Saturday, February 1, 2025

DEI and Trump's Wages of Whiteness

During his campaign, Trump has used "DEI" as a red herring for rallying his supporters.  The Guardian published a story about it (4/2024), Racist Dog Whistle: The Right Has Weaponized 'DEI'.  And in the first days of the his second term, Trump went all in against "DEI" hilariously covered by the Daily Show;


The Guardian also published an Explainer article (1/2025) called What is DEI and Why Is Trump Opposed to It?  The Independent and Rolling Stone have both covered the wide ranging blame that Trump has tried to pin on "DEI."

Attacks on with DEI
Sociology can help us understand what is going on with the seemingly sudden attack on "DEI."

Wages of Whiteness

W.E.B. Dubois wrote about the way that race was used during reconstruction to prevent disadvantaged working class White Americans from uniting with disadvantaged Black Americans.  Dubois theorized that disadvantaged White Americans could cling to their higher racial status as an intangible wage that would prevent them from being too focused on their actual wages. This would prevent a working class alliance between Americans of different races which would far out number their wealthy and powerful white Americans benefitting from economic inequality.  Below is an excerpt from Dubois's Black Reconstruction (1935);

Most persons do not realize how far [the view that common oppression would create interracial solidarity] failed to work in the South, and it failed to work because the theory of race was supplemented by a carefully planned and slowly evolved method, which drove such a wedge between the white and black workers that there probably are not today in the world two groups of workers with practically identical interests who hate and fear each other so deeply and persistently and who are kept so far apart that neither sees anything of common interest.

It must be remembered that the white group of laborers, while they received a low wage, were compensated in part by a sort of public and psychological wage. They were given public deference and titles of courtesy because they were white. They were admitted freely with all classes of white people to public functions, public parks, and the best schools. The police were drawn from their ranks, and the courts, dependent on their votes, treated them with such leniency as to encourage lawlessness. Their vote selected public officials, and while this had small effect upon the economic situation, it had great effect upon their personal treatment and the deference shown them. White schoolhouses were the best in the community, and conspicuously placed, and they cost anywhere from twice to ten times as much per capita as the colored schools. The newspapers specialized on news that flattered the poor whites and almost utterly ignored the Negro except in crime and ridicule. (Black Reconstruction [1935], 700-701)

Note how relevant Dubois's words above are, nearly a century later!  In this era of extreme inequality, the bottom 80% of Americans should be united in creating a more egalitarian society.  But instead Trump has led much of America to blame any difficulties in society on "DEI" including racial minorities, foreign migrants, and LGBTQ individuals. And his courts have permitted him to serve a second term and free the largely white working class convicts from the Jan 6 insurrection with many of them vowing revenge and a disdain for the law. 

Politics of Losing

Trump's recent attacks on "DEI" are not limited to what Dubois wrote about during reconstruction.  In their book, The Politics of Losing, sociologists Rory McVeigh and Kevin Estep explain how there is a familiar pattern repeating itself throughout US history.  During periods of extreme wealth inequality, the white working class scapegoats minorities as the reason for their struggles.  To use Dubois's words, McVeigh and Estep find that working class whites cash in their wages of whiteness during these periods.  The result is an increase in racial scapegoating and nativism and a rise in white supremacy.  McVeigh and Estep find this scapegoating led to three distinct peaks in KKK prominence:  Reconstruction, the 1920s, and the 1960s.  But their finding also shows a fourth epoch of white supremacy emerging with Trump.  During his first term, America saw the public endorsement of Trump by the KKK, the rise of the Proud Boys, the Oath Keepers and the One Percenters at events like Charlottesville and the Jan 6th insurrection.  In 2025 lexicon, this white supremacy is cloaked in attacks on "DEI."  According to Trump, DEI caused the DC airplane collision; DEI caused the train crash in Ohio;  DEI caused just about any catastrophe in the US.  And, DEI is causing the lives of white heterosexuals to be more difficult.  

Judith Levin from the Guardian explains it like this;

DEI is a capacious euphemism. In the right’s parlance, it stands not for the policy or program but for the Americans the policy serves: people of color, queer people, women and people with disabilities. It stands for the people it did not serve, those unqualified “DEI hires” whisked to high places through government-endowed privilege: VP Kamala Harris, the supreme court justice Ketanji Brown Jackson, and – we can infer from Trump’s current philippic – the gay former transportation secretary, Pete Buttigieg. In Trumpian terms, DEI stands for those who deserve retribution for perpetrating the crises he invents in order to justify retribution against those he claims to have perpetrated them: border invasion, energy shortages, military unreadiness, and, now, aviation disasters.

Trump has no ideology. Ideology contains ideas, and Trump does not traffic in ideas. He mobilizes feelings. The feelings he is mobilizing after 67 bodies fell into the Potomac River go beyond resentment and anxiety among those putatively more qualified white, able-bodied men who believe they have lost jobs to the blind and deviant. Normalizing vilification, making bigotry chic and fun, Trump has disinhibited even his critics to dip their toes in the slime.
Few media pick up on the misdirection but the NY Times explains that while many Democrats and activists are rallying to defend diversity programs, others say they distract from deeper efforts to address inequality.  Instead of addressing the hollowing out of the middle and working classes over the last 50 years, racism has been the focus of democratic efforts resulting in continued decline of the middle classes for everyone - white and black while leaving many whites resentful of the racial gains in spite of their financial difficulties.


The History of the Politics of Race 
"DEI" is just the most recent code language for politicians who wish to use feelings of racial resentment to motivate supporters. There is a long history of racial politics in the US. 

Dr. Carol Anderson is a history professor from Emory University who has research and published about the reaction of whites to black civil rights gains.  She calls the backlash by whites reacting to black gains "white rage" as detailed in her history book at the left.  Below is a summary of her claim:
"Since 1865 and the passage of the Thirteenth Amendment, every time African Americans have made advances towards full participation in our democracy, white reaction has fueled a deliberate and relentless rollback of their gains. The end of the Civil War and Reconstruction was greeted with the Black Codes and Jim Crow; the Supreme Court's landmark 1954 Brown v. Board of Education decision was met with the shutting down of public schools throughout the South while taxpayer dollars financed segregated white private schools; the Civil Rights Act of 1964 and Voting Rights Act of 1965 triggered a coded but powerful response, the so-called Southern Strategy and the War on Drugs that disenfranchised millions of African Americans while propelling presidents Nixon and Reagan into the White House, and then the election of America's first black President, led to the expression of white rage that has been as relentless as it has been brutal.
Carefully linking these and other historical flashpoints when social progress for African Americans was countered by deliberate and cleverly crafted opposition, Anderson pulls back the veil that has long covered actions made in the name of protecting democracy, fiscal responsibility, or protection against fraud, rendering visible the long lineage of white rage." 

Ian Haney Lopez is a race and constitutional law professor from University of California Berkley.  His book shows how racism has been used subtly since Richard Nixon and the "Southern Strategy".  This subtle racism is sometimes called dog whistles - phrases that only register with some people who are tuned in to hear them.  For example, a politician can say, "welfare costs too much taxpayer dollars" and a neutral person would hear simply that paying money to the poor is expensive.  But to those who believe that the poor are mostly black, this phrase says that Americans who are black are taking advantage of tax payer dollars.




President Obama
Few things could spark the politics of racial resentment like the first black President could.  There are numerous examples that show the use of racism throughout the Obama administration, including this article from NBC news here and this shirt from Romney's campaign against President Obama:



Michael Tesler shows how, in the years that followed the 2008 election—a presidential election more polarized by racial attitudes than any other in modern times—racial considerations have come increasingly to influence many aspects of political decision making. These range from people’s evaluations of prominent politicians and the parties to issues seemingly unrelated to race like assessments of public policy or objective economic conditions. Some people even displayed more positive feelings toward Obama’s dog, Bo, when they were told he belonged to the white Ted Kennedy. More broadly, Tesler argues that the rapidly intensifying influence of race in American politics is driving the polarizing partisan divide and the vitriolic atmosphere that has come to characterize American politics.


Here are photos of opposition during President Obama's Administration:




racial attitudes towards out-groups—including racial resentment, anti-immigrant sentiment, and white racial grievance—strongly correlate with anti-democratic beliefs, whereas in-group racial attitudes do not. Analysis of multiple waves of the American National Election Studies (ANES) reveals that racial resentment and white grievance now explain twice as much variation in anti-democratic beliefs as they did in 2012. Experimental evidence also demonstrates that white Americans react negatively to voting expansions when the racial implications of these reforms are made explicit. These findings underscore the growing alignment between anti-democratic beliefs and racial attitudes in contemporary U.S. politics.

The most persistent and damaging anti-democratic conspiracy theory to emerge out of 2012 was that President Obama was a Muslim who was not born in the United States as such, was anti-American detailed by Factcheck.org

Trump's Words and Actions on Race
The most prominent public figure promoting the idea that President Obama was not born in the United States was Donald Trump with an egregious campaign of racial resentment known as birtherism.


This trope follows a long line of viewing "real Americans" as White and because President Obama's father was born in Kenya, the trope falsely pushes the idea that there is no way that President Obama could be American.  (It should be noted that during the 2008 primary election, even the Clinton campaign engaged in the same politics of racial resentment when they circulated a photo of Mr. Obama visiting Africa and wearing traditional garb as an attempt to paint him as unAmerican.)  The Guardian details the history of Trump promoting birtherism here.  And from the Atlantic, here, and birtherism on ABC news here.

In fact, Trump has a long history of racial grievances and racism.  Vox (2020) detailed a timeline of his racism in Donald Trump’s long history of racism, from the 1970s to 2020.  Trump's political career began with racism as he relentlessly promoted lies that President Obama was not born in the United States. And Trump's official launch of his 2016 Presidential began with a speech that attacked Mexican immigrants calling them drug dealers and rapists. 

If there was any doubt that Trump's rise to political power was about racial resentment, the celebrations and racism that manifest itself after the election show that whether Trump intended to stoke racial animosity or not, his candidacy had that effect.  Here is a photo of people celebrating after Trump's win in 2016: 


That is just one example from a whole list of racist hate that was manifest on the first day after his election documented at Medium here.  The 2016 election was about racial resentment.  

 When he won in 2016, his victory was publicly celebrated by the KKK as reported on in the Times of Israel, NBC, and local affiliates; KKK plans to hold a rally to celebrate.  And, former leader of the Klan, David Duke continued to publicly support Trump.
Trump and racism: What do the data say? (8/2019) 
...there is a clear correlation between Trump campaign events and incidents of prejudiced violence. FBI data show that since Trump’s election there has been an anomalous spike in hate crimes concentrated in counties where Trump won by larger margins. It was the second-largest uptick in hate crimes in the 25 years for which data are available, second only to the spike after September 11, 2001. Though hate crimes are typically most frequent in the summer, in 2016 they peaked in the fourth quarter (October-December). This new, higher rate of hate crimes continued throughout 2017.

Is Trump Really That Racist? From NPR's Code Switch (10/2021)
People have talked about Trump breaking norms, especially when it comes to talking about race, going as far as to say that he's the "most racist president in modern history." There are plenty of things you could point at to augment that argument: embracing birtherism, referring to African nations as "shithole countries," telling congresswomen of color to go back to where they came from, calling Mexican immigrants "rapists," refusing to denounce white supremacists during a presidential debate and so on.

Democracy in Color documented Trump's record of racism in part 1 of their report (1/2017 - 8/2018)




From Politico, (10/2024) We watched 20 Trump rallies. His racist, anti-immigrant messaging is getting darker.


Don’t Believe Trump When He Claims He’s Not Racist, The Nation (7/2024)


Racist examples from 2/2016 in Huffington Post's Here Are 13 Examples Of Donald Trump Being Racist


Medium.com reports racist incidents across the U.S. on day 1 after the election:


Using the Sociology of Social Networks to Reduce Violence

Northwestern Magazine (Spring 2024)  highlights how the sociology of social networks can be used to reduced violence.


Sociology professor Andrew Papachristos has been studying gun violence and intervention programs for more than two decades.

“The most common misconception about community gun violence is that it’s random,” says Papachristos, who is faculty director of CORNERS. “But we know that gun violence is linked to ongoing neighborhood disputes. And we actually know, with some of our science, where and when it’s going to happen.”

The John G. Searle Professor of Sociology in the Weinberg College of Arts and Sciences, Papachristos is world-renowned for his application of network science — the study of connections among people, institutions and other entities — to our understanding of crime, violence, policing and urban neighborhoods. He developed neighborhood- and city-level maps to show that victims and perpetrators are often part of the same social network and that violence cascades through communities, similar to the way an infectious disease spreads through a school or workplace. His maps for Chicago, Boston, Newark, N.J., Oakland, Calif., and elsewhere show the links between incidents of violence within each major city.

These network maps demonstrate that gun violence is concentrated in small social networks and exposure to violence has an enormous impact: If one person in a network gets shot, others in the network face a significant increase in their own victimization risk. Understanding how shootings are connected can inform community-based violence prevention strategies.

In 2021 Papachristos, who is also director of Northwestern’s Institute for Policy Research(IPR), founded CORNERS. Housed within IPR, the center comprises a multidisciplinary team of neuroscientists, sociologists, lawyers, social workers, data scientists, geographers and others who collect data and update these network maps to analyze the reach and impact of gun violence — and, importantly, the impact of violence reduction initiatives.

CORNERS works closely with community violence intervention (CVI) programs, which provide a broad range of services intended to improve community members’ lives, including mental health services, legal support, mentorship, and recreational and educational opportunities.

CVI programs typically operate in communities that have been disproportionately affected by racism and economic and educational inequities. They rely on teams of street outreach workers and victim advocates like Miles to de-escalate conflicts and offer resources to those most at risk of violence.



Friday, January 31, 2025

1.062 Finding and Reading Sociological Research (Cont'd)

 Action Item: 

Read Chapter 1: How Does It Feel to Be Black and Poor from Venkatesh's Gang Leader for a Day here. (For background info, see this post about Chicago Housing Projects Leader for a Day.)

This is the introductory chapter of Venkatesh’s book, Gang Leader for a Day. As you read the chapter, look for all of the ways that Venkatesh gathers data and attempts to study race and poverty. This is from a book published for popular consumption - It is NOT an academic source.  We will examine academic sources later in this lesson.
NOTE: there is offensive language in the chapter which Venkatesh included in order to preserve the authenticity of his interactions with the people he meets. I tried to redact all of the uses of that, but please do not take the use of this language as making light of the offensivesness of this language.


Today's Lesson (cont'd from the last lesson):  The importance of research in sociology and where to find it.


B.  Understand the structure
Most of the research articles have a similar structure.  Once you understand the structure, it is easier to find what you need and make sense of the article.  Sometimes these sections will even be labeled for you.

Most research articles have a format that looks like this (sometimes a couple of these sections are combined):
  
**Abstract (Most useful section - read first) - A summary before the actual article, usually in italics or set off from the actual article.  Not all articles have this, but most do. 
                                                         
Introduction - The beginning of the research explaining what the author set out to study and why it is important.  
                                               
Literature Review - This is often confused by students for being the actual research, but it is just a review of previous research that has been done.  This section might point out previous research that informs the author's research or shortcomings of the previous research that the author hopes to address.  Karen Sternheimer explains the literature review here on the Everyday Sociology blog.

Methods - This explains how the author gathered data.  It might include multiple methods such as surveys, ethnography, existing data, etc...

Data/Stats - The author will make sense of the data that they gathered.  For quantitative data, the analysis might be complex such as regression analysis,  or a discussion of p-value.  Don't let the complicated discussion of the statistics intimidate you.  You can make sense of the data without understanding all of the statistical jargon.

**Conclusion (Second most useful - read second!) - After the explanation of the methods and data, the author will summarize the data and make sense of it.  Finding this section will help you understand what the most important parts of the research was.  

Discussion/moving forward - This section is sometimes at the end of the article suggesting either future research or policy implications or the limitations of the research.  Authors might critique their own research here.

2b.  Look over the article and see which of these sections can you identify in the article?  Note that you don't have to read the whole article.  Look for different sections and headings.



C.  Once you decide to look at an article in more detail, don't feel pressured to sit down and read the entire article from beginning to end.  Very few readers do this. Instead, researchers bounce around the article to find what they are looking for.

Understanding the structure I explained in B above should help you understand the research efficiently and bounce around the article to find what you are looking for.     


For more on how to read journal articles see this post.


Primary Research Example
After you have answered 2a and 2b above, open this example of primary research published by Venkatesh that I annotated.  Notice the minimal text that you need to read to understand the article if you understand the structure.  


Finding Your Own Primary Sociological Research


There are three places that I want you to be aware of for finding primary research.

 

I. ASA journals

The most recent research in a number of journals is available online for free from the American Sociological Association.  The journals page on the ASA website lists the journals along with a description of what is published in them.  The journals page is here: https://www.asanet.org/publications/journals/

 

The most useful journals for our class are the following:


American Sociological Review, ASA’s flagship journal, includes the latest general interest scholarship in sociology that advances our understanding of fundamental social processes through theoretical, methodological, and empirical innovation.

City & Community, a journal of the ASA Section on Community and Urban Sociology, aims to advance urban sociological theory, promote empirical research on communities and urban social life, and encourage sociological perspectives on urban policy.

Journal of Health and Social Behavior publishes empirical and theoretical articles that apply sociological concepts and methods to the understanding of health and illness and the organization of medicine and health care.

Social Psychology Quarterly publishes theoretical and empirical work on the link between the individual and society, including the study of the relations of individuals to one another, as well as to groups, collectivities, and institutions.

Society and Mental Health, a journal of the ASA Section on Sociology of Mental Health, publishes articles that apply sociological concepts and methods to the understanding of the social origins of mental health and illness, the social consequences for persons with mental illness, and the organization and financing of mental health services and care. 

Sociology of Education publishes research that examines how social institutions and individuals’ experiences within these institutions affect educational processes and social development.

Sociology of Race vand Ethnicity, a journal of the ASA Section on Racial and Ethnic Minorities, publishes sociological research on race and ethnicity across epistemological, methodological, and theoretical orientations. 

Socius: Sociological Research for a Dynamic World provides an open access online-only forum for rapid publication of sociological research from any subfield of the discipline. 

 

3a.  What article did you find from the journals above?  What journal was it from?


Use the journal structure to quickly decide if the article looks interesting to you or not. 



II.  JSTOR

Once journals are a few years old, they are stored in a searchable, online archive called JSTOR.  The limitation for JSTOR is that the articles are older, but the benefits are that the archive will search dozens of journals for you and you can target the search by key words or author, etc...  Additionally, you can search JSTOR by subject area so this is a really useful search engine for all of your classes!

Here is how to search JSTOR:

On Loyola's home page, you can click on the Resources dropdown menu and go to University Libraries, then under the A-Z menu, go to J and click on JSTOR.

Once JSTOR opens, be sure that you are logged in using your LUC account and you should see the page that looks like this:


Go to the library website and navigate to JSTOR and “Advanced Search”.
(Be sure that you are logged in).






Key Words - Type in the key words/topics that you would like to search.  Try different search terms using synonyms such as "school" in one search then "education" in another search.





Narrow Results to Articles - Select only "articles" in the filtering menu on the left side - so you don't get results from reviews or book chapters.











Journal Filter - Scroll down to select "sociology" under search by subject. That will limit your search to only journals that are sociological.




Additional tips for finding research in JSTOR 

  • Try different search terms - open a few articles in different windows that you might be interested in.  Then, try different search terms and open a few more. This might help you find the most relevant articles before you waste time reading one less relevant; quickly read the abstract or introduction to decide if the article is worth looking at in greater detail; 
  • Start general then narrow - start out with a search for general terms then you can narrow down by adding other terms or dates.  One way to do this is to search within the results you find. 


3b.  Choose one article that you might to explore more.  What article did you find from JSTOR?    

3c. Which of the founding paradigms  (Structural-Functional, Conflict, Symbolic Interaction) does your article appear to use?  Explain how.

Structural Functional - how the structures (social institutions like family, education, media, work, government) shape the individuals within society.
Conflict - how inequality is shaped by power
Symbolic Interaction - How people interact based on shared meaning


III.  Institutions that publish primary source research 

A third place to find original research is to look at institutions that conduct and publish social research.  Some institutions publish research as their primary goal.  This is one example of sociologists doing sociology for a living.  These research organizations often publish the data sets that their research is based on. 
Many of these institutions publish reports for the general public so the advantage here is that they are likely going to be easier to read.  But the disadvantage is that they will be less thorough.

Below is a list of institutions that publish primary research.  I want to point these institutions out both as examples of places you can work and also as sources of primary research.  
  • PEW https://www.pewresearch.org/category/publications/
  • Census  https://www.census.gov/ (click on browse by topic)
  • National Center for Education Statistics
  • Stanford Center on Poverty & Inequality
  • Bureau of Labor Statistics
  • Data from U of Michigan's Monitoring the Future - Data on Teens and behaviors, attitudes, values  

  • Choose one of the links above.  Click on it and try to find some original research that they published.

    3c.  Which institution did you visit?  What research did you find?


    SAVE ONE ARTICLE
    You will use one article that you found in our next few lessons.  So, save one article that is an original research article that you can refer to for the next week or so.  If you have trouble finding one, please check in with me during office hours or before class.

    Choose 1 original Sociology Research article from the 3 places above (preferably from 1. Journals) because they are most recent.  Try to label each section of the article using the structure that I gave you above.


    4.  What article did you choose?  (IMPORTANT - Save this article so that you can use it in class next week)



    In conclusion:
    Identify why research is important to sociology.
    Find original research articles.
    Identify the different parts of the articles.

    Wednesday, January 29, 2025

    1.061 Finding and Reading Sociological Research

    Action Item: 

    Read Chapter 1: How Does It Feel to Be Black and Poor from Venkatesh's Gang Leader for a Day here. (For background info, see this post about Chicago Housing Projects Leader for a Day.)

    This is the introductory chapter of Venkatesh’s book, Gang Leader for a Day. As you read the chapter, look for all of the ways that Venkatesh gathers data and attempts to study race and poverty. This is from a book published for popular consumption - It is NOT an academic source.  We will examine academic sources later in this lesson.
    NOTE: there is offensive language in the chapter which Venkatesh included in order to preserve the authenticity of his interactions with the people he meets. I tried to redact all of the uses of that, but please do not take the use of this language as making light of the offensivesness of this language.


    Today's Lesson:  The importance of research in sociology and where to find it.


    Open this Common Sense Quiz and answer True or False for questions 1-15.  
    Use your previous knowledge or simply use common sense to guess the answers for each question.  Do not spend much time on these questions.  If you don't know the answer, go with your intuition or common sense.

    PLEASE DO THE GOOGLE DOC FOR THIS LESSON - as we go along.  
    Start with Q1 only.


    1a. How many answers from the quiz did you get correct?

    1b. What is one of the answers that you were surprised about?


    Why is research important?

    Hopefully, the quiz above shows that common sense and your own experiences are not always reliable in understanding society.  Human psychology has a tendency to make incorrect assumptions especially because of these psychological concepts:

    · overgeneralization - basing all of your understanding on a limited experience.
    · selective observation/confirmation bias - seeking out only evidence that supports your opinion.
    · premature closure - deciding on a conclusion and then being unable to see evidence contrary to that conclusion.
    · halo effect - having a positive view of one aspect of a person or idea and that affects your view of all other aspects associated with it.
    · false consensus - the tendency to overestimate how much others agree with us.


    Background - The Beginning of Sociology as a Science

    Auguste Comte - started as positive philosophy (aka positivism) the early 1800s, then popularized the term "sociology" (1838), the empirical study of society using scientific methods and data.  Basically, Comte was saying what knowledge can we be positive about regarding society?  In other words, what can we test scientifically about society; thus, "sociology".  

    1c. Do you understand why research and the scientific method is important to sociology?  Any questions?


    Primary Research in Sociology

    Original research in sociology is usually published in journals that include an explanation about the methods used to gather data as well as the data itself.  I will show you where to find this research and I want you to find a primary research article, but first, here are some tips for reading academic journal articles.

    Reading Primary Research Articles in Sociology


    Open this academic research article about Street Gangs in Chicago published by Venkatesh in the American Journal of Sociology.   Use the article as a guide as you follow the recommendations for reading it below:

    A.  Don't be intimidated
    Don't let the length of the journal article intimidate you, nor should you be intimidated by the loquaciousness of the author's writing.  Academic professors often use fancy jargon (like loquaciousness).  It makes the reading longer and sometimes confusing, but you can still understand what the researcher is getting at.  Especially if you understand the structure that I explain below.  Here is a funny example of how writing gets more complicated even though it says the same idea:

    Simply put - read through the jargon and decipher what you can.  If necessary, look up the words you need to know to understand the main point, but don't be intimidated by the length or the wording of the article.

    Apply this to the scholarly article published by Venkatesh, note how long the article is - DON'T BE INTIMIDATED!  Start by simply reading the abstract.

    2a.  Read the abstract - Is there any jargon that you notice?  Quickly circle or underline the words, but don't let that intimidate you!   

    B.  Understand the structure

    Most of the research articles have a similar structure.  Once you understand the structure, it is easier to find what you need and make sense of the article.  Sometimes these sections will even be labeled for you.

    Most research articles have a format that looks like this (sometimes a couple of these sections are combined):
      
    **Abstract (Most useful section - read first) - A summary before the actual article, usually in italics or set off from the actual article.  Not all articles have this, but most do. 
                                                             
    Introduction - The beginning of the research explaining what the author set out to study and why it is important.  
                                                   
    Literature Review - This is often confused by students for being the actual research, but it is just a review of previous research that has been done.  This section might point out previous research that informs the author's research or shortcomings of the previous research that the author hopes to address.  Karen Sternheimer explains the literature review here on the Everyday Sociology blog.

    Methods - This explains how the author gathered data.  It might include multiple methods such as surveys, ethnography, existing data, etc...

    Data/Stats - The author will make sense of the data that they gathered.  For quantitative data, the analysis might be complex such as regression analysis,  or a discussion of p-value.  Don't let the complicated discussion of the statistics intimidate you.  You can make sense of the data without understanding all of the statistical jargon.

    **Conclusion (Second most useful - read second!) - After the explanation of the methods and data, the author will summarize the data and make sense of it.  Finding this section will help you understand what the most important parts of the research was.  

    Discussion/moving forward - This section is sometimes at the end of the article suggesting either future research or policy implications or the limitations of the research.  Authors might critique their own research here.

    2b.  Look over the article and see which of these sections can you identify in the article?  Note that you don't have to read the whole article.  Look for different sections and headings.



    C.  Once you decide to look at an article in more detail, don't feel pressured to sit down and read the entire article from beginning to end.  Very few readers do this. Instead, researchers bounce around the article to find what they are looking for.

    Understanding the structure I explained in B above should help you understand the research efficiently and bounce around the article to find what you are looking for.     


    For more on how to read journal articles see this post.


    Primary Research Example
    After you have answered 2a and 2b above, open this example of primary research published by Venkatesh that I annotated.  Notice the minimal text that you need to read to understand the article if you understand the structure.  



    Finding Your Own Primary Sociological Research


    There are three places that I want you to be aware of for finding primary research.

     

    I. ASA journals

    The most recent research in a number of journals is available online for free from the American Sociological Association.  The journals page on the ASA website lists the journals along with a description of what is published in them.  The journals page is here: https://www.asanet.org/publications/journals/

     

    The most useful journals for our class are the following:


    American Sociological Review, ASA’s flagship journal, includes the latest general interest scholarship in sociology that advances our understanding of fundamental social processes through theoretical, methodological, and empirical innovation.

    City & Community, a journal of the ASA Section on Community and Urban Sociology, aims to advance urban sociological theory, promote empirical research on communities and urban social life, and encourage sociological perspectives on urban policy.

    Journal of Health and Social Behavior publishes empirical and theoretical articles that apply sociological concepts and methods to the understanding of health and illness and the organization of medicine and health care.

    Social Psychology Quarterly publishes theoretical and empirical work on the link between the individual and society, including the study of the relations of individuals to one another, as well as to groups, collectivities, and institutions.

    Society and Mental Health, a journal of the ASA Section on Sociology of Mental Health, publishes articles that apply sociological concepts and methods to the understanding of the social origins of mental health and illness, the social consequences for persons with mental illness, and the organization and financing of mental health services and care. 

    Sociology of Education publishes research that examines how social institutions and individuals’ experiences within these institutions affect educational processes and social development.

    Sociology of Race vand Ethnicity, a journal of the ASA Section on Racial and Ethnic Minorities, publishes sociological research on race and ethnicity across epistemological, methodological, and theoretical orientations. 

    Socius: Sociological Research for a Dynamic World provides an open access online-only forum for rapid publication of sociological research from any subfield of the discipline. 

     

    3a.  What article did you find from the journals above?  What journal was it from?


    Use the journal structure to quickly decide if the article looks interesting to you or not. 



    II.  JSTOR

    Once journals are a few years old, they are stored in a searchable, online archive called JSTOR.  The limitation for JSTOR is that the articles are older, but the benefits are that the archive will search dozens of journals for you and you can target the search by key words or author, etc...  Additionally, you can search JSTOR by subject area so this is a really useful search engine for all of your classes!

    Here is how to search JSTOR:

    On Loyola's home page, you can click on the Resources dropdown menu and go to University Libraries, then under the A-Z menu, go to J and click on JSTOR.

    Once JSTOR opens, be sure that you are logged in using your LUC account and you should see the page that looks like this:


    Go to the library website and navigate to JSTOR and “Advanced Search”.
    (Be sure that you are logged in).






    Key Words - Type in the key words/topics that you would like to search.  Try different search terms using synonyms such as "school" in one search then "education" in another search.





    Narrow Results to Articles - Select only "articles" in the filtering menu on the left side - so you don't get results from reviews or book chapters.











    Journal Filter - Scroll down to select "sociology" under search by subject. That will limit your search to only journals that are sociological.




    Additional tips for finding research in JSTOR 

    • Try different search terms - open a few articles in different windows that you might be interested in.  Then, try different search terms and open a few more. This might help you find the most relevant articles before you waste time reading one less relevant; quickly read the abstract or introduction to decide if the article is worth looking at in greater detail; 
    • Start general then narrow - start out with a search for general terms then you can narrow down by adding other terms or dates.  One way to do this is to search within the results you find. 


    3b.  Choose one article that you might to explore more.  What article did you find from JSTOR?    

    3c. Which of the founding paradigms  (Structural-Functional, Conflict, Symbolic Interaction) does your article appear to use?  Explain how.

    Structural Functional - how the structures (social institutions like family, education, media, work, government) shape the individuals within society.
    Conflict - how inequality is shaped by power
    Symbolic Interaction - How people interact based on shared meaning


    III.  Institutions that publish primary source research 

    A third place to find original research is to look at institutions that conduct and publish social research.  Some institutions publish research as their primary goal.  This is one example of sociologists doing sociology for a living.  These research organizations often publish the data sets that their research is based on. 
    Many of these institutions publish reports for the general public so the advantage here is that they are likely going to be easier to read.  But the disadvantage is that they will be less thorough.

    Below is a list of institutions that publish primary research.  I want to point these institutions out both as examples of places you can work and also as sources of primary research.  
  • PEW https://www.pewresearch.org/category/publications/
  • Census  https://www.census.gov/ (click on browse by topic)
  • National Center for Education Statistics
  • Stanford Center on Poverty & Inequality
  • Bureau of Labor Statistics
  • Data from U of Michigan's Monitoring the Future - Data on Teens and behaviors, attitudes, values  

  • Choose one of the links above.  Click on it and try to find some original research that they published.

    3c.  Which institution did you visit?  What research did you find?


    SAVE ONE ARTICLE
    You will use one article that you found in our next few lessons.  So, save one article that is an original research article that you can refer to for the next week or so.  If you have trouble finding one, please check in with me during office hours or before class.

    Choose 1 original Sociology Research article from the 3 places above (preferably from 1. Journals) because they are most recent.  Try to label each section of the article using the structure that I gave you above.


    4.  What article did you choose?  (IMPORTANT - Save this article so that you can use it in class next week)




    In conclusion:
    Identify why research is important to sociology.
    Find original research articles.
    Identify the different parts of the articles.