Showing papers by "Michèle Lamont published in 2016"

Shared Cognitive–Emotional–Interactional Platforms Markers and Conditions for Successful Interdisciplinary Collaborations

Abstract: Given the growing centrality of interdisciplinarity to scientific research, gaining a better understanding of successful interdisciplinary collaborations has become imperative. Drawing on extensive...

Getting Respect: Responding to Stigma and Discrimination in the United States, Brazil, and Israel

Abstract: A comparative look at how discrimination is experienced by stigmatized groups in the United States, Brazil, and Israel Racism is a common occurrence for members of marginalized groups around the world. Getting Respect illuminates their experiences by comparing three countries with enduring group boundaries: the United States, Brazil and Israel. The authors delve into what kinds of stigmatizing or discriminatory incidents individuals encounter in each country, how they respond to these occurrences, and what they view as the best strategy-whether individually, collectively, through confrontation, or through self-improvement-for dealing with such events. This deeply collaborative and integrated study draws on more than four hundred in-depth interviews with middle- and working-class men and women residing in and around multiethnic cities-New York City, Rio de Janeiro, and Tel Aviv-to compare the discriminatory experiences of African Americans, black Brazilians, and Arab Palestinian citizens of Israel, as well as Israeli Ethiopian Jews and Mizrahi (Sephardic) Jews. Detailed analysis reveals significant differences in group behavior: Arab Palestinians frequently remain silent due to resignation and cynicism while black Brazilians see more stigmatization by class than by race, and African Americans confront situations with less hesitation than do Ethiopian Jews and Mizrahim, who tend to downplay their exclusion. The authors account for these patterns by considering the extent to which each group is actually a group, the sociohistorical context of intergroup conflict, and the national ideologies and other cultural repertoires that group members rely on. Getting Respect is a rich and daring book that opens many new perspectives into, and sets a new global agenda for, the comparative analysis of race and ethnicity.

Neoliberalism and Symbolic Boundaries in Europe Global Diffusion, Local Context, Regional Variation

Abstract: Studies suggest that the rise of Neoliberalism accompanies a foregrounding of individual responsibility and weakening of community. We provide a theoretical agenda for studying the interactions between the global diffusion of neoliberal policies and ideologies, on the one side, and cultural repertoires and boundary configurations, on the other, in the context of local, national, and regional variation. Exploiting variation in the rate of adoption of neoliberal policies across European societies, we show how levels of neoliberal penetration co-vary with the way citizens draw symbolic boundaries along the lines of ethno-religious otherness and moral deservingness.

Neoliberalism and Symbolic Boundaries in Europe: Global Diffusion, Local Context, Regional Variation

Abstract: Studies suggest that the rise of neoliberalism accompanies a foregrounding of individual responsibility and a weakening of community. The authors provide a theoretical agenda for studying the interactions between the global diffusion of neoliberal policies and ideologies, on the one side, and cultural repertoires and boundary configurations, on the other, in the context of local, national, and regional variation. Exploiting variation in the rate of adoption of neoliberal policies across European societies, the authors show how levels of neoliberal penetration covary with the way citizens draw symbolic boundaries along the lines of ethnoreligious otherness and moral deservingness.

How Quality Is Recognized by Peer Review Panels: The Case of the Humanities

Abstract: This paper summarizes key findings of our research on peer review, which challenge the separation between cognitive and non-cognitive aspects of evaluation. Here we highlight some of the key findings from this research and discuss its relevance for understanding academic evaluation in the humanities. We summarize the role of informal rules, the impact of evaluation settings on rules, definitions of originality, and comparisons between the humanities, the social sciences and history. Taken together, the findings summarized here suggest a research agenda for developing a better empirical understanding of the specific characteristics of peer review evaluation in the humanities as compared to other disciplinary clusters.

Responses to Discrimination and Social Resilience Under Neoliberalism

Abstract: Members of stigmatized groups often live with the expectation that they will be overscrutinized, overlooked, underappreciated, misunderstood, and disrespected in the course of their daily lives. How do they interpret and respond to this lived reality? What resources do they have at their disposal to do so? How are their responses shaped by neoliberalism? How can responses to stigmatization foster social resilience?

Michèle Lamont: A Portrait of a Capacious Sociologist

Abstract: Michèle Lamont is Professor of Sociology and of African and African American Studies and the Robert I Goldman Professor of European Studies at Harvard University. She currently serves as the President-Elect of the American Sociological Association. She is also the Director of the Weatherhead Center for International Affairs at Harvard University and the Co-Director of the Successful Societies Program of the Canadian Institute for Advanced Research. A cultural sociologist, Lamont is co-author of Getting Respect: Responding to Stigma and Discrimination in the United States, Brazil, and Israel (Princeton University Press). She is also the author of a dozen award-winning books and edited volumes, which include studies of group boundaries, class, and ethnoracial dynamics in the United States and France, cultures of excellence in higher education, social resilience and neo-liberalism, and comparative cultural repertoires and the evaluation of qualitative social science research.