Relevant bibliographies by topics / Social sciences -> sociology -> race

Academic literature on the topic 'Social sciences -> sociology -> race'

Author: Grafiati
Published: 25 July 2024
Last updated: 31 July 2024

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Journal articles on the topic "Social sciences -> sociology -> race"

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Sansone, Livio. "Eduardo Mondlane and the social sciences." Vibrant: Virtual Brazilian Anthropology 10, no. 2 (December 2013): 73–111. http://dx.doi.org/10.1590/s1809-43412013000200003.

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Focusing on his life and academic production, especially the long eleven years that he spent in the United States, in this text I explore the complex relation between the first President of the Mozambique Liberation Front Eduardo Mondlane and the social sciences - the academic world of sociology and anthropology. I do so through an analysis of the correspondence between Mondlane and several social scientists, especially Melville Herskovits, the mentor for his master's and doctoral degrees in sociology, and Marvin Harris, who followed his famous study of race relations in Brazil with research in Lourenço Marques in 1958 on the system of social and race relations produced under Portuguese colonialism. My main argument is that his academic training bore on Mondlane's political style more than normally assumed in most biographical accounts.
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Frank, Reanne. "Back to the Future? The Emergence of a Geneticized Conceptualization of Race in Sociology." ANNALS of the American Academy of Political and Social Science 661, no. 1 (August 10, 2015): 51–64. http://dx.doi.org/10.1177/0002716215590775.

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Discoveries in human molecular genetics have reanimated unresolved debates over the nature of human difference. In this context, the idea that race has a discrete and measurable genetic basis is currently enjoying a resurgence. The return of a biologized construction of race is somewhat surprising because one of the primary pronouncements to come out of the Human Genome Project was one of human genetic similarity (i.e., humans are over 99.9 percent similar at the molecular level). Perhaps even more surprising is that genetically based notions of race have not been restricted to the biomedical sciences but have recently emerged within the social sciences, specifically sociology, to explicitly challenge a socially constructed understanding of race. Drawing on existing critiques, this article describes problems in recent sociological scholarship and the potential role of social scientists in future work occurring at the intersection of race and genetics. I argue that recent scholarly work meant to challenge the notion of race as a social construction actually makes a powerful case for its continued utility.
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Hermanowicz, Joseph C., and Kristen A. Clayton. "Race and Publishing in Sociology." American Sociologist 51, no. 2 (March 5, 2020): 197–214. http://dx.doi.org/10.1007/s12108-020-09436-2.

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Roberts, Dorothy E., and Oliver Rollins. "Why Sociology Matters to Race and Biosocial Science." Annual Review of Sociology 46, no. 1 (July 30, 2020): 195–214. http://dx.doi.org/10.1146/annurev-soc-121919-054903.

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Recent developments in genetics and neuroscience have led to increasing interest in biosocial approaches to social life. While today's biosocial paradigms seek to examine more fully the inextricable relationships between the biological and the social, they have also renewed concerns about the scientific study of race. Our review describes the innovative ways sociologists have designed biosocial models to capture embodied impacts of racism, but also analyzes the potential for these models normatively to reinforce existing racial inequities. First, we examine how concepts and measurements of difference in the postgenomic era have affected scientific knowledges and social practices of racial identity. Next, we assess sociological investigations of racial inequality in the biosocial era, including the implications of the biological disciplines’ move to embrace the social. We conclude with a discussion of the growing interest in social algorithms and their potential to embed past racial injustices in their predictions of the future.
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Townsley, Eleanor. "The Social Construction of Social Facts." Teaching Sociology 35, no. 3 (July 2007): 223–38. http://dx.doi.org/10.1177/0092055x0703500302.

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This article describes an exercise that explores how race categories and classifications are socially constructed scientifically. In an introductory sociology setting, students compare their perceptions of the size of minority populations with counts from the U.S. Census. In a series of debriefing sessions, students analyze both their perceptions and Census counts as social constructions of the moral phenomena we call race. In the process, students are introduced to Census data and the Census web site as well as to historical and theoretical literature on the social construction of race. Students are then asked to reflect critically about the scientific practices in which race is constructed as a social fact, and in particular, to consider their own roles in these practices as users and subjects of race categories. The larger goal is to help students to develop a critical sociological imagination that productively engages the analysis of race in contemporary society.
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Sheley, Joseph F. "Centering Race and Ethnicity- Related Issues in Social Sciences Curricula." Ethnic Studies Review 26, no. 2 (January 1, 2003): 49–57. http://dx.doi.org/10.1525/esr.2003.26.2.49.

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A 2002 review of the course requirements and electives of Economics, History, Political Science, and Sociology programs in thirty randomly selected state and private, “doctoral-level” and “masters-level” institutions produced 201 courses relating to the study of race-and ethnic-related issues. Only two courses (History offerings on a single campus) were required for completion of a major. While some departments offered “concentrations” with mandated content, the concentrations themselves were elective. Diversity in America today is a truly important component of social (re)organization and change and, thus, a major source of social friction. Why is it, then, that students, those majoring in the social sciences in particular, are able, by uninformed or informed choice, to complete a degree with but cursory attention to the topic? This essay addresses the reasons for relegation of diversity-related issues to optional status and argues that the situation can and should be reversed.
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Thompson, Charis. "Race Science." Theory, Culture & Society 23, no. 2-3 (May 2006): 547–49. http://dx.doi.org/10.1177/0263276406023002100.

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Sanchez, Gabriella, and Mary Romero. "Critical Race Theory in the US Sociology of Immigration." Sociology Compass 4, no. 9 (September 2010): 779–88. http://dx.doi.org/10.1111/j.1751-9020.2010.00303.x.

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Go, Julian. "Race, Empire, and Epistemic Exclusion: Or the Structures of Sociological Thought." Sociological Theory 38, no. 2 (June 2020): 79–100. http://dx.doi.org/10.1177/0735275120926213.

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This essay analyzes racialized exclusions in sociology through a focus on sociology’s deep epistemic structures. These structures dictate what counts as social scientific knowledge and who can produce it. A historical analysis of their emergence and persistence reveals their connections to empire. Due to sociology’s initial emergence within the culture of American imperialism, early sociological thought embedded the culture of empire’s exclusionary logics. Sociology’s epistemic structures were inextricably racialized, contributing to exclusionary modes of thought and practice along the lines of race, ethnicity, and social geography that persist into the present. Overcoming this racialized inequality requires problematizing and unsettling these epistemic structures by (1) provincializing the canon to create a transformative epistemic pluralism and (2) reconsidering common conceptions of what counts as “theory” in the first place.
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Carbado, Devon W., and Daria Roithmayr. "Critical Race Theory Meets Social Science." Annual Review of Law and Social Science 10, no. 1 (November 3, 2014): 149–67. http://dx.doi.org/10.1146/annurev-lawsocsci-110413-030928.

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Dissertations / Theses on the topic "Social sciences -> sociology -> race"

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Simon, Sarah. "The Role of Doctor-Patient Race Concordance in U.S. Health Disparities." VCU Scholars Compass, 2013. http://scholarscompass.vcu.edu/etd/3010.

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It has been established that much of the disparity in health outcomes between blacks and whites can be explained by accounting for education and income. Once education and income have been taken into consideration, research has found racial disparities in health outcomes for low-income populations are small, and in some cases no longer significant. For middle and upper income populations, however, a significant racial disparity in health outcomes persists even after accounting for education and income. Seeking to explain this variation, I analyze the literature concerning health disparities, race and class, the prevalence and distribution of black physicians, and issues and trends surrounding physician-patient communication and discrimination. I find that black physicians tend to be concentrated in low-income, minority-dense areas, therefore, the likelihood of a black middle or upper class person seeing a doctor of their same race may be less than that for lower class blacks. I hypothesize that doctor-patient racial concordance, and the associated possibility of diminished communication and cultural hurdles endured by black patients visiting a black doctor, may explain some of this variation in the magnitude of racial health disparities along the education/income spectrum, explaining the larger racial health disparities in middle and upper-income populations. Using data from the 2006 Commonwealth Fund Health Care Quality Survey (N=1591), I conducted bivariate (chi-sq/t-tests) and step-wise multivariate, logistic regression statistical tests to explore if doctor-patient racial concordance affects the self-rated health of American adults. This analysis showed concordance as a significant predictor of self-rated health in the unadjusted model, but not in the full model. Simply put, concordance is a significant predictor of self-rated health, but not independent of socioeconomic factors. My modeling is consistent with the literature in showing education and income as the most significant predictors of health status.
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Carter, Mical Dominique. "Race and Anomie: A Comparison of Crime Among Rural Whites and Urban Blacks Based on Social Structural Conditions." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etd/1305.

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This study examined the relationship between social structures and crime among rural white and urban black males in North Carolina through the theoretical framework of Merton's Anomie. Using demographic information on the state's inmate population provided by the North Carolina Department of Corrections, the subjects' individual characteristics were studied alongside community level conditions to establish whether anomic conditions did coincide with specific types of crimes and whether individuals from each group would commit the same types of crimes. The study population came from the rural counties of Graham, Alleghany, Swain, and Mitchell and the urban communities within Charlotte of Mecklenburg County. Univariate and Bivariate analysis were used to establish the significance and strength of any relationships between the variables. The findings indicated that while the category of offense was different for each group, the implied intent was the same. Both committed crimes that would benefit them in a pecuniary manner.
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Premo, Tracy Anne. "The effects of age, race, and question format on racial identification, attitudes, and preference." Scholarly Commons, 1997. https://scholarlycommons.pacific.edu/uop_etds/2663.

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The current study assessed racial identification, preference, and awareness using two methods: forced choice, and multiple choice. The participants consisted of 138, 4- and 12-year-old Black, White, and Biracial children. The Preschool Racial Attitude Measure II was used to assess the racial attitudes of children, and Racial Identification and Racial Preference questions were also used. The results show that Black and White children were all able to accurately self-identify. When using the forced choice format the majority of the Biracial children identified as Black, whereas when using the multiple choice format the majority of the Biracial children self identified as both Black and White. When using the multiple choice format to assess Racial Attitude the results revealed that across all racial groups there were more White preference choices by 4 year olds than by 12 year olds. For Racial Attitude, the results also revealed that Whites showed a higher mean White preference score than did Blacks, and Biracial children were intermediate between the other two groups. The results revealed that format did not significantly affect the Racial Preference response among the 4-year-old children, although the percentage of pro-White responses declined significantly when using the multiple choice format with the 12 year olds. For Racial Preference the results also indicate that regardless of format White children had significantly higher pro-White means than the Black children, and for the forced choice format only, Biracial children had a mean pro-White response intermediate between the other two groups. With the multiple choice format, the 4 year olds showed a higher pro-White mean than the 12 year olds. These results show that Biracial children tend to respond in a more race neutral manner when provided more choices than just Black and White. (Abstract shortened by UMI.)
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Parker, Arah M. "Race and Inequality in Cuban Tourism During the 21st Century." CSUSB ScholarWorks, 2015. https://scholarworks.lib.csusb.edu/etd/194.

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As the largest island in the Caribbean, Cuba boasts beautiful scenery, as well as a rich and diverse culture. Yet, throughout Cuban history, the beauty of this famous socialist nation has been marred by social inequalities, primarily affecting class, gender, and race. In the Cuban tourism sector in particular, the three aforementioned components have been prevalent since the island’s inception of tourism in the early 20th Century. With the recent political changes marked by the attempt to restore relations with the United States, this thesis will critically analyze the theories of Black Marxism, Intersectionality, and World Systems Analysis (WSA), to explain how racism has affected the overall quality of life for Afro-Cubans. In addition, the theories applied to Cuban tourism also cause the tourist sector to be racialized in the 21st Century. Furthermore, this thesis will analyze how Cuban tourism is maintained from a Socialist perspective, as well demonstrate that the tourism advertisements in the 21st Century are greatly racialized, depicting Afro-Cubans in the mode of servitude to the tourist. In addition, it will reveal that gender also plays a significant role in the way Afro-Cubans are perceived by society. This thesis will conclude with how the WSA theory can be hypothetically applied to the recent changes in U.S. policy, promoting greater interaction with Cuba and American tourism, after more than five decades of travel ban.
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Cunin, Elisabeth. "Administrer les étrangers: race, métissage, nation. Migrations afrobéliziennes Migrations afrobéliziennes dans le Territoire de Quintana Roo, 1902-1940." Habilitation à diriger des recherches, Université Paris-Diderot - Paris VII, 2014. http://tel.archives-ouvertes.fr/tel-01053972.

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Le Territoire de Quintana Roo, au sud-est du Mexique, à la frontière avec le Belize, naît en 1902. Confrontées à une population très peu nombreuse, les autorités locales et nationales mettent en œuvre des mesures pour attirer de nouveaux habitants. Et pour les définir. Dans cette région périphérique, le peuplement constitue un enjeu stratégique d'affirmation de la souveraineté et de l'identité nationales. Il manifeste l'affirmation d'un biopouvoir - et de ses limites - amenant à imposer les caractéristiques raciales et nationales de la population. Cette recherche mène une sociologie historique portant à la fois sur la racialisation des politiques migratoires, l'instauration de mesures d'intégration et de développement de la région (expéditions scientifiques, accès aux terres, type d'exploitation foncière) et les négociations entre administrations du centre (Mexico) et de la périphérie (Payo Obispo - Chetumal). En s'intéressant à l'émergence d'une nouvelle entité politico-administrative à la marge de la nation et en inscrivant le Mexique au sein des sociétés post-esclavagistes marquées par les migrations de travailleurs afrodescendants, il s'agit ainsi d'introduire une altérité autre qu'indienne dans les réflexions sur la nation, le métissage et la race, à partir du cas de l'étranger noir. Ce manuscrit revient sur les logiques d'inclusion et d'exclusion propres aux politiques de métissage dans le Mexique post-révolutionnaire, en proposant un double décalage : étudier la place des populations noires plus que celle des indiens ; se centrer sur l'immigration plus que sur l'autochtonie.
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Boruff, Staci M. "Experiences of Success by Minority Students Attending a Predominantly Caucasian Nursing Program." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etd/1484.

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Nursing educators have struggled for many years with the problem of student attrition in the minority population. Because there are so few minority students who choose nursing as a profession, educators strive to retain these students to graduation. Unfortunately, attrition rates of minority students continue to rise despite years of research into the problem. The majority of this research approaches the issue from the viewpoint of the failing student. What might happen if nursing research took a positive approach to the issue? The purpose of this study was to describe the influencing factors that led minority nursing students to be successful in a predominantly Caucasian prelicensure nursing program. The researcher sought to describe the influencing factors that led to success for minority students who attended a predominantly Caucasian nursing program. Seven minority students from a medium-sized community college were interviewed for the study. The findings of this study reflect a need for minority students to have strong family support while in school. They must also possess a strong work ethic and determination to succeed despite obstacles that may be detrimental to less motivated students. It is hoped that by describing the stories of successful minority nursing students through a qualitative descriptive lens, nursing education researchers and nursing faculty can use the information to develop positive strategies and interventions that will contribute to the success of future minority nursing students.
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Adkins, Maurice Lamont. "“Decades of Progress”: The Relevance of the State Supported Historically Black Colleges and Universities of North Carolina, 1865-2010." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etd/1508.

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The thesis examines the relevance of the state-supported historically black universities of North Carolina and their impact on the growth of the African American community within the state. As plans were proposed to either consolidate or close the institutions over the decades, the governors of the state and presidents of the institutions compromised and found ways to provide funding to each of the respective universities. That funding, along with private and public contributions, and the restructuring of the institutions' curriculum, enabled these historically black universities to survive during the Great Depression and the current Great Recession. Overall, the thesis provides an understanding of the hardships and disparities these institutions saw in the past and continue to see today. But as they continue to serve the underrepresented populations in the United States, the relevance of these institutions will continue to come into question.
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Duxbury, Scott W. "Angry and Afraid: Race, Public Opinion, and the Politics of Punishment in the States." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1586110727735148.

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Holbrook, Ashley Michelle. "Juveniles Adjudicated in Adult Court: The Effects of Age, Gender, Race, Previous Convictions, and Severity of Crime on Sentencing Decisions." Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etd/2043.

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The purpose of this study was to analyze the influences such as age at current offense, gender, race, previous convictions, and the seriousness of crimes that contributed to the decisions received by juveniles in adult court. This study examined a secondary data set from the United States Department of Justice entitled Juvenile Defendants in Criminal Courts (JDCC): Survey of 40 Counties in the United States, 1998. The cases from these 40 jurisdictions represented all filings during one month in 75 of the most populous counties. The current study found significant differences among race, prior criminal history, current offense severity, and juveniles adjudicated in adult court. Future research should therefore continue to examine the impact of juveniles adjudicated in adult court to better inform the debate surrounding the potential dangers associated with juvenile offending and adult criminal sanctions.
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Canada, Joe L. "African American Public School Principals in East Tennessee: Motivation for Leadership." Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etd/2166.

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The purpose of this study was to explore and document the factors that motivated African American public school administrators in a selected school system in East Tennessee to become school leaders. The study highlighted barriers and challenges, support mechanisms, and perceptions of training. If minority educators are to be actively recruited and retained, there must be an understanding of the factors that motivate them to progressively seek administrative leadership positions. The African American public school administrators' experiences were collected through 17 one-on-one personal interviews. The interviews were audio-taped, transcribed, coded, and used to answer the 4 research questions. The primary factors that motivate African American public school administrators to become school leaders are a desire to help the students and to make a broader impact on education. These public school administrators had to overcome the barriers and challenges of racial and/or gender discrimination while working in a system that was not supportive of these endeavors. As a result of this study, recommendations were made for the school system, the African American public school administrators, and for further research.
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Books on the topic "Social sciences -> sociology -> race"

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Charles, Boger John, and Wegner Judith Welch, eds. Race, poverty, and American cities. Chapel Hill: University of North Carolina Press, 1996.

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Daniel, Chaffee, and Han Sam 1984-, eds. The race of time: The Charles Lemert reader. Boulder: Paradigm Publishers, 2009.

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Daniel, Chaffee, and Han Sam 1984-, eds. The race of time: The Charles Lemert reader. Boulder: Paradigm Publishers, 2009.

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Weiss, Sheila Faith. Race hygiene and national efficiency: The eugenics of Wilhelm Schallmayer. Berkeley: University of California Press, 1987.

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Back, Les. New ethnicities and urban culture: Racisms and multiculture in young lives. London: Routledge, 2002.

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New Directions in Social Theory: Race, Gender and the Canon. SAGE Publications, Limited, 2008.

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Reed, Kate. New Directions in Social Theory: Race, Gender and the Canon. SAGE Publications, Incorporated, 2006.

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Reed, Kate. New Directions in Social Theory: Race, Gender and the Canon. Sage Publications Ltd, 2006.

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Reed, Kate. New Directions in Social Theory: Race, Gender and the Canon. Sage Publications Ltd, 2006.

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Kuper, Leo. Race, Class and Power. Granite Impex Ltd, 1988.

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Book chapters on the topic "Social sciences -> sociology -> race"

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Day, Abby. "‘Race’, ethnicity, social class." In Sociology of Religion, 142–57. Abingdon, Oxon; New York: Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9780429055591-12.

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Matthews, Todd L., John P. Bartkowski, and Tyrone Chase. "Race and Ethnicity." In Handbooks of Sociology and Social Research, 421–42. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-31395-5_21.

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Shan, Yafeng, and Jon Williamson. "Sociology." In Evidential Pluralism in the Social Sciences, 93–99. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003143000-9.

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Morris, Julie. "Race and the Social Thriller." In Introduction to Sociology Through Comedy, 247–68. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781003469537-11.

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Dominelli, Lena. "‘Race’, Gender, and Social Work." In The Sociology of Social Work, 182–201. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003435846-11.

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Sooryamoorthy, R. "Social Sciences and Sociology." In African Societies, 21–39. Cham: Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-57394-1_2.

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Fallon, Helen. "3. Sociology." In Information Sources in the Social Sciences, edited by David Fisher, Sandra Price, and Terry Hanstock, 88–129. Berlin, Boston: De Gruyter, 2002. http://dx.doi.org/10.1515/9783110949322-006.

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Biermann, Frank. "Earth System Governance and the Social Sciences." In Environmental Sociology, 59–78. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-8730-0_4.

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Carter, Bob, and Marci Green. "Naming Difference: Race-thinking, Common Sense and Sociology." In The Social Construction of Social Policy, 57–67. London: Palgrave Macmillan UK, 1996. http://dx.doi.org/10.1007/978-1-349-24545-1_4.

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Harris, Angelique, and Susannah Bartlow. "Intersectionality: Race, Gender, Sexuality, and Class." In Handbooks of Sociology and Social Research, 261–71. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-17341-2_15.

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Conference papers on the topic "Social sciences -> sociology -> race"

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Tsivinskaya, Angelika. "Academic careers in sociology and peer recognition." In 27th International Conference on Science, Technology and Innovation Indicators (STI 2023). International Conference on Science, Technology and Innovation Indicators, 2023. http://dx.doi.org/10.55835/644282c142015b95293d149d.

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Many researchers are seeking strategies to become salient in the eyes of others and join the club of elite scientists. Some groups are disadvantaged in this race despite their efforts. Comparing to natural sciences the structure of the coauthorship network in social sciences is less stable and collaborations are smaller and last shorter, which makes it harder to become a part of the disciplinary core. Our contribution intends to add new empirical evidence about the impact of collaborations on recognition among peers and research productivity in sociology. In our research we would like is to compare the publication strategies of the researchers occupying important positions in terms of the collaboration network and named as highly estimable scholars. We hope that our research can enlighten our understanding of whether chosen publication strategies affect your position in the community.
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Tsvetkov, Angel Metodiev. "Sociology and epistemology." In 2nd International e-Conference on Studies in Humanities and Social Sciences. Belgrade: Center for Open Access in Science, 2018. http://dx.doi.org/10.32591/coas.e-conf.02.10115t.

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Akkol, Mumtaz. "A LOOK AT ENVIRONMENTAL SOCIOLOGY THROUGH CLASSICAL SOCIOLOGY THEORIES." In 4th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS Proceedings. STEF92 Technology, 2017. http://dx.doi.org/10.5593/sgemsocial2017/33/s12.002.

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Prandstraller, Stefano Scarcella. "DYNAMIC SOCIOLOGY: A SOCIAL THEORY IN ACTION." In 2nd International Multidisciplinary Scientific Conference on Social Sciences and Arts SGEM2015. Stef92 Technology, 2015. http://dx.doi.org/10.5593/sgemsocial2015/b11/s2.057.

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"Human Network and Social Media." In International Conference on Business, Sociology and Applied Sciences. International Centre of Economics, Humanities and Management, 2014. http://dx.doi.org/10.15242/icehm.ed0314581.

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Arofah, Lumban. "Relation Between Multicultural Education, Sociology, and Indigenous Knowledge." In 1st International Conference on Social Sciences Education - "Multicultural Transformation in Education, Social Sciences and Wetland Environment" (ICSSE 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icsse-17.2018.43.

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Mohamed Akli, Faradji. "Sociology in Algeria Between History and Ideologies." In 2nd International Conference on Advanced Research in Social Sciences. Acavent, 2019. http://dx.doi.org/10.33422/2nd.icarss.2019.11.733.

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Hoesova, Katarina. "OPTIMAL STRUCTURE OF PENSION SYSTEM - PENSION ENTITLEMENTS WITH FOCUS ON REPLACEMENT RACE." In NORDSCI Conference on Social Sciences. SAIMA CONSULT LTD, 2018. http://dx.doi.org/10.32008/nordsci2018/b2/v1/32.

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Mata, Anna. "Empowerment: A New Perspective For Social Services." In International Conference of Psychology, Sociology, Education and Social Sciences. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.05.2.

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"Sport Biomechanics Research on the Key Technique of Race-Walking Athletes in China." In 2020 International Conference on Social Sciences and Social Phenomena. Scholar Publishing Group, 2020. http://dx.doi.org/10.38007/proceedings.0001075.

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Reports on the topic "Social sciences -> sociology -> race"

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Mayer, Karl Ulrich. Aspects of a sociology of the pandemic: Inequalities and the life course. Verlag der Österreichischen Akademie der Wissenschaften, July 2022. http://dx.doi.org/10.1553/populationyearbook2022.per01.

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Over the course of the COVID-19 pandemic, the contributions of the social sciences to discussions about pandemic management have become more visible and more significant. In this essay, I review major aspects of a sociology of the pandemic. After providing an overview of the potential contributions of the different fields of sociology (the “toolbox” of sociology), I discuss two main domains: first, social inequalities and how they relate to the process of the spread of COVID-19 from exposure and infection, and to the consequences of the pandemic in the wider population; and, second, the potential long-term effects of the pandemic on the life course.
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Daniellou, François, Marcel Simard, and Ivan Boissières. Human and organizational factors of safety: a state of the art. Fondation pour une culture de sécurité industrielle, January 2011. http://dx.doi.org/10.57071/429dze.

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This document provides a state of the art of knowledge concerning the human and organizational factors of industrial safety. It shows that integrating human factors in safety policy and practice requires that new knowledge from the social sciences (in particular ergonomics, psychology and sociology) be taken on board and linked to operational concerns.
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Schneider, Carsten. Advanced Applications of QCA (Qualitative Comparative Analysis) in R. Instats Inc., 2023. http://dx.doi.org/10.61700/4fghv0ob2x5de469.

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This seminar on advanced set-theoretic methods for the social sciences focuses on applied Qualitative Comparative Analysis (QCA). This method is used in fields as diverse as political science, public policy, international relations, sociology, business and management, organizational studies, and even musicology. This seminar will enable participants to produce cutting edge QCA-based research through hands-on coverage of the most recent advances in QCA. All applied components of the seminar are performed in the R software environment, using RStudio and R packages QCA and SetMethods. An official Instats certificate of completion is provided at the conclusion of the seminar, along with 2 ECTS Equivalent points.
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Schneider, Carsten. Advanced Applications of QCA (Qualitative Comparative Analysis) in R. Instats Inc., 2022. http://dx.doi.org/10.61700/qdu1nxlyz9e6c469.

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This seminar on advanced set-theoretic methods for the social sciences focuses on applied Qualitative Comparative Analysis (QCA). This method is used in fields as diverse as political science, public policy, international relations, sociology, business and management, organizational studies, and even musicology. This seminar will enable participants to produce cutting edge QCA-based research through hands-on coverage of the most recent advances in QCA. All applied components of the seminar are performed in the R software environment, using RStudio (Cloud) and R packages QCA and SetMethods. An official Instats certificate of completion is provided at the conclusion of the seminar. For European PhD students, the seminar offers 2 ECTS Equivalent points.
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Schneider, Carsten. Introduction to QCA (Qualitative Comparative Analysis) with R. Instats Inc., 2023. http://dx.doi.org/10.61700/85r1sesxjhke3469.

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This seminar introduces applied set-theoretic methods for the social sciences, focusing on Qualitative Comparative Analysis (QCA). This method is used in fields as diverse as political science, public policy, international relations, sociology, business and management, organizational studies, and even musicology. This seminar will enable participants to produce a publishable QCA of their own. To achieve this, the seminar provides both the formal set-theoretical underpinnings of QCA as well as the technical and practical research skills necessary for performing a QCA. All applied components of the seminar are performed in the R software environment, using RStudio and R packages QCA and SetMethods. An official Instats certificate of completion is provided at the conclusion of the seminar, along with 2 ECTS Equivalent points.
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Schneider, Carsten. Introduction to QCA (Qualitative Comparative Analysis) with R. Instats Inc., 2022. http://dx.doi.org/10.61700/umqeben6y0b41469.

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This seminar introduces applied set-theoretic methods for the social sciences, focusing on Qualitative Comparative Analysis (QCA). This method is used in fields as diverse as political science, public policy, international relations, sociology, business and management, organizational studies, and even musicology. This seminar will enable participants to produce a publishable QCA of their own. To achieve this, the seminar provides both the formal set-theoretical underpinnings of QCA as well as the technical and practical research skills necessary for performing a QCA. All applied components of the seminar are performed in the R software environment, using RStudio (Cloud) and R packages QCA and SetMethods. An official Instats certificate of completion is provided at the conclusion of the seminar. For European PhD students, each seminar offers 2 ECTS Equivalent points.
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Tare, Medha, Susanne Nobles, and Wendy Xiao. Partnerships that Work: Tapping Research to Address Learner Variability in Young Readers. Digital Promise, March 2018. http://dx.doi.org/10.51388/20.500.12265/67.

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Over the past several decades, the student population in the United States has grown more diverse by factors including race, socioeconomic status, primary language spoken at home, and learning differences. At the same time, learning sciences research has advanced our understanding of learner variability and the importance of grounding educational practice and policy in the individual, rather than the fiction of an average student. To address this gap, LVP distills existing research on cognitive, social and emotional, content area, and background Learner Factors that affect learning in various domains, such as reading and math. In conjunction with the development process, LPS researchers worked with ReadWorks to design studies to assess the impact of the newly implemented features on learner outcomes.
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HEFNER, Robert. IHSAN ETHICS AND POLITICAL REVITALIZATION Appreciating Muqtedar Khan’s Islam and Good Governance. IIIT, October 2020. http://dx.doi.org/10.47816/01.001.20.

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Ours is an age of pervasive political turbulence, and the scale of the challenge requires new thinking on politics as well as public ethics for our world. In Western countries, the specter of Islamophobia, alt-right populism, along with racialized violence has shaken public confidence in long-secure assumptions rooted in democracy, diversity, and citizenship. The tragic denouement of so many of the Arab uprisings together with the ascendance of apocalyptic extremists like Daesh and Boko Haram have caused an even greater sense of alarm in large parts of the Muslim-majority world. It is against this backdrop that M.A. Muqtedar Khan has written a book of breathtaking range and ethical beauty. The author explores the history and sociology of the Muslim world, both classic and contemporary. He does so, however, not merely to chronicle the phases of its development, but to explore just why the message of compassion, mercy, and ethical beauty so prominent in the Quran and Sunna of the Prophet came over time to be displaced by a narrow legalism that emphasized jurisprudence, punishment, and social control. In the modern era, Western Orientalists and Islamists alike have pushed the juridification and interpretive reification of Islamic ethical traditions even further. Each group has asserted that the essence of Islam lies in jurisprudence (fiqh), and both have tended to imagine this legal heritage on the model of Western positive law, according to which law is authorized, codified, and enforced by a leviathan state. “Reification of Shariah and equating of Islam and Shariah has a rather emaciating effect on Islam,” Khan rightly argues. It leads its proponents to overlook “the depth and heights of Islamic faith, mysticism, philosophy or even emotions such as divine love (Muhabba)” (13). As the sociologist of Islamic law, Sami Zubaida, has similarly observed, in all these developments one sees evidence, not of a traditionalist reassertion of Muslim values, but a “triumph of Western models” of religion and state (Zubaida 2003:135). To counteract these impoverishing trends, Khan presents a far-reaching analysis that “seeks to move away from the now failed vision of Islamic states without demanding radical secularization” (2). He does so by positioning himself squarely within the ethical and mystical legacy of the Qur’an and traditions of the Prophet. As the book’s title makes clear, the key to this effort of religious recovery is “the cosmology of Ihsan and the worldview of Al-Tasawwuf, the science of Islamic mysticism” (1-2). For Islamist activists whose models of Islam have more to do with contemporary identity politics than a deep reading of Islamic traditions, Khan’s foregrounding of Ihsan may seem unfamiliar or baffling. But one of the many achievements of this book is the skill with which it plumbs the depth of scripture, classical commentaries, and tasawwuf practices to recover and confirm the ethic that lies at their heart. “The Quran promises that God is with those who do beautiful things,” the author reminds us (Khan 2019:1). The concept of Ihsan appears 191 times in 175 verses in the Quran (110). The concept is given its richest elaboration, Khan explains, in the famous hadith of the Angel Gabriel. This tradition recounts that when Gabriel appeared before the Prophet he asked, “What is Ihsan?” Both Gabriel’s question and the Prophet’s response make clear that Ihsan is an ideal at the center of the Qur’an and Sunna of the Prophet, and that it enjoins “perfection, goodness, to better, to do beautiful things and to do righteous deeds” (3). It is this cosmological ethic that Khan argues must be restored and implemented “to develop a political philosophy … that emphasizes love over law” (2). In its expansive exploration of Islamic ethics and civilization, Khan’s Islam and Good Governance will remind some readers of the late Shahab Ahmed’s remarkable book, What is Islam? The Importance of Being Islamic (Ahmed 2016). Both are works of impressive range and spiritual depth. But whereas Ahmed stood in the humanities wing of Islamic studies, Khan is an intellectual polymath who moves easily across the Islamic sciences, social theory, and comparative politics. He brings the full weight of his effort to conclusion with policy recommendations for how “to combine Sufism with political theory” (6), and to do so in a way that recommends specific “Islamic principles that encourage good governance, and politics in pursuit of goodness” (8).
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