American Sociological Association

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  1. "It's on the MCAT for a Reason:" Premedical Students and the Perceived Utility of Sociology

    Biomedical socialization and premed culture have been shown to promote reductionist and depersonalized approaches to understanding human difference, a serious problem in contemporary health care. In 2015, the Association for American Medical Colleges (AAMC) launched a new version of its Medical College Admission Test (MCAT) that included material from sociology, providing sociology departments an unprecedented opportunity to instruct premed students on contextualizing human difference and being sensitive to the diverse trajectories of people in the health care system.

  2. The Paradox of Generosity: Giving We Receive, Grasping We Lose

    The Paradox of Generosity: Giving We Receive, Grasping We Lose

  3. The Challenge of Diverse Public Schools

    Decades of successful integration efforts are at stake when one school district fights over school proximity and school "balancing."

  4. The Superstrong Black Mother

    When a Baltimore mom hit her son to keep him away from protests, many applauded her—but the myth of the superstrong Black mother does more harm than good.

  5. The Role of Gender, Class, and Religion in Biracial Americans Racial Labeling Decisions

    Racial attachments are understood to be socially constructed and endogenous to gender, socioeconomic, and religious identities. Yet we know surprisingly little about the effect of such identities on the particular racial labels that individuals self-select. In this article, I investigate how social identities shape the racial labels chosen by biracial individuals in the United States, a rapidly growing population who have multiple labeling options.

  6. (No) Harm in Asking: Class, Acquired Cultural Capital, and Academic Engagement at an Elite University

    How do undergraduates engage authority figures in college? Existing explanations predict class-based engagement strategies. Using in-depth interviews with 89 undergraduates at an elite university, I show how undergraduates with disparate precollege experiences differ in their orientations toward and strategies for engaging authority figures in college. Middle-class undergraduates report being at ease in interacting with authority figures and are proactive in doing so. Lower-income undergraduates, however, are split.

  7. Does College Influence Sociopolitical Attitudes?

    Past research shows a statistically significant relationship between college completion and sociopolitical attitudes. However, recent scholarship suggests the effects of college on social outcomes may be confounded with unobserved family background. In this study, we leverage the shared family and social background of siblings to better identify the effect of college on sociopolitical attitudes.

  8. Understanding Educational Policy Formation: The Case of School Violence Policies in Israel

    This study explores mechanisms underlying processes of educational policy formation. Previous studies have given much attention to processes of diffusion when accounting for educational policy formation. Less account has been given to the day-to-day institutional dynamics through which educational policies develop and change. Building on extensive governmental archival data, complemented with interviews and media analysis, I study the development and transformation of school violence policies in Israel.

  9. 2015 Hans O. Mauksch Address: How Departments Can Respond to the Changing Popularity of the Sociology Major

    While the popularity of the psychology major and the sociology major were comparable in 1970, sociology witnessed a decline while psychology witnessed expansion. This article considers strategies of expanding the popularity of the sociology major, considering data from a variety of sources. Primary recommendations are to configure programs to maximize prospects that students discover sociology early in their college careers and to limit the number of barriers that might prevent students from enrolling in sociology courses.

  10. Pivot Points: Direct Measures of the Content and Process of Community-based Learning

    This research is an initial investigation into the ways community-based learning increase the cognitive skills central to the exercise of the sociological imagination. In addition to identifying a means to reveal that learning had occurred, we looked for evidence that the students were mastering sociological content, especially the concepts and habits of the sociological imagination.