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  1. Accounting for the Child in the Transmission of Party Identification

    The transmission of party identification from parent to child is one of the most important components of political socialization in the United States. Research shows that children learn their party identification from their parents, and parents drive the learning process. The vast majority of studies thus treats children as passive recipients of information and assumes that parent-child concordance equals transmission. Rather than relying on a single pathway by which parents teach children, we propose an alternative view by focusing on children as active agents in their socialization.

  2. Civic Stratification and the Exclusion of Undocumented Immigrants from Cross-border Health Care

    This paper proposes a theoretical framework and an empirical example of the relationship between the civic stratification of immigrants in the United States, and their access to healthcare. We use the 2007 Pew Hispanic Center/Robert Wood Johnson Foundation Hispanic Healthcare Survey, a nationally representative survey of U.S. Latinos (N = 2,783 foreign-born respondents) and find that immigrants who are not citizens or legal permanent residents are significantly more likely to be excluded from care in both the United States and across borders.

  3. Field and Ecology

    This article offers a theoretical comparison between field and ecology, as developed by Pierre Bourdieu and the Chicago School of sociology. While field theory and ecological theory share similar conceptualizations of actors, positions, and relations, and while they converge in their views on structural isomorphism, temporality, and social psychology, they are quite different on several other scores: power and inequality, endogeneity, heterogeneity, metaphorical sources, and abstraction.

  4. Markets, Nature, and Society: Embedding Economic & Environmental Sociology

    Social scientists have drawn on theories of embeddedness to explain the different ways legal, political, and cultural frameworks shape markets. Often overlooked, however, is how the materiality of nature also structures markets. In this article, I suggest that neo-Polanyian scholars, and economic sociologists more generally, should better engage in a historical sociology of concept formation to problematize the human exemptionalist paradigm their work upholds and recognize the role of nature in shaping markets and society.

  5. 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.

  6. Critique of Glenn on Settler Colonialism and Bonilla-Silva on Critical Race Analysis from Indigenous Perspectives

    I critique Glenn’s article on settler colonialism and Bonilla-Silva’s article on critical race analysis from Indigenous perspectives, including racial genocide and world-systems analysis, to cover five centuries of global systemic racism during the conquest of the Americas, by Spanish and English colonizers and United States imperialism. I also propose macro-structural, comparative-historical analysis of racism including the destruction, resistance, and revitalization of Native Nations and American Indians.

  7. 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.

  8. 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.

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

    Michelle M. Camacho, Fellow, American Council on Education

  10. The Graduate Teaching Seminar Project Using TRAILS

    A vigorous discipline of sociology requires the creation of meaningful research knowledge and the training of professional sociologists able to pass on that knowledge effectively. In spring 2015, four ASA Department Affiliate institutions participated in a pilot project to integrate TRAILS, ASA’s Teaching Resources and Innovations Library for Sociology, into their graduate teaching seminars.