American Sociological Association

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  1. People in Their 60s Uniquely Benefit From Giving Advice Despite Fewer Chances to Offer it

    A new study reveals that individuals in their 60s who give advice to a broad range of people tend to see their lives as especially meaningful. At the same time, this happens to be the age when opportunities for dispensing advice become increasingly scarce.

  2. Elements of Professional Expertise: Understanding Relational and Substantive Expertise through Lawyers' Impact

    Lawyers keep the gates of public justice institutions, particularly through their roles in formal procedures like hearings and trials. Yet, it is not clear what lawyers do in such quintessentially legal settings: conclusions from past research are bedeviled by a lack of clear theory and inconsistencies in research design. Conceptualizing litigation work in terms of professional expertise, I conduct a theoretically grounded synthesis of the findings of extant studies of lawyers’ impact on civil case outcomes.

  3. The Age-Graded Nature of Advice: Distributional Patterns and Implications for Life Meaning

    Drawing from life course, social networks, and developmental social psychology scholarship, this article considers how advice transmission varies across age groups and examines the age-contingent associations between advice-giving and life meaning. Binomial and ordered logistic regression using the 2006 Portraits of American Life Study (n = 2,583) reveal that adults in their twenties are most likely to report offering advice to multiple social targets.

  4. Who Are the People in Your Neighborhood? Neighborhood Age Composition and Age Discrimination

    Age discrimination is pervasive in the United States, yet little is known about the social contexts in which it occurs. Older persons spend much of their time in their neighborhoods, where a density of other older persons may protect against age discrimination. Extending group density theory to age, we analyze data from 1,561 older adults from the second wave of the National Survey of Midlife Development in the United States, using neighborhood-level data from the 2010 U.S. census.

  5. Effects of Heterogeneity and Homophily on Cooperation

    The article provides a micro-behavioral model and an experimental design to understand the effect of heterogeneity in social identities on cooperation while accounting for endogenous sorting. Social identity is induced exogenously using the minimal group paradigm. The experiment manipulates sorting with three treatments: having subjects interact with both in- and outgroup members, giving them the choice to interact either with ingroup or outgroup members, and isolating the groups from the outset.

  6. Understanding the Selection Bias: Social Network Processes and the Effect of Prejudice on the Avoidance of Outgroup Friends

    Research has found that prejudiced people avoid friendships with members of ethnic outgroups. Results of this study suggest that this effect is mediated by a social network process. Longitudinal network analysis of a three-wave panel study of 12- to 13-year-olds (N = 453) found that more prejudiced majority group members formed fewer intergroup friendships than less prejudiced majority group members. This was caused indirectly by the preference to become friends of one’s friends’ friends (triadic closure).

  7. Stopping the Drama: Gendered Influence in a Network Field Experiment

    Drawing on theories of social norms, we study the relative influence of female and male students using a year-long, network-based field experiment of an anti-harassment intervention program in a high school. A randomly selected subset of highly connected students participated in the intervention. We test whether these highly connected females and males influenced other students equally when students and teachers considered the problem of "drama"—peer conflict and harassment—to be associated with girls more than with boys.

  8. 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.

  9. 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.

  10. Student Accountability in Team-based Learning Classes

    Team-based learning (TBL) is a form of small-group learning that assumes stable teams promote accountability. Teamwork promotes communication among members; application exercises promote active learning. Students must prepare for each class; failure to do so harms their team’s performance. Therefore, TBL promotes accountability. As part of the course grade, students assess the performance of their teammates. The evaluation forces students to rank their teammates and to provide rationale for the highest and lowest rankings. These evaluations provide rich data on small-group dynamics.