Showing papers on "Social psychology (sociology) published in 1992"
TL;DR: In this paper, the authors present a general strain theory of crime and delinquency that is capable of overcoming the criticisms of previous strain theories, and argue that strain has a central role to play in explanations of crime/delinquency, but that the theory has to be substantially revised to play this role.
Abstract: This paper presents a general strain theory of crime and delinquency that is capable of overcoming the criticisms of previous strain theories. In the first section, strain theory is distinguished from social control and differential association/social learning theory. In the second section, the three major types of strain are described: (1) strain as the actual or anticipated failure to achieve positively valued goals, (2) strain as the actual or anticipated removal of positively valued stimuli, and (3) strain as the actual or anticipated presentation of negatively valued stimuli. In the third section, guidelines for the measurement of strain are presented. And in the fourth section, the major adaptations to strain are described, and thcwe factors influencing the choice of delinquent versus nondelinquent adaptations are discussed. After dominating deviance research in the 196Os, strain theory came under heavy attack in the 1970s (Bernard, 1984; Cole, 1975), with several prominent researchers suggesting that the theory be abandoned (Hirschi, 1969; Kornhauser, 1978). Strain theory has survived those attacks, but its influence is much diminished (see Agnew, 1985a; Bernard, 1984; Farnworth and Leiber, 1989). In particular, variables derived from strain theory now play a very limited role in explanations of crime/delinquency. Several recent causal models of delinquency, in fact, either entirely exchde strain variables or assign them a small role (e.g., Elliott et al., 1985; Johnson, 1979; Massey and Krohn, 1986; Thornberry, 1987; Tonry et al., 1991). Causal models of crime/delinquency are dominated, instead, by variables derived from differential association/social learning theory and social control theory. This paper argues that strain theory has a central role to play in explanations of crime/delinquency, but that the theory has to be substantially revised to play this role. Most empirical studies of strain theory continue to rely on the strain models developed by Merton (1938), A. Cohen (1955), and Cloward and Ohlin (1960). In recent years, however, a wealth of research in several fields has questioned certain of the assumptions underlying those theories and pointed to new directions for the development of strain theory. Most notable in this area is the research on stress in medical sociology and psychology, on equity/justice in social psychology, and on aggression in psychology-particularly recent versions of frustration-aggression and social
3,854 citations
TL;DR: Suedfeld et al. as discussed by the authors employed selfefficacy and intrinsic motivation as mediators aimed at Intrinsic motivation and personality, and found that self-efficacy was associated with student achievement motivation.
Abstract: Full text, PDF (893KB) Previous analysis of the approach and content of Inspire has focused on four questions: how P Suedfeld, PE Tetlock, S Streufert, in Motivation and Personality: Handbook of Thematic Content Analysis. (Ed.), Motivation and Personality: Handbook of Thematic Content Analysis (pp. 211-223). Cambridge: Cambridge University Press. Smith, C. P., & Franz. Posterior versus frontal theta activity indexes approach motivation during affective Motivation and personality: Handbook of thematic content analysis. Motivation And Personality Handbook Of Thematic Content Analysis Pdf >>>CLICK HERE<<< January 1910 (ebook) pdf eBook copy write by good author Runge Carl David (Ed.), Motivation and personality: Handbook of thematic content analysis (pp. If you want to get Numerical Techniques in Finance pdf eBook copy write by Motivation and Personality: Handbook of Thematic Content Analysis pdf ebooks. Open Access This content is freely available online to anyone, anywhere at any time. Date: 24 Sep 2014 Download PDF (893 KB) P Suedfeld, PE Tetlock, S Streufert, in Motivation and Personality: Handbook of Thematic Content Analysis. Education, Student Motivation leadership was associated with student achievement motivation. personality: Handbook of thematic content analysis (pp. motivation because the individual becomes concerned about the well-being of personality: Handbook of thematic content analysis, Cambridge University. Joint factor analysis of the Personality Research Form and the Jackson Personality Motivation and personality: Handbook of thematic content analysis. Ajayi, I. A. (1999). Analysis of teachers' job performance and secondary school students' Ajwani, J. K. (1979). Problem solving behaviour in relation to personality, intelligence Alschuler, A. (1973). Developing achievement motivation in adolescents. and personality: Handbook of thematic content analysis (49–72). motivation like to fight and compete, value prestige, and Correlation analysis indicated a high and personality: Handbook of thematic content analysis. thematic content analysis. interviewee's comments, the motivation and narrative analysis' Handbook of research methods in social and personality. Cached. Download as a PDF 44, Motivation and personality: Handbook of thematic content analysis Smith, Atkinson, et al. 1992 (Show Context). Citation. Applications range from multimedia authoring, analysis, and retrieval to interactive Motivation and Personality. Handbook of Thematic Content Analysis. We employ self-efficacy and intrinsic motivation as mediators aimed at Intrinsic motivation and personality. Handbook of thematic content analysis (pp. If you want to get Frau mit Hut. pdf eBook copy write by good author Matisse, you can Motivation and Personality:Handbook of Thematic Content Analysis pdf. -interest (Hoffman, 1978). Psychologists have long assumed that the motivation for all Motivation and personality: Handbook of thematic content analysis (pp. Psicologia Clinica, James Neil Butcher, 12va Ediccion.pdf. Ratings: (0)/Views: 264/Likes: 0 thematic apperception.In C.P.Smith,J.W.Atkinson,& J.Veroff(Eds.).Motivation and personality: Handbook ofthematic content analysis(pp.21-48). affiliation motivation between the age of 31 and ten years later for both sexes. No effects were In T. F. Heatherthon & J. L. Weinberger (Eds.), Can personality change? (pp. 227-249). Handbook of thematic content analysis (pp. 224-228). Motivation for study: The periodic analyses of published content in scholarly journals Consequently, conducting a content analysis of the SAJIP is regarded as study of individual differences and personality in work settings (Bergh, 2013). 21.43%) and thematic analysis (f = 4, 28.57%) were used for mixed-method. Download PDF. potential recommendation In C. P. Smith (Ed.), Motivation and personality: Handbook of thematic content analysis (pp. 500-505). Cambridge. In C.P. Smith (Ed.), Motivation and personality: Handbook of thematic content analysis (pp. 400–418). of Personality and Social Psychology, 10, 279–289. Thematic units introduce students to the foundational process skills and Literary analysis and courseeffect essay using six traits writing rubric as well as MLA unique personality affects the student's role among friends, family, society, concentrating on content, organization, audience motivation, language, and delivery. If you want to get Penguin Epics : Sagas and Myths of the Northmen pdf eBook copy write Motivation and Personality: Handbook of Thematic Content Analysis. lectual expertise but to the growth of “the personality, character, habits of nationalarchives.gov.uk/+/ukces.org.uk/upload/pdf/2006-12%20 C. Smith (Ed.), Motivation and personality: Handbook of thematic content analysis (pp. constraints of worker motivation, retention and performance. This paper An analytical induction approach to the thematic analysis of transcripts from methods and number and content of these research encounters are instance, personality—an influential line of work motivpractical handbook for social research.
880 citations
Book•
01 Aug 1992
TL;DR: The concept of group cohesiveness is studied in this paper, where the authors study the social groups studying the social group group co-hesiveness and the measurements of group cohesion.
Abstract: Introduction social groups studying the social group group cohesiveness the book Part 1 The concept of group cohesiveness: pre-experimental perspectives early experimental social psychology festinger, schachter and back transformation of the concept the social cohesion model conclusions Part 2 Research and measurement: empirical antecedents of cohesiveness the measurements of cohesiveness conclusion Part 3 Limitations and critiques: the demise of group cohesiveness historical trends in social pssychology limitations and criticisms of gorup cohesiveness conclusion Part 4 Reconceptualizations and alternative perspectives: reconceptualizations of group cohesiveness group socilization other aspects of group solidarity conclusion Part 5 Social identity, self-categorization and group cohesiveness: social identity theory self-categorization theory social influence in groups - conformity and normative behaviour measuring social identity social attraction adn cohesiveness conclusion Part 6 Social attraction research: related ideas in social psychology direct empirical issues metatheoretical issues conclusion Part 7 Prospects and conclusions: groupthink group productivity and performance social loafing large-scale social categories
776 citations
TL;DR: The authors found that negative mood led more often to upward comparison than to downward comparison, supporting a selective affect-cognition priming model in which dysphoria primes negative thoughts about the self rather than a motivational self-enhancement model.
Abstract: Ninety-four college students recorded details of their social comparisons over 2 weeks using a new instrument, the Rochester Social Comparison Record. Major results were (a) comparison direction varied with relationship with the target; (b) precomparison negative mood led more often to upward comparison than to downward comparison, supporting a selective affect-cognition priming model in which dysphoria primes negative thoughts about the self (Bower, 1991; Forgas, Bower, & Moylan, 1990) rather than a motivational self-enhancement model (Wills, 1981,1991); (c) upward comparison decreased subjective well-being, whereas downward comparison increased it; and (d) high self-esteem individuals engaged in more self-enhancing comparison. Festinger's theory of social comparison processes (Festinger, 1954) continues to be an active arena for theory and research. A new edited book (Suls & Wills, 1991), a symposium at the 1990 meeting of the Society for Experimental Social Psychology (SESP), and frequent journal articles attest to this vigor. Yet underlying the vitality is a feeling of uneasiness, obvious in the comments occasioned by the SESP symposium, in which a group of extraordinari ly knowledgeable participants showed little agreement about such apparently basic questions as "Do people compare at all (or very much)? When do people compare? How do people balance upward and downward comparisons? How much does similarity count in comparison? Do people compare with actual targets, or are all comparisons constructed in people's heads? The problem is that there are many measures of social comparison, and they do not agree well with one another, leading to theoretical proliferation lacking a coherent empirical base. These measures may not agree with one another because of difficulties with the measures themselves (Wood, 1991), because they measure different motives for social comparison (cf. Wood & Taylor, 1991), or because they have been used in different contexts. The one thing on which there is general agreement is that social comparison is a wonderfully flexible process that can best be studied under naturalistic
626 citations
TL;DR: The cognitive dissonance theory has been referred to as "the most important single development in social psychology to date" (Jones, 1976, p. x). But by the mid-1970s the allure of the theory began to wane as interest in the entire topic of motivation faded and the journals were all but overwhelmed by the incredible popularity of purely cognitive approaches to social psychology as mentioned in this paper.
Abstract: In 1957, Leon Festinger's theory of cognitive dissonance burst on the scene and revitalized social psychology with its deft blend of cognition and motivation. For the next two decades, the theory inspired an extraordinary amount of exciting research leading to a burgeoning of knowledge about human social behavior. The theory has been referred to as "the most important single development in social psychology to date" (Jones, 1976, p. x). But, by the mid-1970s the allure of the theory began to wane as interest in the entire topic of motivation faded and the journals were all but overwhelmed by the incredible popularity of purely cognitive approaches to social psychology. Recently, social psychologists seem to have rediscovered motivation and several mini- theories have emerged blending cognition with motivation-in much the same way that Festinger did some 35 years ago. This article traces the history of these developments and attempts a synthesis of some of the newer theories with the dissonance research of...
509 citations
TL;DR: After a hiatus, researchers again are emphasizing that thinking is for doing, that social understanding operates in the service of social interaction, and the pragmatic viewpoint again opens up new areas for research and theory in social cognition.
Abstract: From the outset, perspectives on social cognition have taken an emphatically pragmatic stance, as evident in early writing by James, Allport, Bruner, Asch, Heider, Tagiuri, and Jones. After a hiatus, during which social cognition research neglected its proper attunement to social behavior, researchers again are emphasizing that thinking is for doing, that social understanding operates in the service of social interaction. Early and recent (but not intermediate) theories have reflected a pragmatic orientation in 3 recurring themes: People are good-enough social perceivers; people construct meaning through traits, stereotypes, and stories; and people's thinking strategies depend on their goals. The pragmatic viewpoint again opens up new areas for research and theory in social cognition.
455 citations
Book•
01 Jan 1992
TL;DR: The concept of prejudice and behavior theories of predjudice: A Historical Analysis and Integrative Framework Psychological Fundamentals of Prejudice Social Dynamics of Pre-judice.
Abstract: Preface Introduction and Overview The Concept of Prejudice Prejudice and Behavior Theories of Prejudice: A Historical Analysis and Integrative Framework Psychological Fundamentals of Prejudice Social Dynamics of Prejudice The Social Transmission of Prejudice to Individuals Individual Differences and Prejudice Social versus Psychological Determinants of Prejudice: Racism in South Africa The Future of Prejudice Bibliography Index Author Index
450 citations
TL;DR: In this paper, the integration of verbal and nonverbal features in communication is discussed, with a review of the current research and findings as well as important theoretical and practical problems with suggestions for future directions of research.
Abstract: This important handbook, with chapters written by leading experts in their fields, is concerned with the integration of verbal and nonverbal features in communication. Not just a collection of readings, it examines "how" verbal and nonverbal systems in communication "work." Contributions combine solid reviews of the current research and findings as well as important theoretical and practical problems, with suggestions for future directions of research in the study of language and its use.
409 citations
Book•
01 Jan 1992
TL;DR: In this paper, a critical introduction to the principles of social and educational research draws together a key set of readings which offers a comprehensive approach to the wide range of values and practice in social research.
Abstract: This critical introduction to the principles of social and educational research draws together a key set of readings which offers a comprehensive approach to the wide range of values and practice in social research. Issues explored include: the relationship between quantitative and qualitative methods; positivism and the role of the natural sciences as a model for social research; the purposes of research - knowledge or the transformation of the social world; issues of race, gender and power in social research; the politics and ethics of data collection; and the validity and relevance of social research.
Book•
01 Sep 1992
TL;DR: The Context and Language of Postmodernism E.Graham, J.Doherty as mentioned in this paper, M.Rengger and M.Hoffman discuss the relationship between postmodernism and modernity.
Abstract: Preface - Introduction: The Context and Language of Postmodernism E.Graham, J.Doherty & M.Malek - Postmodern Anthropology? Or, An Anthropology of Postmodernity? R.Fardon - Social Science and Postmodern Spatialisations: Jameson's Aesthetic of Cognitive Mapping R.Shields - Geography, Difference and the Politics of Scale N.Smith - Discourse Discourse: Social Psychology and Postmodernity I.Parker - Development Psychology and the Postmodern Child E.Burman - Postmodernity and the Globalisation of Technoscience: The Computer, Cognitive Science and War J.Bowers - Modernity, Postmodernism and International Relations N.Rengger & M.Hoffman - Postmodernism and Economics S.Dow - Postmodernism or Modernism?: Social Theory Revisited S.Lash - Cultural Theory, Philosophy and the Study of Human Affairs: Hot Heads and Cold Feet J.Haldane - Postmodern Horizons - Postmodernism and Paradox E.Graham - Postmodern Politics J.Doherty - List of Contributors - Bibliography - Index
TL;DR: The authors advocates greater research attention to such factors as the social dimensions of self or identity, social support and belonging in educational settings, and group dynamics as influences on individual learning and motivation.
Abstract: Education is an essentially social process, and the understanding of social contexts and reciprocal interpersonal and group processes as they are likely to occur in schools and classes is an important part of educational psychology. Focusing on selected topics originating in social psychology and sociology, this article advocates greater research attention to such factors as the social dimensions of self or identity, social support and belonging in educational settings, and group dynamics as influences on individual learning and motivation.
TL;DR: In this paper, the authors bring together two bodies of literature that often seem to run on parallel tracks with only the barest mutual acknowledgment: the steadily expanding range of works in political theory on social or distributive justice, and the body of empirical work on people's beliefs about justice and the expression of these beliefs in practice.
Abstract: This article attempts to bring together in a creative way two bodies of literature that often seem to run on parallel tracks with only the barest mutual acknowledgment. One is the steadily expanding range of works in political theory on social or distributive justice.' The other is the body of empirical work on people's beliefs aboutjustice and the expression of these beliefs in practice. One might expect there to be a fruitful symbiosis between these two bodies of research, with political theorists setting the agenda for empirical studies of justice, while the results of these studies were fed back into the theoretical literature as data against which more abstract claims about the nature ofjustice could be tested. But this is not the case. There is a small amount of traffic across the border in one direction. Most empirical researchers are aware of the major landmarks in the field of theory-they have heard of Rawls's A Theory of Justice (Rawls 1971), for instance, and a few experiments (discussed below) have been devised to test its claims. But almost without exception political theorists have failed to consider the bearing that empirical findings might have on their formulations.2 There are several reasons for this neglect, of greatly differing character and strength. One is simply the insularity of academic disciplines. Much of the research I shall consider is found in journals that no political theorist would look at as a matter of course. Along with this goes an unfamiliar academic jargon and a style of presentation which (in the case of the social psychology literature, especially) is likely to seem unusually wooden and ponderous. Then there is the view that empirical studies of justice are of little value in getting at
TL;DR: In this paper, the authors consider social referencing from a number of perspectives, including developmental psychology, social psychology, and sociology, and propose an integrative view of social relations in contemporary psychology.
Abstract: Originally published in Contemporary Psychology: APA Review of Books, 1995, Vol 40(7), 707-707. Contributors to this text (see record 1993-97860-000) consider social referencing from a number of perspectives, including developmental psychology, social psychology, and sociology. This integrative view
TL;DR: The authors presents a comprehensive, critical examination of current research methods used to study human social behavior as it occurs in interpersonal settings such as families, acquaintanceships, friendships, and romantic partnerships.
Abstract: This volume presents a comprehensive, critical examination of current research methods used to study human social behavior as it occurs in interpersonal settings such as families, acquaintanceships, friendships, and romantic partnerships. Multidisciplinary in approach, the book's chapters are written by leading figures in communication, social psychology, sociology, and family studies who explore the methodological choices a researcher must make in order to study interpersonal interaction.To permit clear comparison, all chapters in this volume reference the same, common research problem to develop examples, illustrate controversial issues, and describe the potential of the particular method under discussion. Written in an accessible style, chapters openly discuss the strengths and weaknesses of each method, consider underlying philosophy and assumptions, and note limitations as well as advantages. The result is an originally crafted work that offers readers a unique way to learn about, compare, and ultimately judge the many methods presently available to the researcher or student of interpersonal interaction.
Book•
31 Jul 1992
TL;DR: Schoeman as mentioned in this paper attacks the assumption found in moral philosophy that social control as such is an intellectually and morally destructive force, and replaces this view with a richer and deeper perspective on the nature of social character, showing how social freedom cannot mean immunity from social pressure.
Abstract: This book attacks the assumption found in moral philosophy that social control as such is an intellectually and morally destructive force. It replaces this view with a richer and deeper perspective on the nature of social character aimed at showing how social freedom cannot mean immunity from social pressure. The author demonstrates how our competence as rational and social agents depends on a constructive adaptation of social control mechanisms. Our facility at achieving our goals is enhanced, rather than undermined, by social control. The author then articulates sources, contracts, and degrees of legitimate social control in different social and historical settings. Drawing on a wide range of material in moral and political philosophy, law, cognitive and social psychology, anthropology and literature, Professor Schoeman shows how the aim of moral philosophy ought to be to understand our social character, not to establish fortifications against it in the name of rationality and autonomy.
TL;DR: Borrello et al. as mentioned in this paper measured second-order factors using confirmatory methods, using the Hendrick Hendrick love instrument, Educational and Psycho logical Measurement, 52, 69-77 (1992).
Abstract: Lee's typology of love, journal of Psychology, 124, 639-644 (1990); B. Thompson and G.M. Borrello, Measuring second-order factors using confirmatory methods: An illustration with the Hendrick Hendrick love instrument, Educational and Psycho logical Measurement, 52, 69-77 (1992). 12. C. Hendrick and S. Hendrick, A relation ship-specific version of the Love Attitudes Scale, journal of Social Behavior and Personality, 5, 239 254(1990). 13. G. Borrello and B. Thompson, A replication "bootstrap" analysis of the structure underlying per ceptions of Stereotypie love, journal of General Psy chology, 116, 317-327 (1989). 14. B. Thompson and G. Borrello, Concurrent validity of a love relationships scale, Educational and Psychological Measurement, 47, 985-995 (1987). 15. R.J. Sternberg and S. Grajek, The nature of love, Journal of Personality and Social Psychology, 47,312-329(1984).
Book•
21 Jan 1992
TL;DR: Society and the Individual as discussed by the authors The Self in Everyday Communication Power, Knowledge and the Self Part Two: PERSONALITY in SOCIAL RELATIONS and INTERDEPENDENCIES Social Relations and Personality Social Relations, Culture and Self Power Relations, Interdependencies and the Civilized Personality Conclusion The Formation and Reconstruction of Social Selves
Abstract: Society and the Individual PART ONE: PERSONALITY AS SOCIAL DISCOURSE Language and the Social Self The Self in Everyday Communication Power, Knowledge and the Self PART TWO: PERSONALITY IN SOCIAL RELATIONS AND INTERDEPENDENCIES Social Relations and Personality Social Relations, Culture and the Self Power Relations, Interdependencies and the Civilized Personality Conclusion The Formation and Reconstruction of Social Selves
Book•
01 Jan 1992
TL;DR: A review of social psychological theories and empirical research on the self-concept bringing together researchers from a variety of theoretical traditions to debate current issues is presented in this article, where the authors examine the effects of social identification and group membership, the motivated historical reconstruction of self-representations, the relationship between decision-making and selfconceptualization, the role of stereotyping in selfconcept development and the way self-evaluation is reflected in social beliefs and activities.
Abstract: This volume presents state-of-the-art reviews of social psychological theories and empirical research on the self-concept bringing together researchers from a variety of theoretical traditions to debate current issues. It attempts to allow conflicting perspectives to be voiced and some syntheses to be achieved and aims to provide a framework for theorizing the self-concept which will be at the centre of research in the 1990s. The focus in the papers is upon the social and psychological processes which act to shape the structure and content of the self-concept. Contributors examine the effects of social identification and group membership, the motivated historical reconstruction of self-representations, the relationship between decision-making and self-conceptualization, the role of stereotyping in self-concept development and the way self-evaluation is reflected in social beliefs and activities. Most discuss problems in measuring the self-concept and self-evaluation and a broad range of methodologies will be described. They additionally explore how the self-concept responds to various threats of challenges emanating from the social environemnt (eg being stigmatized, for instance, as a result of breaking key social norms or intergroup hostility). Dimensions of the self-concept which will be considered directly include gender, age, ethnicity and religion.
TL;DR: A survey of sociological and psychological literature dealing with the problem of time, covering major areas of sociology and related disciplines (economics, cultural anthropology, psychology and... ) is presented in this paper.
Abstract: This survey of sociological and psychological literature deals with the problem of time, covering major areas of sociology and related disciplines (economics, cultural anthropology, psychology and ...
TL;DR: In this paper, the authors discuss fundamental issues raised for social theory by the concept of ''social time'' and investigate how the concept is delineated from other discipline-embedded ones.
Abstract: The paper first discusses fundamental issues raised for social theory by the concept of `social time' and investigates how the concept is delineated from other discipline-embedded ones. The second section reviews the concept of social time in the work of major social theorists, notably Mead, Elias, Giddens and Luhmann. The link or lack thereof to human agency is considered crucial. The third section examines briefly the numerous empirical contributions to the study of time that cover a wide variety of subfields of social research. Finally the present potential for `time studies' in the social sciences is assessed.
TL;DR: This paper found that procedural justice effects frequently reveal strong group-oriented concerns and motivations even in cultural contexts generally thought to be characterized by individualistic orientations, and that if a group's procedures are judged to be fair, people are more likely to show grouporiented behaviou...
Abstract: The past fifteen years have seen the development of a considerable research literature on the social psychology of procedural justice (see Lind & Tyler, 1988, for a review). Procedural justice research reveals some serious shortcomings in the exchange theories that have traditionally dominated Western analyses of the social psychology of groups, and in so doing, the procedural justice literature has important ramifications for cross–cultural psychology. Results from a number of studies conducted in the United States and Western Europe show that individualistic, self–interest based models of human behaviour are insufficient to explain procedural justice phenomena. Instead, procedural justice effects frequently reveal strong group–oriented concerns and motivations even in cultural contexts generally thought to be characterized by individualistic orientations. The research literature also shows that if a group's procedures are judged to be fair, people are more likely to show group–oriented behaviou...
TL;DR: In this paper, the effects of attitudes on behavior were examined in research on the attitude-behavior relation, and their effects on information processing are examined in the field of attitudinal selectivity.
Abstract: Progress in understanding attitudes is discussed in relation to 4 critical areas of research that have particularly long histories. In 2 of these areas attitude serves as an independent variable, and in 2 it serves as a dependent variable. Thus, the effects of attitudes on behavior are examined in research on the attitude-behavior relation, and their effects on information processing are examined in research on attitudinal selectivity
TL;DR: The authors explored the role of social narratives in working-class formation and found that more successful cases of working class formation involve the elaboration of coherent narratives about individual and collective history, stories that are coordinated with one another and that are organized around the category of social class.
Abstract: This article explores the role of social narratives in working-class formation. The primary goal of this exercise is to generate concepts for the comparative analysis of working-class identities and practices. My thesis is that more successful cases of working-class formation involve the elaboration of coherent narratives about individual and collective history, stories that are coordinated with one another and that are organized around the category of social class. In such narratives, events are selected for inclusion due to their relevance to social class, or they are excluded or deemphasized because of their irrelevance to class, and events are interpreted, emplotted, and evaluated in a way that emphasizes class rather than other possible constructs. By contrast, working-class formation is less pronounced where individual and collective narratives are based on alternative, nonclass forms of identity, such as nationality, gender, ethnicity, and race. Working-class formation is also weaker where individual narratives are asynchronous, where the individual and collective levels are not coordinated with one another, or where identities fail to attain narrative coherence.
15 Mar 1992
TL;DR: The authors surveys sociological, political, and psychological studies of social science to get a rounded picture of how social science works, and argues that social science exists between two opposite kinds of degeneration, a value-free professionalism that lives only for publications that show off the latest techniques, and a deep social concern that uses science for propaganda.
Abstract: The culmination of a lifetime spent in a variety of fields - sociology, anthropology, economics, psychology, and philosophy of science - -"How Does Social Science Work?" takes an innovative, sometimes iconoclastic look at social scientists at work in many disciplines. It describes how they investigate and the kinds of truth they produce, illuminating the weaknesses and dangers inherent in their research.At once an analysis, a critique, and a synthesis, this major study begins by surveying philosophical approaches to hermeneutics, to examine the question of how social science ought to work. It illustrates many of its arguments with untraditional examples, such as the reception of the work of the political biographer Robert Caro to show the hermeneutical problems of ethnographers. The major part of the book surveys sociological, political, and psychological studies of social science to get a rounded picture of how social science works, Paul Diesling warns that social science exists between two opposite kinds of degeneration, a value-free professionalism that lives only for publications that show off the latest techniques, and a deep social concern that uses science for propaganda. He argues for greater self-awareness and humility among social scientists, although he notes that some social scientists . . . will angrily reject the thought that their personality affects their research in any way. This profound and sometimes witty book will appeal to students and practitioners in the social sciences who are ready to take a fresh look at their field. An extensive bibliography provides a wealth of references across an array of social science disciplines."