November 2006 Number 8
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Issues in Issues Issues in Race & Society
Issues in Issues in Race & Society Issues in Race & Society Race Volume 8 | Issue 1 The Complete 2019 Edition In this Issue: Race & Africana Demography: Lessons from Founders E. Franklin Frazier, W.E.B. DuBois, and the Atlanta School of Sociology — Lori Latrice Martin Subjective Social Status, Reliliency Resources, and Self-Concept among Employed African Americans — Verna Keith and Maxine Thompson Exclusive Religious Beliefs and Social Capital: Unpacking Nuances in the Relationship between Religion and Social Capital Formation Society — Daniel Auguste More than Just Incarceration: Law Enforcement Contact and Black Fathers’ Familial Relationships — Deadrick T. Williams and Armon R. Perry An Interdisciplinary Global Journal Training the Hands, the Head, and the Heart: Student Protest and Activism at Hampton Institute During the 1920s — James E. Alford “High Tech Lynching:” White Virtual Mobs and University Administrators Volume 8 | The Complete 2019 Edition 2019 Complete 8 | The Volume as Policing Agents in Higher Education — Biko Mandela Gray, Stephen C. Finley, Lori Latrice Martin Racialized Categorical Inequality: Elaborating Educational Theory to Explain African American Disparities in Public Schools — Geoffrey L. Wood Black Women’s Words: Unsing Oral History to Understand the Foundations of Black Women’s Educational Advocacy — Gabrielle Peterson ABSASSOCIATION OF Suicide in Color: Portrayals of African American Suicide in Ebony Magazine from 1960-2008 — Kamesha Spates BLACK SOCIOLOGISTS ISBN 978-1-947602-67-0 ISBN 978-1-947602-67-0 90000> VolumePublished 8 |by Thethe Association Complete of Black2019 Sociologists Edition 9 781947 602670 Do Guys Just Want to Have Fun? Issues in Race & Society An Interdisciplinary Global Journal Volume 8 | Issue 1 The Complete 2019 Edition © Association of Black Sociologists | All rights reserved. -
W. E. B. Du Bois at the Center: from Science, Civil Rights Movement, to Black Lives Matter
The British Journal of Sociology 2017 Volume 68 Issue 1 W. E. B. Du Bois at the center: from science, civil rights movement, to Black Lives Matter Aldon Morris Abstract I am honoured to present the 2016 British Journal of Sociology Annual Lecture at the London School of Economics. My lecture is based on ideas derived from my new book, The Scholar Denied: W.E.B. Du Bois and the Birth of Modern Sociology. In this essay I make three arguments. First, W.E.B. Du Bois and his Atlanta School of Sociology pioneered scientific sociology in the United States. Second, Du Bois pioneered a public sociology that creatively combined sociology and activism. Finally, Du Bois pioneered a politically engaged social science relevant for contemporary political struggles including the contemporary Black Lives Mat- ter movement. Keywords: W. E. B. Du Bois; Atlanta School; scientific sociology; sociological theory; sociological discrimination and marginalization Innovative science of society There is an intriguing, well-kept secret, regarding the founding of scientific soci- ology in America. The first school of American scientific sociology was founded by a black professor located in a small, economically poor, racially segregated black university. At the dawn of the twentieth century – from 1898 to 1910 – the black sociologist, and activist, W.E.B. Du Bois, developed the first scientific school of sociology at a historic black school, Atlanta University. It is a monumental claim to argue Du Bois developed the first scientific school of sociology in America. Indeed, my purpose in writing The Scholar Denied was to shift our understanding of the founding, over a hundred years ago, of one of the social sciences in America. -
Centennial Bibliography on the History of American Sociology
University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Sociology Department, Faculty Publications Sociology, Department of 2005 Centennial Bibliography On The iH story Of American Sociology Michael R. Hill [email protected] Follow this and additional works at: http://digitalcommons.unl.edu/sociologyfacpub Part of the Family, Life Course, and Society Commons, and the Social Psychology and Interaction Commons Hill, Michael R., "Centennial Bibliography On The iH story Of American Sociology" (2005). Sociology Department, Faculty Publications. 348. http://digitalcommons.unl.edu/sociologyfacpub/348 This Article is brought to you for free and open access by the Sociology, Department of at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Sociology Department, Faculty Publications by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. Hill, Michael R., (Compiler). 2005. Centennial Bibliography of the History of American Sociology. Washington, DC: American Sociological Association. CENTENNIAL BIBLIOGRAPHY ON THE HISTORY OF AMERICAN SOCIOLOGY Compiled by MICHAEL R. HILL Editor, Sociological Origins In consultation with the Centennial Bibliography Committee of the American Sociological Association Section on the History of Sociology: Brian P. Conway, Michael R. Hill (co-chair), Susan Hoecker-Drysdale (ex-officio), Jack Nusan Porter (co-chair), Pamela A. Roby, Kathleen Slobin, and Roberta Spalter-Roth. © 2005 American Sociological Association Washington, DC TABLE OF CONTENTS Note: Each part is separately paginated, with the number of pages in each part as indicated below in square brackets. The total page count for the entire file is 224 pages. To navigate within the document, please use navigation arrows and the Bookmark feature provided by Adobe Acrobat Reader.® Users may search this document by utilizing the “Find” command (typically located under the “Edit” tab on the Adobe Acrobat toolbar). -
APA Newsletter on Philosophy and the Black Experience Vol. 20, No. 1
NEWSLETTER | The American Philosophical Association Philosophy and the Black Experience FALL 2020 VOLUME 20 | NUMBER 1 FROM THE EDITORS Stephen C. Ferguson II and Dwayne Tunstall SUBMISSION GUIDELINES AND INFORMATION FOOTNOTES TO HISTORY Cornelius Golightly (1917–1976) ARTICLE Stephen C. Ferguson II and Gregory D. Meyerson Shred of Truth: Antinomy and Synecdoche in the Work of Ta-Nehisi Coates REVIEW ESSAYS Anthony Sean Neal Not the Sound of the Genuine! A Review of Kipton Jensen’s Howard Thurman Patrick O’Donnell Ontology, Experience, and Social Death: On Frank Wilderson’s Afropessimism VOLUME 20 | NUMBER 1 FALL 2020 © 2020 BY THE AMERICAN PHILOSOPHICAL ASSOCIATION ISSN 2155-9708 APA NEWSLETTER ON Philosophy and the Black Experience STEPHEN C. FERGUSON II AND DWAYNE TUNSTALL, CO-EDITORS VOLUME 20 | NUMBER 1 | FALL 2020 working class, regardless of race or ethnicity, both in the FROM THE EDITORS United States and globally. These confations also obscure who belongs to the ruling class. For example, Coates’s Stephen C. Ferguson II analysis of race and racism cannot adequately account NORTH CAROLINA STATE UNIVERSITY for the inclusion of more people of color into the ruling class—not as token, but as enthusiastic participants in the Dwayne Tunstall global capitalist order. Nor can it adequately demystify GRAND VALLEY STATE UNIVERSITY the dominant narrative where the major ideological confict is between corporate multiculturalists and right- We begin this issue of the APA Newsletter on Philosophy wing populists so that we can clearly see how capitalist and the Black Experience with a “Footnotes to History” exploitation and oppression currently operates in the featuring Cornelius Golightly (1917–1976). -
Booker T. Washington and the Historians
Louisiana State University LSU Digital Commons LSU Master's Theses Graduate School 2015 Booker T. Washington and the Historians: How Changing Views on Race Relations, Economics, and Education Shaped Washington Historiography, 1915-2010 Joshua Thomas Zeringue Louisiana State University and Agricultural and Mechanical College, [email protected] Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_theses Part of the History Commons Recommended Citation Zeringue, Joshua Thomas, "Booker T. Washington and the Historians: How Changing Views on Race Relations, Economics, and Education Shaped Washington Historiography, 1915-2010" (2015). LSU Master's Theses. 1154. https://digitalcommons.lsu.edu/gradschool_theses/1154 This Thesis is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Master's Theses by an authorized graduate school editor of LSU Digital Commons. For more information, please contact [email protected]. BOOKER T. WASHINGTON AND THE HISTORIANS: HOW CHANGING VIEWS ON RACE RELATIONS, ECONOMICS, AND EDUCATION SHAPED WASHINGTON HISTORIOGRAPHY, 1915-2010 A Thesis Submitted to the Graduate Faculty of the Louisiana State University and Agricultural and Mechanical College in partial fulfillment of the requirements for the degree of Master of Arts in The Department of History by Joshua Thomas Zeringue B.A., Christendom College, 2010 December 2015 To Monica, Sam, and Noah. Tu ne cede malis, sed contra audentior ito. ii ACKNOWLEDGEMENTS When I was twelve years old my father gave me a piece of advice. “Son,” he said, “whenever you read a book, be sure to note when it was written.” Though I did not understand at the time, my father had taught me the most basic principle of historiography. -
Socialtheory from Marx to Parsons
«h ßÕþ Social eory from Marx to Parsons Kieran Healy [email protected] Fall óþóþ. Languages óÕÕ, allegedly. Wednesdays Õþ:Õ¢am–Õó:¦¢pm. Say what you mean. Bear witness. Iterate. John M. Ford, “De Vermis”. h¶§«u ou«h§£± is graduate-level course is an intensive introduction to some main themes in social theory. It is the rst of a two-part sequence required of rst year Ph.D students in the sociology department. It is a not a general introduction to the history of social or political thought. For the purposes of the course, “social theory” is work that has been inuential within the discipline of sociology. Even if you may not see much of this work directly “used” in current work, a good understanding of it is necessary for graduate students hoping to have any sort of informed understanding of how people in the discipline think, and why they think that way. Indirectly, we will also try to self-consciously develop habits of reading, thinking, and discussing the material that are intellectually productive rather than sterile, generative rather than merely “critical”, and on the whole scholarly rather than stupid. Õ add4693 on 2019/08/21 ó §u¤¶§uu±« Zo uì£uh±Z±« is is a graduate seminar. I take it for granted that you have a basic interest in the material, an enthusiastic attitude toward participation, and a respectful attitude to your peers. I expect you to attend each meeting, do the reading thoroughly and in advance, and participate actively in class. Participating actively means contributing to class discussion, something that involves both speaking and listening. -
Center for Research on Social Organization Annual
.................................................................... CENTER FOR RESEARCH ON SOCIAL ORGANIZATION ANNUAL REPORT, 1980-81 CRSO Personnel University of Michigan July 1981 ..................................................................... CRSO WORKING PAPER NO. 239 Copies available through: Center for Research on Social Organization University of Michigan 330 Packard Street Ann Arbor, Michigan 48109 CENTER FOR RESEARCH ON SOCIAL ORGANIZATION ANNUAL REPORT, 1980-81 On the surface, the year at CRSO has looked like previous years: plenty of activity, too many people for our aging space, a great variety of projects, and a sense of . mutual support and stimulation. Below the surface, we have felt a chill. The combination of financial stringency within the university and a dramatic cutback in federal funds for social research threatens our modus vivendi. The reason is simple. We have never been rich. But over the last few years we have managed to make the most of a few substantial federally-funded research and training projects, plus a number of small subsidies from different parts of the university. Careful shepherding of our resources has made it possible to provide a hospitable environment for research which is currently unfunded. The secret has been to make sure that money coming in multiplied its effects: providing opportunities for training and research to people who were not employees or supervisors of research projects, making expensive equipment widely available, and so on. Below some minimum, that strategy will not work. We fear we are approaching that minimum. Not that fear will paralyze us. Unless outside support for research surges unexpectedly in the near future, we will be spending much of the coming year devising and testing new strategies. -
Objectivity Lies: the Rhetoric of Anthropology,” in the Rhetoric of the Human Sciences: Language and Argument in Scholarship and Public Affairs, Eds
ABSTRACT HUMANITIES JONAS-FOWLER, JOYCELYN J. B.A. CLARK ATLANTA UNIVERSITY, 1996 M.P.A. TROY STATE UNIVERSITY, 2005 IS THIS BLACK ENOUGH FOR YOU? A COMPARATIVE ANALYSIS OF AFRICAN-AMERICAN FAMILIES PORTRAYED IN BLACK FAMILY TELEVISION COMEDIES BETWEEN 1980 AND 2000 Committee Chair: Charmayne Patterson, Ph.D. Dissertation dated May 2018 Research shows that black people watch more television than any other race of people, and, given that television is the most influential media tool, the content of what may affect an audience’s behavior and beliefs deserves analysis. This study examines the black family, alleged pathology, strengths that are specifically associated with them, its portrayal on television, and how television is used as a tool for socialization and influence. A content analysis of the top thirty black family shows that appeared on major network television between 1980 and 2000 was conducted to determine if the family framed was portrayed realistically. Each show analyzed was found to portray some characteristic of strong black families, attributes some media and social critics had not previously recognized or acknowledged. This study suggests that further research is warranted from black family, cultural, and media scholars, as well as social policy and i program makers, and on how television influences entire cultures to shift socially and economically. ii IS THIS BLACK ENOUGH FOR YOU? A COMPARATIVE ANALYSIS OF AFRICAN-AMERICAN FAMILIES PORTRAYED IN BLACK FAMILY TELEVISION COMEDIES BETWEEN 1980 AND 2000 A DISSERTATION SUBMITTED TO THE FACULTY OF CLARK ATLANTA UNIVERSITY IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY BY JOYCELYN JONAS-FOWLER DEPARTMENT OF HUMANITIES ATLANTA, GEORGIA MAY 2018 © 2018 JOYCELYN JONAS-FOWLER All Rights Reserved ACKNOWLEDGMENTS I thank God for his favor and blessings and for being a God of thousands of chances. -
FRANCES FOX PIVEN Abbreviated Curriculum Vita Distinguished
FRANCES FOX PIVEN Abbreviated Curriculum Vita Distinguished Professor of Political Science and Sociology Graduate School and University Center The City University of New York 365 Fifth Avenue New York City, New York 10016 (2l2) 817-8674 EDUCATION Ph.D. University of Chicago, l962 (Social Science) M.A. University of Chicago, 1956 (City Planning) B.A. University of Chicago, l953 EMPLOYMENT 2010 – present Consortia Faculty, Joseph S. Murphy Institute for Worker Education and Labor Studies, School of Professional Studies, City University of New York 1988 – present Distinguished Professor of Political Science and Sociology, Graduate School and University Center, City University of New York 1982 – 1988 Professor of Political Science, Graduate School and University Center, City University of New York 1975 – 1976 Professor of Political Science, Brooklyn College, City University of New York (on leave from Boston University) 1972 – 1982 Professor of Political Science, Boston University 1968 – 1972 Associate Professor, Columbia University School of Social Work 1966 – 1968 Assistant Professor, Columbia University School of Social Work 1962 – 1966 Study Director, Research Center, Columbia University School of Social Work, Mobilization for Youth Project 1958 – 1960 Research Fellow, Metropolitan Region Program, Department of Public Law and Government, Columbia University Visiting Scholar and Professorships 2014 ICAN Visiting Scholar/Maxwell Cummings Distinguished Lectureship, McGill University, Montreal, Canada 2012 Visiting Distinguished Lectureship, -
Politics and Science in the Work of W. E. B. Du Bois
politics and science in the work of w.e.b. du bois Aldon D. MORRIS, The Scholar Denied: W.E.B. Du Bois and the Birth of Modern Sociology (Oakland, CA, University of California Press, 2015) This is an extraordinary and an extraordinarily important book. In The Scholar Denied, Aldon Morris convincingly demonstrates that W.E.B. Du Bois and the Atlanta School, not Robert Park and the Chicago School, are the rightful founders of sociology in the United States. This alone constitutes a major intellectual statement that should provoke American sociologists to revise the history of their discipline. But the story Morris tells is not simply one of Du Bois and his colleagues beating Park to the methods of inference that we recognize as the core of empirical sociology today. It is also a story of how Park came to adopt his views about race and racial accommo- dation from his work as the public relations director of Booker T. Washington’s Tuskegee Institute. We learn of how Park’s allegiance to his former employer lasted through his tenure as the leader of the Chicago School and motivated him to suppress the work of Du Bois, Washington’s primary political rival. Du Bois, with academic pub- lications that, by today’s standards, are irrefutably superior to those of his peers, was ritually excluded from the leading academic conferences and major sources of research funding. Nonetheless, he produced a body of scholarship that managed to influence generations of scholars through what Morris [2015: 193] calls “intellectual insurgent networks.” This is also a story about unacknowledged academic influences. -
The New Politics of Community to the Specifi C Issues of How the Obama Presidency Might Signal a New Modernity and the Problem of Meaning
THETHE NEW NEW POLITICS POLITICS OF OF COMMUNITY COMMUNITY THE NEW POLITICS OF COMMUNITY THETHE NEW NEW POLITICS POLITICS OF COMMUNITYOF COMMUNITY 104TH104TH ASA ASA ANNUAL ANNUAL MEETING MEETING 104TH ASA ANNUAL MEETING 20092009 FINAL FINAL PROGRAM PROGRAM 2009 FINAL PROGRAM 104TH ASA104TH ANNUAL ASA ANNUAL MEETING MEETING August 8–August11, 20098–11, 2009 Hilton SanHilton Francisco San and Francisco Parc 55 and Hotel Parc 55 Hotel San Francisco,San Francisco, California California 18133_COVER-R2.indd 1 7/27/09 5:00:32 PM Increase your earning potential. Teach in business. If you have an earned doctorate and demonstrated research potential, new opportunities are on the horizon. In response to business doctoral faculty shortages, Bridge to Business programs qualify non-business doctorates for high-paying tenure track positions at business schools. Not only will you gain a competitive advantage in the job market, you will work in a multidisciplinary, diverse research environment while developing future leaders. Post-doctoral Bridge to Business programs vary in length and delivery methods — visit online to compare and find one best for you. Information available at booth #117. AVERAGE STARTING SALARIES FOR NEW ASSISTANT PROFESSORS Q 2007–2008 Among new assistant 90 80 professors, those 70 in business had the 60 “highest salary. 50 — The Chronicle of Higher 40 Education, March 14, 2008 30 USD IN THOUSANDS20 ” 10 Psychology Social Sciences Business 52,153 USD 55,243 USD 86,640 USD 2007–2008 National Faculty Salary Survey by Field and Rank at 4-Year Colleges and Universities. ©2008 by the College and University Professional Association for Human Resources (CUPA-HR). -
Boundary Framing and the Articulation of Vocabularies of Motives for Social Movement Participation*
Constructing "Social Change" through Philanthropy: Boundary Framing and the Articulation of Vocabularies of Motives for Social Movement Participation* Ira Silver, Northwestern University I embrace Mills's (1940) conception of motives to offer new insight into an old question: why do people join social movements? I draw upon ethnographic research at the Crossroads Fund, a "social change" foundation, to illustrate that actors simulta- neously articulate two vocabularies of motives for movement participation: an instru- mental vocabulary about dire, yet solvable, problems and an expressive vocabulary about collective identity. This interpretive work is done during boundary framing, which refers to efforts by movements to create in-group/out-group distinctions. I argue that the goal- directed actions movements take to advance social change are shaped by participants' identity claims. Moreover, it is significant that Crossroads constructs its actions and identity as social movement activism, rather than philanthropy. This definitional work suggests that analyzing the category social movements is problematic unless researchers study how activists attempt to situate themselves within this category. Hence, methodo- logically attending to organizations' constructions of movement status can theoretically inform research which essentially takes social movements as a given, in exploring their structural components. As it approached 6:00 P.M. on the day of the Crossroads Fund's final meeting of its spring grantmaking cycle, I must not have been the only person wondering why this process took so long. The meeting had begun at 8:00 A.M., and certainly after ten hours—I thought to myself—we should have been able to complete the foundation's businesses of awarding approximately a dozen grants to community organizations working for social change in metropolitan Chicago.