The constancy of crime hypothesis: Historical evidence from Plymouth Colony

In extending Durkheimian thought on the relationship between deviance and social order, Erikson (1966) advanced the constancy of crime hypothesis, maintaining that the volume of deviant behavior remains stable over time. Erikson's data for Essex County do show remarkable stability for the years 1651–1680 in the reported offender rate. However, Essex County represents a very limited test of the hypothesis. We present comparative historical data for the entirety of Plymouth Colony, 1633–1679, finding that change—not constancy—best characterizes the evidence. The lack of unequivocal support for the hypothesis suggests a need for its rethinking. Several such possibilities are briefly discussed.We wish to thank our colleagues David L. Smith, Charles J. Dudley, Michael Hughes, Richard Schuster, Alan C. Acock (Sociology), A. Roger Ekirch (Department of History) and the anonymous reviewers ofQualitative Sociology for their helpful suggestions on a prior version of this paper. The research was made possible by a small project grant from VPI & SU, and we gratefully acknowledge the assistance of Catherine L. Hammond in completing the investigation.     

Controversy and Ideological Hegemony in Sociological Theory*

Sociological theory has been characterized by the recurrence of several controversies since its inception. The relationship between the individual and society represents one of these. Cooley's notion of the individual and society being twin-born has been labeled one of the major breakthroughs in this controversy. According to Tiryakian, Cooley's work signaled the end of that controversy, but still it reappears. Drawing heavily from Mannheim, Berger and Pullberg, and Therborn, we examine the recurrence of the individual versus society controversy. Sociology, we contend, occupies an alienated position within capitalist society where positivist epistemology serves as an ideological veil, concealing the existence of ontological presuppositions, distorting social reality, and preventing any meaningful attempt to understand the development of sociology, or the recurrence of the individual-society controversy. As an ideological veil, positivism contributes to the recurring bifurcation of social reality. The dominance of positivism within sociology, moreover, gives it a hegemonic status, further negating any recognition that the individual and society are interdependent.     

California Union Listing: Past,Present, Future

Abstract

CULP and CLASS holdings are summarized in figure 9.     

Neither proscience nor antiscience: Metasociology as dialogue

This paper defends metasociology against the attacks of a particular brand of metasociological critique done in the name of scientific progress. The proponents of scientific progress often argue that metasociology does not contribute anything of substantial value to the progress of sociology as a science. In contrast, we argue that this view of metasociology is not terribly well informed. We suggest that metasociology should be thought of as a dialogue with other nearby disciplines and with contemporary political and moral conversations about the social world. One job of metasociology is to expose the assumptions of sociologists so as to make them more aware of where they stand in relation to other contemporary dialogues. We also argue that for metasociology to be taken seriously as dialogue, we must give up certain pretensions. The social grounds for metasociology as dialogue rest on epistemic relativism and, more importantly, on judgmental relativism.     

Characteristics of Female Students Who Aspire to Science and Engineering or Homemaking Occupations

This study identified predictors that discriminated between nontraditional and traditional career aspirations in a sample composed of 930 eighth-grade female students (52 Asian Americans, 123 Hispanics, 61 African Americans, 669 Whites, and 15 Native Americans). Results indicated that the students who aspired to careers in science or engineering scored significantly higher on educational aspirations; perceived parental expectations; student-reported grade point averages (GPAs); and mathematics, reading, and science test scores than did girls who aspired to homemaking occupations. They also scored higher on measures of self-esteem, internal locus of control, socioeconomic status, and had fewer siblings. Educational aspirations, parental expectations, self-reported GPA, and science proficiency were the best discriminators between the groups. Results also indicated that differences in the distributions of career aspirations across racial-ethnic groups were significant.