American Sociological Association



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  1. Computation and the Sociological Imagination

    Computational sociology leverages new tools and data sources to expand the scope and scale of sociological inquiry. It’s opening up an exciting frontier for sociologists of every stripe—from theorists and ethnographers to experimentalists and survey researchers. It expands the sociological imagination.

  2. Do More-Assimilated Latinxs Leave the Barrio and Move to “White” Neighborhoods? Latinxs, Young Adults, and Spatial Assimilation

    Studies of Latinx–white residential segregation and of Latinx residential attainment consistently report findings consistent with spatial assimilation. Nevertheless, most studies of this theory use statistical models that cannot account for multiple dimensions of neighborhoods that may influence residential attainment. In this article, we test predictions of the spatial assimilation model using discrete choice analyses, a multidimensional model.
  3. Mapping Cultural Schemas: From Theory to Method

    A growing body of research in sociology uses the concept of cultural schemas to explain how culture influences beliefs and actions. However, this work often relies on belief or attitude measures gleaned from survey data as indicators of schemas, failing to measure the cognitive associations that constitute schemas. In this article, we propose a concept-association-based approach for collecting data about individuals’ schematic associations, and a corresponding method for modeling concept network representations of shared cultural schemas.
  4. Familism and the Hispanic Health Advantage: The Role of Immigrant Status

    It is well known that Hispanic immigrants exhibit better physical and mental health than their U.S.-born counterparts. Scholars theorize that stronger orientations toward the family, also known as familism, could contribute to this immigrant advantage. Yet, little work directly tests whether familial attitudes may be responsible for the favorable health of foreign-born Hispanics. We investigate this possibility using biomarkers, anthropometrics, and mental health assessments from the Hispanic Community Health Study/Study of Latinos (N = 4,078).
  5. Challenging Evolution in Public Schools: Race, Religion, and Attitudes toward Teaching Creationism

    Researchers argue that white evangelical Christians are likely to support teaching creationism in public schools. Yet, less is known about the role religion may play in shaping attitudes toward evolution and teaching creationism among blacks and Latinos, who are overrepresented in U.S. conservative Protestant traditions. This study fills a gap in the literature by examining whether religious factors (e.g., religious affiliation and Biblical literalism) relate to differences in support for teaching creationism between blacks and Latinos compared to whites and other racial groups.
  6. Residuality and Inconsistency in the Interpretation of Socio-Theoretical Systems

    This article addresses the interpretation and criticism of theoretical systems. Its particular focus is on how to assess the success of theories in dealing with some specific phenomenon. We are interested in how to differentiate between cases where a theory offers an unsatisfactory acknowledgment of a specified phenomenon and those where a theory offers a deeper, more systematic understanding.
  7. What’s Alter Got to Do with It? A Consideration of Network Content and the Social Ties That Provide It

    The strength of weak ties is among the most important theories in the social sciences. One paradoxical element of the theory has been widely understood and valued—that weak ties connect disparate regions of social structure. Less appreciated, however, is the arguably more paradoxical implication that someone only weakly connected to another would provide value beyond that which is provided by the recipient’s (ego’s) strong ties. Once this paradoxical feature of the theory and associated empirical literatures is acknowledged, the interests of the resource provider (alter) demand consideration.
  8. Meaning and Modularity: The Multivalence of “Mechanism” in Sociological Explanation

    Mechanisms are ubiquitous in sociological explanation. Recent theoretical work has sought to extend mechanistic explanation further still: into cultural and interpretative analysis. Yet it is not clear that the concept of mechanism can coherently unify interpretation and causal explanation within a single explanatory framework. We note that sociological mechanistic explanation is marked by a crucial disjuncture.
  9. The Sociological Canon, Relations between Theories and Methods, and a Latent Political Structure: Findings from a Survey of Sociology Students in Germany and Consequences for Teaching

    We discuss findings from a survey of sociology students in Germany and consequences for teaching. We focus on the de facto formation of a sociological canon, the relation between theories and methods, and effects of social and political characteristics on student’s scientific preferences. Our findings suggest that irrespective of an agreement of the sociological professionals on a common definition of a core, a de facto canon of theories and methods exists in teaching practices. Moreover, specific relations between sociological theories and methods occur in the data.
  10. Teaching about Learning: The Effects of Instruction on Metacognition in a Sociological Theory Course

    This article investigates the effects of teaching about metacognition in a sociological theory course. I created a series of teaching interventions to introduce students to the science of learning, including an interactive lecture on metacognition, a discussion that models metacognitive strategies, and activities for students to practice metacognition. This article describes those teaching interventions and assesses whether direct instruction led to greater use of metacognitive and cognitive strategies, confidence, and motivation to learn.