What should activist-scholars teach in the social problems classroom? In this conversation, I challenge the assertion that advancing a sociology of social problems is an overly academic enterprise of little use to students and other publics. I introduce the potential of a pedagogical framework for promoting social problems literacy: a set of skills that promotes critical, sociological understandings of social problems toward aims of supporting civic engagement and activism.
What explains the rise of race-conscious affirmative action policies in undergraduate admissions? The dominant theory posits that adoption of such policies was precipitated by urban and campus unrest in the North during the late 1960s. Based on primary research in a sample of 17 selective schools, we find limited support for the dominant theory. Affirmative action arose in two distinct waves during the 1960s. A first wave was launched in the early 1960s by northern college administrators inspired by nonviolent civil rights protests in the South.
Social movement researchers argue that tactical innovation occurs as a response to changes external to movements, such as police repression and shifts in political authority, or is due to internal movement processes, such as the characteristics of movement organizations and actors. In this study, we locate the roots of tactical innovation in the multiplicity of movement claims articulated at protest events.
It appears that people who actively participate in demonstrations during social movements on behalf of those dissimilar to them do so for two important reasons.
First, they trust their outgroup peers. Secondly, the political climate in their home countries actually fosters both trust and political engagement, and this is particularly true in countries with well-functioning political institutions.
ASA speaks with retired sociologist Jose Calderon at the 2016 ASA Annual Meeting on August, 2016, in Seattle, WA. Calderon talks about what it means to “do sociology,” how he uses sociology in his work, highlights of his work in the field, the relevance of sociological work to society, and his advice to students interested in entering the field.
ASA speaks with sociologists Manisha Desai and Zakia Salime at the 2016 ASA Annual Meeting on August, 2016, in Seattle, WA. Desai and Salime talk about what it means to “do sociology,” how they use sociology in their work, highlights of their work in the field, the relevance of sociological work to society, and their advice to students interested in entering the field.
What drives local decisions to prohibit industrial land uses? This study examines the passage of municipal ordinances prohibiting gas development using hydraulic fracturing ("fracking") in New York State. I argue that local action against fracking depended on multiple conceptions of the shale gas industry.
Community college faculty who teach sociology are drawn to their positions for reasons that are personal and meaningful to them, including serving a diverse and underserved population and advancing social justice principles. This is despite the oftentimes challenging work conditions faced at community colleges, according to a new study by members of the American Sociological Association (ASA) Task Force on Community College Faculty in Sociology.
In this essay, we reflect on the history and legacies of the U.S. Civil Rights Movement and suggest avenues of future research of interest to scholars of ethnic and racial movements. First, we unpack how the Civil Rights Movement developed as a major movement utilizing both international and domestic influences. Second, we consider the central role of technology—including television and Internet communication technologies (ICTs)—in shaping contemporary ethnic and racial activism.