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Winter 2016 Vol. 15 No. 1
Evidence is important. Even the most skeptical rely on tested and re-tested scientific certainty every day. And good sociologists hold scientific evidence suspect even as we use the best we have to make the decisions we must.
Fall 2017 Vol. 16 No. 4
Feature articles include "Virginia is for Lovers", "Marijuana’s Moral Entrepreneurs, Then and Now", "Commuter Spouses and the Changing American Family", "The Queer Work of Militarized Prides", "Accountability after Genocide", and "Race, Class, and the Framing of Drug Epidemics."
Persons experiencing addiction may be at very high risk of infectious disease like COVID-19 due to high rates of smoking, recent imprisonment, conditions like HIV/AIDS, and high-risk behaviors (Ezzati et al. 2002; Farhoudian, et al. 2020). During the COVID-19 pandemic, most courts have shuttered, and treatment center admissions have halted, yet the opioid crisis rages on. Addiction intersects with material hardship, trauma, broken institutions, and human frailty in a multidimensional web of disadvantage (Desmond and Western 2018)—a process illustrated by COVID-19.
To slow the spread of the coronavirus, schools across the United States are expecting students to continue learning at home. That means attending real-time class meetings, completing worksheets and online modules, and even taking exams online. Unfortunately, some schools are also holding students accountable for at-home learning, basing grades, course placements, and college eligibility on work completed at home. That accountability, I will argue, has the potential to exacerbate longstanding inequalities in school.