Whither the profession of sociology?

Sociological practice and applied sociology have long held an ambiguous status within the profession. A major source of tension has been the debate over the utility of knowledge: one faction views sociology as inescapably involved with societal problems and social action; another faction seeks scientific status and academic acceptance. In recent years, sociological practice and applied sociology have received greater recognition within the ASA. In the future, the vitality of the sociological enterprise will depend more upon its perceived social utility than its academic standing. The demand for useful knowledge and skills in social analysis will grow as a result of the increasing need for program assessments and the need to democratically “manage” diverse ethnic and cultural differences in the common interest.     

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.     

The Changing Academic Ecology of Sociology: Learning to Live With More Frogs in the Pond

Sociology exists in a dynamic academic environment that influences how students view and evaluate the discipline. This essay explores the changing academic context of sociology through the author’s experience as a professor and department chair over a span of four decades. Increased co-curricular programming, changing student goals, and more competitive disciplinary neighbors present sociology departments with new challenges in attracting students. Central to these challenges is the erosion of sociology’s once distinctive niche in the academic ecology. Questions and suggestions are explored regarding adaptive strategies that might enable sociology to find a niche wherein it can thrive.     

Security,Surveillance, and Sociological Analysis

Security and surveillance are today part of commonplace, everyday experience in ways that they were not until the end of the twentieth century. Appropriately, they have become increasing important topics within sociology, even though each has also generated multidisciplinary interest since the 1990s, sometimes without reference to the other. The background to these initiatives and their overlapping and interacting elements are sketched and traced, setting the stage for the articles selected for the special issue. There is an urgent need for adequate theoretical and empirical work in these growing fields, not least because the issues covered in these articles are of more than academic interest.     

BLAMING THE VICTIM,BLAMING SOCIETY OR BLAMING THE DISCIPLINE: Fixing Responsibility for Poverty and Homelessness1

Sociologists have long observed the tendency of the public to support individualistic explanations for poverty, and critiqued the role of academics in the victim blaming process. At the current time, as economic inequality increases and homelessness becomes a problem of growing public concern, the potential for sociology to facilitate victim blaming is of interest and concern. Some of the motivations and mechanisms of victim blaming that emerge in academic publications are examined, and their impact on mass media publications and in the classroom discussed.     

An Introduction to Reading Georg Simmel's Sociology

This study begins by viewing Georg Simmel's sociology as the focal point of controversy. That is, it begins with an interest in the historic dialogue between Simmel and the academic community. Through an explication of critics'complaints against Simmel's work, and through an analysis of Simmel's own essay, "The Secret Society," this investigation succeeds in uncovering in Simmel's writing a significant, alternative form of sociological life.     

Are minority women sociologists in double jeopardy?

We examine whether minority women in academic sociology face disadvantages that exceed those that would be expected by simply compounding the disadvantage of being a woman with that of being nonwhite or Hispanic. In a national survey of sociology departments, evidence of such “double jeopardy” appears in minority women’s severe underrepresentation among full professors, in both very small and very large departments, in undergraduate programs, in the Northeast, and in public institutions. Minority women are somewhat better represented among graduate students, but disadvantaged relative to minority men in their share of financial support. A pool of doctoral students now exists from which minority women faculty may be recruited, but these women appear to be leaving faculties faster than they are being replaced. His research interests include intergenerational family structure, social support across the life course, and U.S. antipoverty policy. He is currently collaborating on a longitudinal study of institutional predictors of the pace of affirmative action for women faculty in sociology. Her major research interest is in the area of work and personality. She is collaborating on a longitudinal study of women and minorities in U.S. sociology departments.     

Researchers Behind Policy Development: Comparing ‘Age-Friendly Cities’ Models in Quebec and Wallonia

Based on a reflexive method, this article explores the roles of researchers behind Age-Friendly Cities and Environments. Referring to Michael Burawoy's division of sociological work (professional, critical, policy and public sociology), it is structured around the international comparison of two empirical case studies: Walloon region (Belgium) and Quebec (a province of Canada). While the first case shows some difficulties faced by a limited policy sociology perspective with little room for research, the latter presents a more developed public sociology approach with larger involvement from research. If both cases started with policy links, the latter presents a special interest for praxis, through knowledge transfer as an ongoing public dialogue. Based on this comparison, the article concludes with a twofold use of praxis: on one side – knowledge in action – a public sociology position offers an original perspective on what AFC/AFE may mean and produce to avoid a limited field of actions focusing only on some stakeholders or advocates for older people. On the other side – action in knowledge – policy and public sociology question professional and critical sociology facing AFC/AFE programmes: is a purely academic knowledge of such a programme epistemologically realistic or should it necessarily be empirically fuelled?     

Applied sociology? Even musicians give concerts

Applied sociology is basically what sociologists do for nonsociologists and sometimes for themselves. Applied sociology includes the teaching of sociology as one of the liberating arts and sciences. It also involves the practice of sociology outside academia in the public and private sectors. Either way, applied sociology needs support groups, and state sociological associations need useful things to do beyond their traditional interests in academic teaching and research. Professional sociological associations, and especially those that serve at the local, state level, can become important support groups for applied sociology. This article suggests five types of applied sociology projects appropriate for state associations. These are volunteering applied sociology; doing applied sociology through consulting; making the value of sociological applications more visible; identifying applied sociology jobs for our baccalaureate, master's, and doctoral graduates; and helping to improve the socioeconomic outlook for our academic colleagues and, in turn, ourselves. State associations provide an organizational base, proximate members, and local opportunities for applying sociology. Ron Wimberley, teaches sociological research methods and does research on the southern Black Belt and other topics. He also attempts applied sociology through volunteer work, consulting, and occasional leaves from his university position. Catherine Harris of Wake Forest University is appreciated for suggesting the topic. The author is responsible for the views expressed in the article.     

Thirty Five Years of Viewing Sociology as an External Program Reviewer: A Dean’s Perspective on How Administrators View Sociology

The author, who has served as an external program reviewer for 17 sociology program reviews, gives his perspective on the views that academic administrators have of sociology. On the plus side, administrators view sociology as a discipline that teaches many students; values and incorporates diversity; produces research aimed at ameliorating societal problems; and is involved in interdisciplinary and multidisciplinary projects. On the negative side, administrators are likely to see sociology as (1) deficient in grants, research and peer reviewed publications; (2) deficient in rigor of curriculum; (3) contentious and non-collegial; (4) too ideological; (5) isolated within the college/university and not sufficiently involved in campus governance; (6) too focused on tenure track positions lost over the years; (7) not sufficiently involved with assessment of student learning outcomes and community service learning; and (8) unable to understand the values and priorities of academic institutions and administrators. The author offers some suggestions on how sociology can eliminate these deficiencies.     

What Sociologists Do and Where They Do It—The NSF Survey on Sociologists's Work Activities and Workplaces

We present data from the National Science Foundation Survey of Doctoral Recipients that challenges the image of sociology as a classroom-based group of professionals. Our data reveal that only 45.8% of Ph.D. sociologists teach sociology. The anachronistic and false image of sociology, we argue, is profoundly consequential to the way sociologists interact with each other and with the larger society. As a discipline we tend to ignore or dismiss the doing of sociology in favor of the teaching of sociology or of theoretically focused research. We also present data on principal tasks and job classifications for those in academic and nonacademic settings.     

Science and neoliberal globalization: a political sociological approach

The political ideology of neoliberalism is widely recognized as having influenced the organization of national and global economies and public policies since the 1970s. In this article, we examine the relationship between the neoliberal variant of globalization and science. To do so, we develop a framework for sociology of science that emphasizes closer ties among political sociology, the sociology of social movements, and economic and organizational sociology and that draws attention to patterns of increasing and uneven industrial influence amid several countervailing processes. Specifically, we explore three fundamental changes since the 1970s: the advent of the knowledge economy and the increasing interchange between academic and industrial research and development signified by academic capitalism and asymmetric convergence; the increasing prominence of science-based regulation of technology in global trade liberalization, marked by the heightened role of international organizations and the convergence of scientism and neoliberalism; and the epistemic modernization of the relationship between scientists and publics, represented by the proliferation of new institutions of deliberation, participation, activism, enterprise, and social movement mobilization.     

Reconstructing Chinese Sociology: A Quest for an Applied Science

After nearly a 30-year absence from the curricula of higher education, sociology as an academic discipline was reestablished in China in the late 1970s. Like Chinese sociology in the pre-communist era, contemporary sociological research in China embraces an applied orientation. This article reviews issues confronting Chinese sociologists and explains why Chinese sociology continues to evolve as an applied science. A directory of major sociology departments and research centers in China is provided.     

“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.     

Foundations of British sociology 1880–1930: contexts and biographies

‘This paper provides an overview of aspects of the history of British sociology. In particular, it tries to answer critical historical work by among others, Perry Anderson and Philip Abrams, which sought to explain the supposed indigenous ‘failure’ to develop academic sociology in Britain before the 1960s. It is argued that a narrowly academic reading of the history of sociology cannot do justice to its role in the service of social administration and public enlightenment and may exaggerate the degree to which sociology from its foundations was conceived as a purely intellectual discipline. The paper points to a thriving sociological culture in Britain in the generation before the First World War, though it was one in which many contributions came from philosophers, natural scientists and political economists rather then self‐proclaimed ‘sociologists’. It ends with a brief review of Patrick Geddes and Victor Branford, a founder of the Sociological Society and editor of the Sociological Review, whose biographies and eclectic social and international interests tell us something about the personalities and political interests of early British sociological pioneers.’     

Sociology and American Studies: A Case Study in the Limits of Interdisciplinarity

American Studies is an academic discipline whose object of study is the United States of America and everything associated with it, and American sociologists largely ignore it. American Studies largely ignores American sociology. What causes this mutual exclusion? An outline of the disciplinary history of American Studies and journal article citation data show that the relationship between sociology and American Studies is weak and asymmetrical; American Studies cites sociology more often, but very little and not by much. I argue that mutual exclusion is due to mutual distrust in methods: sociology sees itself as a science, while American Studies, with roots in history and literature, does not. This article serves as a case study in the limits of interdisciplinarity.     

Institutional Barriers to Doing Public Sociology: Experiences of Feminists in the Academy

In recent years, the discipline of sociology has seen an increased discussion of public sociology, but the discussion has focused on whether or not it is a good idea for sociologists to become more engaged with their various publics. A different question motivates this research: What are the institutional arrangements that make doing public sociology difficult, and thus less likely? Following Dorothy Smith, we start from the perspective of frontline actors and ask them about their experiences. We combine data from two sources: individual interviews with a sample of 50 academic feminists, a group that has theoretical motivation to be interested in public sociology and group interviews with 15 feminists engaged in some form of public sociology. These informants tell us about two related institutional barriers to doing public sociology: the culture of professional sociology and the standards we use for evaluating scholarship. The impact of these disciplinary barriers probably varies by institution type and career stage but there is reason to suspect they generate costs not just for individuals but for the discipline. Taking steps to break down these barriers would ameliorate concerns some have raised about public sociology.     

CLASS PLACES AND PLACE CLASSES Geodemographics and the spatialization of class

This paper argues that the 'spatial turn' in the sociology of class - the clustering of people with a similar habitus into what we might think of as 'class places' - is connected in a number of important ways with the ongoing informatization of place, particularly as manifest in the urban informatics technology of geodemographics. This is a technology concerned with the development of the classification of places to commercial and policy ends - the assigning of postcodes to a set of mutually exclusive and exhaustive categories, or 'place classes'. What interests the authors is the manner in which there is a strong concordance between the conclusions of academic sociologists working on the spatialization of class and those of - what might be thought of as - 'commercial sociologists' working in the geodemographics industry. Although the conceptual argot is very different, both have in common an interest in the codification and spatial mapping of habitus, and both arrive at very similar substantive conclusions about contemporary processes of sociocultural spatial clustering. But the authors' interest is not just in the observation that there is an analytic convergence in academic and commercial concerns with the relationship between 'class places' and 'place classes'; rather, it is in their possible co-construction. They argue that geodemographic classifications are not only sociologically important phenomena but also represent an interesting example of a new form of software-mediated recursive urban ontology.     

Trend-Soziologismen

An excursive contentanalysis of the media suggests evidence of a strong and widespread public interest concerning sociological issues: the quest for social positioning, cultural and economic change or practical “tools” for management and marketing. But this public need for sociological explanation and consulting is only to a minot degree satisfied by professional sociologists. The majority of the media-released results are distributed by representatives of a profession named “trend-“ or “future-research”. A closer look at the work and publication-strategies of these consultants indicated that the most active protagonists like Matthias Horx not only claim to be “sociologists”, but undertake strong attacks against professional and academic sociology and social scientists. The claim to conduct authentic sociological research and using techniques of “social research” helps to legitimate the publication of the superficial results of this sociologistic research in newspapers, magazines, and media-websites. Thus for professional sociology the question arises what to fo and how to react. One strategy could repeat the practice of the so called “Third Culture” of the international science-community’s members who have started a widely renowned public discourse to meet public demands of being scientifically informed.     

The Production of Contemporary Sociological Knowledge in Hong Kong

This paper explores the development of academic sociology in Hong Kong since the expansion of higher education and increased student enrolment in the nineties. Colleges gained university titles and sociology departments matured as a result. I attempt to trace the current state of sociology in teaching programs and research directions. I conclude with a discussion of future developments with specific reference to the repositioning of Hong Kong within sociology as the former British colony continue to negotiate, navigate and grapple its relationship with Mainland China both as a productive site for sociological research and a reference point to be different in method.