Search results

This chapter calls attention to penal regime shifts, emphasizing the importance of comparing different periods of prison development. In particular, it examines different instantiations of prison across time.

I discuss three periods of prison development (1790–1810s, 1820–1860, and 1865–1920), focusing on the nature of prison diffusion across the United States. Specifically, I discuss the homogeneity and diversity of prison forms in each period.

I demonstrate that the first two periods were particularly homogenous, as most states that adopted prisons followed a single model, the Walnut Street Jail model (1790–1810s) and the Auburn System (1820–1860), respectively. By contrast, the post—Civil War period experienced the emergence of women’s prisons, adult reformatories, and distinctively Southern approaches to confinement. Using neo-institutional theory, I suggest this post-war proliferation of prison forms was only possible because the prison had become institutionalized in the penal landscape.

Scholars rarely examine multiple shifts in penal regime together, reducing their ability to make comparative insights. This chapter juxtaposes three historical periods of prison development, thereby illustrating the diversity of the third period and improving extant understandings of prison evolution.

Professionals often dislike dirty work, yet they accommodate or even embrace it in everyday practice. This chapter problematizes Andrew Abbott’s professional purity thesis by examining five major forms of impurities in professional work, namely impurity in expertise, impurity in jurisdictions, impurity in clients, impurity in organizations, and impurity in politics. These impurities complicate the relationship between purity and status as some impurities may enhance professional status while others may jeopardize it, especially when the social origins of professionals are rapidly diversifying and professional work is increasingly intertwined with the logics of market and bureaucracy. Taking impurities seriously can help the sociology of professions move beyond the idealistic image of an independent, disinterested professional detached from human emotions, turf battles, client influence, and organizational or political forces and towards a more pragmatic understanding of professional work, expertise, ethics and the nature of professionalism.

The purpose of this paper is to explore the potential of using digital shorts (Pytash et al., 2017) focusing on social issues in social studies classrooms.

Qualitative case study is used in this study.

Digital shorts focused on important social issues, and included their beliefs and perspectives about their social issue, as well as insights into their developing identities as citizens. The authors’ findings demonstrate how this assignment can be the gateway for discussions regarding social issues, how students perceive their identities tied to contemporary social issues, and how they make sense of these issues within multimodal compositions.

The findings from this research have implications for researching the effectiveness of digital media production analysis for students’ learning of social issues.

The findings from this research have implications for exploring how digital media production analysis can be incorporated into social studies courses.

Although the push for social studies teachers to provide spaces for students to demonstrate these capacities, few examples exist in the literature.

This ethnographic study of school food service employees at an elementary, middle, and high school in the Midwest introduces “feeding labor,” a concept to signify a form of gendered labor that entails emotional and bodily feeding activities.

This chapter is based on 18 months of participant-observation and 25 in-depth interviews.

I illustrate three characteristics of feeding labor: (1) the physical labor of attending to the feeding needs of customers, (2) the emotional labor of managing feelings to create and respond to customers, and (3) variations in the gendered performance of feeding labor as explained through the intersection of race, class, and age. These dimensions vary across different field sites and emerge as three distinct patterns of feeding labor: (1) motherly feeding labor involves physical and emotional attentiveness and nurturing with mostly middle- and upper-class young white customers, (2) tough-love feeding labor involves a mix of tough, but caring respect and discipline when serving mostly working- and lower-middle class racially mixed young teens, and (3) efficient feeding labor involves fast, courteous service when serving mostly working- and middle-class predominantly white teenagers.

These findings show that a caring and nurturing style of emotional and physical labor is central in schools with white, middle-class, young students, but that other forms of gendered feeding labor are performed in schools composed of students with different race, class, and age cohorts that emphasize displaying tough-love and efficiency while serving students food. Examining this form of labor allows us to see how social inequalities are maintained and sustained in the school cafeteria.

The experience of going natural or deciding to rock an afro, wash-n-go, twist-out, or braided updo on a campus where similar faces are rarely seen in the classroom, in the residence hall, or even in the nearby local community can be one fraught with numerous personal and political identity tensions. Nonetheless, this is the experience for many Black women collegians, both undergraduate and graduate, who choose to wear their natural hair in its kinky, curly, coily, or afro-textured state while in college. Through an intersectional perspective we examine the stories of six Black women and their experiences with their hair, identities, and community as they transitioned to wearing their natural hair. Through this study we center the bodies, voices, and needs of Black women as they navigate the complexities of thriving in a Eurocentric environment (i.e., a predominantly white university). This chapter ends with a call for greater attention to the meaningfulness of Black women's hair and a discussion of strategies for campus agents to more intentionally support Black women throughout their development in college.

Price has conventionally been viewed as an indicator of either monetary sacrifice or product quality. Previous studies on price are preoccupied with reactions and perceptions of consumers upon encountering price information. Research with explicit discussion of the meanings of price to consumers is rare. The purpose of the current research is to revisit the meaning of price to consumers in general, the deeper meanings that price has for people, and the conventional meanings that it carries.

Three focus groups and nine in-depth interviews were conducted. A total of 36 individuals participated in the study.

Our findings suggest that the notion of price is multifaceted. In addition to the conventional meanings, price can be related to how consumers perceive themselves and/or their lives in the socioeconomic order they inhabit.

Managerially, exploring the meanings of price could yield further productive results. As the implications of price regarding how consumers feel about themselves are revealed, pricing strategies that yield greater satisfaction for consumers can be discovered and implemented.

To the best of our knowledge, research with an explicit focus on the meaning of price for adult consumers is rare. By providing deeper insights into what price truly means to consumers, this study contributes to a more comprehensive understanding of the concept of price.

The concept of an American Dream was interrogated during a service-learning partnership between university students and a multilingual, racially diverse class of sixth graders. The one-on-one service-learning partnerships were at the heart of the semester-long project and sought horizontalidad, or non-authoritarian democratic communication and shared knowledge creation. The paper aims to discuss these issues.

This project leveraged the arts and humanities within the context of social studies education to promote youth civic engagement. This project used Photovoice methodology in which all participants took photos and wrote about their American Dream. Participants then shared their photography and writing at three public gallery events in the community in an effort to educate others about their perspectives, experiences, and hopes regarding the American Dream.

Findings from the reciprocally minded partnership centered on the sixth-grade students taking a collective approach to the American Dream. Specifically, they noted their commitment to their families and desire to support others, with some sixth graders even sharing a commitment to promoting social justice. Some participants demonstrated a “we consciousness,” or a collective approach to social justice.

The study provides insights into how educators can engage middle school students in democratic practice as active citizens in a service-learning partnership. Through a service-learning themed project about the American Dream, middle school students were able to share their voices and experiences with the larger community via a project rooted in horizontalidad.