American Sociological Association

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  1. Contexts: With a Bullet

    Winter 2015 Vol. 14 No. 1

    New editors Syed Ali and Philip Cohen start their tenure with a bang, including articles on carrying (and concealing) weapons, on the lessons of Ferguson, and what uprisings in France can teach us about protests in the U.S. Also: lesbian geographies, Piketty in perspective, recollections of genocide, and “velvet rope racism” at urban nightclubs.

  2. Contexts: Suspect Evidence

    Winter 2016 Vol. 15 No. 1

    Evidence is important. Even the most skeptical rely on tested and re-tested scientific certainty every day. And good sociologists hold scientific evidence suspect even as we use the best we have to make the decisions we must.

  3. Contexts: Good News!

    Contexts
    Spring 2016 Vol. 15 No. 2

    Feature articles include "How to Do Ethnography Right," U.S. Attitudes toward Lesbian and Gay People are Better than Ever," "Social Mobility among Second-Generation Latinos," "Immigrant Rights are Civil Rights," "Transitioning Out Loud and Online," "Celebrating New Citizens, Defining the Nntion," and " A Hand Up for Low-Income Families."

  4. Sociologists Receive ASA Funding to Study Impact of Laws Permitting Concealed Weapons on College Campuses

    If you are a student at a public college or university in Arkansas, Colorado, Georgia, Idaho, Kansas, Mississippi, Oregon, Texas, Utah, or Wisconsin, the person sitting next to you in class may legally have a handgun under that collegiate sweatshirt he or she is wearing. In these 10 states, legislation allows students and faculty members who have concealed weapon licenses to bring their weapons, such as handguns, to campus. In 2014, bills proposing similar legislation were introduced in 14 states.

  5. Coronavirus and the Inequity of Accountability for At-Home Learning (Children and Youth)

    To slow the spread of the coronavirus, schools across the United States are expecting students to continue learning at home. That means attending real-time class meetings, completing worksheets and online modules, and even taking exams online. Unfortunately, some schools are also holding students accountable for at-home learning, basing grades, course placements, and college eligibility on work completed at home. That accountability, I will argue, has the potential to exacerbate longstanding inequalities in school.

  6. Disability as an Axis of Inequality: A Pandemic Illustration (Disability in Society)

    The unequal impacts of COVID-19 demonstrate an urgent need for sociological interrogations of disability as a social category and axis of inequality commensurate with race, class, and gender and intersecting with them. While disability can be a marker of health status, it is also a unique social category with particular politics structuring disabled people’s lives and reflecting interlocking systems of oppression. We provide examples of how the pandemic reveals disability is a societally mediated category of existence that is (de)valued in particular ways.

  7. Framing the Pandemic for Students from a Sociological Perspective (Economic Sociology)

    Financial crises tend to have a long-lasting effect on societies. COVID-19 will be no exception given that its economic and social impact is fueled by a public-health emergency that is difficult to curb and that is putting tremendous pressure on healthcare systems around the world.