The Employable Sociologist: A Guide for Undergraduates by Martha A. Martinez

This book addresses a gap in and outside academia: how to help Sociology undergraduates develop skills for career success while maintaining a sociologically rigorous approach. Matching sociological theories, methods, and knowledge with contemporary capitalistic managerial and work practices, it shows how sociology undergraduates are not only employable but have marketable advantages over graduates of other disciplines. A student following the program embodied in this book will actively nurture a strong sociological identity; create a job search plan integrating personal and disciplinary interests, values, and skills; design job application materials that provide the best fit for specific jobs and organizations; and launch a satisfying career path. Beyond an employment guide, it will facilitate the teaching of career development by Sociology faculty; increase students’ ongoing confidence in their potential; and provide a solid foundation for communicating the transformative power of Sociology to employers and managers in the government, business, and non-profit sectors.

Link: https://link.springer.com/book/10.1007/978-3-031-41323-0#about-this-book

Thornton, Jack R.2023. “Lucky Me: Acknowledging Class Privilege on an Elite College Campus.” Socius 9: 1-15.  https://doi.org/10.1177/23780231231212113.

Abstract

A growing literature highlights the experiences of first-generation, low-income (FGLI) students on college campuses. However, these studies often conflate the positions of middle- and upper-class students. Using interviews with undergraduates at one elite institution, the author shows how upper-middle-class students responded to upward and downward cross-class encounters. Perceiving a status threat from above, students responded to interactions with rich peers through stereotypical denigration. Yet prolonged exposure to the rich resulted in another tactic, selective legitimation, which maintained that wealthy individuals who performed “awareness” could be morally rehabilitated. Encounters with FGLI classmates led respondents to view themselves as lucky or “privileged” for having escaped hardship, leading to rituals of deference aimed at muting the salience of class difference. Finally, despite their heightened recognition of class inequality, respondents drew equivalences between the problems of rich and poor students, ultimately denying the relevance of privilege in determining individual worth.

Gray Areas: How the Way We Work Perpetuates Racism and What We Can Do to Fix It

By Adia Harvey Wingfield

Labor and race have shared a complex, interconnected history in America. For decades, key aspects of work—from getting a job to workplace norms to advancement and mobility—ignored and failed Black people. While explicit discrimination no longer occurs, and organizations make internal and public pledges to honor and achieve “diversity,” inequities persist through what Adia Harvey Wingfield calls the “gray areas:” the relationships, networks, and cultural dynamics integral to companies that are now more important than ever. The reality is that Black employees are less likely to be hired, stall out at middle levels, and rarely progress to senior leadership positions.

Wingfield has spent a decade examining inequality in the workplace, interviewing over two hundred Black subjects across professions about their work lives. In Gray Areas, she introduces seven of them: Alex, a worker in the gig economy Max, an emergency medicine doctor; Constance, a chemical engineer; Brian, a filmmaker; Amalia, a journalist; Darren, a corporate vice president; and Kevin, who works for a nonprofit.

In this accessible and important antiracist work, Wingfield chronicles their experiences and blends them with history and surprising data that starkly show how old models of work are outdated and detrimental. She demonstrates the scope and breadth of gray areas and offers key insights and suggestions for how they can be fixed, including shifting hiring practices to include Black workers; rethinking organizational cultures to centralize Black employees’ experience; and establishing pathways that move capable Black candidates into leadership roles. These reforms would create workplaces that reflect America’s increasingly diverse population—professionals whose needs organizations today are ill-prepared to meet.

It’s time to prepare for a truly equitable, multiracial future and move our culture forward. To do so, we must address the gray areas in our workspaces today. This definitive work shows us how.

Judith Stepan-Norris and Jasmine Kerrissey have a new book analyzing industry-level union density from 1900-2015, Union Booms and Busts: The Ongoing Fight Over the U.S. Labor Movement (Oxford University Press, June 2023). Everyone is invited to make use of the book’s publicly available data repository, including information on union membership and density, strikes, elections, unfair labor practices, employment size, race, gender, and occupation of workers.  

Research shows that people often feel emotional distress when they experience a potentially discriminatory incident but cannot classify it conclusively. In this study, we propose that the ramifications of such ambiguous incidents extend beyond interior, emotional costs to include socially consequential action (or inaction) at work. Taking a mixed-methods approach, we examine how professional women experience and respond to incidents that they believe might have been gender discrimination, but about which they feel uncertain. Our interviews show that women struggle with how to interpret and respond to ambiguous incidents. Survey data show that women experience ambiguous incidents more often than incidents they believe were obviously discriminatory. Our vignette experiment reveals that women anticipate responding differently to the same incident depending on its level of ambiguity. Following incidents that are obviously discriminatory, women anticipate taking actions that make others aware of the problem; following ambiguous incidents, women anticipate changing their own work habits and self-presentation. This study establishes ambiguous gendered incidents as a familiar element of many women’s work lives that must be considered to address unequal gendered experiences at work.

Read the article here.

The Economic Sociology of Development by Andrew Schrank

Bringing the study of international inequality back into the core of sociological theory, this book offers a user-friendly introduction to development and underdevelopment. In doing so, it places various approaches to the definition, measurement, and understanding of “development” against the backdrop of broader sociological debates.

Schrank draws concrete examples from different regions and epochs to explore sociological thinking about development and underdevelopment informed by the latest currents in economic sociology. Across a series of chapters, he identifies relationships between mainstream and Marxist approaches to the study of international inequality; uses classical and contemporary social theory to develop a parsimonious typology of national development outcomes; addresses cross-border learning and diffusion in light of the latest developments in organization theory; considers the roles of religious, racial, and gender identities in the development process in different places and times; and portrays contemporary global challenges ‒ such as populism, pandemics, and climate change ‒ as distinctly sociological problems in need of multifaceted solutions. Enriched with expository figures, tables, and diagrams, this accessible book simultaneously distills and develops the sociological approach to the study of development and underdevelopment for both undergraduate and graduate students across the social sciences.

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“A Theory of Despair Among U.S. College Students” by Joseph C. Hermanowicz in Current Perspectives in Social Theory

The author argues that contemporary college culture is predicated on hedonism indicated by a use of predominantly social time in which parties, alcohol, casual sex, and lax academics pervade students’ experiences. Coincident with this culture, however, is a deleterious pattern among students that has developed dramatically: their compromised mental health. The situation presents an apparent paradox: why are many students suffering when enveloped by fun? This chapter draws a connection between fun and suffering by treating each as conditions that spring from the sociohistorical context that situates institutions of higher education. In so doing, a theory is set forth to explain why despair is rendered applicable and how it is institutionally installed in the minds of modern-day college students.