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.

In response to the mounting national support provided to mentoring programs and initiatives in higher education, the present article updates a review article written by Jacobi (Rev Educ Res 61(4):505–532, 1991). The article revisits the mentoring literature in an attempt to re-frame and update the definition and characteristics of mentoring provided by Jacobi. It also synthesizes and critically analyzes empirical literature specific to mentoring college students published between 1990 and 2007. Finally, the article presents broad theoretical perspectives of mentoring from the business, psychology and education literature in preface to a proposed theoretical framework specific to mentoring college students. The article concludes with specific recommendations to advance the mentoring literature.

Mentoring College Students: A Critical Review of the Literature between 1990 and 2007.

Building from an established framework of self-efficacy development, this study provides a longitudinal examination of the development of creative self-efficacy in an ongoing work context. Results show that increases in employee creative role identity and perceived creative expectation from supervisors over a 6-month time period were associated with enhanced sense of employee capacity for creative work. Contrary to what was expected, employees who experienced increased requirements for creativity in their jobs actually reported a decreased sense of efficaciousness for creative work. Results show that increases in creative self-efficacy corresponded with increases in creative performance as well.

Creative self-efficacy development and creative performance over time.

Success in college is not simply a matter of students demonstrating academic ability. In addition, students must master the “college student” role in order to understand instructors’ expectations and apply their academic skills effectively to those expectations. This article uses data from focus groups to examine the fit between university faculty members’ expectations and students’ understanding of those expectations. Parallel discussions among groups of faculty and groups of students highlight important differences regarding issues of time management and specific aspects of coursework. We find definite incongruities between faculty and student perspectives and identify differences between traditional and first-generation college students. We argue that variations in cultural capital, based on parents’ educational experiences, correspond to important differences in each group’s mastery of the student role and, thus, their ability to respond to faculty expectations. The conclusion discusses the theoretical and practical implications of considering role mastery a form of cultural capital.

“Is that paper really due today?”: differences in first-generation and traditional college students’ understandings of faculty expectations

This paper contributes to understanding transition politics by conceptualizing (shifting) power relations between actors in sustainability transitions. The authors introduce a Multi-actor Perspective as a heuristic framework for specifying (shifting) power relations between different categories of actors at different levels of aggregation. First, an overview is provided of how power and empowerment have been treated in transition research, and remaining questions are identified on who exercises power and who is empowered by and with whom. It is argued that theoretical frameworks and empirical analyses in transition studies lack precision when it comes to distinguishing between different types and levels of actors. In response, a Multi-actor Perspective (MaP) is developed, which distinguishes among four sectors (state, market, community, third sector), and between actors at different levels of aggregation: (1) sectors, (2) organizational actors, and (3) individual actors. The paper moves on to spec...

Shifting Power Relations in Sustainability Transitions: A Multi-actor Perspective

Introduction: Why a Book about Learning-through-Serving? Chapter 1: What Is Service-Learning? Chapter 2: Building and Maintaining Community Partnerships Chapter 3: Becoming Community - Moving from I to We Chapter 4: Groups are Fun, Groups are Not Fun - Teamwork for the Common Good Chapter 5: Creating Cultural Connections - Navigating Difference, Investigating Power, Unpacking Privilege Chapter 6: Reflection in Action--The Learning-Doing Relationship Chapter 7: Failure with the Best of Intentions--When Things Go Wrong Chapter 8: Expanding Horizons--New Views of Course Concepts Chapter 9: Beyond a Grade--Are We Making a Difference? The Benefits and Challenges of Evaluating Learning-through-Serving Chapter 10: Looking Back, Looking Forward--Where Do You Go from Here?

Learning through Serving: A Student Guidebook for Service-Learning Across the Disciplines

While the interactionist tradition of sociological role theory has been recognized as a promising conceptual framework for linking theories of social structure and social cognition, there remains little empirical research that examines the link between cognitive structure and role behavior. Our study tests the fundamental assumption that commitment to role behavior is associated with the development of a corresponding cognitive structure, through an analysis of a six-week field experiment designed to produce commitment to the role of “recycler.” We propose that intervention program participation resulted in recycler role-identity development, as well as corresponding changes in cognitive structure—i.e., the development of cognitive schemata—linked to the emergence of a new role-based view of self.

Role Theory and Social Cognition: Learning to Think like a Recycler

The differentiated model builds on Burke's control system model by emphasizing the importance of multidimensionality and how role usage variation affects identity formation. In a study of 146 entering university students, differentiating the college student role into multiple meaning dimensions results in significant variation in degree of role identification improvement. This model ties differences in role use in interaction to identity formation by specifying that the self-referent feedback necessary for role/identity discrepancy reduction must come from members of a specific referent group who consider the role “real” based on its usefulness as a resource for accomplishing group goals.

https://www.jstor.org/stable/10.1525/si.2001.24.2.217

A Differentiated Model of Role Identity Acquisition

Students do not come to identify with a particular version of the college student role overnight. Instead, they must go through a multistage process, involving the learning of and identification with that role. This process occurs over time and can vary in terms of the different dimensions of meaning associated with the same version of college student. This article examines the effect of participating in a senior capstone course on undergraduates' identification with a particular university-promoted version of college student and discusses the implications of the findings for assessment and curricular development

Peter J. Collier

Papers

“Is that paper really due today?”: differences in first-generation and traditional college students’ understandings of faculty expectations

Learning through Serving: A Student Guidebook for Service-Learning Across the Disciplines

Role Theory and Social Cognition: Learning to Think like a Recycler

A Differentiated Model of Role Identity Acquisition

The Effects of Completing a Capstone Course on Student Identity.