The race relations problematic in American sociology: A case study and critique

This article reports the results of an analysis of all racial and ethnic relations articles published in the American Journal of Sociology, the American Sociological Review, Social Forces, and Social Problems, from January 1969 through December 1995. The analysis identifies by journal: 1) major methodological orientation(s); 2) how the concepts of “race,” “ethnicity,” and racial and ethnic relations are operationalized, which is useful for examining tendencies toward, or against, reification; 3) substantive content—that is, what a sociology of racial and ethnic relations is; and 4) primary context—that is, are racial and ethnic relations treated as a substantive subdiscipline in their own right, or are they merely a topic of interest for other subdisciplines such as social psychology? In brief, although some differences exist between the journals, all four journals publish disproportionately racial and ethnic relations research that: 1) is highly quantitative as opposed to theoretical, conceptual, or sociohistorical; 2) reifies U.S. Census definitions of race and ethnicity as opposed to critically evaluating such definitions; 3) social psychologizes racial and ethnic relations, or subsumes such relations under stratification processes; and 4) subsumes the racial and ethnic relations problematic under subdiscipline rubrics other than a sociology of racial and ethnic relations. The conclusion discusses the implications of these findings; for example, by virtue of what they publish, these journals construct a paradigmatic frame that gives precedence to, or legitimizes, some views and excludes, or de-legitimizes others.     

A Formal Restatement of Durkheim's "Division of Labor" Theory

Despite frequent references in the sociological literature to Durkheim's theory about the division of labor, sociologists have made few attempts to test it. The paucity of attempts and the very debatable outcomes thereof are due largely to Durkheim's use of the traditional discursive mode of theory construction. A discursively stated theory's logical structure is likely to be obscure, and for that reason alone tests of it are difficult and controversial. Rather than perpetuate the exegetical tradition in sociological treatments of the subject, this paper restates Durkheim's theory in accordance with a particular formal mode. That restatement identifies the theory's shortcomings and problems. But the eight premises imply only one testable theorem, and the theorem's predictive accuracy appears minimal unless "population concentration" is substituted for "density" in the first axiom. Nonetheless, the restatement clearly shows how extension of the theory (additional postulates) could further its testability.     

Using Students' Written Feedback on 'Race' Issues to Enhance Self-Regulated Learning

Encouraging students to self-regulate their learning in relationto ‘race’ issues would appear to be pertinent toa profession that promotes life-long learning and holds valuesof self-determination and respect for the individual at itscore. This study examined the written feedback students receivedin relation to key assignments in years two and three of a socialwork degree programme. The findings suggest that feedback isseldom used in a way that might enhance students understandingof ‘race’ issues. If students are developing anunderstanding of racism and anti-racist practice, then it doesnot appear to be a result of the written feedback from tutorsand practice teachers. Given the importance of feedback in helpingstudents to self-regulate and develop their learning, it maybe useful to adopt a more principled approach.     

Solving the Recruitment Crisis in UK General Practice: Time to Consider Physician Assistants?

With large numbers of GPs due to retire by 2007, the recruitment and retention crisis in UK general practice is likely to get worse before it gets better. Urgent measures are now required. Policies such as offering doctors financial incentives to enter general practice or delay retirement, while increasing the number of medical school places, may, for a variety of reasons, be likely to enjoy only limited success. In this article, a more radical solution is proposed: the creation of an intermediate medical practitioner role, along the lines of the physician assistant in the USA. The establishment of such a role may go some way to resolving the workforce crisis that currently besets general practice and ensure that medical needs, especially in deprived areas, are adequately met. A number of specific occupational groups who may find the PA role attractive are identified. It is suggested that refugee doctors, unable to practise in the UK, may find PA training particularly attractive, especially if it could serve as a stepping-stone to GMC registration.     

Antiracist Education in Theory and Practice: A Critical Assessment

“Antiracist Education in Theory and Practice: A Critical Assessment” As a set of pedagogical, curricular, and organizational strategies, antiracist education claims to be the most progressive way today to understand race relations. Constructed from whiteness studies and the critique of colorblindness, its foundational core is located in approximately 160 papers published in peer-reviewed journals in the past 15 years-identified through a comprehensive search of Academic Premier Search, EBSCOMegaFile, Education Abstracts, JSTOR, and SOCIndex. A critical assessment of these papers concludes that antiracist education is not a sociologically grounded, empirically based account of the significance of race in American society. Rather, it is a morally based educational reform movement that embodies the confessional and redemptive modes common in evangelical Protestantism. Inherently problematic, whether or not antiracist education achieves broader acceptance is open to debate. Presented at the joint meeting of the Midwest Sociological Society/North Central Sociological Association, Chicago, IL, April 7, 2007     

DETECT

DETECT is an inexpensive, easy to use, general-purpose, Monte Carlo simulation program for IBM and compatible personal computers. It can be used to quickly analyze fault trees or functions of random variables. DETECT provides a wide variety of input distributions to choose from and a dependency (correlation) option. The result of the analysis is a probability distribution over the variable of interest. We look forward to further improvements (e.g., graphics, full-screen editing, ability to inspect intermediate results) that will make DETECT even more useful and attractive.     

The effect of the united mine workers of America on the probability of severe injury in underground coal mines

This paper examines the efficacy of the United Mine Workers of America (UMWA) in achieving safe working conditions by reducing the probability of severe injury. A detailed data base has been constructed for underground mines during the period 1986–1988. The results obtained fail to provide convincing evidence that the UMWA reduces the severity of injury, even though the UMWA has safety committees and inspectors in the mines where it is the bargaining agent. Further testing reveals that there is no significant difference in the probability of injury due to roof falls, haulage, and handling material, between union and nonunion mines.     

Maltreatment and Trauma: Toward a Comprehensive Model of Abused Children from Developmental Psychology

Knowledge of how maltreatment and trauma aects personality functioning in abused children has been greatly enhanced by clinical theory and research in developmental psychology. Developmental research and theory has allowed the child abuse field to move beyond symptom-lists toward broader models of how trauma impacts major domains of personality functioning. However, these models continue to be based largely on discrete theories of development that parallel, if not confound, one another. This paper attempts to expand our understanding of the traumatized child by using the synthetic model of personality development expounded by Fred Pine that promotes a more holistic and comprehensive view of the abused child and, thus, enhances clinical theory and intervention.