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  1. Scents and Sensibility: Olfaction, Sense-Making, and Meaning Attribution

    How are smells invested with meaning and how do those meanings structure interactions and group relations? I use cultural theories of meaning-making to explore these questions, situating my inquiry in the world of commercially marketed perfumes. Using blind smell tests in focus groups, I examine how individuals make sense of certain fragrances absent direction from manufacturers or marketing materials. I find that most participants can correctly decode perfume manufacturers’ intended message, target users, and usage sites.
  2. Mass Mobilization and the Durability of New Democracies

    The “elitist approach” to democratization contends that “democratic regimes that last have seldom, if ever, been instituted by mass popular actors” (Huntington 1984:212). This article subjects this observation to empirical scrutiny using statistical analyses of new democracies over the past half-century and a case study. Contrary to the elitist approach, I argue that new democracies growing out of mass mobilization are more likely to survive than are new democracies that were born amid quiescence.
  3. The Love of Neuroscience: A Sociological Account

    I make a contribution to the sociology of epistemologies by examining the neuroscience literature on love from 2000 to 2016. I find that researchers make consequential assumptions concerning the production or generation of love, its temporality, its individual character, and appropriate control conditions. Next, I consider how to account for these assumptions’ being common in the literature.
  4. When Pedagogy Is Painful: Teaching in Tumultuous Times

    What happens when the outside world begins to affect the classroom? Is the classroom supposed to be neutral, objective, and devoid of feelings? Or is it a space where students and teacher meet for healing, understanding, and critical thinking? From news reports of police brutality to highly publicized acts of racial aggression, students are inundated with examples of intolerance, hatred, and racial inequality. Those committed to critical pedagogy and social justice invite, embrace, and use these events to enhance classroom materials.
  5. Annual Meeting Employment Fair

    New in 2017, ASA is launching the Employment Fair!
    Dictionary entry for Employee, Employer, and Employment
    Credit: 

  6. 2017 Employers

    Below are a list of employers that have registered to participate in the 2017 ASA Employment Fair. The number following the employer name is the employer booth number.

  7. 2017 Annual Meeting Employment Fair FAQs

    Job Seeker FAQs

    Is there a fee?

    There is no additional fee for job seekers and candidates to participate in the Employment Fair. However, individuals must be registered for the ASA Annual Meeting and wearing their badge in order to enter the Employment Fair hall.

    Will there be Wi-Fi and/or electricity?

  8. Separate and Unequal: The Impact of Socioeconomic Status, Segregation, and the Great Recession on Racial Disparities in Housing Values

    The effects of race, class, and residential segregation on housing values continue to be a major focus of sociological research. Nevertheless, there has yet to be a study that places these factors in the context of the great recession of 2008 and 2009. Accordingly, the purpose of this work is to assess the extent to which the great recession affected housing values for African Americans and whites relative to the joint effects of race, class, and residential segregation.
  9. The Mark of a Woman’s Record: Gender and Academic Performance in Hiring

    Women earn better grades than men across levels of education—but to what end? This article assesses whether men and women receive equal returns to academic performance in hiring. I conducted an audit study by submitting 2,106 job applications that experimentally manipulated applicants’ GPA, gender, and college major. Although GPA matters little for men, women benefit from moderate achievement but not high achievement. As a result, high-achieving men are called back significantly more often than high-achieving women—at a rate of nearly 2-to-1.
  10. Scheduling Information

    Sessions are scheduled in 16 time slots beginning on Saturday at 8:30 a.m. and concluding on Tuesday by 4:10 p.m. Most program sessions are 1 hour and 40 minutes in length, followed by a 20-minute break. Exceptions will be clearly noted in the program schedule.

     

    Section Scheduling