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It is almost axiomatic that there are two contrasting theoretical approaches to ethnography: induction and deduction. However, regardless of whether ethnographers build theory from observations (induction) or use observations to test theory (deduction), they approach the field armed with one or more particular analytic lens that leads them to focus on a distinct thread of the social fabric. We outline the suite of analytic lenses that typify ethnography and identify eight ideal types.
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As elite, heterosexual women delay marriage, complete higher education, and pursue high-status careers, are they able to de-center the other-oriented roles of wife and mother in their lives? Using in-depth interviews with 33 single, college-educated women, the authors examine how elite women balance expectations for self-development and family formation. Participants constructed a timeline with three phases: the self-development phase, the readiness moment, and the push to partner. Women’s initial focus on self-development ends with a shift toward feeling ready to search for a spouse.
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Using longitudinal survey data from the Socio-Economic Panel Study (N = 3,003 respondents with 22,165 individual-year observations) and exploiting temporal and regional variation in state-level unemployment rates in West Germany, we explore differences in trajectories of individuals’ self-rated health over a period of up to 23 years after leaving education under different regional labor market conditions. We find evidence for immediate positive effects of contextual unemployment when leaving education on individuals’ health.
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Although higher education scholars are increasingly exploring disparities within institutions, they have yet to examine how parental involvement contributes to social-class variation in students’ experiences. We ask, what role do parents play in producing divergent college experiences for students from different class backgrounds?
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In this article we propose a framework for description and analysis of public life by treating “outings” as a unit of sociological analysis. Studying outings requires bracketing a concern with bounded places and isolated encounters. Instead, descriptions of outings track people as they organize trips “out,” including their preparations, turning points, and post hoc reflections. We emphasize how people understand and contextualize their time in public by linking situated moments of public life to the outing’s unfolding trajectory and to people’s biographical circumstances.
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Book Review: The Coding Manual for Qualitative Researchers, 3rd ed.
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Nonresidents’ perceptions of disorder are potentially consequential for neighborhoods in many ways, as disorder shapes individuals’ behavior within neighborhoods. Unfortunately, there is little research which delves into understanding how nonresidents perceive disorder. Our study provides insight into the perceptions of nonresidents by assessing their interpretations of disorder through their reaction to three photographic stimuli of neighborhoods where they do not live.
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The United States relies on international and osteopathic medical graduates (“non-USMDs”) to fill one third of residency positions because of a shortage of American MD graduates (“USMDs”). Non-USMDs are often informally excluded from top residency positions, while USMDs tend to fill the most prestigious residencies. Little is known, however, about whether the training in these different settings is comparable or how it impacts patients.
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There is little theoretical understanding of why educational inequalities in depression are larger in some countries than in others. The current research tries to fill this gap by focusing on the way in which important labor market processes, specifically upgrading and polarization, affect the relationship between education and depression. Analyses are based on a subsample, aged between 20 and 65, in 26 countries participating in the European Social Survey (N = 56,881) in 2006, 2012, and 2014.
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School choice policies necessarily impose registration timelines, constraining access to schools of choice for students who register late. Drawing on administrative data, survey data, and interviews with 33 parents in Boston, we find that late registration is common and highly stratified: Nearly half of black kindergarteners miss the first registration deadline, a rate almost three times higher than their white peers, consigning them to the least preferred schools.
