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To understand the political economy of export restrictions for grain commodities in Vietnam and India.

Two theoretical models were developed (one for each country) to analyze government policies for export restrictions in Vietnam and India based on price fluctuations. In Vietnam, there was one choice variable – export tariffs. In India, there were two choice variables – export tariffs and procurements. In both cases, the elite were assumed to maximize expected rents.

Export restrictions have become an important feature of trade policy in Vietnam and India and are unlikely to be eliminated in the foreseeable future because to do so would be costly both politically and economically to local elites. The impact of food price increases can be particularly large given the importance of loss aversion.

Understanding export restrictions as the outcome of a political-economic calculation is important because it suggests that efforts to limit export restrictions in countries like Vietnam and India are unlikely to be successful.

During the past decade, amid the current context emphasizing educational standards and accountability, the practice of grade retention has increased. The call for an end to social promotion has generated a variety of recommendations and legislation regarding promotion policies. This context has served as a catalyst for numerous debates regarding the use of grade retention and social promotion. In an era emphasizing evidence-based interventions, research indicates that neither grade retention nor social promotion is a successful strategy for improving educational success. Meta-analyses of studies during the past 100 years reveal deleterious outcomes associated with grade retention. Moreover, research also reveals prevention and intervention strategies that are likely to promote the social or academic competence of students at-risk of poor school performance. It is essential that educational professionals are familiar with the research when implementing interventions to promote student success. This chapter provides a brief synthesis of contemporary concerns and empirical studies examining student outcomes associated with grade retention, and also describes alternatives to grade retention. Particular consideration is given to implications for students with learning and behavioral disabilities, and the importance of focusing empirically supported strategies to promote student social and cognitive competence. Overall, educational professionals are encouraged to incorporate evidence-based programs and policies to facilitate the success of all students.

Purpose: The goal of Volume 21 of Advances in Medical Sociology, entitled Sexual and Gender Minority Health, is to showcase recent developments and areas for future research related to the health, well-being, and healthcare experiences of LGBTQA+ (Lesbian, Gay, Transgender, Queer, Asexual, and related communities that do not identify as heterosexual) persons and communities.

Approach: In this introduction to the volume, we trace the historical development of research on sexual and gender minority (SGM) health, discussing how priorities, theories, and evidence have evolved over time. We conclude with brief suggestions for future research and an overview of the articles presented in this volume.

Findings: Research on SGM health has flourished in the past two decades. This trend has occurred in conjunction with a period of intense social, political, and legal discourse about the civil rights of SGM persons, which has increased understanding and recognition of SGM experiences. However, recent advances have often been met with resistance and backlash rooted in enduring social stigma and long histories of discrimination and prejudice that reinforce and maintain health disparities faced by SGM populations.

Value: Our review highlights the need for additional research to understand minority stress processes, risk factors, and resiliency, particularly for those at the intersection of SGM and racial/ethnic or socioeconomic marginality.

The purpose of this conceptual chapter is to analyze the current state of the astructural bias in symbolic interactionism as it relates to three inter-related processes over time: (1) the formalization of critiques of symbolic interactionism as ahistorical, astructural, and acritical perspectives; (2) an ahistorical understanding of early expressions of the disjuncture between symbolic interactionism and more widely accepted forms of sociological theorizing; and (3) persistent and widespread inattentiveness to past and present evidence-based arguments that address the argument regarding symbolic interactionism as an astructural, ahistorical, and acritical sociological perspective. The argument frames the historical development of the astructural bias concept in an historically and socially conditioned way, from its emergence through its rejection and ultimately including conclusions about contemporary state of the astructural bias as evidenced in the symbolic interactionist literatures of the last couple of decades. The analysis and argument concludes that the contemporary result of these intertwined historical and social conditioning processes is that the astructural bias myth has been made real in practice, and that the reification of the myth of an astructural bias has had the ruinous effect of virtually eradicating a vital tradition in the interactionist perspective which extends back to the earliest formulations of the perspective. As a result, a handful of suggestions that serve to aid in reclaiming the unorthodox structuralism of symbolic interactionism and the related interactionist study of social organization are provided in the conclusion.

A history of the intellectual origins of the debate over the astructural bias is presented. The chapter summarizes both the emergent bias thesis and the charge of an astructural bias. The major works within this debate are reviewed. It has been found that the astructural bias still exists within the work of contemporary interactionists. The conclusion is that if interactionists want their work to be taken seriously, then they must seriously confront the distinguishing concept in sociology: social structure.

This chapter assesses the power focus in contemporary interactionist theory, and advances several premises about power based on recent research and theory. I first examine the main assumptions of the view of power that emerged in the wake of the astructural bias debate, which became an implicit standard for assessments of power in the tradition. Next, I explore the criticisms of the astructural bias thesis and related conceptualization. My argument is that while the debate correctly spotlighted the power deficit of interactionism, it had theoretical implications that distracted us from the task of fully conceptualizing power. In the second part of this chapter, I examine recent interactionist work in order to build general premises that can advance interactionist theory of power. Based on this analysis, I elaborate four premises that interactionists can use, regardless of theoretical orientation. Drawing on examples from my ethnographic research, I illustrate how researchers can benefit from the use of these premises.

American sex education is continually under fire due to conflicting morals surrounding hegemonic sociocultural norms. These programs, and ultimately the students, are often victims of information inequities which leverage adult control over minors to prevent access to sexual health information. Withholding salient sexual health information infringes on intertwined tenets of human rights, such as education and information access. Spurred by recent disputes and barriers to updating unethical curricula in the states of Arizona and Texas, this chapter uses a human rights lens to explore the current information inequities in K-12 sexual education and students’ precarious positions in policy spaces. This framework demonstrates how libraries are uniquely protected spaces for intellectual freedom and the roles librarians can and should play as sexual health information providers in order to help students overcome information inequities. This chapter will provide recommendations for librarians and other educators to inform and organize advocacy as well as leverage current library operations to support adolescents’ sexual health literacy.

The field of behavioral business ethics has come a long way since its inception nearly five decades ago. Pioneered in part in response to a number of high-profile corporate scandals, the early field of business ethics was thought by many to be a fad that would recede along with the salience of the scandals of the day. Yet, this could not have been further from the truth. The need for behavioral business ethics research remains ever-present, as evidenced by the sustained number of scandals and unethical behavior within and by organizations. Moreover, research in this area has burgeoned. In the 1980s, only 54 articles had been published on this topic (Tenbrunsel & Smith-Crowe, 2008); today, a similar search yields over 3,000 “hits.” In light of the area’s growth, we suggest the need to take a look back at the seminal work that sparked social scientific work in the field. In particular, this chapter has two main objectives. First, we provide a review of select foundational work. In so doing, we identify some of the key trends that characterized early knowledge development in the field. Second, we draw on this historical context to consider how past trends relate to current work and speak to future research opportunities.