American Sociological Association

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  1. The Demography of Multigenerational Caregiving: A Critical Aspect of the Gendered Life Course

    Multigenerational caregiving is important because it affects social and economic outcomes. Existing studies usually exclude theoretically and empirically important aspects—emotional care and horizontal care—that may systematically underestimate gender differences. In this study, we comprehensively describe caregiving by gender and age and examine how sensitive estimates are to the inclusion of directions and types of care.

  2. Historical Shadows: The Links between Sundown Towns and Contemporary Black–White Inequality

    I contribute to our understanding of black–white inequality in the United States by assessing the legacy of “sundown towns.” Sundown towns are places that restricted who could live there based on ideas about race. The often-violent tactics employed to create and maintain all-white spaces reshaped dramatically the demographic and social landscape of the non-South. I extend previous research on sundown towns by examining their association with contemporary black–white economic inequality.

  3. Going Easy and Going After: Building Inspections and the Selective Allocation of Code Violations

    Sociologists have demonstrated how public and private actors reproduce economic and racial inequality, by protecting the values of lucrative real estate, enforcing the tastes of elite and middle‐class populations, and unfavorably sorting low‐income and minority residents. Building inspections and code violations affect each of these processes. Yet, we know remarkably little about how decisions about building code violations are made.

  4. Review Essay: Important Discussions: Planned, Unplanned, and Even Unremembered

    In Someone to Talk To, Mario Small focuses on core issues in the study of social networks and social support that have somehow remained under-examined: how do individuals decide whom they will confide in, and with whom are confidences actually shared?

  5. Review Essay: Back to the Future

    In one of my undergraduate courses, I show students a photo of Paul Lazarsfeld and Frank Stanton. Of course, neither social scientist is familiar to them, but I argue to my students that Lazarsfeld had a bigger impact on the daily practice of sociology than any member of the Marx/Weber/Durkheim triumvirate they study in classical theory.

  6. How Far From Meritocracy? A Cross-National Longitudinal Analysis of European Countries

    This figure describes the distance from meritocracy in 36 European countries between 2002 and 2017. Following Krauze and Slomczynski, the author defines meritocratic allocation of individuals by education to occupational status groups as a situation when more educated persons do not have jobs with lower status than less educated persons.

  7. Placing Racial Classification in Context

    This article extends previous research on place-based patterns of racial categorization by linking it to sociological theory that posits subnational variation in cultural schemas and applying regression techniques that allow for spatial variation in model estimates. We use data from a U.S. restricted-use geocoded longitudinal survey to predict racial classification as a function of both individual and county characteristics.

  8. Why Do Advantaged People Feel Unhappy? Effects of Materialistic Values on Subjective Well-Being

    This article aims to explore the relationship between income and happiness. As shown by the Easterlin paradox, the relationship between income and happiness is not simple but indeed is rather complicated. The author used finite mixtures of regression models to analyze the data from the National Survey of Social Stratification and Social Mobility conducted in Japan and implemented computer simulations based on the results of the finite mixtures of regression models to examine how changes in social values influence the relationship between income and happiness.

  9. Racial Mismatch in the Classroom: Beyond Black-white Differences

    Previous research demonstrates that students taught by teachers of the same race and ethnicity receive more positive behavioral evaluations than students taught by teachers of a different race/ethnicity. Many researchers view these findings as evidence that teachers, mainly white teachers, are racially biased due to preferences stemming from racial stereotypes that depict some groups as more academically oriented than others.

  10. School Context and the Gender Gap in Educational Achievement

    Today, boys generally underperform relative to girls in schools throughout the industrialized world. Building on theories about gender identity and reports from prior ethnographic classroom observations, we argue that school environment channels conceptions of masculinity in peer culture, fostering or inhibiting boys’ development of anti-school attitudes and behavior. Girls’ peer groups, by contrast, vary less strongly with the social environment in the extent to which school engagement is stigmatized as un-feminine.