Pub Date : 2021-07-01DOI: 10.1177/19367244211026915
Tadios Chisango, N. Muridzo, Itai Mafa, Sibusiso Khombo
We extrapolated the stereotype content model to the perception of university lecturers by their students. Specifically, using a sample of Zimbabwean students, we tested whether lecturers fall into different clusters in reflection to the degree to which they are perceived as high or low on competence: (1) high competence-high warmth, (2) high competence-low warmth, (3) low competence-high warmth, and (4) low warmth-low competence. We also tested whether lecturers elicit different emotions and whether they are evaluated differently, depending on the clusters they fall into on the competence-warmth nexus. The findings were largely in line with the above hypotheses.
{"title":"An Extrapolation of the Stereotype Content Model to University Lecturers","authors":"Tadios Chisango, N. Muridzo, Itai Mafa, Sibusiso Khombo","doi":"10.1177/19367244211026915","DOIUrl":"https://doi.org/10.1177/19367244211026915","url":null,"abstract":"We extrapolated the stereotype content model to the perception of university lecturers by their students. Specifically, using a sample of Zimbabwean students, we tested whether lecturers fall into different clusters in reflection to the degree to which they are perceived as high or low on competence: (1) high competence-high warmth, (2) high competence-low warmth, (3) low competence-high warmth, and (4) low warmth-low competence. We also tested whether lecturers elicit different emotions and whether they are evaluated differently, depending on the clusters they fall into on the competence-warmth nexus. The findings were largely in line with the above hypotheses.","PeriodicalId":39829,"journal":{"name":"Journal of Applied Social Science","volume":"24 1","pages":"346 - 355"},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81586535","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-24DOI: 10.1177/19367244211021390
Laura C. Atkins, Shelley B. Grant
This project expands discussions regarding critical ways that students’ diverse backgrounds and experiences intertwine with service-learning and social justice. Educators need to empower the next generation to explore their views, apply their skills, and engage with social issues. The research intersects with complex conversations about students’ perspectives regarding media representations, justice system responses, and views of at-risk youth. The project spanned four semesters of a sociology of media and crime course with service-learning mentoring. Qualitative reflection data drawn from 104 participating student mentors provided insights into how service-learners’ unique personal histories and sociological imaginations inform their views of youth, the mentoring experience, and social justice. The findings focus attention upon diversity within classrooms and expand the conversation about social justice praxis and service-learning pedagogy. Through reflexivity, the researchers consider their own social justice and service-learning practices, and add to the call for greater reflexivity within community-engaged sociology classrooms.
{"title":"Diverse Applications of Sociological Imagination: A Qualitative Study of Service-Learning Mentoring","authors":"Laura C. Atkins, Shelley B. Grant","doi":"10.1177/19367244211021390","DOIUrl":"https://doi.org/10.1177/19367244211021390","url":null,"abstract":"This project expands discussions regarding critical ways that students’ diverse backgrounds and experiences intertwine with service-learning and social justice. Educators need to empower the next generation to explore their views, apply their skills, and engage with social issues. The research intersects with complex conversations about students’ perspectives regarding media representations, justice system responses, and views of at-risk youth. The project spanned four semesters of a sociology of media and crime course with service-learning mentoring. Qualitative reflection data drawn from 104 participating student mentors provided insights into how service-learners’ unique personal histories and sociological imaginations inform their views of youth, the mentoring experience, and social justice. The findings focus attention upon diversity within classrooms and expand the conversation about social justice praxis and service-learning pedagogy. Through reflexivity, the researchers consider their own social justice and service-learning practices, and add to the call for greater reflexivity within community-engaged sociology classrooms.","PeriodicalId":39829,"journal":{"name":"Journal of Applied Social Science","volume":"19 1","pages":"328 - 345"},"PeriodicalIF":0.0,"publicationDate":"2021-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81553491","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-10DOI: 10.1177/19367244211003471
K. Robson
In this essay, I discuss the challenges faced by Canadian researchers in trying to undertake research, particularly in the area of education. I begin by focusing on the issue of data availability (with focus on the lack of race data in Canada) and the extreme limitations that these issues place on the potential for research on important Canadian education issues and then discuss what I regard as hypervigilant data access protocols for Canadian data sets. I then turn to practical issues that arise when comparing education data across cities and countries and the process of “harmonizing” the data. I address the compromises that must be made when attempting to make data comparable across different sites. I conclude by discussing how the larger context in which education occurs must be considered when understanding observed comparative differences between educational outcomes.
{"title":"An Essay on the Challenges of Doing Education Research in Canada","authors":"K. Robson","doi":"10.1177/19367244211003471","DOIUrl":"https://doi.org/10.1177/19367244211003471","url":null,"abstract":"In this essay, I discuss the challenges faced by Canadian researchers in trying to undertake research, particularly in the area of education. I begin by focusing on the issue of data availability (with focus on the lack of race data in Canada) and the extreme limitations that these issues place on the potential for research on important Canadian education issues and then discuss what I regard as hypervigilant data access protocols for Canadian data sets. I then turn to practical issues that arise when comparing education data across cities and countries and the process of “harmonizing” the data. I address the compromises that must be made when attempting to make data comparable across different sites. I conclude by discussing how the larger context in which education occurs must be considered when understanding observed comparative differences between educational outcomes.","PeriodicalId":39829,"journal":{"name":"Journal of Applied Social Science","volume":"101 1","pages":"183 - 196"},"PeriodicalIF":0.0,"publicationDate":"2021-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80855546","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-02DOI: 10.1177/19367244211014737
K. Tindell, Irene Padavic
Workplace incivility, also called bullying, mobbing, and harassment, is pervasive and takes a high toll on employees. This study draws on 18 in-depth interviews with women in the precarious, low-wage, service sector in jobs such as customer service representative, retail sales, food service, pharmacy technician, and bank teller. Women service workers are a particularly vulnerable group, and yet most research on workplace problems of this type focus on professional women’s experience. We find that in this sample, most incivilities came from supervisors, followed by customers and then coworkers. Among supervisors, women were the most common perpetrators, while customer and coworker perpetrators were largely men. The type of incivility varied depending on role: Disparagement was common on the part of supervisors and customers, while coworkers were far more likely to engage in sexual harassment, which was virtually nonexistent among supervisors. Consequences for targets of these incivilities included anxiety, which most had experienced, and income loss. We offer suggestions for future research and policy.
{"title":"Low-Wage Women’s Experiences of Workplace Incivilities","authors":"K. Tindell, Irene Padavic","doi":"10.1177/19367244211014737","DOIUrl":"https://doi.org/10.1177/19367244211014737","url":null,"abstract":"Workplace incivility, also called bullying, mobbing, and harassment, is pervasive and takes a high toll on employees. This study draws on 18 in-depth interviews with women in the precarious, low-wage, service sector in jobs such as customer service representative, retail sales, food service, pharmacy technician, and bank teller. Women service workers are a particularly vulnerable group, and yet most research on workplace problems of this type focus on professional women’s experience. We find that in this sample, most incivilities came from supervisors, followed by customers and then coworkers. Among supervisors, women were the most common perpetrators, while customer and coworker perpetrators were largely men. The type of incivility varied depending on role: Disparagement was common on the part of supervisors and customers, while coworkers were far more likely to engage in sexual harassment, which was virtually nonexistent among supervisors. Consequences for targets of these incivilities included anxiety, which most had experienced, and income loss. We offer suggestions for future research and policy.","PeriodicalId":39829,"journal":{"name":"Journal of Applied Social Science","volume":"10 1","pages":"107 - 123"},"PeriodicalIF":0.0,"publicationDate":"2021-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73686507","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-26DOI: 10.1177/19367244211015877
Jagwinder Singh, R. Kaur
Guided by the health belief model (HBM), the present study attempts to assess the influence of three major constructs of HBM namely perceived threat, perceived barriers, and perceived benefits on the attitude toward anti-littering behavior. In total, 750 individuals were interviewed at 34 locations across the states of New Delhi and Punjab in a field survey. Empirical research had been conducted through confirmatory factor analysis in AMOS 21.0 to classify the predictors of the four constructs according to their relative significance using the natural gaps in standardized regression weight values. Subsequently, path analysis has been used to test a series of hypotheses concerning the direct effects of perceived threat, perceived barriers, and perceived benefits on attitude toward anti-littering behavior. The findings of the study reveal that perceived barriers and perceived benefits have a significant influence on the attitude, whereas perceived threat does not have a significant influence on the attitude.
{"title":"Factors Influencing the Attitude Toward Anti-Littering Behavior","authors":"Jagwinder Singh, R. Kaur","doi":"10.1177/19367244211015877","DOIUrl":"https://doi.org/10.1177/19367244211015877","url":null,"abstract":"Guided by the health belief model (HBM), the present study attempts to assess the influence of three major constructs of HBM namely perceived threat, perceived barriers, and perceived benefits on the attitude toward anti-littering behavior. In total, 750 individuals were interviewed at 34 locations across the states of New Delhi and Punjab in a field survey. Empirical research had been conducted through confirmatory factor analysis in AMOS 21.0 to classify the predictors of the four constructs according to their relative significance using the natural gaps in standardized regression weight values. Subsequently, path analysis has been used to test a series of hypotheses concerning the direct effects of perceived threat, perceived barriers, and perceived benefits on attitude toward anti-littering behavior. The findings of the study reveal that perceived barriers and perceived benefits have a significant influence on the attitude, whereas perceived threat does not have a significant influence on the attitude.","PeriodicalId":39829,"journal":{"name":"Journal of Applied Social Science","volume":"75 1","pages":"88 - 106"},"PeriodicalIF":0.0,"publicationDate":"2021-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73417520","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-18DOI: 10.1177/19367244211014789
Paweł P. Ziemiański
This article investigates the possible negative effects of power in organizations. It demonstrates how holding power may affect an individual’s perception of others, actions, and cognition. Ways in which power may have a detrimental effect on different aspects of a manager’s functioning within an organization, including building relationships, communication, and performance are analyzed. It is argued that individuals are unaware of these effects, and thus it is necessary to introduce methods of their diagnosis and countermeasures on the organizational level. In addition, negative phenomena associated with the power’s distribution among organizations’ units and its structural aspects are analyzed. A set of questions is proposed, which can be used by individuals and organizations to reveal the extent to which adverse effects of power are present in an organization. These inquiries can be used to design and introduce specific countermeasures and improve communications and the quality of interactions within organizations. Selected countermeasures are also proposed in the article.
{"title":"Identifying and Mitigating the Negative Effects of Power in Organizations","authors":"Paweł P. Ziemiański","doi":"10.1177/19367244211014789","DOIUrl":"https://doi.org/10.1177/19367244211014789","url":null,"abstract":"This article investigates the possible negative effects of power in organizations. It demonstrates how holding power may affect an individual’s perception of others, actions, and cognition. Ways in which power may have a detrimental effect on different aspects of a manager’s functioning within an organization, including building relationships, communication, and performance are analyzed. It is argued that individuals are unaware of these effects, and thus it is necessary to introduce methods of their diagnosis and countermeasures on the organizational level. In addition, negative phenomena associated with the power’s distribution among organizations’ units and its structural aspects are analyzed. A set of questions is proposed, which can be used by individuals and organizations to reveal the extent to which adverse effects of power are present in an organization. These inquiries can be used to design and introduce specific countermeasures and improve communications and the quality of interactions within organizations. Selected countermeasures are also proposed in the article.","PeriodicalId":39829,"journal":{"name":"Journal of Applied Social Science","volume":"34 1","pages":"140 - 159"},"PeriodicalIF":0.0,"publicationDate":"2021-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90534135","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-22DOI: 10.1177/19367244211000709
K. Atwood
Communication during patient transitions is difficult in a fragmented health care system. eHealth technologies are often seen as a panacea, but a large proportion of eHealth projects fail, primarily because of human, not technological, elements. To combat this tendency, concepts derived from institutional ethnography were applied to create an electronic communications solution, which enabled careful mapping of communications gaps; their consequences; and the diverse needs of multiple health care providers. Institutional ethnography allowed researchers to trace social relations across locations in the health system and determine how action could be coordinated to ensure that family physicians were informed of patients’ acute care encounters, while simultaneously strengthening relations between clinicians and information technology workers. As a result, an automated electronic notification system was piloted, evaluated, and spread to more than 92 percent of community physicians in one region of British Columbia, Canada, improving communication between providers and enhancing patient care.
{"title":"Using Institutional Ethnography to Bridge the Gap and Develop eHealth Communications for Patient Transitions in British Columbia","authors":"K. Atwood","doi":"10.1177/19367244211000709","DOIUrl":"https://doi.org/10.1177/19367244211000709","url":null,"abstract":"Communication during patient transitions is difficult in a fragmented health care system. eHealth technologies are often seen as a panacea, but a large proportion of eHealth projects fail, primarily because of human, not technological, elements. To combat this tendency, concepts derived from institutional ethnography were applied to create an electronic communications solution, which enabled careful mapping of communications gaps; their consequences; and the diverse needs of multiple health care providers. Institutional ethnography allowed researchers to trace social relations across locations in the health system and determine how action could be coordinated to ensure that family physicians were informed of patients’ acute care encounters, while simultaneously strengthening relations between clinicians and information technology workers. As a result, an automated electronic notification system was piloted, evaluated, and spread to more than 92 percent of community physicians in one region of British Columbia, Canada, improving communication between providers and enhancing patient care.","PeriodicalId":39829,"journal":{"name":"Journal of Applied Social Science","volume":"180 1","pages":"226 - 240"},"PeriodicalIF":0.0,"publicationDate":"2021-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80152228","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-09DOI: 10.1177/19367244211003472
Christopher Plein
This study focuses on school rebuilding experiences in a distressed rural county in the wake of severe flooding. While considering scholarly literature, and making use of relevant public records and media coverage, the centerpiece of this qualitative study is an analysis of 391 public comments made in response to proposed rebuilding plans. The study focuses on how the schools rebuilding debate was socially constructed in response to the flood and in a time of growing awareness of climate change. The findings suggest that the debate was framed along lines familiar to rural school closure and consolidation controversies in general and in context of underlying political and social conditions specific to the county. Themes of power and powerlessness, fairness and justice, and community identity and viability were predominant. Specific discussion of climate change and associated themes was notably absent in the public comments. The findings suggest that existing sociopolitical context and policy domains may shape the consideration of new adaptation choices, whether forced by immediate events such as a natural disaster, or influenced by longer term concerns relating to climate change.
{"title":"Local Response to Forced Adaptation Challenges: Lessons from a Post-flooding School Rebuilding Controversy","authors":"Christopher Plein","doi":"10.1177/19367244211003472","DOIUrl":"https://doi.org/10.1177/19367244211003472","url":null,"abstract":"This study focuses on school rebuilding experiences in a distressed rural county in the wake of severe flooding. While considering scholarly literature, and making use of relevant public records and media coverage, the centerpiece of this qualitative study is an analysis of 391 public comments made in response to proposed rebuilding plans. The study focuses on how the schools rebuilding debate was socially constructed in response to the flood and in a time of growing awareness of climate change. The findings suggest that the debate was framed along lines familiar to rural school closure and consolidation controversies in general and in context of underlying political and social conditions specific to the county. Themes of power and powerlessness, fairness and justice, and community identity and viability were predominant. Specific discussion of climate change and associated themes was notably absent in the public comments. The findings suggest that existing sociopolitical context and policy domains may shape the consideration of new adaptation choices, whether forced by immediate events such as a natural disaster, or influenced by longer term concerns relating to climate change.","PeriodicalId":39829,"journal":{"name":"Journal of Applied Social Science","volume":"4 1","pages":"70 - 87"},"PeriodicalIF":0.0,"publicationDate":"2021-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85667322","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-05DOI: 10.1177/19367244211002110
E. Milne, Sara J. Cumming
Public confidence and trust in higher education has declined (Johnson and Peifer 2017) and the future of the higher education sector has been questioned (AGB 2020). More specifically, the discipline of sociology is considered to be in “crisis” and applied sociological approaches are offered as a solution (Graizbord 2019; Weinstein 1997). The purpose of this introduction article as well as the broader special issue is to explore the nature and state of applied sociology in Canada. With a collection of seven articles authored by Canadian sociologists on topics including application research, reflections on process, and teaching practice, this special issue provides a platform to discuss and showcase the distinct nature and contributions of applied sociology in Canada as well as highlight the work of Canadian applied sociologists.
公众对高等教育的信心和信任已经下降(Johnson and Peifer 2017)，高等教育部门的未来受到质疑(AGB 2020)。更具体地说，社会学学科被认为处于“危机”之中，并提供了应用社会学方法作为解决方案(Graizbord 2019;温斯坦1997)。这篇导论文章以及更广泛的特刊的目的是探讨加拿大应用社会学的性质和状态。这期特刊收录了加拿大社会学家撰写的七篇文章，主题包括应用研究、过程反思和教学实践，为讨论和展示加拿大应用社会学的独特性质和贡献提供了一个平台，同时也突出了加拿大应用社会学家的工作。
{"title":"From the Guest Editors: Canadian Perspectives on and Applications of Applied Sociology","authors":"E. Milne, Sara J. Cumming","doi":"10.1177/19367244211002110","DOIUrl":"https://doi.org/10.1177/19367244211002110","url":null,"abstract":"Public confidence and trust in higher education has declined (Johnson and Peifer 2017) and the future of the higher education sector has been questioned (AGB 2020). More specifically, the discipline of sociology is considered to be in “crisis” and applied sociological approaches are offered as a solution (Graizbord 2019; Weinstein 1997). The purpose of this introduction article as well as the broader special issue is to explore the nature and state of applied sociology in Canada. With a collection of seven articles authored by Canadian sociologists on topics including application research, reflections on process, and teaching practice, this special issue provides a platform to discuss and showcase the distinct nature and contributions of applied sociology in Canada as well as highlight the work of Canadian applied sociologists.","PeriodicalId":39829,"journal":{"name":"Journal of Applied Social Science","volume":"9 1","pages":"167 - 182"},"PeriodicalIF":0.0,"publicationDate":"2021-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85771168","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-24DOI: 10.1177/19367244211001751
Sherrie M. Steiner, J. Marshall, A. Mohammadpour, A. Thompson
The purpose of this engaged public sociology study was to use social science to bring resident stakeholders into the process of governing pollution production in a rural community. The community has cancer clusters. Residents have concerns about direct exposure to pollution production in their neighborhood by a steel recycling plant that has been cited numerous times for environmental violations. The facility has been under voluntary remediation since 2009, but neighborhood residents were marginalized from the governance process. This case study details how social science was used to bring neighborhood residents’ concerns about direct exposure to toxic air pollution into remediation governance. A curricula-as-research model was developed to provide an engagement framework that guided the case study as it progressed through a series of six stages over five years. The principal investigator maintained this collaboration by integrating the project into courses, securing small grants, developing an affordable air pollution monitoring method, and convening multiple community meetings. The air monitoring results are analyzed and discussed. Finally, the impact of the case study on the company, the state environmental management agency, local government, the nonprofit partner, and residents’ sense of human agency is evaluated.
{"title":"Applying Social Science to Bring Resident Stakeholders into Pollution Governance: A Rural Environmental Justice Public Health Case Study","authors":"Sherrie M. Steiner, J. Marshall, A. Mohammadpour, A. Thompson","doi":"10.1177/19367244211001751","DOIUrl":"https://doi.org/10.1177/19367244211001751","url":null,"abstract":"The purpose of this engaged public sociology study was to use social science to bring resident stakeholders into the process of governing pollution production in a rural community. The community has cancer clusters. Residents have concerns about direct exposure to pollution production in their neighborhood by a steel recycling plant that has been cited numerous times for environmental violations. The facility has been under voluntary remediation since 2009, but neighborhood residents were marginalized from the governance process. This case study details how social science was used to bring neighborhood residents’ concerns about direct exposure to toxic air pollution into remediation governance. A curricula-as-research model was developed to provide an engagement framework that guided the case study as it progressed through a series of six stages over five years. The principal investigator maintained this collaboration by integrating the project into courses, securing small grants, developing an affordable air pollution monitoring method, and convening multiple community meetings. The air monitoring results are analyzed and discussed. Finally, the impact of the case study on the company, the state environmental management agency, local government, the nonprofit partner, and residents’ sense of human agency is evaluated.","PeriodicalId":39829,"journal":{"name":"Journal of Applied Social Science","volume":"5 1","pages":"44 - 69"},"PeriodicalIF":0.0,"publicationDate":"2021-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90093262","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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