Subject to Evaluation: How Parents Assess and Mobilize Information from Social Networks in School Choice

A rich literature examines how information spreads through social networks to influence life opportunities. However, receiving information does not guarantee its use in decision making. This article analyzes information evaluation as a fundamental component of social network mobilization. The case of school choice, where the value of information may be more uncertain, brings this evaluative dimension to the forefront. Interviews with 55 parents in Boston show how parents selecting schools assess their social network ties as information sources, privileging information from those they perceive to have affinity and authority. These evaluative criteria map onto disparate networks to engender unequal mobilization of this information. The findings illuminate mechanisms sustaining inequality in social network mobilization and reorient scholars to consider processes underlying information use alongside information diffusion to attain a more complete understanding of how network resources are mobilized in action.     

The Understudied Case of Black Professional Men: Advocating an Intersectional Approach

This paper considers potential new areas for sociology of work research. Specifically, we review some key studies in the sociology of work that identify the processes by which workplaces and labor markets recreate racial and gendered inequality. We then examine the ways that intersectionality theory has generated additional insights into how certain groups are disadvantaged at work. Finally, we make the case that using an intersectional approach to explore the occupational challenges, opportunities, and issues facing black professional men offers a new and important direction for research in the sociology of work.     

School choice's idealized premises and unfulfilled promises: How school markets simulate options,encourage decoupling and deception,and deepen disadvantages

In school choice systems, families choose among publicly funded schools, and schools compete for students and resources. Using neoinstitutionalist and relational inequality theories, our article reinterprets recent critical sociological and education research to show how such markets involve actors' enacting myths; these beliefs and their associated practices normalized white, privileged consumption as a basis for revamping public education as market exchanges between schools and families. Proponents argue that choice empowers individuals, focuses organizations on improving quality, and benefits society more broadly by reducing inequality and segregation. We argue that such school choice myths' excessive emphases on individual decision‐making and provider performance obscure the actual impacts of school choice systems upon people, organizations, and society. First, rather than enlarging alternatives that families can easily research, select, and (if needed) exit, school choice systems often simulate options, especially for disadvantaged populations. Second, rather than focusing schools' efforts on performance, innovation, and accountability, they can encourage organizational decoupling, homogeneity, and deception. Third, rather than reducing societal harms, they can deepen inequalities and alienation. Future research should examine both how markets are animated by bounded relationality—routines that enable them to form, maintain, and complete exchanges with organizations—and how activism can challenge marketization.     

Race,poverty, and markets: urban inequality after the neoliberal turn

Classic scholarship on the problem of urban inequality tends to highlight the absence of “the market” and the correspondingly problematic and inadequate role of the state in poor communities. This article explores how the relationship between markets and urban poverty has shifted in recent decades. Scholars have become increasingly attentive to the growing influence of market logics and privatization—core features of “neoliberal” change—in areas such as housing, education, federal policy, local politics, employment, and social services. I discuss how this recent work adds to our understanding of how markets shape urban disadvantage. I also argue that—given the rising influence of market logics in city governance—urban scholarship stands to benefit from a deeper engagement with insights from the field of economic sociology. Building bridges between the two subfields, I argue, will help to specify what markets mean in the lives of the urban poor, and also can bring issues of race and poverty to the attention of economic sociologists.     

Green Consumption and Social Change: Debates over Responsibility,Private Action,and Access

Attempting to influence everyday consumer practices is an increasingly popular strategy used to address environmental problems and further social change. This article focuses on exploring the controversial topic of green consumption, a growing area of study that brings together multiple disciplines including environmental sociology and the sociology of consumers and consumption. The article begins with a summary of the literature on green consumption and is then organized around three debates over how green consumption contributes to, or fails to contribute to, social and environmental change. The first debate is over locating responsibility for carbon dioxide emissions, the main contributor to greenhouse gases and climate change. The second debate considers what average people are doing to help address environmental problems. The third debate is about access to green consumption. Should policies work to increase access to greener products and efficient technologies for everyone or does the question of access push aside questions of inequality (race, class, and gender) and sufficiency (how much is enough)? These debates, in different ways, attempt to address the broader question of how social change happens and what we should do to support it.     

Urban culture and physical and sports activities. The "sportification" of parkour and street golf as cultural mediation

The article explores the process of "sportification"--i.e., processing physical activity in a sport regulated by a set of rules and standards, legitimized by supervisory institutions--from two originals practices, parkour and urban golf. To study these practices, we crossed the contributions of urban sociology and of the contemporary sociology of sport while respecting the methodological principles of qualitative sociology. A first point concerns the process of"sport" itself, its definition, its various stages, and the role played by communication of stakeholders on public space. The cultural mediation shows us how to institutionalize the movement that represents the "sports" resulted in the same time reconfiguration of physical practices themselves. Recent events illustrate the ongoing reconfiguration, we will detail them. Finally, we show the effects produced by the process on the definition of urban culture and sports: setting sight of activities, enhanced cooperation with the media-cultural, polarization between different types of practical in the case of parkour, around a confrontation between two of the founders.     

Case study of an evaluation coaching model: Exploring the role of the evaluator

This study examined the role of the external evaluator as a coach. More specifically, using an evaluative inquiry framework (Preskill and Torres, 1999a, Preskill and Torres, 1999b), it explored the types of coaching that an evaluator employed to promote individual, team and organizational learning. The study demonstrated that evaluation coaching provided a viable means for an organization with a limited budget to conduct evaluations through support of a coach. It also demonstrated how the coaching processes supported the development of evaluation capacity within the organization. By examining coaching models outside of the field of evaluation, this study identified two forms of coaching — results coaching and developmental coaching — that promoted evaluation capacity building and have not been previously discussed in the evaluation literature.     

Embodying “tech”: Articulatory setting,phonetic variation,and social meaning

This article examines the co‐occurring realization of two sociophonetic variables within a style—the LOT vowel in English and word‐initial /l/—to explore the link between articulatory setting and stylistic practice. At an arts‐focused high school in the San Francisco Bay Area, the curricular and social practices of students in the technical theatre department centre around manual labour. Ethnographic analysis demonstrates that “tech” constitutes a locally enregistered persona, informed by tech students’ positioning as working‐class subjects through their bodily, sartorial, and technological practices. Tech students also produce higher and more rounded variants of LOT, and more velarized productions of /l/, than their non‐tech peers, and I suggest that articulatory setting is at play in the cohesive indexicality of these variants. I advocate for the continued exploration of co‐occurring sociolinguistic variables which treat the body as a broader stylistic context, and propose that studies of co‐occurring features focus on the ideological processes by which combinations of variables come to index thematic styles.     

Primäre und sekundäre Effekte kultureller Praktiken

The influence of cultural factors on social inequality have been the subject of current debates in sociology, stressing “culture” as an excluding function. This article, based on a cross-cultural study, analyses if and how cultural styles and practices play a part in educational opportunities and occupational choices of young migrant women. According to this study, the young migrant women and comparable indigenous women found parallel forms of coping with the passage from school to vocational training. Due to limited chances of the groups compared, a successful transformation of life-style preferences and occupational orientation into reality can generally not be taken for granted. The qualitative approach differentiates to what extend cultural practices or rather the social values attributed to them become relevant for the course of the status passage between school and occupational training. In this way both primary and secondary effects of “culture” can be discussed.     

“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.     

Community Colleges and the “Promise” of Public Sociology: A College President’s Perspective

Public sociology in a community college setting offers great possibilities for the advancement of our discipline. As open access institutions whose stakeholders range from high school students dually enrolled in college to retirees epitomizing the ethos of lifetime learning, community colleges attract a diverse populace whose stock of life experiences resonates with sociological concepts. In this article I discuss how a well-known sociologist impacted a diverse audience, illustrating both the promise and the pitfalls of sociology for the public. I then situate “public sociology” within the context of my role as a college president and discuss how I have utilized a sociological imagination to structure the central themes of a successful capital campaign.     

Method and Measurement in Sociology,fifty years on

In this article, we revisit Aaron Cicourel’s classic text Method and Measurement in Sociology. We consider the legacy and influence of the book in the context of the continued and urgent significance of such properly methodological inquiry. We examine, in particular, the ways in which Cicourel’s concern with decisions of measurement – as a situated, contingent and unavoidably practical accomplishment – makes a critical contribution to the understanding of measurement within sociology and serves as continued inspiration for the sociology of contemporary measurement practices in the context of proliferating regimes of institutional performance measurement and league tables, risk assessment and audit. We recommend a critical engagement with this text in the sociological examination of social inquiry – avoiding both overly subjective interpretations of social phenomena and the arbitrary application of crude categories to complex forms of organisation – and in sociology’s continued warrant to critically engage with the practices in and through which social reality is (re)produced.     

Class,gender and generation matter: using the concept of social generation to study inequality and social change

This article highlights how concepts from the sociology of generations can facilitate new understandings of the processes by which social inequalities are made and perpetuated in the lives of young people. There is a tendency in some youth research for inequality to be conceptualised too simplistically, as a process of reproduction that remains stable over time. Hence, continuing inequality is weighed as evidence against theories proposing social change. Using the sociology of generations, the article argues that social change and new risks are not facades behind which more real, and long-standing, forms of inequality are hidden, but are central to the way inequalities, including but not only by class, gender and race, are made in the conditions facing emerging generations of young people.     

Reproducing Inequality in Sociology

This essay discusses some mechanisms reproducing inequality in the discipline of sociology. I argue that credit for communally produced ideas accrues to individual and that the discipline is governed by a kind of “racial contract” partially governing which ideas and individuals are included. As a discipline centrally concerned with inequality and stratification, I argue sociologists should employ greater reflexivity when thinking about how disciplinary practices reproduce structures we typically critique in other contexts.     

Breaking down rural and urban bias and interrogating spatial inequality,evidence from South Africa

This article investigates current socioeconomic disparities within rural and urban areas. The empirical analysis is grounded in an examination of urban and rural bias theories, which have often underpinned poverty analysis. This article suggests that poverty analysis can be improved by moving beyond the rural–urban binary and investigating differences across all geographical types (when data are available). Using 2012 household survey data on South Africa, the article sheds lights on substantial differences—in household composition and access to services and assets—that are likely to make households located in particular geotypes far more vulnerable to poverty. Finally, the article discusses how development policy can better address the specific income‐generating constraints that disadvantaged areas face.     

The business of becoming a professional sociologist: Unpacking the informal training of graduate school

While one can be labeled a sociologist in name by fulfilling formal institutional requirements, that is only part of the necessary work involved in graduate training. What is also required is mastering the informal professional culture associated with academic sociology. In this paper, we offer practical advice about informal norms in graduate school—norms we know now that we wish we’d known then. Our reflections upon our own experiences in graduate school are guided by our common research and teaching interests in informal organizational culture. What is the potential salience of informal norms, such as particularistic relations with faculty and graduate students, ceremonial versus actual practices regarding research and teaching, and emotional labor around one’s work, for better understanding the professional socialization of graduate study in sociology? Our emphasis here is to offer advice on how to navigate the graduate school realities these norms present. We also believe that sociologists should turn a more focused eye on the profession, one in which the presence of such norms is readily acknowledged and more formally considered for the benefit of teaching graduate students.     

Igniting Constructionist Imaginations: Social Constructionism’s Absence and Potential Contribution to Public Sociology

Why have social constructionists remained absent from debates over public sociology? I argue that constructionist scholarship would be particularly amenable to Michael Burawoy’s notion of ‘organic’ public sociology, given the ability of constructionist scholars to orient awareness contexts in order to help engender constructionist imaginations. This approach requires that constructionists take on a different view of the role of the analyst. I also discuss some of the problems Canadian academics have had engaging with the media in their efforts to engage in ‘traditional’ public sociology, as well as what a constructionist public sociology may look like practice. I conclude by addressing potential challenges to a constructionist public sociology within Canada, including reference to sociology’s disciplinary coherence and how we can approach—and what we mean by—‘publics’.     

Dairy Industrialization in the First Place: Urbanization,Immigration, and Political Economy in Los Angeles County, 1920–1970*

Abstract Rural sociologists are currently debating the pace and extent of industrialization in the dairy sector of the United States. We offer the perspective of historical sociology to this debate, arguing that time and place significantly determine the outcomes of processes such as industrialization. We present an historically‐grounded explanation for the rise of industrial dairying, which first occurred in Los Angeles County. Beginning with the immigration of Dutch dairy farmers to Los Angeles (L.A.) in the 1920s, a contingent and sequential process—embedded within the local/California political economy—of exploding population growth, rapid urbanization, and skyrocketing land prices led to repeated geographical relocations and expansions of large‐scale dairies during the next three decades. We conclude that agricultural industrialization is not inevitable but instead is the result of contingent factors (cultural and political‐economic) as well as the particular sequencing of events and processes. In thus historicizing the industrialization debate, we seek limited, rather than universal, generalizations.     

‘We don’t have any limits’: Russian young adult life narratives through a social generations lens

A social generation framework attends to how emergent historical patterns of social organization shape young adult contemporaries, noting shared strategies to constructing subjectivity within a common political, social, and economic milieu. However, the perspective has given scant attention to how young people engage in reflexive life management outside of well-documented Western contexts. Additionally, the framework needs further consideration of how youth lives are shaped by the social relations of globalization. To address these omissions, this article examines how educated, urban Russian young adults engage in reflexive life management. In drawing on a social generations rather than transitions approach, youth meaning-making is analyzed through grounded analysis rather than reliance on previously conceived categories. The study of youth reflexive life management can be reframed as a question: ‘what does making a life mean to educated urban post-adolescents in Russia?’ We explore how respondents interpret difference and inequality through transnational comparisons, center globality in the biographical project, and encounter citizenship constraints. We focus on three meaning-making projects: idealized globality, assuming nonlinear paths, and vigilant evaluative work.     

Conquering with capital: social,cultural, and economic capital’s role in combating socioeconomic disadvantage and contributing to educational attainment

While socioeconomic barriers to learning have been well-documented by education, sociology, and social policy scholars, further research is needed to understand how students with low-socioeconomic status excel in high-performing schools. The collection and analysis of 20 in-depth interviews with female college students from different racial and socioeconomic backgrounds provide rich insights into the stark differences between the educational practices of low and high-SES students. Building on Bourdieu’s conceptualization of how habitus and capital influence practices in the field of education exposes unique, strategic practices that low-SES students use to attain educational success within a system of reproduction and power. While entering a high-performing school is often perceived as a definitive step for accessing high-quality educational resources, my findings illustrate how it is actually an important intermediary step within a more complex process. Increasing educational opportunity and attainment for low-SES students requires improving their access to social, cultural, and economic capital through knowledgeable mentors who contribute to a habitus and portfolio of capital which enable practices to successfully navigate and challenge the educational system.