American Sociological Association

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  1. The Formation of Group Ties in Open Interaction Groups

    We examine how task jointness and group incentive structures bear on the nature and strength of the affective and cognitive ties that people forge to a group. The argument is that affective group ties have stronger effects on social order than cognitive group ties. There are two general hypotheses. First, joint tasks generate stronger cognitive and affective ties to groups, whereas group incentives generate cognitive but not necessarily affective ties to the group.

  2. Typical Roles and Intergroup Relations Shape Stereotypes: How Understanding Social Structure Clarifies the Origins of Stereotype Content

    How do stereotypes gain their specific content? Social psychologists have argued that stereotypes of groups, defined by demographic indicators such as sex and race, gain their content from their locations in the social structure. In one version of this claim, observations of group members’ typical roles shape stereotype content. In another version, observations of intergroup relations shape this content. This research addressed the validity and compatibility of these two claims.

  3. Patients’ Conceptualizations of Responsibility for Healthcare: A Typology for Understanding Differing Attributions in the Context of Patient Safety

    This study examines how patients conceptualize “responsibility” for their healthcare and make sense of the complex boundaries between patient and professional roles. Focusing on the specific case of patient safety, narrative methods were used to analyze semistructured interviews with 28 people recently discharged from hospital in England. We present a typology of attribution, which demonstrates that patients’ attributions of responsibility to staff and/or to patients are informed by two dimensions of responsibility: basis and contingency.

  4. Advancing Identity Theory: Examining the Relationship between Activated Identities and Behavior in Different Social Contexts

    This study advances identity theory by testing the impact of (moral) identity activation on behavior in different social contexts. At a large southwestern university, 343 undergraduate students completed a survey that measured meanings of their moral identity. Later they completed a laboratory task in which they were awarded more points than they deserved. Participants were given the opportunity to admit (or not admit) the improper point reward.

  5. Cabdrivers and Their Fares: Temporal Structures of a Linking Ecology

    The author argues that behind the apparent randomness of interactions between cabdrivers and their fares in Warsaw is a temporal structure. To capture this temporal structure, the author introduces the notion of a linking ecology. He argues that the Warsaw taxi market is a linking ecology, which is structured by religious time, state time, and family time. The author then focuses on waiting time, arguing that it too structures the interactions between cabdrivers and their fares.

  6. “I Understand What They’re Going through”: How Socioeconomic Background Shapes the Student Service-learning Experience

    Traditional service-learning pedagogy assumes that learning occurs when contact between relatively advantaged students and a relatively disadvantaged service population reduces prejudice. However, little is known about how students whose backgrounds are similar to the populations they serve process this learning experience. This study explores the connections between socioeconomic status and learning trajectories within service-learning. Students provided written reflections on a service-learning experience focused on food insecurity as part of course requirements.

  7. Exploring Classroom Climate in Sociology Courses Using Syllabi

    The classroom climate shapes students’ learning and instructors’ teaching experience in profound ways. This study analyzes classroom climate statements in syllabi from various sociology courses to understand the extent that sociology instructors highlight climate issues and how climate is conceptualized in their syllabi. Drawing from data from two different times periods (pre-2005 and post-2010), the current study examines the frequency of classroom climate statements, the factors that may contribute to the presence of a statement, and themes within these statements.

  8. Data Collection as Disruption: Insights from a Longitudinal Study of Young Adulthood

    Research disrupts the social world, often by making respondents aware that they are being observed or by instigating reflection upon particular aspects of life via the very act of asking questions. Building on insights from the first Hawthorne studies, reflexive ethnographers, and methodologists concerned with panel conditioning, we draw on six years of research within a community in southern Malawi to introduce a conceptual framework for theorizing disruption in observational research.

  9. Rhetorics of Radicalism

    What rhetorics run throughout radical discourse, and why do some gain prominence over others? The scholarship on radicalism largely portrays radical discourse as opposition to powerful ideas and enemies, but radicals often evince great interest in personal and local concerns. To shed light on how radicals use and adopt rhetoric, we analyze an original corpus of more than 23,000 pages produced by Afghan radical groups between 1979 and 2001 using a novel computational abductive approach.

  10. Beyond Tracking and Detracking: The Dimensions of Organizational Differentiation in Schools

    Schools use an array of strategies to match curricula and instruction to students’ heterogeneous skills. Although generations of scholars have debated ‘‘tracking’’ and its consequences, the literature fails to account for diversity of school-level sorting practices.