This 1966 paperback edition of a publication which first appeared in 1963 has by now been widely reviewed as a worthy contribution to the sociological study of deviant behavior. Its current appearance as a paperback is a testimonial both to the quality of the work and to the prominence of deviant behavior in this generation. In general the author places deviance in perspective, identifies types of deviant behavior, considers the role of rule makers and enforcers, and some of the problems in studying deviance. In addition, he develops a sequential model of deviance relying on the concept of career, a concept originally developed in studies of occupations. In his study of a particular kind of deviance, the use of marihuana, the author posits and tests systematically an hypothesis about the genesis of marihuana use for pleasure. The hypothesis traces the sequence of changes in individual attitude

Outsiders Studies in the Sociology of Deviance.

Focusing on labour relations and unions, this title is part of a series that considers the theoretical, methodological and research issues relevant to organizational sociology. It emphasizes on both micro and macro sociological approaches.

Research in the Sociology of Organizations

The first part of this paper proposes a continuum of ideological premises that seeks to account for the broad range of immigrant integration policies adopted by Western democratic states. In the second part, a review of Social Psychological models of immigrant acculturation strategies demonstrates the need to explain more clearly the interactive nature of immigrant and host community relations. The Interactive Acculturation Model (IAM) presented next proposes that relational outcomes are the product of the acculturation orientations of both the host majority and immigrant groups as influenced by state integration policies. The model makes predictions regarding the acculturation combinations most likely to produce consensual, problematic, and conflictual relational outcomes between immigrants and members of the host community. Social psychological research is needed to test the validity of the IAM model empirically. La premiere partie de cet article propose un continuum des premisses ideologiques qui anime...

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Towards an Interactive Acculturation Model: A Social Psychological Approach

Social networking sites such as Facebook and MySpace have been subject to much recent debate within the educational community. Whilst growing numbers of educators celebrate the potential of social networking to (re)engage learners with their studies, others fear that such applications compromise and disrupt young people's engagement with ‘traditional’ education provision. With these ongoing debates in mind, the current paper presents an in‐depth qualitative analysis of the Facebook ‘wall’ activity of 909 undergraduate students in a UK university. Analysis of these data shows how much of students' education‐related use of this social networking application was based around either the post‐hoc critiquing of learning experiences and events, the exchange of logistical or factual information about teaching and assessment requirements, instances of supplication and moral support with regards to assessment or learning, or the promotion of oneself as academically incompetent and/or disengaged. With these themes i...

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Faceworking: Exploring Students' Education-Related Use of "Facebook".

This article offers an overview and assessment of the utility of new social movement theories for analyzing contemporary forms of collective action. The article beings with a brief overview of the ...

https://www.jstor.org/stable/pdfplus/4120774.pdf

New social movement theories

A escola reproduz as desigualdades sociais por ser mais favoravel aos alunos social e culturalmente privilegiados. No entanto, essa "lei" e demasiado geral para explicar as grandes variacoes na amplitude dessa reproducao, reveladas pelas comparacoes internacionais. Partindo desses estudos, o artigo mostra, em primeiro lugar, que essas variacoes nao se explicam diretamente pela amplitude das desigualdades sociais. Para explica-las e preciso levantar duas outras questoes. A primeira tange a organizacao dos sistemas escolares, os quais podem aumentar ou atenuar o impacto das desigualdades sociais sobre as desigualdades escolares. A segunda se refere aos impactos da escola, a influencia dos diplomas para a mobilidade social. O artigo demonstra que, quanto mais determinante for o papel dos diplomas, mais marcadas serao as desigualdades escolares e mais rigida sera a reproducao das desigualdades sociais. Finalmente, a funcao atribuida a escola pelas diversas sociedades determinara a amplitude da reproducao social. Contudo, essa analise foi realizada a partir de uma amostra de paises, logo a realizacao de estudos qualitativos complementares seria muito util para melhor compreender como ocorre a reproducao social.

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As desigualdades escolares antes e depois da escola: organização escolar e influência dos diplomas

The introductory article argues for a new approach to the sociology of social movements and collective action. It begins with the juxtaposition of reigning theories in the field, criticizing their sectorial nature and overrationalization of actors. In lieu of this, the authors propose an approach that focuses upon social subjectivization and its accompanying matrices of domination. Social movements are therefore more than manifestations of structural conflicts. They participate in the formation of subjects. Central to the views expressed in this article is the subject’s relation to self as a bifurcated process, one that has broken with the reassurances of state and society. This underscores how dominant representations of one’s own deeply human and material resources are constructed, and through which kinds of considerations and experiences actors come to address questions of self.

Introduction: The Sociology of Collective Action Reconsidered:

Francois Dubet : Vorschlage fiir eine Definition der sozialen Anpassungs- weisen der Jugendlichen vermittels des Projektbegriffes. Der Verfasser ordnet seine Studie des sozialen Handelns der Jugendlichen um den Begriff des Projektes. Zu diesem Zweek unterscheidet er, vom analytischen Standpunkt aus, zwischen zwei Projektebenen der Jugendlichen : dem « kurzfristigen » Projekt — Projekt der sofortigen Mobilitat — und dem « langfristigen » Projekt — im Hinblick auf das Bild der Erwachsenen, das der Jugendliche anstrebt. Auf jeder Ebene kann man zwischen drei verschiedenen Projektgruppen unterscheiden : das nicht vorhandene Projekt, das « realistische » Projekt und das « verandernde » Projekt. Der hauptsachlichen Hypothese des Verfassers zufolge, liefern die Assoziationsarten eines kurzfristigen mit einem langfristigen Projekttypus die Indizien einer sozialen Anpassungsweise. Die Untersuchung wurde in Vororten von Bordeaux an Hand einer Auswahl von 212 Jugendlichen durchgefuhrt und das Material durch die Fragebogenmethode zusammengestellt. Um jede der vier erzielten Entwicklungsarten verteilen sich zusammenhangende Einheiten von Einstellungen, die der Verfasser wie folgt bezeichnet : « Zufriedenheit », « Fluchtstreben », « Konflikt » und « Apathie ». Der Begriff des Projektes, insbesondere der des Mobilitatsprojektes, wird im Allgemeinen auf dem Gebiet der Arbeits- und Organisationssoziologie verwendet; diese Studie beweist jedoch, dass er ebenfalls als ein zutreffendes konzeptuelles Werkzeug innerhalb der Analyse des sozialen Handelns der Jugendlichen betrachtet werden kann.

Pour une définition des modes d'adaptation sociale des jeunes à travers la notion de projet

Les filles ont de meilleurs resultats scolaires que les garcons et, cependant, elles s’orientent vers des filieres moins rentables, debouchant sur des positions professionnelles moins favorables que celles des garcons. Comment expliquer ce paradoxe ? On peut imaginer que les modeles du genre portent les filles vers des choix specifiques et, dans ce cas, il n’est pas certain que la mixite scolaire les avantage. On peut aussi imaginer que les filles anticipent un role domestique et maternel qui les conduit « rationnellement » vers des choix scolaires et professionnels differents de ceux des garcons. Cet article examine la portee de ces deux hypotheses et conclut que ce sont probablement les offres professionnelles et les anticipations familiales qui expliquent le paradoxe de la situation des filles a l’ecole.

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François Dubet

Papers

As desigualdades escolares antes e depois da escola: organização escolar e influência dos diplomas

Introduction: The Sociology of Collective Action Reconsidered:

Pour une définition des modes d'adaptation sociale des jeunes à travers la notion de projet

L'école « embarrassée » par la mixité

Penser le sujet : autour d'Alain Touraine