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  1. What Should Activist Scholars Teach in the Social Problems Classroom? Social Problems Literacy for Civic Engagement

    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.

  2. Schooling, Skills, and Self-rated Health: A Test of Conventional Wisdom on the Relationship between Educational Attainment and Health

    Education is a key sociological variable in the explanation of health and health disparities. Conventional wisdom emphasizes a life course–human capital perspective with expectations of causal effects that are quasi-linear, large in magnitude for high levels of educational attainment, and reasonably robust in the face of measured and unmeasured explanatory factors.

  3. Recognizing Dignity for Marginalized Young Men

    By Freeden Oeur

    Recognizing Dignity

    One finding animates studies of life in poor urban communities: young men yearn for respect, or the admiration and deference of their peers. Given the threat of violence in their communities, young men learn to defend their bodies. They can gain status through fighting. They can also earn their “stripes” through verbal insults and with the clothes they wear. When mainstream institutions block access to these young men, they invest deeply in these alternative status systems. It’s here where young men can “be known.”

  4. LL3 Task Force Is Making Progress

    The ASA Task Force on Liberal Learning and the Sociology Major, Third Edition (LL3) has been working steadily on the charge put to it by ASA Council at their August 2014 meeting: to revise the ASA document Liberal Learning and the Sociology Major Updated: Meeting the Challenges of Teaching Sociology in the 21st Century (McKinney et al. 2004). Perhaps the most important as well as the most cited sociology curricular document in the United States, this revision comes at a critical time when several changes are occurring in higher education.

  5. Early Behavior Problems Impact Educational Attainment of Boys More than Girls

    A new study finds that behavioral problems in early childhood have a larger negative effect on high school and college completion rates for boys than girls, which partially explains the substantial gender gap in educational attainment that currently exists in the United States.

  6. The Origins of Race-conscious Affirmative Action in Undergraduate Admissions: A Comparative Analysis of Institutional Change in Higher Education

    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.

  7. New Research Briefs from ASA

    Faculty Salaries in Sociology and Other Disciplines, 2016 Update provides a comprehensive update on salaries for full-time faculty members in sociology and comparative disciplines at four-year colleges and universities. 

  8. Troubled Teens in Therapeutic Boarding School Adopt Atypical Gender Behaviors to Reassert Dominance

    While studying the rapid growth of the therapeutic boarding school industry, Jessica A. Pfaffendorf observed that troubled young men in at least one program most often displayed a type of “hybrid masculinity.”

    This observation — young men incorporating more feminine behaviors in their social interactions while at boarding school — presented a notable incongruence.

  9. Greater Academic Achievement in High School Increases Likelihood of Moving Away, Study Finds

    High school students who completed higher levels of math, performed better academically, and had a greater sense of control of their future were more likely to migrate and work in labor markets with larger shares of college-educated workers, according to a new study by sociologists at The University of Texas at Austin (UT Austin).