American Sociological Association

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  1. Teaching Replication to Graduate Students

    Replicating published studies promotes active learning of quantitative research skills. Drawing on experiences from a replication course, we provide practical tips and reflections for teachers who consider incorporating replication in their courses. We discuss teaching practices and challenges we encountered at three stages of a replication course: student recruitment, course structure and proceedings, and learning outcomes. We highlight that by engaging in replication, students learn from established scholarly work in a collaborative and reflective manner.
  2. Along the London Overground: Transport Improvements, Gentrification, and Symbolic Ownership along London's Trendiest Line

    Between 2008 and 2011, the dysfunctional North London line was improved and rebranded into a high‐quality, high‐frequency service: the London Overground. Great ambitions for regeneration came with this project: The improved line, running through deprived areas of East London, was expected to bring inward investment and to open access to new opportunities outside the borough to its residents.

  3. Sociological and Philosophical Associations Send Letter to Brazil on Efforts to Defund University Departments

    In a tweet on Friday, April 27, Brazil’s president, Jair Bolsonaro, said that the Minister of Education is considering withdrawing funds from philosophy and sociology programs.

    In response, the American Sociological Association and the American Philosophical Association sent a community letter to President Bolsonaro and Education Minister Weintraub regarding the proposed defunding of sociology and philosophy in Brazilian universities. The letter follows:

     

    Dear President Bolsonaro and Minister Weintraub,

  4. Computation and the Sociological Imagination

    Computational sociology leverages new tools and data sources to expand the scope and scale of sociological inquiry. It’s opening up an exciting frontier for sociologists of every stripe—from theorists and ethnographers to experimentalists and survey researchers. It expands the sociological imagination.

  5. “He Explained It to Me and I Also Did It Myself”: How Older Adults Get Support with Their Technology Uses

    Given that older adults constitute a highly heterogeneous group that engages with digital media in varying ways, there is likely to be large variation in technology support needs, something heretofore unaddressed in the literature. Drawing on in-depth qualitative interviews with a multinational sample of older adults, the authors explore the support needs of older adults for using digital media, including their perceptions of whether the support they receive meets their needs.
  6. When Does Punishment End and Justice Begin?

    In Homeward: Life in the Year after Prison, Bruce Western critically and thoughtfully engages the empirical alongside the ethical in this qualitative study of reentry in the United States. This book is a major methodological departure from Western’s previous work focused on statistical analysis of large-scale data sets, something he acknowledges early...
  7. Stories of Dependency and Power: The Value of Live-In Elder Care in Israel

    This article offers a qualitative empirical examination of the ways in which Israeli family members of elderly persons evaluate live-in elder care and translate their evaluations into monetary value. The author explores the relationship between family members’ views of appropriate wages for live-in elder care providers and their perceptions of their own power relations with their parents’ caregivers.

  8. Reconsidering Student Evaluations of Teaching

    Washington, DC:  A formal statement issued by the American Sociological Association (www.asanet.org/studentevaluations), and endorsed by 17 other scholarly associations, describes the current use of student evaluations of teaching as “problematic” and identifies ways to use student feedback appropriately as one part of holistic assessment of teaching effectiveness in institutions of higher education.