Journal articles: '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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Novikova, Olga V. "The Phenomenon of Racism and the Concept of Race: A Transdisciplinary Research." Russian Journal of Philosophical Sciences 64, no. 5 (November 1, 2021): 140–50. http://dx.doi.org/10.30727/0235-1188-2021-64-5-140-150.

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In recent decades, with development of scientific and philosophical knowledge, the transdisciplinary approach has become relevant, as it aims at comprehensive study of complex natural and social phenomena. Racism belongs among such phenomena, and it it is usually studied in sociology and historical science. The article presents a transdisciplinary study of racism, involving a complex appeal to philosophy, history, sociology, and other disciplines. Special attention is paid to the philosophical conceptualization of racism and the relationship of racism with the category of race. The article follows the evolution of the concept of race in philosophy, science and social and political practices from its origins to the 20th and 21st centuries, when this concept is declared to be artificially constructed and is gradually ousted from philosophical and scientific discourse. Bioanthropologists criticize the concept of race as inaccurate, while intellectuals see racial classifications as a sign of racism. The difficulty of the conceptualization is associated not only with the variability of the concept of race but also with the change in its historical types, from traditional to contemporary ones. Traditional (classical, biological) racism is based on the use of the category of race and the idea of insurmountable biological differences between representatives of different races. The aritcle concludes that present-day racism exists in two forms: class (institutional) racism and cultural (differential or “subtle”) racism. Class racism is associated with social and political practices of implicit segregation in employment and, accordingly, with unequal distribution of income. Cultural racism shifts the focus from biology to culture and emphasizes the insurmountability of cultural differences.

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Silva, Tony, and Ashley Woody. "Supernatural Sociology: Americans’ Beliefs by Race/Ethnicity, Gender, and Education." Socius: Sociological Research for a Dynamic World 8 (January 2022): 237802312210847. http://dx.doi.org/10.1177/23780231221084775.

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The authors analyze the 2020–2021 Chapman University Survey of American Fears ( n = 1,035), the most recent nationally representative survey to examine fears of and beliefs about supernatural and paranormal phenomena, including ghosts, hauntings, zombies, psychics, telekinesis, Bigfoot or Sasquatch, Atlantis, and extraterrestrial visitation. This research examines how supernatural beliefs vary by race/ethnicity, gender, and education after adjustment for other demographic characteristics and religiosity. There were five gender differences, such that women were more likely than men to believe in or fear all nonmaterial or spiritual supernatural phenomena, as well as Atlantis. People with a bachelor’s degree or higher were less likely to believe in extraterrestrial visitation, hauntings, Bigfoot or Sasquatch, and Atlantis. There were also six beliefs and fears for which racial/ethnic differences emerged. The results highlight how gender, education, and race/ethnicity are strongly related to complex belief systems, including supernatural phenomena.

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Connell, Raewyn, and Ivan Kislenko. "Canons and Colonies: a Global Trajectory of Sociology." Sotsiologicheskoe Obozrenie / Russian Sociological Review 22, no. 3 (2023): 219–36. http://dx.doi.org/10.17323/1728-192x-2023-3-219-236.

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The history of sociology as a field of knowledge, especially in the English-speaking world, has been obscured by the discipline’s own origin myth in the form of a canon of “classical theory” concerned with European modernity. Sociology was involved in the world of empire from the start. Making the canon more inclusive, in gender, race, and even global terms, is not an adequate correction. Important types of social knowledge, including movement-based and indigenous knowledges, resist canonization. The turn towards decolonial and Southern perspectives, now happening across the social sciences, opens up new perspectives on the history of knowledge. These can be linked with a more sophisticated view of the collective production of knowledge by the workforces that are increasingly, though unequally, interacting. Potentials for a more effectively engaged sociology emerge.

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Connell, Raewyn. "CANONS AND COLONIES: THE GLOBAL TRAJECTORY OF SOCIOLOGY." Estudos Históricos (Rio de Janeiro) 32, no. 67 (May 2019): 349–67. http://dx.doi.org/10.1590/s2178-14942019000200002.

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Abstract The history of sociology as a field of knowledge, especially in the English-speaking world, has been obscured by the discipline’s own origin myth in the form of a canon of “classical theory” concerned with European modernity. Sociology was involved in the world of empire from the start. Making the canon more inclusive, in gender, race, and even global terms, is not an adequate correction. Important types of social knowledge, including movement-based and indigenous knowledges, resist canonization. The turn towards decolonial and Southern perspectives, now happening across the social sciences, opens up new perspectives on the history of knowledge. These can be linked with a more sophisticated view of the collective production of knowledge by the workforces that are increasingly, though unequally, interacting. Potentials for a more effectively engaged sociology emerge.

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Joshi, Bishnu Maya. "An Exploration of New Trends and Ideas in Social Sciences." Rainbow Journal 8, no. 1 (August 1, 2019): 56–60. http://dx.doi.org/10.3126/rainbowj.v8i1.44252.

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The social sciences comprehend numerous considerations of society and embody a large variety of content drawn from the disciplines of history, geography, politics, economics, and sociology. Social science may be a class of educational disciplines involved with society and therefore the relationships among people inside a society. Social studies demand the inclusion of all students - addressing cultural, linguistic, and learning diversity that has similarities and variations supported race, ethnicity, language, religion, gender, sexual orientation, exceptional learning wants, and different educationally and in-person important characteristics of learners. It's a rising subject at this time context therefore there's essential to check on new trends and concepts in social sciences. This study aims to explore the idea of recent trends and concepts of social sciences. This study relies on a review of books, journal articles, and on-line on-the-market secondary sources. This text works as a stepping stone for additional analysis during this field.

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Holland, Samantha. "Race and Social Analysis." Sociological Research Online 10, no. 1 (June 2005): 206. http://dx.doi.org/10.1177/136078040501000107.

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Takhar, Shaminder. "Race and Social Analysis." British Journal of Sociology 56, no. 4 (December 2005): 673–75. http://dx.doi.org/10.1111/j.1468-4446.2005.00088_10.x.

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Schultz, Carrie, Mary Potorti, Martha N. Gardner, and Kristen Petersen. "Introducing the Social Constructions of Race, Gender, and Socioeconomic Class in a Health Sciences Curriculum." Proceedings of the H-Net Teaching Conference 2 (May 29, 2024): 37–50. http://dx.doi.org/10.33823/phtc.v2i1.229.

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This paper discusses approaches to teaching an introductory social science course geared toward students majoring in health sciences programs. Using the methodologies and scholarship of history, sociology, anthropology, and political science, the course explores the ways in which conceptions of human identity—namely the categories of race, gender, and socioeconomic class—are socially and culturally meaningful. The authors discuss specific classroom strategies for highlighting the historical role of the natural sciences and the health professions in erecting and reifying social structures of racial, gender, and socioeconomic class hierarchy and oppression and suggest primary sources and classroom exercises to illustrate how the social construction of identity relates and contributes to ongoing health disparities. As instructors, we urge students to consider how they, as future health care providers, might apply these concepts in clinical settings to mitigate harm and promote health equity.

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Thompson, Debra. "Is Race Political?" Canadian Journal of Political Science 41, no. 3 (September 2008): 525–47. http://dx.doi.org/10.1017/s0008423908080827.

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Abstract. This article demonstrates that though the political nature of race is evident and constitutes an important area of research, there is a dearth of literature on race in English Canadian political science particularly as compared to other social sciences. The article provides explanations for this disciplinary silence, including methodological fuzziness, dominant elite-focused and colour-blind approaches to the study of politics, and the prevalence of ideas and foci about the nature of Canadian politics. In order to avoid the danger of disciplinary lag, it concludes with several ways of addressing this disparity between the political science and the society it purports to analyze.Résumé. Malgré l'essence politique évidente du concept de «race» et son importance indéniable comme sujet de recherche, la littérature de science politique canadienne-anglaise s'y attarde très peu, surtout en comparaison des autres sciences sociales. L'article explique les causes de ce silence disciplinaire. Celles-ci incluent un flou méthodologique, une approche surtout centrée sur l'élite, une perspective «daltonienne» concernant l'étude de la politique, ainsi que la prédominance de certaines idées quant à la nature de la politique canadienne. Afin d'éviter un danger de lacune disciplinaire, l'article propose des solutions permettant de réduire l'écart entre la science politique et son objet d'étude, soit la société réelle.

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Cohen, Philip N. "How Troubling Is Our Inheritance? A Review of Genetics and Race in the Social Sciences." ANNALS of the American Academy of Political and Social Science 661, no. 1 (August 10, 2015): 65–84. http://dx.doi.org/10.1177/0002716215587673.

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This article addresses the argument that there is variation between races in the biological basis for social behavior. The article uses Nicholas Wade’s popular book, A Troublesome Inheritance, as the point of departure for a discussion of attendant issues, including the extent to which human races can be definitively demarcated biologically, the extent to which genetics is related to contemporary definitions of race, and the role of natural selection as a possible mechanism for change in modern societies. My critical review of the theory and evidence for an evolutionary view of racial determinism finds that genetics does not explain the relative status and well-being of today’s racially identified groups or their broader societies.

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MARKS, JONATHAN. "Science and Race." American Behavioral Scientist 40, no. 2 (November 1996): 123–33. http://dx.doi.org/10.1177/0002764296040002003.

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Carrington, Ben. "Assessing the sociology of sport: On race and diaspora." International Review for the Sociology of Sport 50, no. 4-5 (May 8, 2015): 391–96. http://dx.doi.org/10.1177/1012690214559857.

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Mangcu, Xolela. "DECOLONIZING SOUTH AFRICAN SOCIOLOGY." Du Bois Review: Social Science Research on Race 13, no. 1 (2016): 45–59. http://dx.doi.org/10.1017/s1742058x16000072.

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AbstractOn 14 June 2014 the Council of the University of Cape Town (UCT) voted to change race-based affirmative action in student admissions. The Council was ratifying an earlier decision by the predominantly White University Senate. According to the new policy race would be considered as only one among several factors, with the greater emphasis now being economic disadvantage. This paper argues that the new emphasis on economic disadvantage is a reflection of a long-standing tendency among left-liberal White academics to downplay race and privilege economic factors in their analysis of disadvantage in South Africa. The arguments behind the decision were that (1) race is an unscientific concept that takes South Africa back to apartheid-era thinking, and (2) that race should be replaced by class or economic disadvantage. These arguments are based on the assumption that race is a recent product of eighteenth century racism, and therefore an immoral and illegitimate social concept.Drawing on the non-biologistic approaches to race adopted by W. E. B. Du Bois, Tiyo Soga, Pixley ka Seme, S. E. K. Mqhayi, and Steve Biko, this paper argues that awareness of Black perspectives on race as a historical and cultural concept should have led to an appreciation of race as an integral part of people’s identities, particularly those of the Black students on campus. Instead of engaging with these Black intellectual traditions, White academics railroaded their decisions through the governing structures. This decision played a part in the emergence of the #RhodesMustFall movement at UCT.This paper argues that South African sociology must place Black perspectives on race at the center of its curriculum. These perspectives have been expressed by Black writers since the emergence of a Black literary culture in the middle of the nineteenth century. These perspectives constitute what Henry Louis Gates, Jr. calls a shared “text of Blackness” (Gates 2014, p. 140). This would provide a practical example of the decolonization of the curriculum demanded by students throughout the university system.

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Bliss, Catherine. "Science and Struggle." ANNALS of the American Academy of Political and Social Science 661, no. 1 (August 10, 2015): 86–108. http://dx.doi.org/10.1177/0002716215587687.

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Analysis of the activism of experts has ignored the way that scientists form their own overt field-based political struggles to effect change on issues such as race. This article analyzes genomic activism around race, drawing on in-depth interviews with thirty-six leading genomic scientists and discourse analysis of 732 scientific articles. I demonstrate how science activists can fashion themselves as social advocates, by using tactics common to popular politics. These tactics can diverge and detract from popular activism and reify deterministic notions of race. I discuss important theoretical and practical implications for science, social movements, and professions.

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Taylor, Ronald L. "The changing meaning of race in the social sciences: Implications for social work practice." Smith College Studies in Social Work 67, no. 3 (June 1997): 277–98. http://dx.doi.org/10.1080/00377319709517494.

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Seiler, Cotten. "Racing Mobility, Excavating Modernity." Transfers 6, no. 1 (March 1, 2016): 98–102. http://dx.doi.org/10.3167/trans.2016.060108.

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Th e diversity of methodologies, theoretical orientations, geographical settings, and disciplinary perspectives in this special issue of Transfers testifi es to a dual arrival—that of race as a key category of inquiry in mobility studies, and of mobility as a crucial practice in analyses of what scholars in the humanities and social sciences call the social construction of race. Drawing on poststructuralist and critical race theory, refl exive ethnographic methods, and scholarship in literary studies, sociology, and the history of technology, these essays illustrate the versatility of the mobility optic as well as its massive potential for the formation of new knowledge and the eff ecting of egalitarian policy. Th e scholars here make the case for mobility as central to everything from the structured inequalities of the contemporary city to the formation of the raced and gendered modern subject; and their interventions range from the reformist to the ontological. Maybe the infl uential cultural anthropologist Clifford Geertz (and the other Western sahibs who recounted the story before him) misunderstood the structure of the world as the fabled Hindu interlocutor conveyed it; perhaps the infi nitely regressing turtles on which the universe rested were never simply standing, but crawling.

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Bratter, Jenifer L. "Multiracial Identification and Racial Gaps: A Work in Progress." ANNALS of the American Academy of Political and Social Science 677, no. 1 (April 25, 2018): 69–80. http://dx.doi.org/10.1177/0002716218758622.

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For nearly 20 years, the U.S. Census has allowed respondents to report multiple races, offering new opportunities to assess the well-being of multiracial groups. Multiple-race reporting provides much-needed nuance for assessing the racial stratification of social outcomes as the distinctions between racial groups is less clear. Here, I explore the promises and the pitfalls of working with multiple-race data in studies of race inequality. I begin with a discussion of prior work using multiple-race data, showing how they inform our understanding of race-based patterns, and also consider issues raised by the conceptual and methodological fuzziness inherent in using multiple-race responses. I then provide a brief picture of current racial differences in adult poverty rates for single- and multiple-race groups, revealing that some multiracial groups experience parity with single-race groups while others occupy a space in between. While these patterns are meaningful, multiple interpretations are possible given the nature of multiple-race data.

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Brekhus, Wayne H., David L. Brunsma, Todd Platts, and Priya Dua. "On the Contributions of Cognitive Sociology to the Sociological Study of Race." Sociology Compass 4, no. 1 (January 2010): 61–76. http://dx.doi.org/10.1111/j.1751-9020.2009.00259.x.

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Ahluwalia, Pal. "Race." Theory, Culture & Society 23, no. 2-3 (May 2006): 538–45. http://dx.doi.org/10.1177/026327640602300298.

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The concept of race is traced to the quest for the origins of language and the manner in which that led to the idea that a separate language indicated a separate racial origin. The Orientalist desire to know and dominate the other and to regard him or her as sub-human necessitated the invention of race. The notion of race is further traced through the slave trade and its contemporary usage in ‘race studies’.

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Skrentny, John D. "Theorizing Region: Links to Ethnicity, Nation, and Race." Sociological Theory 38, no. 1 (March 2020): 1–15. http://dx.doi.org/10.1177/0735275120902182.

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The concept of “region” is widespread in the social sciences but rarely theorized. I argue here that region is a multivalent concept similar to ethnicity, nation, and race. Building on the work of Bourdieu, Brubaker, and Griswold, I show that all four concepts can be understood as both “categories of analysis” and “categories of practice.” Moreover, all four have fundamental similarities regarding (1) ontology and relation to space; (2) historical sequences and relation to time; and (3) protean boundaries that may change with social scientists’ research questions. Among the payoffs to this approach are improved precision and appropriateness of regional boundaries when social scientists use regions as independent or control variables and greater appreciation for how regions, as categories of practice, are made over time.

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Seguin, Charles, Annette Nierobisz, and Karen Phelan Kozlowski. "Seeing Race." Teaching Sociology 45, no. 2 (December 20, 2016): 142–51. http://dx.doi.org/10.1177/0092055x16682303.

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Students commonly hold erroneous notions of a “post-racial” world and individualistic worldviews that discount the role of structure in social outcomes. Jointly, these two preconceived beliefs can be powerful barriers to effective teaching of racial segregation: Students may be skeptical that racial segregation continues to exist, and abstract statistical representations or other sociological research may not be sufficiently vivid or compelling to dissuade students from their prior beliefs. In this article, we present an exercise that uses an interactive map of racial residence patterns to help students see evidence of racial segregation for themselves. Qualitative and quantitative findings, from testing this exercise in Introduction to Sociology courses at two distinct schools by separate instructors, suggest that this exercise is effective at helping college students grasp the extent of racial segregation in America.

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Davis, Larry E. "Prologue: Race and Social Problems." Race and Social Problems 1, no. 1 (March 2009): 1–2. http://dx.doi.org/10.1007/s12552-009-9000-8.

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Malahleka, Brendah, and Sylvia Woolfe. "Ethnically sensitive social work: The obstacle race." Practice 5, no. 1 (January 1991): 47–64. http://dx.doi.org/10.1080/09503159108414272.

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Maio, Marcos Chor, and Thiago da Costa Lopes. "Between Science and Politics: Donald Pierson and the quest for a scientific sociology in Brazil." Sociologias 24, no. 60 (August 2022): 228–66. http://dx.doi.org/10.1590/18070337-110170en.

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Abstract This paper analyzes the political dimension embedded in the work of the American sociologist Donald Pierson in Brazil. A former student of Robert Park at the University of Chicago, Pierson played a major role in the institutionalization of the social sciences in Brazil from the 1930s through the 1950s. While Pierson’s intellectual ambitions were centered on an academic agenda and he defended a strict division between science and politics, we argue that a proper historical understanding of his endeavor can only be achieved through an analysis of his underlying assumptions about the nature of both science and society – assumptions that were rooted in a reformist, liberal-democratic understanding of the world. To bring to light these values, we examine two key moments in Pierson’s career: 1) his doctoral research on race relations in Bahia, done in the mid-1930s; 2) his efforts to promote the field of sociology in Brazil during the Good Neighbor Policy and World War II, when he was hired to teach at the São Paulo School of Sociology and Politics.

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BELL, DUNCAN. "PRAGMATIC UTOPIANISM AND RACE: H. G. WELLS AS SOCIAL SCIENTIST." Modern Intellectual History 16, no. 3 (November 23, 2017): 863–95. http://dx.doi.org/10.1017/s1479244317000555.

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H. G. Wells was one of the most celebrated writers in the world during the first half of the twentieth century. Famed for his innovative fiction, he was also an influential advocate of socialism and the world-state. What is much less well known is that he was a significant contributor to debates about the nature of social science. This article argues that Wells's account of social science in general, and sociology in particular, was shaped by an idiosyncratic philosophical pragmatism. In order to demonstrate how his philosophical arguments inflected his social thought, it explores his attack on prevailing theories of race, while also highlighting the limits of his analysis. The article concludes by tracing the reception of Wells's ideas among social scientists and political thinkers on both sides of the Atlantic. Although his program for utopian sociology attracted few disciples, his arguments about the dynamics of modern societies found a large audience.

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Wawrzyniak, Joanna. "From Durkheim to Czarnowski: Sociological Universalism and Polish Politics in the Interwar Period." Contemporary European History 28, no. 2 (December 17, 2018): 172–87. http://dx.doi.org/10.1017/s0960777318000516.

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The Durkheimian School of sociology was one of the most comprehensive programmes ever developed in the social sciences. This article contributes to those accounts of the School that discuss its intergenerational, interdisciplinary and international transformations after the Great War. From this perspective, the article presents the case of a Polish scholar, Stefan Czarnowski (1879–1937), whose early work on the cult of St. Patrick in Ireland became one of the Durkheimian classics on social integration. In the interwar period Czarnowski argued against race studies and anti-social concepts of culture and called for sociologically grounded comparative world history ordered around the notions of class and work. More generally, Czarnowski’s reconfiguration of Durkheimian universal principles in the specific location of East Central Europe calls for a deeper historicisation of the Durkheimian School as a movement in international social sciences.

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Gabe, Jonathan. "‘Race’-Education Policy as Social Control?" Sociological Review 42, no. 1 (February 1994): 26–61. http://dx.doi.org/10.1111/j.1467-954x.1994.tb02991.x.

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This paper focuses on the instrumentalist Marxist model which has been used to explain the policies of the British state in the field of ‘race’-education. After discussing the model's core assumptions and its application in this field the paper explores the model's explanatory adequacy through a case study of the role of the quasi-state agencies of the ‘race’-relations industry in developing ‘race’-education policy in initial teacher education. It ends by considering whether a new conceptual framework is needed to understand ‘race’-education policy.

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Santos, Bruna Navarone, and Isabela Cabral Félix de Sousa. "role of emotions in High School students’ scientific initiation in Rio de Janeiro, Brazil." Journal of Comparative & International Higher Education 11, Winter (March 15, 2020): 180–82. http://dx.doi.org/10.32674/jcihe.v11iwinter.1541.

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The Oswaldo Cruz Foundation's Scientific Vocation Program (Provoc-Fiocruz) is a non-formal educational program for scientific initiation directed to High School students in Brazil since 1986, in the areas of Biological Sciences, Health, Human or Social Sciences. This research is qualitative and it will be conducted semi-structured interviews with up to fifteen High School students and fifteen researchers-advisors from Provoc-Fiocruz, to understand the role of both students’ and advisors’ emotions in their knowledge socialization to develop scientific research. The data will be analyzed through content analysis and this research is grounded in the discipline of Sociology of Emotions and relate social markers differences such as gender, race and class in the construction of knowledge that result in academic and professional choices.

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Fijalkow, Yankel. "Hygiene, Population Sciences and Population Policy: a Totalitarian Menace?" Contemporary European History 8, no. 3 (November 1999): 451–72. http://dx.doi.org/10.1017/s0960777399003082.

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Mike Hawkins, Social Darwinism in European and American Thought 1860–1945. Nature as Model and Nature as Threat (Cambridge: Cambridge University Press, 1997), 348 pp., £19.95, ISBN 0–521–57434 X.Carl Ipsen, Dictating Demography. The Problem of Population in Fascist Italy (Cambridge: Cambridge University Press, 1996), 281 pp., £35, ISBN 0–521–15545–7.Simon Szreter, Fertility, Class and Gender in Britain 1860–1940 (Cambridge: Cambridge University Press, 1976, 704 pp., £50, ISBN 0–521–34343–7.Alain Desrosières, La politique des grands nombres, histoire de la raison statistique (Paris: La Découverte, 1993), 437 pp., FF 220; ISBN 2–707–12253–X; English translation by Camille Naish, The Politics of Large Numbers. A History of Statistical Reasoning (Cambridge, MA: Harvard University Press, 1998), 416 pp., $45, ISBN 0–674–68932–1.Paul Weindling, Health, Race and German Politics between National Unification and Nazism 1870–1947 (Cambridge: Cambridge University Press, 1989), 641 pp., £22.95, ISBN 0–521–42397–X; French translation by B. Frumer, L'Hygiène de la race (Paris: La Découverte, 1998), 301 pp., FF 160, ISBN 2–707–12706–X.Over the last ten years a series of social historians have published studies of the link between the definition of scientific categories and the implementation of demographic policies in Europe. This discussion of the classification of populations in terms of social class, race or location (rural, urban, underprivileged areas) has complicated the traditional theories of the scientist and politician, Max Weber, and the student of ‘bio-power’, Michel Foucault. Now, historians of political ideas are finding living examples to illustrate recent advances in the sociology of science, establishing themselves at the interface between the history of human health and that of population policies. The aim is to throw light on the exchange between scientists and population management: among the themes to be treated are natalism, populationism, hygienism and eugenics.

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Dobson, Stephen. "Book Review: Race and Social Analysis." Acta Sociologica 48, no. 1 (March 2005): 88–91. http://dx.doi.org/10.1177/000169930504800107.

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Bonilla-Silva, Eduardo. "The Essential Social Fact of Race." American Sociological Review 64, no. 6 (December 1999): 899–906. http://dx.doi.org/10.1177/000312249906400609.

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Elder, Catriona, Angela Pratt, and Cath Ellis. "Running Race." International Review for the Sociology of Sport 41, no. 2 (June 2006): 181–200. http://dx.doi.org/10.1177/1012690206075420.

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Moore, Robert. "Forty Four Years of Debate: The Impact of Race, Community and Conflict." Sociological Research Online 16, no. 3 (August 2011): 194–201. http://dx.doi.org/10.5153/sro.2328.

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Race, Community and Conflict by John Rex and Robert Moore was published in 1967 and had a considerable public impact through press and TV. Forty four years later it is still widely cited in research on British urban society and ‘race relations’. It is used in teaching research methods, theory, urban sociology and ‘race relations’ to undergraduates. This article describes and explains the immediate impact of the book and its more lasting contribution to sociology. Race, Community and Conflict immediately addressed contemporary public issues around immigration and race relations and was the first book systematically to explore the responses of one city administration to the arrival of new migrants drawn in by the local demand for labour. The longer term impact of the book, it is argued, derives from its attempt to create a theoretical framework deriving from both the work of the Chicago School of Sociology and the adoption of a Weberian approach to social class and urban conflict. The combination of theorised structural analysis with detailed local ethnographic approaches to research probably accounts for the book's continued contribution to the teaching of sociology.

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Sniderman, Paul M., Edward G. Carmines, Geoffrey C. Layman, and Michael Carter. "Beyond Race: Social Justice as a Race Neutral Ideal." American Journal of Political Science 40, no. 1 (February 1996): 33. http://dx.doi.org/10.2307/2111693.

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Christian, Michelle, Louise Seamster, and Victor Ray. "New Directions in Critical Race Theory and Sociology: Racism, White Supremacy, and Resistance." American Behavioral Scientist 63, no. 13 (April 16, 2019): 1731–40. http://dx.doi.org/10.1177/0002764219842623.

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Critical Race Theory (CRT) provides a highly generative perspective for studying racial phenomena in social, legal, and political life, but its integration with sociological theories of race has not been systematic. However, a group of sociologists has begun to show the relevance of CRT for driving empirical inquiry. This special issue (our first of two on the subject) shows the relevance of CRT for sociological theory and empirical research. In this introduction, we identify primary concerns of CRT and show their sociological utility. We argue that CRT better explains the long-standing continuity of racial inequality than theories grounded in “progress paradigm,” as CRT shows how racism and white supremacy are reproduced through multiple changing mechanisms.

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Obach, Brian K. "Demonstrating the Social Construction of Race." Teaching Sociology 27, no. 3 (July 1999): 252. http://dx.doi.org/10.2307/1319325.

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Weng, Suzie S. "Race and Religion in Social Services." Race and Social Problems 9, no. 2 (January 24, 2017): 150–62. http://dx.doi.org/10.1007/s12552-017-9194-0.

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Niemonen, Jack. "The race relations problematic in American sociology: A case study and critique." American Sociologist 28, no. 1 (March 1997): 15–54. http://dx.doi.org/10.1007/s12108-997-1025-0.

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Segre, Sandro. "Religion and Black Racial Identity in Du Bois’s Sociology." American Sociologist 52, no. 3 (May 6, 2021): 656–66. http://dx.doi.org/10.1007/s12108-021-09488-y.

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Abstract This article focuses on W.E.B. Du Bois’s ambivalent reception of Protestantism, and of religion in general. It argues that he rejected institutional Protestantism as characterized by cold formalism, but thought that the teaching and practices of this religion as taking place the Negro Churches were still relevant to most American Blacks. As pointed out by some secondary literature, Du Bois maintained that religious institutions gave comfort, social cohesion and a collective identity of their own to Blacks, who were an oppressed minority; however, only the Blacks’ racial consciousness could improve their social and political position. Institutional religion was then an important identity source for Blacks in general. It was not, however, for Du Bois himself. Du Bois had experienced racial discrimination and abuse based on the color line, and had therefore formed his social identity as a member of the Black race in the United States. This identity was the most salient to him and elicited his greatest commitment.

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Nicoll, Fiona. "Interrupting White Possession and Unsettling State Borders." International Journal of Critical Indigenous Studies 8, no. 1 (January 1, 2015): 47–59. http://dx.doi.org/10.5204/ijcis.v8i1.132.

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It is both a pleasure and a significant responsibility to review two field-shaping works in critical indigenous studies. The White Possessive showcases the unique intellectual contribution of Aileen Moreton-Robinson, both within Australia and internationally. Prising apart concepts of race, ethnicity and cultural difference, her book makes visible and accountable the patriarchal white subject of possession that subtends them. Mohawk Interruptus is a rigorous ethnographic account of the intra-subjective and intersubjective dimensions of academic disciplines and political practices that produce and police the ‘authenticity’ of Indigenous people. Both books should be read and studied by scholars across academic disciplines in the humanities and social sciences. In particular, they break new ground for researchers in law, sociology, women’s studies, critical race and whiteness studies, postcolonial studies, anthropology, political theory and cultural studies.

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

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