Meaning-Making,Negotiation, and Change in School Accountability,Or What Sociology Can Offer Policy Studies

In school systems around the world, countless reform strategies have focused on school and teacher accountability—the process of evaluating schools’ performance on the basis of student measures. Policy and education research has been dominated by debates on its effectiveness, where advocates highlight the positive effects on achievement while critics emphasize the negative consequences on pressure, morale, and autonomy. Yet the question is not so much whether to have accountability, but what form it should take. To answer this, sociologists contribute through their study of accountability’s organizational and ecological dynamics—key facets that are sidelined when researchers only focus on quantitative program evaluation. An organizational perspective highlights the meaning-making school actors and the general public have of the policy, viewing it through technical-rationalist and institutional-performative lenses. An ecological perspective highlights how the form of accountability is a negotiated outcome of larger macrosocial forces, and how accountability is itself contributive to larger social changes. This review suggests a broader conceptualization of accountability regimes, and the unique contribution of critical, organizational, and sociological perspectives to the study of public policies.     

Echo chambers and social mediators in public advocacy issue networks

The growing trend of politically motivated consumer boycotts and buycotts on social media not only impacts a company’s financial bottom line, but more fundamentally disrupts relationships between the firm and its publics, the cornerstone of public relations (Ferguson, 1984; Sommerfeldt, & Kent, 2015). On a broader level, such politically motivated advocacy is a critical facet of civil society with important implications on the societal role of public relations (Taylor, 2010). In light of the significance of politically motivated consumer advocacy to public relations, a multi-phase, exploratory study was conducted. Study 1 applies content analysis and social network analysis to examine how different interactive mechanisms on social media—retweet, mention, and reply—may affect communication within and between communities of different ideological views surrounding the boycott and buycott issues. Study 2 further explores the challenges and opportunities of fostering exchange of diverse viewpoints by identifying new social mediators—the “echoers” who propel information flow among in-group members, and the “bridgers” who initiate communication with political out-group members—and assess the key network characteristics of these social mediators. The findings of these two studies advance public relations theories on networks, intergroup communication, and civil society by illustrating how social media structure and social mediators shape the networked public discourse to facilitate or inhibit conversations between publics of different ideological orientations.     

North Central Sociological Association Presidential Address the Community College Conundrum: Pitfalls and Possibilities of Professional Sociological Associations

Abstract

This presidential address examines the “community college conundrum” within our discipline. Although it is reported that 44 percent of first-time undergraduate students attend community colleges, community college faculty are underrepresented in the American Sociological Association (ASA) and within our regional associations. This lack of participation has two roots: (1) our disciplinary lack of interest in studying community college education as a unit of analysis; and (2) the failure by sociologists to understand community college education as a social justice concern. Data for this study include an assessment of membership and participation in our disciplinary associations, content analysis of the journal Teaching Sociology, and a review of ASA syllabi sets. Findings reveal a common theme: community college sociologists are ignored and afforded a marginal status—a “less than” status—within our discipline. Recommendations include calling on the ASA and all sociologists to recognize the importance of community colleges in doing the work of “public sociology.”     

WHY DOES CHILD LABOR PERSIST WITH DECLINING POVERTY?

We develop a dynamic overlapping generations model to highlight the role of income inequality in explaining the persistence of child labor under declining poverty. Differential investment in two forms of human capital—schooling and health—in the presence of inequality gives rise to a nonconvergent income distribution in the steady state characterized by multiple steady states of relative income with varying levels of education, health, and child labor. The child labor trap thus generated is shown to preserve itself despite rising per capita income. Policy recommendations include public provision of education targeted toward reducing schooling costs for the poor or raising the efficacy of public health infrastructure. (JEL I1, J2, O1, O2)     

Promoting the Health of Young Adults in Urban Public Universities: A Case Study From City University of New York

Abstract

Changing demographics of college students and new insights into the developmental trajectory of chronic diseases present universities with opportunities to improve population health and reduce health inequalities. The reciprocal relationships between better health and improved educational achievement also offer university health programs a chance to improve retention and graduation rates, a key objective for higher education. In 2007, City University of New York (CUNY), the nation's largest urban public university, launched Healthy CUNY, an initiative designed to offer life-time protection against chronic diseases and reduce health-related barriers to educational achievement. In its first 5 years, Healthy CUNY has shown that universities can mobilize students, faculty, and other constituencies to modify environments and policies that influence health. New policies on tobacco and campus food, enrollment of needy students in public food and housing assistance programs, and a dialogue on the role of health in academic achievement are first steps towards healthier universities.     

“Old age” as a social location: Theorizing institutional processes,cultural expectations,and interactional practices

The graying of societies and growing inequality call for increased attention to age relations and their implications for power, status, and constraint in late life. In this paper, I argue old age is a distinct—and devalued—social location that exists amid intersecting relations of inequality. Using an integrative approach, I synthesize selected sociological research on the institutional processes, cultural expectations, and interactional practices underlying the social construction of old age. I then review research in the areas of family care work and employment to illustrate some empirical contexts where age relations intersect with gender, class, race, and ethnicity to structure divergent opportunities and constraints among older people. This paper maps out significant theoretical and substantive signposts in the sociology of old age to build connections across levels of analysis, and to provide a nuanced, comprehensive approach to patterned inequalities in late life.     

Challenges and opportunities to eLearning in social work education: perspectives from Spain and the United States

ABSTRACT

eLearning has become an academic tool used to provide access to education for multiple segments of the population, which otherwise would have little to no access to it. While other academic disciplines integrated it into their curricula early in the digital revolution, in many countries, social work education is just beginning to address the opportunities and challenges web-based learning may bring to these programmes [Blackmon, 2013. Social work and online education with all deliberate speed. Journal of Evidence-Based Social Work, 10(5), 509–521. doi:10.1080/15433714.2012.663672; Phelan, 2015. The use of eLearning in social work education. Social Work, 60(3), 257–264. doi:10.1093/sw/swv010]. This international collaborative research study seeks to better understand the challenges and opportunities faced by social work educators teaching at universities who are already using some form of eLearning in the United States and in Spain. A quantitative, non-experimental research design was employed. Results show that there are similarities as well as differences in the ways the two subsamples perceive the challenges and opportunities of eLearning. Findings reveal that there are some significant differences between the way the two subsample respondents perceived challenges and opportunities to eLearning. Recommendations for online social work educators and administrators are provided regarding overcoming challenges and capitalizing on opportunities applicable to the US, Spain, and the larger European and global contexts. Recommendations for further research and practice are also included.     

Explaining the Origins of Public Relations: Logics of Historical Explanation

This study reviews a major body of research—historical explanations for the emergence of public relations as a social institution. This review of public relations histories identifies three distinct logics of historical explanation—a functionalist logic, an institutional logic, and a cultural logic. It then describes how these three logics are used in public relations histories and explores the theoretical and methodological challenges that each of these approaches presents.     

NON‐MONETARY INCENTIVES AND OPPORTUNISTIC BEHAVIOR: EVIDENCE FROM A LABORATORY PUBLIC GOOD GAME

This study reports data from a laboratory experiment that investigates the incentive effect of three distinct social communication schemes on free‐riding behavior. We use performance‐based approval and disapproval ratings and a linear public good game to address the above issues. The treatments vary in terms of subjects' opportunities to anonymously assign (1) only the approval ratings to other group members, (2) only the disapproval ratings to other group members, and (3) either the approval or the disapproval ratings to other group members (but not both to the same group member), after they play a standard linear public good game. Despite the Nash prediction of zero individual contribution in all three treatments, the data show that the disapproval points generate significantly higher contribution than the approval points. The treatment in which subjects could communicate either the approval or the disapproval points produces the highest level of contribution. We discuss the implications that these findings may have for efficient design of organizations. (JEL D03, H41, C72, C92)     

Toward a political sociology of privatized punishment: Contestation,state structures,and stratification

Privatized punishment—in which nonstate actors carry out state-mandated criminal punishments—has developed into a common practice since its rise in the 1980s. Many disciplines, including criminology, political science, public administration, and economics, have examined its use over the past four decades. However, privatized punishment has not garnered much attention in sociology. This is surprising, as privatized punishment touches on the key themes in sociology, and in the political sociology in particular. In this paper, we attempt to insert privatized punishment into classic and contemporary discussions in political sociology. Below, we offer an overview of privatized punishment and provide a high-level review of how other social scientific disciplines have studied the phenomenon. Then we argue that political sociology provides a useful, if underutilized, lens for studying privatized punishment. In particular, we highlight three political sociological themes—contestation, state structures, and stratification—that can be fruitfully applied to the study of privatized punishment, and we sketch multiple lines of future research informed by these themes.     

Women with disabilities in the North West province of Cameroon: resilient and deserving of greater attention

Cameroonian women living with disabilities face three‐fold discrimination as a result of their sex, perceived inability and low socio‐economic status. A needs assessment using focus groups (two focus groups, n = 24) and key participant interviews (n = 12) was conducted to explore the experiences of women with disabilities in the North West province in both urban and rural areas. The findings show that women faced both physical and attitudinal barriers, lived in poverty and felt that they lacked opportunities for gaining an education, finding employment and forming meaningful social ties. There was significant complexity of relationships, marriage and children in their lives. Participants generated ideas on changes that needed to be made for the betterment of their lives. Aspirations included increasing empowerment and education, gaining support from family and friends, increasing public awareness, adapting the physical environment and finding allies.     

Authenticity and community process

How does community process constitute an opening to an authentic existence? Martin Heidegger suggests that authentic Being-in-the-world is rooted in self-reflection and isolation from others—far from the public realm. Conversely, Mary Parker Follett argues that collaborative processes embed action with meaning that have far-reaching implications for individual development as well as for democracy. Drawing on classical political philosophy’s public space and citizenship, this research maintains that community process enhances authentic, self-aware participatory practices—fundamental for one’s full development and practical democracy. Public and nonprofit administrators working in community-based or oriented organizations ought to cultivate opportunities for such development.     

Social work and interprofessional education: integration,intersectionality, and institutional leadership

Over the last decade healthcare policies and practices in the US have placed significant emphasis on healthcare integration, mental health parity, and implementation of team-based practice models to improve quality, safety, and affordability of service. With these incentives in mind, schools of social work have joined with national and international health education organizations to reduce disciplinary silos and increase shared learning opportunities across professions and programs. The social work profession has long supported collaborative practice however, students are rarely paired with others in the classroom or intentionally taught about counterparts’ roles and expertise. Social work leaders are also responsible for addressing the intersectionality between collaborative competencies and sociocultural factors. The 2015 EPAS and 2016 Core Competencies for Interprofessional Collaborative Practice create multi-level opportunities for social work educators to provide Interprofessional Education (IPE) innovation and leadership across common curricula and educational settings. The authors examine historic challenges to integrating IPE in social work curricula, provide three examples of IPE/social work initiatives in higher education, describe the intersectionality of the EPAS and the IPEC competencies, and identify institutional benefits associated with the integration of IPE in schools of social work culture and curriculum.     

Wall Street Scandals: The Myth of Individual Greed1

There is rarely an introductory text in sociology that does not begin with C. Wright Mills’s (1967) distinction between personal troubles and structural or public issues. To lack sociological imagination is to confuse between these two levels of analysis in trying to explain public issues in terms of personal troubles, or history in terms of the individual’s biography. “Troubles occur within the character of the individual and within the range of his immediate relations with others; Issues have to do with matters that transcend these local environments of the individual and the range of his inner life” ( Mills, 1967:8 ). Issues are generated in response to the dynamics of the social system and unfold within the larger structural and historical contexts where the character of the individual takes shape. Yet, the most popular explanation of the contemporary financial crisis with its disastrous social and economic consequences is personal greed. It is the greedy investment bankers, corrupt politicians, and unscrupulous lobbyists who are to take the brunt of the current economic meltdown in the United States. A few bad apples on Wall Street have created havoc on Main Street. Here, one may argue that greed that—if not kept in check—which seems to afflict almost everyone, transcending social class and status boundaries, may be a public issue—a structural problem—rather than a problem within the character of the individual. Not to be greedy within the contemporary social and economic system may be considered pathological, an instance of personal trouble.     

PUBLIC SPENDING REALLOCATIONS AND ECONOMIC GROWTH ACROSS DIFFERENT INCOME LEVELS

This article examines the effects of public spending reallocations on economic growth. Assembling a disaggregated public spending dataset of 83 countries over the 1970–2011 period, we show that spending reallocations toward education, from health and social protection, have significant growth‐promoting effects across a wide range of countries' income levels. However, income heterogeneity matters, particularly when reallocations involve infrastructure spending. Specifically, a reallocation from this spending to education also promotes growth, albeit primarily when a country's income level is low. This occurs because the effects of infrastructure spending are particularly weak in low‐income countries, possibly due to the low quality of governance. (JEL O43, H50, O11)     

‘Only Connect’: Unifying the social in social work and social media

‘Only Connect…live in fragments no longer’

(E.M. Forster, Howards End).

This paper utilises ‘Only Connect’, the epigraph from Forster’s novel ‘Howards End’ as the starting point for exploring the challenges and opportunities of integrating social networking with relationship based social work practice. The paper discusses the more deleterious implications of social networking, whilst assuming a deliberately optimistic stance to uncover ways in which the opportunities afforded by online space can be utilised effectively within social work education and practice. Whilst recognising that social networking platforms are transforming constantly, the paper adopts Kaplan’s definition of social media as a ‘group of internet based applications that build on the ideological and technological foundations of Web 2.0’. Whilst much of the discussion within the paper relates to Twitter and Facebook, two of the most endemic international social networking platforms, it is also applicable to myriad forms of social networking. The paper begins with a discussion of UK professional conduct cases and explores these both within Klein’s concept of splitting and historical attitudes to new technologies. Drawing from emerging research data and other examples, the positive relational practices educed by social media within social work education and practice are emphasised and discussed. The paper concludes by highlighting Forster’s plea for connection and recommending that social work embraces the renewed opportunities provided by online networking.     

Teaching Note—Educating Public Health Social Work Professionals: Results From an MSW/MPH Program Outcomes Study

Dual-degree programs in public health and social work continue to proliferate, yet there has been little research on master’s of social work (MSW)/master’s of public health (MPH) graduates. The purpose of this study was to describe and better understand the self-reported professional experiences, identities, roles, and outcomes associated with 1 group of graduates from an established MSW/MPH program. A 57-question electronic survey was administered to 214 alumni in 2010; the response rate was 71.4% (n = 153). Findings provide a snapshot of public health social work alumni experiences, including diverse employment opportunities, high career satisfaction, and a strong sense of reported public health and social work integration in the workplace.     

Cognitive Claims-Making,Enclosure, and the Depoliticization of Social Problems*

One of the most important contributions of recent social problems theory is the insight that social problems are inherently political phenomena. Existing scholarship on this characteristic has not dealt systematically with (1) the degree of overt politicality of social issues, or (2) the dynamic element of this politicality. This paper first reviews recent literature in the “medicalization of deviant behavior,” and sugests that this literature illustrates how the political element of social problem phenomena can be suppressed and replaced with a seemingly apolitical and technical perspective. Then it is proposed that interpretive social problems theory might deal more adequately with this pattern by incorporating a continuum ranging from “open” to “closed” social problems and analyzing the dynamics of social problem “enclosure,” and that certain sorts of claims—cognitive as opposed to normative—are especially conducive to the depoliticization and enclosure of social problems.     

Belonging to the library: humanising the space for social work education

Abstract

This article describes the running of four Living Libraries on a UK postgraduate social work course. A Living Library is a metaphoric remodelling of a conventional library where people, as authors of their experiences, provide specialist knowledge based on authorial areas of expertise. In the Living Libraries discussed here, ‘Living Books’ carried stories of social work—their narratives were of lived experiences as people using social care services; as carers in personal relationships with others who use social care services; or, as social work practitioners. The focus of this article is on those Living Libraries involving the participation of the first two of these groups. Drawing on social psychology, phenomenology and human geography, we propose that a Living Library can act as a connective space within social work education by engendering a discursive forum where all participants—people with experiences of services, students, practitioners and social work educators—are given both the freedom and obligation to talk openly about their differential experiences, fears and hopes for social work. Through this process, opportunities are created to consider how improvements that meet all stakeholders’ interests may be achieved.     

Applying Bateson's theory of learning to social work education

This article considers the implications of Gregory Bateson's theory of learning for social work education. It gives an example of the application of the theory to the introduction of a new subject — introduction to information technology — on two social work courses. It suggests that there is currently an over-emphasis on competencies without the underpinning of a theory of learning which can address the need for changes of values and beliefs.