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While it is generally well known that nonviolent collective action was widely deployed in the US southern civil rights movement, there is still much that we do not know about how that came to be. Drawing on primary data that consist of detailed semistructured interviews with members of the Nashville nonviolent movement during the late 1950s and 1960s, we contribute unique insights about how the nonviolent repertoire was diffused into one movement current that became integral to moving the wider southern movement. Innovating with the concept of serially linked movement schools – locations where the deeply intense work took place, the didactic and dialogical labor of analyzing, experimenting, creatively translating, and resocializing human agents in preparation for dangerous performance – we follow the biographical paths of carriers of the nonviolent Gandhian repertoire as it was learned, debated, transformed, and carried from India to the Fellowship of Reconciliation (FOR) and Howard University to Nashville (TN) and then into multiple movement campaigns across the South. Members of the Nashville movement core cadre – products of the Nashville movement workshop schools – were especially important because they served as bridging leaders by serially linking schools and collective action campaigns. In this way, they played critical roles in bridging structural holes (places where the movement had yet to be successfully established) and were central to diffusing the movement throughout the South. Our theoretical and empirical approach contributes to the development of the dialogical perspective on movement diffusion generally and to knowledge about how the nonviolent repertoire became integral to the US civil rights movement in particular.

Incentives are effective at enhancing productivity, but research also suggests that performance incentives can have “unintended negative consequences” including increases in hazard/injuries, increases in errors, and reduction in cooperation, prosocial behaviors, and creativity. Relatively overlooked is whether, when, and how incentives can be designed to prevent such negative consequences. The authors review literature in several disciplines (construction, healthcare delivery, economics, psychology, and [some] management) on this issue. This chapter, in toto, sheds a generally positive light and suggests that, beyond productivity, incentives can be used to improve other outcomes such as safety, quality, prosocial behaviors, and creativity, particularly when the incentives are thoughtfully designed. The review concludes with several potential fruitful areas for future research such as investigations of incentive-effect duration.

This introductory chapter provides background information and an organizational structure for the book. The authors begin with a brief history of the research project that undergirds the work presented in each chapter. Drawing from the fields of enology and viticulture, the authors introduce the concepts of terroir, millerandage, and appellations as section headings that help to frame brief descriptions of each chapter. The authors conclude with an invitation for the reader to engage with the authors in a discussion about the contents of the book.

In this paper, we call for renewed attention to the structure and structuring of work within and between organizations. We argue that a multi-level approach, with jobs as a core analytic construct, is a way to draw connections among economic sociology, organizational sociology, the sociology of work and occupations, labor studies and stratification and address the important problems of both increasing inequality and declining economic productivity.

The underdetermination argument establishes that scientists may use political values to guide inquiry, without providing criteria for distinguishing legitimate from illegitimate guidance. This chapter supplies such criteria. Analysis of the confused arguments against value-laden science reveals the fundamental criterion of illegitimate guidance: when value judgments operate to drive inquiry to a predetermined conclusion. A case study of feminist research on divorce reveals numerous legitimate ways that values can guide science without violating this standard.

Despite being the standard against which all other offshore work sites are compared, the male-dominated work culture of the Gulf of Mexico has received little attention from social scientists. Drawing on the literature on women and work in the United States, on women in the U.S. South, in the military, and in the oil field, and on interviews with hundreds of individuals this paper explores the roles of women in the development and maintenance of the offshore oil and gas industry in southern Louisiana.

College is a time of transition and growth for students and their families. Often, college serves as the first foray into adulthood for young adults who leave home and make decisions on their own for the first time. As part of this process, many students encounter new experiences that can either challenge or strengthen their spiritual and other beliefs. Faced with such events, some students turn to churches near their colleges and universities for guidance in this area.

In this chapter, we provide an overview of the characteristics, content, procedures, processes, and outcomes of effective educator preparation programs for teachers of students with behavioral disorders (BD). We emphasize the need for teachers of students with BD to be fluent with the identification and application of evidence-based practices and discuss how teacher preparation programs best prepare these teachers for the challenges they will face in the classroom. The chapter includes an evaluation checklist for programs preparing educators to teach students with BD; this checklist lists critical competencies, content, and practices (e.g., implementation fidelity, collaboration, classroom management) that should be part of the training for all teachers of students with BD. In addition, we discuss future directions for the field and suggestions for increasing the effectiveness of teacher preparation programs that prepare teachers of students with BD.