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  1. Who Wants to Lead? Anticipated Gender Discrimination Reduces Women’s Leadership Ambitions

    We examine whether anticipated gender discrimination—specifically, gendered sanctions for leadership failure—decreases women’s leadership ambitions. We find that laypeople expect that women leaders will be punished more harshly for failure than otherwise similar men. We also compare the leadership ambitions of women and men under conditions of benign and costly failure and find that leadership roles with costly failure—which implicitly have the potential for gendered sanctions for failure—disproportionally depress women’s leadership ambitions relative to men’s.
  2. The World-Systemic Dynamics of Knowledge Production: The Distribution of Transnational Academic Capital in the Social Sciences

    This paper expands the framework of the Bourdieusian field theory using a world-system theoretical perspective to analyze the global system of social sciences, or what might be called the world-system of knowledge production. The analysis deals with the main agents of the world-system of social sciences, and it also investigates the core-like and periphery-like processes of the system. Our findings affirm that a very characteristic center-periphery structure exists in global social sciences, with a few hegemonic countries and distinctly peripheral world regions.
  3. Puzzling Politics: A Methodology for Turning World-Systems Analysis Inside-Out

    Can world-systems analysis illuminate politics? Can it help explain why illiberal regimes, outsider parties, and anti-immigrant rhetoric seem to be on the rise? Can it help explain any such nationalchanges that seem destined to shift how nations relate to world markets? Leading surveys of historical sociology seem to say no. We disagree. While there are problems with Wallerstein’s early mode of analyzing politicsin the capitalist world-system from the outside-in, historical sociologists have been too quick to dismiss world-systems analysis.
  4. Do China’s Environmental Gains at Home Fuel Forest Loss Abroad?: A Cross-National Analysis

    The theory and empirical research on ecologically unequal exchange serves as the starting point for this study. We expand the research frontier it in a novel way by applying the theory to China and empirically testing if forestry export flows from low-and middle-income nations to China  are related to increased forest loss in the exporting nations. In doing so, we analyze data for 75 low-and middle-income nations using ordinary least squares regression and find support for our main hypothesis.
  5. Contending with Capitalism: Fatwas and Neoliberal Ideology

    Neoliberal economic theorists posit that the economic sphere is to be differentiated from the social world and governed by its own rationality that is distinct from religious, ethical, social, or political considerations.
  6. About the Section

    The ASA section on Sociology of Education supports a community of scholars who conduct research on many diverse features of contemporary education. Sociologists of education examine the ways in which formal schooling influences individuals and the ways society affects educational institutions. A central concern within this research tradition is the process by which educational systems contribute to or alleviate social inequality in broader society.

  7. Meetings

    ASA Annual Meeting

    The Annual Meeting of the American Sociological Association provides the opportunity for professionals involved in the scientific study of society to share knowledge and new directions in research and practice. Nearly 600 program sessions are convened during the four-day meeting held every August to provide participation venues and networking outlets for nearly 3,000 research papers and over 4,600 presenters.  
     

  8. Education

    The ASA section on Sociology of Education supports a community of scholars who conduct research on many diverse features of contemporary education. Sociologists of education examine the ways in which formal schooling influences individuals and the ways society affects educational institutions. A central concern within this research tradition is the process by which educational systems contribute to or alleviate social inequality in broader society.