Knowledge,power, and ethics in qualitative social research

Philadelphia, then and still one of the worst governed of America’s badly governed cities, was having one of its periodic spasms of reform. A thorough study of causes was called for. Not but what the underlining cause was evident to most white Philadelphians: the corrupt semi-criminal vote of the Negro Seventh Ward…. Would it not be well, to elucidate the known causes by a scientific investigation?… With my bride of three months, I settled in one room over a cafeteria run by a College Settlement, in the worst part of the Seventh Ward. We lived there a year, in the midst of an atmosphere of dirt, drunkenness, poverty and crime. Murder sat on our doorstep, police were our government, and philanthropy dropped in with periodic advice. (DuBois, 1968/1975: 194–5 also in Logan, ed. 1944: 42) What had been borne into me during my book studies was my utter ignorance of the manual-working class, that is, of four-fifths of my countrymen…. How was I to get an opportunity of watching, day by day, in their homes and in their workshops, a sufficient number of normal manual-working families to enable me to visualize the class as a whole; to understand what was meant by chronic poverty and insecurity of livelihood. (Webb, 1926: 146–7)     

Job Loss as Career Growth: Responses to Involuntary Career Transitions

The Latack-Dozier (1986) model of career growth through job loss was examined using a sample of 515 involuntarily displaced professionals. Results supported the model and identified variables most predictive of career growth for men and women. The results also partially supported the hypothesis that men and women rely on different forms of social support after job loss. The Latack-Dozier model is discussed in light of the findings. In addition, implications for dismissed workers, for career development specialists, and for practitioners are discussed.     

Cognitive and interpersonal abilities related to the primary activities of R&D managers

This study attempted to identify the primary activities performed by R&D managers at different supervisory levels, and the cognitive and interpersonal ability requirements that underlie these activities. A task inventory containing 244 managerial tasks was completed by 117 R&D managers in nine organizations. The 48 tasks which managers rated as having spent the most time were factor analyzed, resulting in the identification of three primary activities: project management, personnel supervision, and strategic planning. Furthermore, these activities varied with supervisory level, with R&D managers performing a wider range of these activities with the progression from first-line to upper-level management.Thirty R&D managers later rated the degree to which 19 cognitive and interpersonal abilities were required for performing these primary activities. Strategic planning was rated as requiring significantly higher levels of oral expression, logical reasoning, originality, fluency of ideas, oral defense, and resistance to premature judgement than was required for the other two primary activities. Personnel supervision required a higher level of social sensitivity than was required for the other two activities. Project management required high levels of information ordering, oral fact- finding ability, problem sensitivity, and oral and written comprehension. Implications of the findings for understanding R&D managerial performance and personnel staffing functions are discussed.     

Procedures and tables for the construction and selection of chain sampling plans ChSP-4A(c1, c2,)r-Part 4

In this part of the series, the notion of average total inspection (ATI) is introduced to ChSP-4A(c1, c2)r plans, minimizing ATI at a given process average, while protection to the consumer is given in terms of average outgoing quality limit and limiting quality level. The procedure is similar to that of Dodge and Roming.     

Was there a “golden past” for the introductory sociology textbook? A citation analysis of leading journals

Much debate over the years has centered around whether there was ever a “golden past” for the introductory sociology textbook, when high quality books influenced the development of scholarship and thinking. Some empirical evidence is added to this debate through an analysis of the citations to introductory sociology textbooks in all the articles and research notes appearing in theAmerican Journal of Sociology, theAmerican Sociological Review, andSocial Forces from 1960 to 1969 and from 1984 to 1993. The data show that, although seldom cited in recent journals, introductory sociology textbooks were often cited in the earlier period. The article concludes with some thoughts about why introductory sociology textbooks have had a declining influence on scholarship.