ASA certification as cooptation

We provide a brief overview of the American Sociological Association’s Ph.D. Certification Program and question the need for, and justification of, certifying sociologists. Essentially, the ASA certification mechanism, as implemented, is nonsociological, emphasizing presumed defects in the individual to the neglect of wider, systemic forces impinging on our discipline. If certification of sociologists is warranted, a view difficult to support given the small number of applicants for certification since 1986, we suggest departmental accreditation—a more sociological approach that emphasizes the value of the discipline, in and of itself. His research interests include political sociology, stratification and contemporary issues affecting the discipline. His research foci include rural and agricultural issues and the sociological employment market and profession.     

Sociology as a vocation: Reputations and group cultures in graduate school

Graduate training in sociology involves more than meeting organizationally imposed demands such as satisfying departmental requirements, taking exams, and completing a dissertation. More central is the development of identity through institutional and interactional forces. We examine the experience of graduate students as tied to the social psychological processes associated with professional training. We consider the faculty-student relationship, identifying how student identities as future sociologists are negotiated and constructed within a reputation market linked to status politics. Through this process, graduate students construct frames of interpretation that make sense of a status system in which criteria for evaluation are often variable, uncertain, or undisclosed. To recognize how graduate students fit into their occupational routines, we build upon three core disciplinary constructs: identity, reputation, and group culture. This perspective permits graduate education to be grounded in sociological understandings, underlining the role of a sociological imagination. We propose strategies that sociology departments might follow to facilitate the professional socialization of graduate students, emphasizing the establishment of group culture and presentational norms. In the absence of these changes, we offer advice to graduate students on navigating their current programs.     

The Construction of Historical Equivalence: Weighing the Red and Brown Scares

Whether two events “belong together,” cognitively and in terms of collective memory, requires that we develop classification strategies. Historical equivalence refers to the perception that two events, separate in space and time, belong to the same cognitive category, or speak to the same issues. They are “good to think together.” Rejecting a radical constructionism that suggests that everything is a matter of ontological preference, I argue, following Gubrium (1993) , that interactionists should prefer a cautious naturalism. While interests and resources affect the presentation of historical claims, an obdurate reality permits the evaluation of empirical claims of comparability. To determine historical equivalence, we need to examine events in light of their magnitude, metaphorical continuity, analogous causation, and comparative effects. To examine the construction of historical equivalence, I discuss the similarities and differences between the Red Scares of 1919 and the late 1940s and the Brown Scare of the early 1940s. What you choose as an historical analogy begins and ends the conversation. —Elazar Barkan, “On Accepting Historical Responsibility: Refugees and the Right of Return” (2004)     

Assessing Cancer Risks from Short-Term Exposures in Children

For the vast majority of chemicals that have cancer potency estimates on IRIS, the underlying database is deficient with respect to early-life exposures. This data gap has prevented derivation of cancer potency factors that are relevant to this time period, and so assessments may not fully address children's risks. This article provides a review of juvenile animal bioassay data in comparison to adult animal data for a broad array of carcinogens. This comparison indicates that short-term exposures in early life are likely to yield a greater tumor response than short-term exposures in adults, but similar tumor response when compared to long-term exposures in adults. This evidence is brought into a risk assessment context by proposing an approach that: (1) does not prorate children's exposures over the entire life span or mix them with exposures that occur at other ages; (2) applies the cancer slope factor from adult animal or human epidemiology studies to the children's exposure dose to calculate the cancer risk associated with the early-life period; and (3) adds the cancer risk for young children to that for older children/adults to yield a total lifetime cancer risk. The proposed approach allows for the unique exposure and pharmacokinetic factors associated with young children to be fully weighted in the cancer risk assessment. It is very similar to the approach currently used by U.S. EPA for vinyl chloride. The current analysis finds that the database of early life and adult cancer bioassays supports extension of this approach from vinyl chloride to other carcinogens of diverse mode of action. This approach should be enhanced by early-life data specific to the particular carcinogen under analysis whenever possible.