The Sociological Quarterly最新文献

Social networks are commonly discussed in reference to processes of disaster recovery but rarely explicitly measured. We employ a mixed-methods approach drawing upon the personal-network data of 265 oysterworkers in the wake of the Deepwater Horizon oil spill and qualitative accounts of individual experiences during the recovery process. We find evidence of two potential mechanisms linking network structure with the receipt of formal support: a networks-as-pipes approach linking networks and access to relevant information in the wake of a disaster and a networks-as-prisms approach where networks signal their social identities, shaping post-disaster actions and behaviors.

This study is the first to systematically identify the most recognized scholars in sociology in the 1970s and 2010s by citation counts. This is achieved on the basis of a newly generated text corpus of approximately 49,000 pages, which encompasses various genres of literature (encyclopedias, handbooks, journals, textbooks). Investigations into common characteristics reveal that, in the 1970s, elites typically received their PhD from Columbia University, Harvard University, or the University of Chicago. The contemporary elite is partly European. In general, eminence is short-lived (<40 years). Over time, the elite has remained socially heterogeneous, but becomes more mobile and increasingly moves between universities. Coverage in specialist and generalist journals suggests that elite status in sociology cannot be achieved simply by dominating multiple communities inside sociology; elite sociologists are typically well received in the discipline's core.

This paper provides detailed description of students' access to one critical educational resource, teachers that effectively promote learning. Using large scale administrative data from North Carolina in grades 3-8 and value-added measures of effectiveness, I find disadvantages for poor, American Indian, African American, and Hispanic students, but disparities represent less than 2% of observed achievement gaps. Gaps are driven by differential risks of exposure to especially ineffective teachers, which occur between and within schools. The distribution of teacher-related learning opportunities therefore highlights White and higher SES students' advantaged access to important educational resources as well as apparent limits to those advantages.

The disproportionate placement of racial minorities and males into special education for learning disabilities (LDs) raises concerns that classifications occur inaccurately or inequitably. This study uses data from the Education Longitudinal Survey of 2002 to investigate the social etiology of LD classifications that persist into adolescence. Findings suggest the overclassification of racial minorities is largely consistent with (clinically relevant) differences in educational performance. Classifications may occur inconsistently or subjectively, with clinically irrelevant qualities like school characteristics and linguistic- immigration history independently predictive of disability classification. Finally, classifications may be partially biased, with male overclassification largely unexplained by this study's measures and racial minorities' risk of classification increased in schools with fewer minorities (the latter not statistically significant).

Responding to the longer and more variable transition to adulthood, parents are stepping in to help their young adult children. Little is known, however, about the extent to which parental support promotes success, and whether parental support has different effects for young adult sons and daughters. Using longitudinal data from the Youth Development Study, we find that parental scaffolding assistance for educational expenses predicts college graduation for both men and women. Negative life events experienced during the transition to adulthood are associated with lower earnings by the early 30s, although there is some variation by type of event. More frequent parental support during times of need does not predict long-term economic attainment for sons or daughters.