American Sociological Association

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  1. Science Community Response to Proposed Visa Changes

    ASA signed on to a letter from the American Association for the Advancement of Science expressing our concerns regarding the Notice of Information Collection under OMB Emergency Review: Supplemental Questions for Visa Applicants published in the Federal Register on May 4, 2017.

  2. Time Reference in the Service of Social Action

    Social Psychology Quarterly, Volume 80, Issue 2, Page 109-131, June 2017.
  3. ASA Statement on Trump’s Decision to End the DACA Program

    The American Sociological Association (ASA) calls on President Trump to reverse his decision to end the Deferred Action on Childhood Arrivals Program (DACA).  Absent such a reversal, we implore Congress to reinstate the program with expedience.  DACA currently affects almost 800,000 young, undocumented immigrants by providing a work permit and protection from deportation.  DACA status expires every two years, and immigrants are eligible for renewal. 

  4. Inequality Frames: How Teachers Inhabit Color-blind Ideology

    This paper examines how public school teachers take up, modify, or resist the dominant ideology of color-blind racism. This examination is based on in-depth interviews with 60 teachers at three segregated schools: one was race/class privileged and two were disadvantaged. Inductive coding revealed that teachers at each school articulated a shared frame to talk about race and class: “legitimated advantage” at Heritage High School, “trickle-down dysfunction” at Bunker High School, and “antiracist dignity” at Solidarity High School.
  5. Achieving a Global Mind-set at Home: Student Engagement with Immigrant Children

    Developing a global mind-set in college students is a goal of many colleges and universities. Most often this goal is met by encouraging students to study abroad. This article explains how a service learning student engagement program at home achieves this goal by pairing Introduction to Sociology students with young immigrant children in a weekly formal mentoring relationship. Research on the program shows that students develop new perspectives about immigrant issues and that students report a reduction of their level of prejudice against immigrants coming from around the globe.
  6. Thinking Globally, Interviewing Locally: Using an Intensive Interview Project to Teach Globalization and Social Change

    In this article, I connect globalization and qualitative methodological practice, describing a semester-long intensive interview project about the anti-apartheid movement. I provide a detailed overview of the project as well as considerations for those who might want to adapt it for their own courses. Using students’ reflections on the projects and their final papers, I demonstrate that this project successfully introduces students to a transnational social movement and provides valuable methodological practice.
  7. The Effects of Perceived Threat, Political Orientation, and Framing on Public Reactions to Punitive Immigration Law Enforcement Practices

    This study explores variation in people’s reactions to a punitive immigration law enforcement practice. Using a vignette-styled framing-effects experiment, we examined whether reactions to the practice depend, in part, on who receives its consequences. More than 500 undergraduates from a large Mid-Atlantic university read a brief vignette about an immigrant motorist who is stopped by a police officer for a broken taillight violation and then detained for failing to document his legal immigration status.
  8. The Neighborhood Context of Latino Threat

    In recent years, the size of the Latino immigrant population has swelled in communities throughout the United States. For decades, social scientists have studied how social context, particularly a minority group’s relative size, affects the sentiments of the dominant group. Using a random sample survey of five communities in suburban Chicago, the authors examine the impact of Latino population concentration on native-born white residents’ subjective perceptions of threat from Latino immigrants at two micro-level geographies: the immediate block and the surrounding blocks.
  9. “Authentic” Dance and Racialized Ethnic Identities in Multicultural America: The Chinese in Minnesota and Peruvians in New Jersey

    We investigate how Chinese and Peruvian immigrants in the United States construct the idea of authenticity through dance and what roles the discourse and practice surrounding authenticity play in the formation of racialized ethnic identities. This inquiry reveals that “authenticity” in the context of immigrant dance has two distinct but related dimensions; it is both a descriptor of cultural practice and a quality of individual subjectivities by which immigrants recognize the importance of dance for both cultural preservation and individual self-actualization.
  10. Relationships between the Public and Crimmigration Entities in North Carolina: A 287(g) Program Focus

    How does local law enforcement, with the aid of city and county governments, respond to racialized immigrant threat through policy implementation, namely, through adoption of intergovernmental agreements? More specifically, how is this response tailored for Latino immigrant communities, particularly in new destination communities?