Longitudinal Survey of Youth (NLSY) merged Child‐Mother Data, to which we add indicators of capital in the children's schools. Findings suggest that although school capital effects are present, family social capital and maternal and child human capital effects are more prevalent. Interactions between family and school capital refine these findings. We derive inferences regarding how investment at home and at school can work together to promote child social adjustment.     

Learning at the edge

This article describes the metaphors persons used to describe their experiences within a three year training project in family therapy. Questions were posed of trainees that had asked them to describe their experiences of training as if they represented the title of a book, movie or journal article. Responses reveal how they construct or ‘story’ their experiences from both a first and second-order cybernetic perspective.     

Death at the border

"Debates about United States border control policies have generally ignored the human costs of undocumented migration. We focus attention on these costs by estimating the number, causes and location of migrant deaths at the southwest border of the United States between 1993 and 1997.... Deaths from hyperthermia, hypothermia and dehydration increased sharply from 1993 to 1997 as intensified border enforcement redirected undocumented migration flows from urban crossing points to more remote crossing areas where the migrants are exposed to a greater risk of death."     

Preventing failure at school

This paper considers early educational interventions aimed at preventing school failure. It begins with a typology of prevention and intervention, then goes on to consider four specific examples of preventive interventions all aimed at avoiding or alleviating academic failure at school. (1) The High Scope pre-school programme for disadvantaged children aimed at providing a ‘better start at school'. (2) Reading Recovery, a targeted intervention aimed at getting children who show early reading difficulties ‘back on course'. (3) A Focused Literacy Programme for improving the reading of all children in disadvantaged neighbourhoods of the inner city. (4) ‘Parent involvement' programmes to improve the reading of all children in primary school through support for literacy at home. Each of the intervention strategies is described and criticised in terms of effectiveness, acceptability and generalisation. Copyright © 1999 John Wiley & Sons, Ltd.     

Disability at the intersections

Complete and accurate understandings of stratification depend on more regular consideration of disability. To build sociologists' recognition of disability as a socially constructed axis of stratification, we first demonstrate the construction of the disability category through classic legitimating processes: moral attributions, biological attributions, separation, and dichotomization. Expanding understandings of basic processes of stratification, we then document the centrality of disability in the social construction of class, race, gender, sexual orientation, and age. Finally, we show various ways disability functions as an axis of stratification in intersection with other key axes of stratification.