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  1. Study: Probation for Schools Spurs Transfer Patterns Linked to Family Income

    Schools placed on probation due to subpar test scores spurs transfer patterns linked to household income, a study by New York University (NYU) sociologists finds.

    Their study of a school accountability program in the Chicago Public Schools reveals that families were responsive to new information about school quality and that those with more financial resources were the most likely to transfer to other schools in the district or to leave the district altogether.

  2. Building Child-Centered Social Movements

    Subsidized campus childcare was hard-won and remains very effective, while budget cuts and the privatization of childcare threaten centers across the country.

  3. Prayers, Protest, and Police: How Religion Influences Police Presence at Collective Action Events in the United States, 1960 to 1995

    Do police treat religious-based protest events differently than secular ones? Drawing on data from more than 15,000 protest events in the United States (1960 to 1995) and using quantitative methods, we find that law enforcement agents were less likely to show up at protests when general religious actors, actions, or organizations were present. Rather than reflecting privileged legitimacy, we find that this protective effect is explained by religious protesters’ use of less threatening tactics at events.

  4. Choice, Information, and Constrained Options: School Transfers in a Stratified Educational System

    It is well known that family socioeconomic background influences childhood access to opportunities. Educational reforms that introduce new information about school quality may lead to increased inequality if families with more resources are better able to respond. However, these policies can also level the playing field for choice by equalizing disadvantaged families’ access to information. This study assesses how a novel accountability system affected family enrollment decisions in the Chicago Public Schools by introducing new test performance information and consequences.

  5. Understanding Educational Policy Formation: The Case of School Violence Policies in Israel

    This study explores mechanisms underlying processes of educational policy formation. Previous studies have given much attention to processes of diffusion when accounting for educational policy formation. Less account has been given to the day-to-day institutional dynamics through which educational policies develop and change. Building on extensive governmental archival data, complemented with interviews and media analysis, I study the development and transformation of school violence policies in Israel.

  6. Decolonization Not Inclusion: Indigenous Resistance to American Settler Colonialism

    American Indians experience forms of domination and resist them through a wide range of decolonizing processes that are commonly overlooked, misidentified, or minimally analyzed by American sociology. This inattention reflects the naturalizing use of minoritizing frameworks regarding tribal members and ethnic rather than political conceptions of American Indian nationhood, membership, and identity.

  7. "A General Separation of Colored and White": The WWII Riots, Military Segregation, and Racism(s) beyond the White/Nonwhite Binary

    This article uses archival research to explore important differences in the discursive and institutional positioning of Mexican American and African American men during World War II. Through the focal point of the riots that erupted in Los Angeles and other major cities in the summer of 1943, I examine the ways in which black and Mexican "rioters" were imagined in official and popular discourses. Though both groups of youth were often constructed as deviant and subversive, there were also divergences in the ways in which their supposed racial difference was discursively configured.

  8. None of the above: Strategies for Inclusive Teaching with "Representative" Data

    This conversation explores emerging debates concerning teaching to and about marginalized populations often left out of "representative" data sets. Based on our experiences studying, teaching, and belonging to some of these unrepresented populations, we outline some strategies sociologists may use to transform the limitations of data sets traditionally labeled as representative into tools for delivering core sociological concepts.

  9. Enhancing Student Compositional Diversity in the Sociology Classroom

    It is well documented that interaction between diverse students encourages positive learning outcomes. Given this, we examine how to enhance the quantity and quality of student diversity in university classrooms. Drawing on sociological theory linking life experiences with ways of knowing, we investigate how to increase classroom diversity by considering when, where, and how courses are scheduled and delivered.

  10. Teaching Around the World: Sociology on the Semester at Sea Ship

    Michelle M. Camacho, Fellow, American Council on Education