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A special electronic collection of articles from the Fall 2009 and Winter 2010 issues of Contexts on the topic of aging. Featuring Vincent J. Roscigno, Phyllis Moen, Eric Utne, Deborah Carr, Stacy Torres and the MacArthur Foundation Research Network on an Aging Society. 28 pages, March 2010.
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.
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.
We are in the midst of a pandemic. But that midst differs by place. Health crises exacerbate underlying inequities, and countries vary in expertise, infrastructure, and the will to address them. As sociologists who study global heath and development across several world regions (Africa, Latin America, and Asia), we understand the importance of recognizing the multiplicity, but also the commonality, of challenges.