Sociology and Literature: Theoretical Considerations

The authors' discussion of the theoretical issues implied in interdisciplinary studies of sociology and literature is based on their analyses of selected works of sociology, literary theory, and cultural criticism produced during the past twenty years. Attempts to integrate the areas of sociology and literature have resulted in three general approaches: sociology through literature, the sociology of literature, and the study of sociology and literature based on their common dependence on language. The authors analyze the theoretical issues and assumptions that underlie each of these approaches in order to suggest a way to study sociology and literature which retains the richness and complexity of both disciplines.     

Attitudes of Japanese and American Workers: Convergence or Diversity*

Testing an argument of convergence on a sample of employed males in Japan and the United States, this paper compares young: (18–24 years) with older (45–55 years) workers within each country on work-related attitudes, education and employment, mobility, interest in the company, characteristics of superiors, and job satisfaction. Comparisons of these attitudes are also made within age-group cross-nationally. Our general finding, which is upheld when company size, type of job, and educational attainment, are controlled for, is that cultural diversity is (still) a better explanation than convergence when applied to work-related attitudes. Aging per se seems to have some similar effects in both societies, e.g., a positive relationship beween age and work satisfaction. Attitudes affected more by historical changes in work organization, however, exhibit stronger cultural differences than age differences.     

Mentoring adolescent foster youth: promoting resilience during developmental transitions

The current exploratory study used quantitative and qualitative data from an evaluation of the ‘Advocates to Successful Transition to Independence’ programme, a mentoring programme designed to train mentors to assist older adolescent foster youth in acquiring skills and resources needed for successful transition out of foster care and into adulthood. The study was conducted in two phases over 2 years. Quantitative methods were used to describe characteristics of the older adolescent foster youth and advocates, and qualitative methods were used to describe the experiences of youth and advocates in the programme. Results suggest that the use of a mentoring programme for older adolescent foster youth represents a particularly beneficial prevention strategy that may help prevent negative outcomes as youth emancipate from the foster care system and transition into young adulthood. Implications and recommendations for developing mentoring programmes for transition‐aged youth are presented.     

Nonmarital cohabitation

On the basis of a national random sample survey of 2143 men and women, it is estimated that 890,000 couples were living together unmarried in the United States as of January 1976. A comparison of cohabiting and married respondents indicated that cohabitors are younger, less religious, and more likely to be divorced than their married counterparts. Few differences were found between marrieds and cohabitors with regard to decision-making power, division of labor, openness of communication, and satisfaction with the relationship. However, the duration of the cohabiting relationship was found to be significantly shorter than that of marital relationships.     

“Once in a Blue Moon … Anything is Possible”

Each of the articles in this volume highlights concerns and issues related to cultural diversity and community development. Together they provide significant guidance for further work in theory construction and curriculum development, and offer direction for effective practice and research. Leadership development, self-help, and empowerment practice approaches are presented for work in communities of color and neo-gemeinschaft communities. Effective methods and strategies for working with diverse populations in changing social and economic times are provided for community practitioners and faculty.     

The Old is New Again

Community agriculture and conservation initiatives have become increasingly important components of sustainable community development strategies, particularly in disadvantaged neighborhoods. This study examines a community conservation program whose goal was to foster revitalization through the establishment of floral and vegetable gardens primarily in distressed areas. Respondents indicated that the program contributed to revitalizing neighborhoods, as well as their beliefs and behavior regarding conservation issues, sense of community, and volunteerism. Motivation for involvement in the program was high. The most important reasons for involvement were to beautify and give back to the community and to support conservation of green space. The more volunteers were engaged in the program, the greater their motivation, conservation ethic, and volunteerism in other community activities. This study illustrates the importance of community gardening and conservation efforts in improving and beautifying distressed communities, promoting sustainable community development, and increasing civic engagement and conservation practices. Implications for practice are also discussed.     

Assessing Life in the Face of Death: Moral Drama at the 1952 Trial of the Jewish Anti-Fascist Committee

ABSTRACT

The essay is a close analysis of the text of the 1952 secret trial of the members of the Jewish Anti-Fascist Committee (JAFC). The trial was an occasion of high drama in which many of the participants, facing death, responded with speeches and spontaneous outbursts that could not serve as any imaginable defense, but constituted a moral evaluation of their lives. This behavior was much unlike anything seen in the Soviet show trials of the 1930s. Though many JAFC defendants exhibited aspects of public self-examination and contrarian pride in their own self-worth, the three most persistent were Lina Shtern, Boris Shimeliovich, and Solomon Lozovsky.     

“Rather a manager and networker than a researcher”: converging technologies in the clinic

Technological developments brought about new approaches to and new insight into the functioning of the brain and neurological disorders. More specifically, advancement in the areas of neuroimaging, genomic technologies and molecular biology is conceived as a pathway to more differentiated diagnosis and appropriate treatment. In this regard, the convergence of technologies in the area of health care and medical research has significantly increased during the past two decades. The aim of this article is to better understand how the convergence of technologies in the field of neuroscience takes place at the micro-level of knowledge production, namely the clinic. It is based on the results of an ethnographic study conducted at an Epilepsy Monitoring Unit in Vienna. I start from the assumption that the convergence of technologies in the diagnosis and treatment of epilepsy anticipates a specific means of knowledge production that impacts on the understanding and definition of neurological conditions and the identity of patients and medical doctors simultaneously. One important result concerns the scientization of the way that people with epilepsy perceive, explain and understand epilepsy and the brain. On the one hand respective narratives seem to support the scientific definition of epilepsy; on the other, the failure of seizure control tends to induce a specific understanding of the brain as having unpredictable and uncontrollable mastery over body, memory and soul.     

EXCLUSION AND REINTEGRATION IN A SOCIAL DILEMMA

Using a social dilemma game, we study the cooperative behavior of individuals who reintegrate their group after being excluded by their peers. We manipulate the length of exclusion and whether this length is imposed exogenously or results from a vote. We show that people are willing to exclude the least cooperators and they punish more, and more severely, chronic defections. In return, a longer exclusion has a higher disciplining effect on cooperation after reintegration, but only when the length of exclusion is not chosen by group members. Its relative disciplining effect on cooperation after reintegration is smaller when the length of exclusion results from a vote. In this environment, a quicker reintegration also limits retaliation. The difference in the impact of long versus short exclusion on retaliation is larger when the length of exclusion is chosen by group members than when it is exogenous. Post-reintegration cooperation and forgiveness depend not only on the length of exclusion but also on the perceived intentions of others when they punish. (JEL C92, H41, D23)     

Narrative skills predict peer adjustment across elementary school years

The importance of peer adjustment in middle childhood coincides with developing social cognitive and discursive skills that include the ability to make personal narrative accounts. Authoring personal stories promotes attention to the sequence of events, the causal connections between events, the moral significance of what has happened, and the motives that drive human action: these skills may be critical for the establishment and maintenance of satisfying peer relationships during elementary school. This study extended previous research by considering whether narrative skills in written stories about peer interactions predicted peer adjustment. As part of an ongoing longitudinal study, 92 children wrote narratives about peer experiences and completed surveys on measures of peer adjustment for two school years. Cross‐lagged panel models indicated that chronological and thematic coherence and reports of moral concerns in narratives in the first year of the study contributed to lower peer disliking in the subsequent academic year. Reports of motives in Year 1 narratives contributed to lower levels of loneliness and peer victimization in Year 2. Writing personal narratives that are coherent and attentive to moral concerns and motives may be especially beneficial for children who have difficulty connecting with peers. We discuss implications for classroom practices.