“It’s not rocket science!“: High school sociology teachers’ conceptions of sociology

Since academic sociology’s birth in this country, sociologists have not been shy about publicly praising and ridiculing the discipline. Though sociologists have been the primary participants in the seemingly endless debates about sociology’s proper subject matter, methods, and purpose, there is another group that has also struggled over the past 95 years to formulate a conception of the discipline—high school sociology teachers. At this point, we know virtually nothing about what the thousands of high school teachers who offer sociology each year, actually think about the discipline. This paper uses questionnaire and interview data collected from high school sociology teachers to examine their thoughts on four topics: (1) sociology’s strengths, (2) its weaknesses, (3) whether high school students are capable of understanding the discipline, and (4) appropriate course objectives. The results indicate that high school teachers view sociology quite differently from academic sociologists, and that their conceptions are based primarily on “textbook sociology.” I conclude by discussing the far-reaching implications of teachers’ current thinking about the discipline. I wish to thank Larry nichols for offering helpful comments on an earliar draft of this paper.     

The sociology of intellectuals in the 20th and 21st century

Sociologists have treated intellectuals and their ideas for a long time as mere products of external social structures. Recently, however, researchers shifted their focus to cultural explanations, appreciating more fully the role cultural structures play in shaping their biographical trajectories and success. At the same time, I argue that these theories do not fully integrate the insight of performance theories and focus usually on textual self‐presentation of intellectuals. Although such an approach is valuable, I propose that sociologists should pay attention also to the processes of meaning‐making that make up intellectual appeal on stage. In the second part of the paper, I argue that the sociology of intellectuals has been for too long obsessed with questions of success and prestige, and I propose that sociologists should shift their attention to the underappreciated and marginalised among intellectuals.     

“Status! Yes!”: Tom Wolfe as a sociological thinker

The journalist Tom Wolfe draws heavily upon sociology in his works, yet sociologists have largely ignored his writings. This article argues that Wolfe’s journalism presents a coherent vision of contemporary society which emphasizes the importance of what has become a neglected sociological concept—status. Wolfe argues that economic expansion after World War II fostered the emergence of new “statusspheres,” and encouraged status competition. Wolfe treats issues of religion, character, and politics within the framework of status. His work should remind sociologists of the importance of status and the role of irony as a stance for sociological analysis. The author thanks Anne Bowler, Kathleen Lowney, and Lawrence T. Nichols for their helpful comments on an earlier draft of this paper.     

Sociologists and american prohibition: A study of early works in the american journal of sociology1895–1935

Sociology, since its inception, has regarded itself as an agency for investigating social change. Alcohol reform during American Prohibition has been studied from status-politics and politico-economic perspectives. This work delineates what sociologists of the early twentieth-century observed and wrote about the American experiment with Prohibition in the early American Journal of Sociology. Overall, these sociologist gave limited attention to Prohibition. Why AJS sociologists had so little to contribute can be understood by situating the answer in the early sociohistorical context of the social pathology perspective and the Chicago School of sociology. We live as did the ancients when their world was not yet disenchanted of its gods and demons, only we live in a different sense. —Weber¹ His interests are social deviance and social theory and include the role of the media in the American prohibition. The quote is from Max Weber’s essay “Science as Vocation” fromMax Weber: Essays in Sociology, edited and translated by H. H. Gerth and C. Wright Mills (1946, 148.) London: Oxford.     

Back to the future: Settlement sociology, 1885–1930

Between 1885 and. 1930, as sociology was becoming an academic discipline, sociology was also being practiced intelligently, innovatively, and self-consciously outside the academy in the social settlements that grew up in America’s major cities. In this paper, we first define and give a brief overview of the settlement movement in America; second, we show how the settlement workers were sociologists in their self-definition and action and in their relations with other sociologists; third, in the body of the paper, we describe the sociology done by the settlements in terms of the empirical research they undertook and the theory they created. Our argument is that settlement sociologists produced empirical studies that were both substantively significant and methodologically pioneer-ing; that they did so in terms of a coherent social theory unique in its focus on “the neighborly relation”; and that both their research and theory were part of a critical, reflexive, and activist sociology.     

“Please don’t think of me as a sociologist”: Sophonisba Preston Breckinridge and the early Chicago school

There has been a concerted effort in the last three decades to identify early female sociologists and to add or restore their works to the sociological canon. This effort has generated a substantial body of work, much of which examines the relationship between the women and men of the Chicago School in its early years (1892–1920). Two primary assumptions about this relationship have emerged over the years: (1) the women were frustrated sociologists; frustrated by a lack of acceptance in the discipline and a department run by men; and (2) the women were displaced sociologists, forced out of the discipline by the men into disciplines such as household administration and social work. This paper examines these assumptions through a case study of the life and work of Sophonisba Preston Breckinridge. Breckinridge is among those characterized by the literature as a frustrated and displaced sociologist, but Breckinridge’s own words to a friend, “Please don’t think of me as a sociologist,” suggest that this was not always the case.     

A walk on the applied side: Sociology and training research

This article presents a topic that sociologists rarely research but which holds great promise for the future—training. Sociologists spend a good deal of time investigating education but generally neglect the field of training. Little effort is spent on investigating training, why it’s done, how it’s done, what effect it has, who gets it, when it’s appropriate, or where it takes place. Sociologists tend to leave these issues to psychologists of various specialties or to professional trainers and training developers. The article identifies some major training-related issues, sociological specialty areas that apply to training-related research, areas of research that are of likely interest to sociologists and what sociologists might do to get involved in training research. He is on loan from the Armstrong Laboratory, Technical Training Research Division at Brooks AFB, TX, 78235. The views expressed in this article are those of the author and do not necessarily reflect the views of the U.S. Air Force or the Department of Defense. An earlier version of this paper was presented at the Southwest Sociological Association Annual Conference in March 1993.     

A social world of sociology in Japan

This article discusses the characteristics, problems, and future direction of sociology in Japan. The core problem of the discipline is the disparity between theories and empirical studies. That is, sociologists in Japan are not yet accustomed to the practice of integrating both conceptual inquiry and empirical methods—which has resulted in futile research that is unable to influence social policies. This article explores this problem by surveying historical and institutional circumstances that have surrounded sociologists since the founding of the discipline. The issues discussed include: the birth of the discipline, the rule of the academy by prominent universities, the system of funding, and the practice of recruitment. By suggesting problems that should be dealt with by today’s sociologists, the article indicates the road that sociologists must follow to rise above their “TV commentator” image and take on more influential social roles as professional experts.     

The Davis–Moore theory of stratification: The life course of a socially constructed classic

In 1945 Davis and Moore, following an earlier formulation by Davis, proposed a functional theory of stratification that was intended to account for what they contended was the “universal necessity” for social inequality in any social order. Beginning with an article by Tumin in 1953, the Davis-Moore theory elicited regular analysis, commentary, criticism, and debate through the 1970s. Although professional work on the theory has largely ceased since the late 1980s, the Davis-Moore theory remains perhaps the single most widely cited paper in American introductory sociology and stratification textbooks and constitutes “required reading” in hundreds, if not thousands, of undergraduate and graduate courses throughout the United States. The present paper traces the history of the debate and attempts to explain the theory’s longevity and vitality in the face of what has amounted to largely negative assessments by other sociologists over the preceding fifty years.     

Scholarly ethics and courtroom antics: Where researchers stand in the eyes of the law

In 1993 the author, then a Ph.D. candidate in sociology, was jailed for 159 days after refusing to violate the American Sociological Association’sCode of Ethics provisions prohibiting the sharing of confidential research data with law enforcement authorities. This article discusses theCode, presents the facts of the case, answers critics of the author’s and the ASA’s stance, summarizes an attorney’s analysis of researcher’s rights in the eyes of the law, and concludes by urging sociologists to seek federal legislation protecting them and their work product from intrusions by public and private institutions. with emphases in environmental sociology, social movements, research methods, and science and technology at Montana State University.     

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.     

Privacy ethics in the age of disclosure: Sweden and america compared

Sweden, a model welfare state, and the United States, with its ethos of rugged individualism, have institutionalized ethical systems for protecting the research subject’s right to privacy. The ethical concerns driving these “codes” of ethics are similar across the two societies, but the institutional systems for protecting privacy, indeed the very definitions of privacy, are different, reflecting variant value systems. The Swedes have an open government but are vigilant and effective guardians of the privacy of individual files. In contrast, the Americans keep their government relatively closed but allow relatively easy access to individual files. Regardless of this basic difference, researchers in both countries are struggling to rethink their ethical systems in the face of rapid development of communications technology in what has emerged as the age of disclosure. This paper begins with the cultural concepts of privacy in Sweden and the United States. Privacy was chosen as the focus of this paper because it stands at the center of deception and disclosure in research, a pressing ethical problem facing sociologists today. Next is a comparison of the institutionalized systems for protecting the individual’s right to privacy in the two countries, followed by a discussion of the social pressures confronting the two systems. The paper concludes with a comparison of the ethical principles utilized by both countries. Kristina Freerks is an instructor of sociology in Sweden.     

Public Sociology and the Public Turn in the Social Sciences

Public sociology broadly conceptualized is a form of intellectuality involving dialogue between sociologists and the publics with whom they are concerned. Beyond this broad framing, what type of dialogue, with what purpose, which public(s), and the functions of intellectuals and the knowledge they produce are widely contested. In this essay, I explore the politics of academic disciplines, knowledge, and discourse as it has emerged within the debate over public sociology, while also highlighting what public sociology and the rise of other ‘public’ disciplines tells us about these themes in relationship to the possibility of public culture.     

The political economy of sociology: An interview with William V. D’Antonio,American Sociological Association

The Executive Director of the American Sociological Association discusses the many uses of sociology as a practical and knowledge-producing discipline, as well as a profession with many constituencies. While hailing gains in sociology’s relations with Congress, the media, and other social science disciplines, he laments that too few talented students elect to pursue social science degrees. D’Antonio concludes with thoughts on the certification of sociologists. His research has centered on the social and political dimensions of science and technology, especially research evaluation, public understanding of science, misconduct in research, and career patterns of scientists and engineers. His latest book (co-edited) isInterdisciplinary Analysis and Research (Lomond 1986).     

Can sociology be a science?: The issue of gender and sex-dimorphic characteristics

In spite of the fact that much of the work done by sociologists is of high quality, there appears to be a pervasive sense among sociologists that as a field sociology is not developing an accumulating base of knowledge that involves a combination of theory and empirical “facts.” Social constructs are a basic component of most human behavior, and such behaviors cannot be understood without attention to the nature of those social constructs. However, humans are also biological beings, their biological attributes are relatively stable, and variations in these attributes often have a strong effect on behavior. It is also the case that what persons experience and how they behave has an effect on their biological attributes. We suggest that if sociologists were attentive to the interactions of biological attributes and social constructs, sociologists would be in a position to develop a constantly expanding base of scientific social knowledge. As an illustrative example, we have focused on the issue of how gender and sex-dimorphic characteristics are intrinsically interrelated.     

Public Sociology or Partisan Sociology? The Curious Case of Whiteness Studies

This paper identifies the common themes in 245-plus refereed articles on whiteness studies that were published in academic journals after 1992 in an attempt to assess the implications of whiteness studies for the discipline of sociology. Of special interest is the relationship between whiteness studies and Michael Burawoy’s call for public sociology. I argue that the emerging field of whiteness studies identifies itself as a public sociology that is infused by the moral vision of critical sociology. Nevertheless, the field does not accept professional sociology as Burawoy defined it. The ontological, epistemological, and soteriological foundations of whiteness studies encourage the field to pander to one segment of the public—the marginalized—and condemn another segment of the public—“privileged whites,” thus rendering impossible a democratic dialogue on one of the most basic social issues of our time. Conflating Western epistemology with whiteness encourages a misreading of American social scientific work on race relations, thus opening the door to a so-called hermeneutics of suspicion. The result is not an innocuous “pop” sociology, but a partisan sociology, whose implications should caution sociologists against an uncritical embracing of public sociology.     

Sociologists in the Press

Stimulated by debates on public sociology in the recent years I studied contributions of sociologists in daily newspapers in Austria. Although sociologists are rather present in the Austrian press, I argue this remains without noticeable effects on public opinion formation; the topics sociologists write and talk about are rather arbitrary and they lack factual content. Although my data refers to sociologists in the Austrian press, the study’s conclusions might be true to the wider sociological community: Through such exposure, a public profile of sociology cannot evolve. Furthermore, the article discusses criteria that prevent and complicate the relationship between sociologists and the press: avoidance of publicity, the problem of values and ideology, incompatibilities of language-games, divergence of relevance criteria, and deficient cultural empathy.     

Autonomy and Compliance: How Qualitative Sociologists Respond to Institutional Ethical Oversight

Prevailing sociological understandings of institutional ethical review tend to homogenize faculty responses to them, and are predominantly speculative. In this research, we conduct interviews with sociologists from 21 Ph.D.-granting departments across Canada, finding three predominant “ethics orientations” among them, with associated cognitive maps and strategic actions. In our analyses, we use these orientations to complicate homogeneous appraisals of social researchers’ responses to new bureaucratic requirements, enriching our understanding of how such requirements affect the ways sociologists think about their occupation, approach their research, and mentor successive generations. These ethics orientations suggest the field of sociology is comprised of distinct political cohorts with diverging understandings of ethical review, and by extension, power and intellectual work. For some, ethical review signals a more consultative and therefore better approach to knowledge production, while for others it marks the end of an era of unfettered (and superior) intellectual pursuit in sociology.     

A proposed multi-level plan to market sociological competencies

One main purpose of this paper is to encourage sociologists to fully support their sociological association leaders’ efforts to further develop and implement comprehensive plans to improve the image of sociology, especially among those who can employ our graduates, but also among the general populace. Preceding a proposed multi-level plan is an attempt to integrate and present many of the competencies that sociologists and social psychologists have identified through research into a classification of sociological and social psychological skills. The typology can facilitate the selection of competencies appropriate for academic courses or seminars. In brief, the ten categories of this typology are: (1) Communication Skills; (2) Conceptual Tools; (3) Critical Thinking; (4) Problem Solving Strategies; (5) Special Competencies Applicable to Work Organization; (6) Group Dynamics; (7) Group Counseling; (8) Applied Social Research Methodologies; (9) Consulting Expertise; and (10) Competence in Self-Marketing Skills that Students Need. The several examples of skills within each of the ten classifications could be considered by faculty for possible inclusion in their syllabi. A discussion of the necessity to better inform business, industry, foundations, and government agencies of sociological competencies is provided followed by a multi-level public relations proposal, “A Plan to Put Career Vagueness Behind Us.” The plan presented is not intended to bethe plan. It can serve as a check list or supplement to the strategic plans currently being developed and implemented by the ASA and other sociological associations.     

On the public commitment of intellectuals in late socialist China

This article investigates the intense debate on the figure of ??Chinese public intellectuals,?? which has gained increasing importance, both inside and outside Mainland China, during the last decade. The climax was reached in the year 2004, when the debate on the search for and against a role for the ??public intellectuals?? became the litmus test of the intellectual intersections between the State actors and the public. Through a close reading of the crucial documents, this article critically engages with the terminology and the interpretive paradigms employed. Thus the article highlights the contribution of the scholars examined to a dialogue on the role of critical thinking within China as well as globally. In fact, the exploration of the diversity of contemporary Chinese thought on the topic of ??public intellectuals?? can be inscribed within the framework of the following questions: How is the social category of ??public intellectuals?? used and why? And, ultimately, what does it really means to be an intellectual for the public in China today? In this sense, the article sheds light on the indigenous and foreign understandings of ??public?? and ??intellectual.??