Riverside Days: Recollection of Robert Nisbet as a Teacher

Robert Nisbet returned to full time teaching at the University of California, Riverside, in 1964, after ten years as Dean and Vice-Chancellor. The author was an undergraduate student in sociology at Riverside during the years 1965-67 and recalls Nisbet as a teacher. This was a prolific period in Nisbet’s writing career and many of the ideas that appeared in his books were introduced and explored in the courses that he taught. Two of these courses – “Community” and “History and Systems of Sociology” – are discussed in detail. The presentation of the material in these courses provides insight into how Nisbet understood the themes of the sociological tradition and how he thought these were best communicated to students. The paper also considers how Nisbet, an avowed conservative, was perceived by some of his undergraduate students during a time of cultural ferment and political unrest in America.     

The Legacy of Robin M. Williams Jr. in the Short Twenty-First Century

This essay describes Robin M. Williams Jr.'s maturation from a precocious college student to a fully formed sociological researcher by describing various personal and professional encounters with significant events of the twentieth century. I reflect on the ways the historical cataclysms of depression and war galvanized Williams and his peers to work toward radical change, both in their lives and in the world about them. The result was a remarkable societal transformation that improved the lives of ordinary citizens in many and diverse ways. The essay concludes with the hope that sociologists will once again be in the vanguard of social action, as Robin Williams was during his long career of teaching, research, and public criticism.     

The importance of ergonomics in the design conceptual process: Daciano da Costa - a case study on practicing and teaching

This paper, which stems from a developing research project, aims to disseminate among the international scientific community the thought of Daciano da Costa (1930-2005) given the importance he conferred to Ergonomics, throughout his teaching career and his professional practice as a reference figure in the Design of the twentieth century in Portugal. We focus on the important role played by Ergonomics within the conceptual Design process, through the case study Daciano da Costa.What Daciano brought to the practice and teaching was a modernization of processes, a new perspective on the emerging themes of design, like ergonomics. Daciano believed that designing was providing a service. This task was understood as the building of a relationship with users. One of his distinguished features was the particular attention he paid to the unique aspects of the scale of proximity: the scale of the hand, of the immediate gesture, of the body. As a professor he insisted not so much on the end product, but rather on the recognition of the research process and how it was conducted. When designing, developing and supervising the exercises he set, ergonomic factors were one of his main concerns.     

An Interview with Georg Lind

Georg Lind is being interviewed by Helen Haste about his work in moral psychology. In the interview, he discusses the meaning and measurement of moral competencies, which he sees as crucial to bridge the gap between moral ideals and action, and to maintain modern democracies, which rely on the enactment of shared moral ideals. Lind has carried out and inspired one of the largest research programs in moral psychology, including longitudinal, cross-cultural, intervention, and experimental studies. His new methodology, the Moral Judgment Test, has been translated and adapted into many languages. Lind has also contributed much to the improvement and dissemination of educational methods to foster moral competencies. The intellectual and biographical roots of his interests are explored.     

The Quintessential Rural Sociologist*

Alvin L. Bertrand's career and research have made him an exemplar of humane social scientist, scholar, and academician. For many of his peers, Bertrand is the quintessential rural sociologist. Spending almost all of his career at Louisiana State University, Dr. Bertrand has addressed an extraordinarily broad array of social phenomena, often of a community problem variety, in his research. His research employed a social systems analysis frequently focused on the rural context and had a strong applied orientation with the result that his findings have been widely used as the basis for the formulation of important national and international program and policy decisions. Bertrand's work has attracted wide attention abroad as well as in the United States. Because of his many contributions to the discipline of sociology, he has received numerous awards and recognitions and has also been elected to various offices in professional societies and associations, including the presidency of five such groups.     

Teaching Sociology in Community College: Balancing Ideals with Institutional Constraints

Many professionals experience conflict between personal ideals about the meaning and importance of their work, and the structural limitations of the workplace. This conflict presents professionals with the challenge of how to hold true to their ideals within a non-supportive or even hostile environment. In this paper, I describe my experiences balancing my ideals about teaching, learning, and the purpose of a college education with the institutional constraints of a community college. There are three main sections in this paper. First is a discussion of the reasons I chose a career in community college teaching. The second section focuses on the institutional constraints I have encountered over the first 5 years of my career. In the third section, I explain how I have attempted to balance my ideals with the structural limitations of the college where I teach. Throughout the paper, I blend personal narrative with the relevant literature. In doing so, I intend to use my personal experience as a lens for discussing the challenges and possibilities that characterize community college teaching in general.     

Ceremonial degradation of a doctoral candidate: An essay on the social situation of graduate student ethnographers and other inmates

The recruit comes into the establishment with a conception of himself made possible by certain stable social arrangements in his home world. Upon entrance, he is immediately stripped of the support provided by these arrangements. In the accurate language of some of the oldest total institutions, he begins a series of abasements, degradations, humiliations, and profanations of the self. His self is systematically, if often unintentionally, mortified. He begins some radical shifts in his moral career, a career composed of the progressive changes that occur in the beliefs that he has concerning himself and the significance of others. (Goffman 1961: 14) His research areas are Deviance and Social Control and Social Psychology     

Prophetic versus priestly sociology: The salient case study of Arthur K. Davis

Arthur K. Davis was President of the Canadian Sociology and Anthropology Association in 1975–1976 and in 1995 received the association’s Outstanding Contribution award. In Canada, he was particularly known for his article on “Canadian Society and History as Hinterland Versus Metropolis,” originally published in Ossenberg’s anthology of 1971. This article was frequently cited from 1972–1994 and was reprinted a number of times. Davis was also known for his articles on Thorstein Veblen, which continue to receive citation. Davis’ career merits careful study for at least two reasons. The first is that he was a Ph.D. product of the early Harvard sociology graduate program, which has received much less attention than it deserves from sociological historians (unlike the Chicago School). As such, Davis studied under of Talcott Parsons, Pitirim Sorokin, and Robert K. Merton. The second reason is that Davis’ career clearly illustrates the usefulness of Robert W. Friedrichs’ distinction between the priestly and prophetic roles that sociologists may fulfill. Davis’ career started under the influence of a priestly orientation (as symbolized by his doctoral supervisor Talcott Parsons) and then gravitated to a prophetic stance as influenced by Pitirim Sorokin, Paul M. Sweezy, and, more distantly, by Marx and Veblen. Since this transition took place just when the Cold War was falling, his career reveals some of the pitfalls that await the prophetic sociologist in times that favor security and conservatism rather than activism and change.     

John Holland's Contributions: A Theory‐Ridden Approach to Career Assistance

Holland influenced practice and research in career development by contributing a clear theory useful in organizing information about individuals and career alternatives and for understanding individuals' entry and persistence in occupational and other environments. His theory was repeatedly revised in response to evidence. As Holland's own career unfolded in a succession of organizational environments, he used the research opportunities these environments afforded to conduct large‐sample tests of his ideas and assessment tools. J. L. Holland's (1970) Self‐Directed Search is intended to be a career intervention, and Holland developed it and tested it as such. In outlining Holland's contributions to career counseling, a précis of his theory and some biographical context are provided.     

College Student Psychological Distress: Relationship to Self‐Esteem and Career Decision Self‐Efficacy Beliefs

College students experience a number of stressors, such as adjustment to a new environment, postgraduation planning, and the balancing of changing roles and responsibilities. These stressors may contribute to increased rates of psychological distress that have implications for their educational and career development. The purpose of this study was to extend understanding of the nature of the relationships among psychological distress, self‐esteem, and career decision self‐efficacy (CDSE) beliefs. Results from 292 undergraduate students demonstrated support for the proposed hypotheses. Psychological distress negatively related to self‐esteem and to CDSE. Self‐esteem was positively related to, yet distinct from, CDSE, and both self‐esteem and psychological distress contributed unique variance to the prediction of CDSE. Results highlight the importance of attending to student psychological distress in the provision of career counseling services. Future research that centralizes mental health is needed to better understand relationships among career development processes over time and within diverse student populations.     

Illuminating Clinical Supervision—Past,Present and Future: An Interview with Dr. Lawrence Shulman

In an interview with Dr. Lawrence Shulman, he presents his insights on clinical supervision from a social work and interdisciplinary perspective. Dr. Shulman is a luminary in social work and interdisciplinary supervision, developing the Interactional Model of Supervision. In reflecting on his career in social work research, education, and practice, he shares his thoughts regarding the importance of process-oriented supervision as a needed focus for research and practice. Supportive of integrating art and science in social work practice, he offers his perspectives on the current state of supervision in the evidence-based era.     

Sociobiology misses the mark: An essay on why biology but not sociobiology is very relevant to sociology

This essay takes the position that sociologists need to pay more attention to biology, but that the biological perspective provided by sociobiology is not the perspective that is the most relevant. The reductionist nature of sociobiology is noted and the treatment by sociobiology of altruism, religion, homosexuality, the maximization of inclusive fitness, group versus individual inheritance, and the genetic inheritance process itself is critiqued. Sociobiology’s strong emphasis on ultimate causation and the denigration of proximate causation is treated as particularly problematic. The paper ends with a plea that sociologists pay more attention to the research that shows the interactional effects of biological, psychological and social processes. Best known for his work on mental illness and on gender and marital roles, he also has published extensively in the area of family, crime, and aging. While an undergraduate student in the 1950s, he was trained in biology and has had a strong interest in biological issues since that time.     

Leo Bogart, 1921-2005

Leo Bogart, who died October 15, 2005, in New York City, calledhimself an "applied sociologist" because he spent his careerin marketing rather than academic research. But his contributionsto knowledge filled 14 books, three of them published afterhe turned 80. His appreciation for the nuances of opinion measurementand contributions to question design would have earned him distinctionon any faculty, and so his career embodied the commercial-academicblend that has characterized the American Association for PublicOpinion Research (AAPOR). Born in Lvov, Poland, he moved with his family to New York atthe age of 2. He was a high school newspaper editor in     

In memory of C. West Churchman (1913–2004) Reminiscences,retrospectives, and reflections

Abstract

C. West Churchman, the grand old man of the ‘systems approach’, is dead. Born on 29 August 1913 in Philadelphia, Pennsylvania, he was 90 years of age. After a rich and significant life of scholarship, he died on 21 March 2004 in Bolinas, California. A former student and collaborator of Professor Churchman offers this commemorative essay. He looks back on his years with West (as everybody called him) at the University of California, Berkeley, and reflects on the way this changed his understanding of the systems approach. The paper also offers a sketch of some of the core concerns and concepts of Churchman’s philosophy of social systems design; a short summary of his professional career; an overview of his major publications; and a list of recommended readings.     

Academic Engagement and Achievement Predict Career Adaptability

Abundant evidence indicates that personality, social, cultural, and contextual factors predict career adaptability. However, little research attends to the roles of academic engagement and achievement in career adaptability, especially in non‐Western cultural contexts. We examined the associations of perceived academic engagement dimensions (i.e., behavioral and emotional engagement) and academic achievement with facets of career adaptability among 324 Filipino high school students. Results of hierarchical regression analyses demonstrate that, after controlling for age and gender, behavioral engagement served as the strongest predictor of concern, curiosity, confidence, and control. In addition, perceived academic achievement was the weakest predictor of career adaptability dimensions. Our findings underscore the benefits of integrating active involvement in school‐related tasks to foster career adaptability in high school student populations.     

Talcott parsons and the “far east” at Harvard, 1941–48: Comparative institutions and national policy

This article traces the involvement of Talcott Parsons in research and teaching about Asian nations, especially China and Japan, in the period of World War II. The data indicate that, in contrast to his Eurocentric image, Parsons worked to develop a global perspective in studies on comparative institutions. This approach, inspired by the sociology of Max Weber, also addressed the practical needs of policy makers in connection with the war effort. Within Parsons’s intellectual biography, it stands between the “voluntaristic” framework of his early treatise, The Structure of Social Action (1937) and the later non-historical formalism of The Social System (1951) for which he is perhaps most famous. An understanding of this relatively unknown phase of Parsons’s work is therefore indispensable for an adequate appreciation of his career as a whole.     

Donald Edwin Super: The Career of a Planful Explorer

Donald Edwin Super was a member of the National Career Development Association from 1934 to 1994, a full 60 years. Starting at midcentury, his writings and lectures provided the main impetus to expand vocational guidance to encompass career counseling. This article, structured around the five stages in Super's life stage model and narrated in the language of vocational development tasks that he identified and researched, tells the story of Super's own career development and extrapolates the major themes in his unparalleled career as a vocational psychologist and career counselor.     

Getting my stories straight: A narrativist in quest of congruence

Drawing on his work in the area of narrative gerontology, the author reflects on the measure of congruence that exists between the theories he has been developing about the storied complexity of adult development and his lived experience as an aging individual himself. His reflections include a discussion of his former career as a parish minister and his ongoing passion for “the writing life”. He concludes with some speculation on the possibility of combining his interests in narrative and aging with his continuing interest in theological themes.     

A Guide to Training Your Own Horses: The Flaneur Appproach and Erving Goffman's Uninhibited Research Practices in Sociology

While Erving Goffman's sociology has enjoyed great popularity and is cited often, the career of his work has been largely confined to other scholars reaping, adapting, and utilizing his concepts. Goffman was opposed to science that just reproduces and orders concepts, and opposed to his students using his concepts as easy tools. Instead, he recommended they train their own horses: While there is much to use in Goffman's work, there is little scholarship that continues the genius of his practical approach. As valuable as Goffman's categories are, his collection practice and his analytical scheme may be even more valuable. On the one hand, they offer an intricate framework for research that is as open as it is directed; on the other hand, they allow researchers to argue freedom from the ever more imposing bad imitations of natural scientific method that threaten to overgrow the social sciences. Together, they allow Goffmanesque work without merely parroting his concepts. This article attempts to outline Goffman's eclectic way of collecting material and his technique for fashioning this material into analyses, reordering this material around different metaphors that make Goffman's contribution distinct. I call Goffman's practical research a flaneur approach, and outline it. The paper then makes an argument for its continuation.