The Functionalist Perspective on Social Inequality: Some Neglected Theoretical and Conceptual Roots*

This paper outlines the origins of the functionalist perspective as it was used by American social scientists to explain social inequality during the first four decades of the twentieth century. The author then argues against the assumption that the basis for development of the perspective is found in the work of Parsons and his students who applied Parsons’general framework to studies of social inequality in complex industrial society. Instead, it is suggested that the research of social anthropologists, such as Robert and Helen Lynd and W. Lioyd Warner, was equally important to the development of the functionalist perspective. The author further argues that early twentieth-century British social anthropology, with its strong ties to Durkheimian functionalism, greatly influenced the direction of studies on social inequality. The paper concludes with a discussion of the intellectual ancestries between these theoretical pioneers and Parsonians and offers an explanation why Parsons’work dominated sociology during a critical period of the discipline's development.     

Children's Emotional Regulation and Social Competence in Middle Childhood

SUMMARY

Associations among parental behaviors, children's emotional reactivity, and dimensions of children's social competence were examined. Fourth grade children (N = 103) and their parents participated in a laboratory discussion task. Parent-child relationship qualities, parental emotion socialization behaviors, measures of children's emotional regulatory abilities, and social competence (assessed by teachers and peers) were obtained. Results indicated that parents' behaviors in the discussion task were related to both children's emotional and social competence. Both mothers' and fathers' behaviors were linked to children's emotional regulatory abilities and social competence. In addition, children's emotional regulation was related to children's social competence. Only limited evidence of the mediating role of emotion regulation was found. Implications for relative roles of mothers and fathers in the emergence of emotional and social competence were noted.     

Cognitive Neuroscience, Neurobiology and Affect Regulation: Implications for Clinical Social Work

The purpose of this article is to review and consider the ways in which recent advances in cognitive neuroscience and neurobiology inform a biopsychosocial perspective for understanding and intervening with at-risk families. Specifically, our focus is on the ways in which such work contributes to our understanding of affect regulation as an important determinant and consequence of early interactive experience. In turn, this knowledge can be employed both in primary prevention and in later intervention with families whose well being has been compromised by affect dysregulation.     

Variations in Family Structure and School-Age Children's Academic Achievement: A Social and Resource Capital Perspective

Data from the nationally representative Early Childhood Longitudinal Survey, Kindergarten Class of 1998–1999 (ECLS–K) involving more than 300 children who continuously resided in different variations of families from kindergarten through fifth grade were used to test the usefulness of social capital theory for understanding the academic improvement of school-age children over two points in time. Social capital theory was found to be a useful framework for explaining academic achievement for single-parent, stepparent, and biological family forms. Analyses revealed that children's change scores in reading and math differed across the three variations in family type. Children in single-parent households scored significantly lower than children from both biological and married stepparent households.     

Moving and Children's Social Connections: Neighborhood Context and the Consequences of Moving for Low-Income Families

Using data from an experimental housing relocation program, this research compares social connections of children in families that move with those of similar children who do not move. Qualitative interview data are used to examine what factors influence the formation of social connections after moving. Results show the impact of moving on children's social connections is influenced by neighborhood context, financial resources, and children's age at the time of the move. Studies of moving during childhood need to pay closer attention to the factors that influence where, when, and why families move.     

The Influence of Social Context on Partnerships in Canadian Health Systems

Partnerships, collaboration, joined‐up government; these terms have become common elements of global health and social policy discourse. The terms may be pervasive but there remain significant challenges to collaborative ways of working. We argue that some of these challenges arise from a failure to account explicitly for the influence of social context. Between 1999 and 2001 we conducted a comparative case study of partnerships in Canadian health systems in which we examined specifically the roles of social context and gender. Social structures directly linked to formalized health systems are embedded in social institutions based on patriarchal and bureaucratic practices that do not traditionally support the relational practices required for the development of partnerships. While individuals within such organizations may have the knowledge, skills and commitment to collaborate, in such an environment, tremendous resource expenditures are required to achieve and maintain collaborative advantage.     

A Perspective on Critical Social Work

This paper articulates a perspective on critical social work that draws from poststructuralism and critical theory. Arguing that the critique of positivism, the unreliability of generalizations about humans, and the influence of new social movements have undermined the credibility of mainstream social work practice and theory, the author advocates the need for social work theory and practice that is predicated on social justice. The paper offers a critique of structuralist approaches to practice and then seeks to embed social work practice in epistemic responsibility and communicative responsibility.     

Household Structure and Children's Educational Attainment: A Perspective on Coresidence with Grandparents

Children from alternative households complete fewer years of schooling. Yet little is known about the implications of coresidence with grandparents for educational attainment. Using data from the National Longitudinal Study of Adolescent Health (N = 10,083), this study found that extended households with two biological parents were not detrimental to high school completion or college enrollment. Although coresidence with grandparents did not compensate for not living with two biological parents, it seemed to be beneficial for the educational attainment of youth from single‐mother households. In contrast, skipped‐generation households were associated with a persistent disadvantage for educational attainment. Limited socioeconomic resources partially accounted for the adverse effects of alternative households, whereas parenting quality did not explain these effects. Interactions of gender by household structure suggested that stepfather households could have negative consequences for high school completion and college enrollment only for girls.     

Children's Participation,Childhood Publics and Social Change: A Review

Progress in the implementation of children's participation rights in England is reviewed and situated within a broader agenda of social change. The article argues that much of the energy for ‘change for children’ has resided within a governance pathway across policy, practice and research. An alternative perspective is offered by re‐connecting children's rights debates to those of social movements and asking whether childhood publics are possible, what they might look like and where they might be found. It is concluded that a cross‐national and longitudinal perspective grounded in everyday life is likely to provide a more nuanced understanding of the change for children.     

Homelessness and Social Exclusion: A Foucauldian Perspective for Social Workers

Abstract

The present article considers the malleability of the concept of social exclusion as a tool of policy analysis and intervention in relation to homelessness. The article uses Foucauldian concepts of discourse, power/knowledge and surveillance to pose a challenge to the construction of homelessness as a social exclusion, while alluding to the need for researchers, policy and service provision to be more inclusive of the voices of homeless people in the development of both policy and services. The author argues that the concept of social exclusion, which informs major policy initiatives of the Rann Labor Government in South Australia and the Blair Labour Government in Britain, has a primarily rhetorical purpose and obscures both structural contexts and the subjectivities and lived experience of those labelled homeless.     

Social Context at Work: A Multilevel Analysis of Job Satisfaction

Analyzing data on classified employees working in 18 departments in a university, this paper uses hierarchical linear models to explore the effects of social context on workers' job satisfaction. Drawing on organizational demographers' claims that satisfying social relations in the workplace have demographic sources and that workers are more satisfied in demographically homogeneous work units, we examine the effects of department-level sex and race heterogeneity on workers' feelings about their jobs. Our results show that satisfaction levels are lower in more sex- and race-heterogeneous departments, as hypothesized. In addition, we found that satisfaction is higher in departments with higher average levels of job tenure, though the individual-level effect of tenure on job satisfaction was not statistically significant. Our results provide support for a social-relational view of work and demonstrate the usefulness of multilevel models as an analytic strategy for examining these issues.     

Drug Courts: A Social Capital Perspective*

Social capital is a variable resource embedded in all social networks. Although the majority of work on social capital describes it as contributing to socially beneficial outcomes, it also contributes to deviant activities. In addition to laying a theoretical basis for understanding the deviant potentials of social capital, this paper argues that a change in social networks results in a change in social capital. Using data collected from adult drug courts in Wyoming, multivariate ordinary least squares (OLS) regression analyses and analyses of personal interviews were used to explore changes in the social capital of drug court participants. However, as a result of deficiencies in available data, questions remain as to the long‐term social circumstances of participants after graduating from the programs and differences in social outcomes among minority groups. The results from this project have implications for future research conducted on drug courts and the theory of social capital.     

Sociology of School Boards: A Social Capital Perspective

School boards have received little attention in sociology of education. Drawing on organizational sociology, a model of school board social capital is proposed that treats brokerage (external ties) and closure (internal ties) as the key dimensions of board functioning. The model brings together insights from limited research on school boards concerning members' internal and external ties and recasts them as the building blocks of a unifying theoretical framework. It also proposes specific performance outcomes at the district level. The model is tested using the data from a representative sample of Pennsylvania districts. The analysis not only explores brokerage and closure patterns among school boards, but also examines their implications for academic outcomes. Findings suggest that eighth grade reading and mathematics performance are highest in districts, where boards exhibit high levels of both brokerage and closure, and lowest in districts, where brokerage and closure are both low.     

Conceptualizing Simultaneity: A Transnational Social Field Perspective on Society1

This article explores the social theory and consequent methodology that underpins studies of transnational migration. First, we propose a social field approach to the study of migration and distinguish between ways of being and ways of belonging in that field. Second, we argue that assimilation and enduring transnational ties are neither incompatible nor binary opposites. Third, we highlight social processes and institutions that are routinely obscured by traditional migration scholarship but that become clear when we use a transnational lens. Finally, we locate our approach to migration research within a larger intellectual project, taken up by scholars of transnational processes in many fields, to rethink and reformulate the concept of society such that it is no longer automatically equated with the boundaries of a single nation‐state.     

Social Engineering in Context: Some Observations on Turner

The concept of social engineering has more negative baggage than Jonathan Turner supposes. It assumes an ability to control events that is normally lacking and which cannot be attained by following rules of thumb. A paradigm that better links theory with practice is preferable.     

Children's Presence in the Neighbourhood: A Social‐Pedagogical Perspective

In this article we discuss some theoretical and methodological perspectives for studying children's neighbourhoods as a social‐pedagogical context. This social‐pedagogical perspective includes a focus in research on a reflective approach based on the acquisition of empirical indicators about the impact of the neighbourhood on children's socialisation. A research outline based on the idea of mapping children's neighbourhoods within their social and historical context is presented as one possible example of such an analysis.     

Three Social Dilemmas of Workforce Diversity in Organizations: A Social Identity Perspective

This paper explores the relationship among threesocial dilemmas faced by organizations wishing to attainand maintain workforce diversity: the dilemmas oforganizational participation, managerial participation, and individual participation. Functional andsocial category diversity offer benefits fororganizations (creativity, adaptation and innovation,and access to external networks), but there are costswhich deter organizations from pursuing thesebenefits. The costs associated with organizationalparticipation in diversity initiatives arise becausemanagers and their employees perceive organizationalconflicts and organize their interactions along socialidentity lines, so that temporal traps and collectivefences surround diversity. Resolving the subordinatedilemmas of managerial and individual participation provides the key to resolving the dilemma oforganizational participation. Social identity theory isused to understand the dilemmas and to develop possibleresolutions, which should make the benefits of diversity more immediately accessible toorganizations and society.     

Conceptualizing Childbearing Ambivalence: A Social and Dynamic Perspective

Childbearing ambivalence is often conceptualized as a state of conflicting desires about having a child that is characteristic of particular individuals or life stages. This study proposes that childbearing ambivalence is dynamic and situational, resulting from the multiple sociocultural frames surrounding childbearing. Using eight waves of prospective data from a population‐based sample of young adults in Malawi, results show that 41% of women and 48% of men are ambivalent about childbearing at some point in the 2.5‐year study. There is limited evidence that ambivalence is related to individual sociodemographic or psychosocial characteristics aside from gender; rather, ambivalence is tied to life course markers such as school enrollment and age. In addition, life course transitions and changes in relationships, health, and economic factors are associated with the onset of ambivalence, supporting the theory that ambivalence is a dynamic state that men and women frequently pass through as their lives and circumstances change.     

Schizotypal Personality Disorder: A Clinical Social Work Perspective

Schizotypal personality disorder (SPD) is considered to be a “schizophrenia spectrum disorder” as evidenced in part by its cross-listing in that chapter of the DSM-5. SPD is considered to be a condition with limited potential for positive change because one of its major features is the presence of a biologically based cognitive deficit. This assumption, however, is an example of the medical model’s creating a bias against psychosocial features that are always involved in character development. The social work profession’s bio-psycho-social perspectives focus more comprehensively on all features of the condition and promote a more optimistic view of clients’ change potentials. The purposes of this paper are to examine SPD from a social work perspective and to demonstrate, with a case example, how effective intervention can be organized and delivered.     

Intergroup Behaviour and Ethnicity: A Social Psychological Perspective

Humans exist not only as unique individuals, but also as members of social groups that are formed on the basis of ethnicity, gender, age and so forth. Reflecting this duality are interpersonal and intergroup modes of behaviour, respectively. Thus, humans can act in terms of their personal self and treat others as individuals (interpersonal behaviour); they can also act in terms of group membership and relate to others as members of this or that group (intergroup behaviour). In a mixed marriage, for example, the couple's behaviour toward each other is ‘normally’ interpersonal, but can become intergroup when war breaks out between their respective ethnic groups. Contrary to common sense, factors more minimal than a war are often sufficient to trigger intergroup behaviour. Indeed, seemingly interpersonal encounters are in fact intergroup. How does behaviour shift from interpersonal to intergroup, and with what consequences? To address these questions, I outline a social psychological perspective based on social identity theory and conclude with a discussion on the enigmas of ethnicity.