American Sociological Association

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  1. Vaccine Refusal and Pharmaceutical Acquiescence: Parental Control and Ambivalence in Managing Children’s Health

    Parents who confidently reject vaccines and other forms of medical intervention often seek out pediatric care, medical treatments, and prescription medications for their children in ways that seem to contradict these views. Drawing on in-depth interviews with 34 parents who rejected some or all vaccines for their children, this article examines the strategies they use to pharmaceutically manage their children’s health, even when espousing a larger rejection of pharmaceutical interventions like childhood vaccines.
  2. Is Urbanization Good for the Climate? A Cross-County Analysis of Impervious Surface, Affluence, and the Carbon Intensity of Well-Being

    We contribute to literature exploring the socioecological impact of urban development as a multidimensional project, one in which changes to landscape features complement changes in demographic and administrative measures to co-constitute the socioecological impact of urbanity. We use a random coefficients modeling approach to examine U.S. relationships between the intensity of impervious surface within a county, population density in impervious areas, and carbon intensity of well-being (CIWB)—here constructed using industrial emissions.

  3. Creating Urban Sociality in Middle‐Class Neighborhoods in Milan and Bologna: A Study on the Social Streets Phenomenon

    Social Streets are groups of neighbors who want to recreate convivial ties having noticed a weakening of social relationships in their roads of residence. Social Streets start as online Facebook groups to materialize in offline encounters, using conviviality to create virtuous bonds. These are carried out through practices of sociality, inclusive and for free. The main focus of this article is analyzing sociodemographic data of the “Streeters” and of the neighborhoods to understand where they produce conviviality in urban neighborhoods.

  4. Dialogic Status in Design Education: Authority and Peer Relations in Studio Class Conversations

    In this article, I study role enactment and status relationships in university design studio classrooms. I analyze conversations that take place during discussions of student creative work, and I interpret them in the context of previous studies of learning, classroom discourse, and creativity. I found that professors and students jointly establish and maintain a complex and hybrid participation structure in which they enact dialogic status: they simultaneously perform both an authority relationship and a peer relationship.
  5. Harmonizing Small-Group Cohesion and Status in Creative Collaborations: How Songwriters Facilitate and Manipulate the Cowriting Process

    Because of economically induced changes in record label contracts, recording artists are now required to cowrite their songs. Despite this obligation, many recording artists are unskilled as writers. For their professional songwriter teammates, using face-work to save the recording artist from the embarrassment of being an unskilled songwriter can be at odds with status maintenance in the larger social community if the collaboration results in a bad song.
  6. Equifinality and Pathways to Environmental Concern: A Fuzzy-Set Analysis

    Studying how people understand and develop concern for environmental problems is a key area of research within environmental sociology. Previous research shows that numerous social factors have measurable effects on environmental concern. However, results tend to be somewhat inconsistent across studies on this topic. One possible explanation for this is because these social factors are typically examined as independent from one another. However, these factors are interrelated in complex ways, as shown by research on the moderating effects of race and political ideology on education.
  7. Beyond Tracking and Detracking: The Dimensions of Organizational Differentiation in Schools

    Schools use an array of strategies to match curricula and instruction to students’ heterogeneous skills. Although generations of scholars have debated ‘‘tracking’’ and its consequences, the literature fails to account for diversity of school-level sorting practices.

  8. Data Collection as Disruption: Insights from a Longitudinal Study of Young Adulthood

    Research disrupts the social world, often by making respondents aware that they are being observed or by instigating reflection upon particular aspects of life via the very act of asking questions. Building on insights from the first Hawthorne studies, reflexive ethnographers, and methodologists concerned with panel conditioning, we draw on six years of research within a community in southern Malawi to introduce a conceptual framework for theorizing disruption in observational research.

  9. Exploring Classroom Climate in Sociology Courses Using Syllabi

    The classroom climate shapes students’ learning and instructors’ teaching experience in profound ways. This study analyzes classroom climate statements in syllabi from various sociology courses to understand the extent that sociology instructors highlight climate issues and how climate is conceptualized in their syllabi. Drawing from data from two different times periods (pre-2005 and post-2010), the current study examines the frequency of classroom climate statements, the factors that may contribute to the presence of a statement, and themes within these statements.

  10. “I Understand What They’re Going through”: How Socioeconomic Background Shapes the Student Service-learning Experience

    Traditional service-learning pedagogy assumes that learning occurs when contact between relatively advantaged students and a relatively disadvantaged service population reduces prejudice. However, little is known about how students whose backgrounds are similar to the populations they serve process this learning experience. This study explores the connections between socioeconomic status and learning trajectories within service-learning. Students provided written reflections on a service-learning experience focused on food insecurity as part of course requirements.