American Sociological Association

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  1. ASA Task Force Issues Report on Evaluating Public Communication in Tenure and Promotion

    Washington, DC — Increasingly, social scientists use multiple forms of communication to engage broader audiences with their research and contribute to solutions of the pressing problems of our time. Yet, in academia, it is unclear whether these efforts to communicate with the public should count when colleges and universities are evaluating scholars.

  2. Manufacturing Gender Inequality in the New Economy: High School Training for Work in Blue-Collar Communities

    Tensions between the demands of the knowledge-based economy and remaining, blue-collar jobs underlie renewed debates about whether schools should emphasize career and technical training or college-preparatory curricula. We add a gendered lens to this issue, given the male-dominated nature of blue-collar jobs and women’s greater returns to college. Using the ELS:2002, this study exploits spatial variation in school curricula and jobs to investigate local dynamics that shape gender stratification.

  3. Educational Authority in the ''Open Door Marketplace: Labor Market Consequences of For-profit, Nonprofit, and Fictional Educational Credentials

    In recent years, private for-profit education has been the fastest growing segment of the U.S. postsecondary system. Traditional hiring models suggest that employers clearly and efficiently evaluate college credentials, but this changing institutional landscape raises an important question: How do employers assess credentials from emerging institutions? Building on theories of educational authority, we hypothesize that employers respond to an associate’s degree itself over the institution from which it came.

  4. Fifty Years since the Coleman Report: Rethinking the Relationship between Schools and Inequality

    In the half century since the 1966 Coleman Report, scholars have yet to develop a consensus regarding the relationship between schools and inequality. The Coleman Report suggested that schools play little role in generating achievement gaps, but social scientists have identified many ways in which schools provide better learning environments to advantaged children compared to disadvantaged children. As a result, a critical perspective that views schools as engines of inequality dominates contemporary sociology of education.

  5. What Skills Can Buy: Transmission of Advantage through Cognitive and Noncognitive Skills

    Parental income and wealth contribute to children’s success but are at least partly endogenous to parents’ cognitive and noncognitive skills. We estimate the degree to which mothers’ skills measured in early adulthood confound the relationship between their economic resources and their children’s postsecondary education outcomes.

  6. Choice, Preferences, and Constraints: Evidence from Public School Applications in Denver

    Does ‘‘choosing a home’’ still matter for ‘‘choosing a school,’’ despite implementation of school choice policies designed to weaken this link? Prior research shows how the presence of such policies does little to solve the problems of stratification and segregation associated with residentially based enrollment systems, since families differ along racial/ethnic and socioeconomic lines in their access to, and how they participate in, the school choice process. We examine how families’ nearby school supply shapes and constrains their choices.

  7. Colonized Curriculum: Racializing Discourses of Africa and Africans in Dutch Primary School History Textbooks

    Although U.S. scholars have long documented the stereotypical appearance of Africa in textbooks, scant research does so in the Netherlands. The Dutch, internationally recognized for generous aid, contributed to Africa’s historical underdevelopment by kidnapping, trading, and enslaving Africans. In this study, the author uses content and discourse analysis to examine how Africa, African independence, and European, particularly Dutch, aid organizations operating in Africa are represented in all Dutch primary school history textbooks published since 1980.

  8. Teaching for Social Justice: Motivations of Community College Faculty in Sociology

    This article evaluates the reasons for career choice and job satisfaction among community college faculty who teach sociology, in relation to a social justice motivation for teaching. Using closed- and open-ended response data from a 2014 national survey of community college sociology faculty, this study finds that a preponderance of faculty do not see themselves as pushed into their careers through external factors but, rather, describe being pulled into community college instruction through a set of personally meaningful internal motivations.

  9. How Do We Integrate Students Vocational Goals into Introduction to Sociology Curricula, and What Are the Effects of Doing So?

    President Obama’s America’s College Promise proposal has brought renewed attention to community colleges’ capacity to connect the college and career aspirations of today’s undergraduates. Despite this capacity, however, community colleges have historically offered students two distinct educational pathways: a liberal education transfer-oriented program or a terminal vocational program.

  10. Instrumental and Expressive Education: College Planning in the Face of Poverty

    Nearly all young people in the United States aspire to a college degree, but many fail to complete college in a timely manner. Does this lack of attainment reflect abandoned college plans? I analyze mixed-methods data from a five-year study of 700 low-income mothers at two Louisiana community colleges. Hurricane Katrina displaced respondents and interrupted their college educations; respondents had to decide whether, how, and why to return to school. Few women earned degrees during the study, but survey data indicate that the rate of reenrollment and intentions to complete were high.