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We propose a synthesis of two lines of sociological research on boundary spanning in cultural production and consumption. One, research on cultural omnivorousness, analyzes choice by heterogeneous audiences facing an array of crisp cultural offerings. The other, research on categories in markets, analyzes reactions by homogeneous audiences to objects that vary in the degree to which they conform to categorical codes. We develop a model of heterogeneous audiences evaluating objects that vary in typicality.
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This article offers a theoretical comparison between field and ecology, as developed by Pierre Bourdieu and the Chicago School of sociology. While field theory and ecological theory share similar conceptualizations of actors, positions, and relations, and while they converge in their views on structural isomorphism, temporality, and social psychology, they are quite different on several other scores: power and inequality, endogeneity, heterogeneity, metaphorical sources, and abstraction.
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Social scientists have drawn on theories of embeddedness to explain the different ways legal, political, and cultural frameworks shape markets. Often overlooked, however, is how the materiality of nature also structures markets. In this article, I suggest that neo-Polanyian scholars, and economic sociologists more generally, should better engage in a historical sociology of concept formation to problematize the human exemptionalist paradigm their work upholds and recognize the role of nature in shaping markets and society.
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Study-abroad and international-student programs are commonly understood to transform their participants into "global citizens" possessing "cross-cultural competencies." Similar benefits are anticipated from "internationalization at home"—defined as any on-campus, internationally related activity—whereby international students engage with and thus enrich the lives of domestic students. In this article, we reflect on a research project tied to two coursework units, in which largely domestic undergraduate students undertake qualitative research with or about international students.
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Common concerns for many instructors of introductory college courses are that their students do not prepare for or attend class, are minimally engaged, and exhibit poor reading comprehension and writing skills. How can instructors respond to these challenges? Research finds that frequent testing improves the learning outcomes of students. Can it motivate better studying habits and expand their engagement with the class?
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Prior research measuring service-learning program successes reveals the approach can positively affect students’ attitudes toward community service, can increase students’ motivation to learn and ability to internalize class material, and can change their view of social issues. Studies also suggest that college students sometimes enter and leave a field site in ways that contribute to the reproduction of inequality.
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Socius: Sociological Research for a Dynamic World invites papers for a special issue on gender in the 2016 elections. We invite contributions on all topics relevant to gender and politics. Potential topics could include (but are not limited to): gender and the executive; women, social policy, and state legislative elections; intersectionality and the media; gender and public opinion; and women in changing political institutions. Informative papers on trends or cross-national comparisons are welcome as long as they are framed in relation to the 2016 U.S. election.
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Korpi and Palme’s (1998) classic “The Paradox of Redistribution and Strategies of Equality” claims that universal social policy better reduces poverty than social policies targeted at the poor. This article revisits Korpi and Palme’s classic, and in the process, explores and informs a set of enduring questions about social policy, politics, and social equality.
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Industrial child labor laws were the earliest manifestation of the modern regulatory welfare state. Why, despite the absence of political pressure from below, did some states (but not others) succeed in legislating working hours, minimum ages, and schooling requirements for working children in the first half of the nineteenth century? I use case studies of the politics behind the first child labor laws in Germany and France, alongside a case study of a failed child labor reform effort in Belgium, to answer this question.
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Why is there no labor party in the United States? This question has had deep implications for U.S. politics and social policy. Existing explanations use "reflection" models of parties, whereby parties reflect preexisting cleavages or institutional arrangements. But a comparison with Canada, whose political terrain was supposedly more favorable to labor parties, challenges reflection models.
