Includes many original contributions by an assembly of distinguished social scientists. They set forth the main features of a changing American society: how its organization for accomplishing major social change has evolved, and how its benefits and deficits are distributed among the various parts of the population. Theoretical developments in the social sciences and the vast impact of current events have contributed to a resurgence of interest in social change; in its causes, measurement, and possible prediction. These essays analyze what we know, and examine what we need to know in the study, prediction, and possible control of social change.

DR. ELEANOR BERNERT SHELDON and DR. WILBERT E. MOORE are both sociologists on the professional staff of the Russell Sage Foundation. They share a common background in demography and a common current interest in the measurement of large-scale structural change. Both have written extensively in various other sociological specialties, and participated in the ongoing activities of their common profession.

CONTRIBUTORS Daniel Bell, N.J. Demerath III, Beverly Duncan, Otis Dudley Duncan, Philip H. Ennis, William J. Goode, Stanley Lebergott, Ida C. Merriam, Joyce M. Mitchell, William C. Mitchell, Wilbert E. Moore, Iwao M. Moriyama, Milton Moss, A.W. Sametz, Conrad Taeuber.

"The authors' concerns resonate with current state and federal policy debates to reinstate more options for education and training. This book should encourage continuing examination of these policies and further research, development, and dissemination of policies that boost education outcomes."
-POLITICAL SCIENCE QUARTERLY

"Putting Poor People to Work is the best examination so far of 'work first,' the idea that poor individuals should simply go to work as the most direct way out of poverty .... In the end, their powerful analysis reveals a disturbing duality: at the same time that many policymakers and advocates are trumpeting the value of education, public policy has decided that the poorest among us deserve not education but mere palliatives."
-W. NORTON GRUBB, David Gardner Chair in Higher Education, University of California at Berkeley

"While the Clinton administration was promoting college attendance, welfare reform 'work first' requirements were simultaneously closing off college opportunities for the poor .... This book provides an important contribution to our understanding of this policy and its extensive implications for the poor, for community colleges, and for ideas about who gets educational opportunity in the United States."
-JAMES E. ROSENBAUM, professor of sociology, education, and social policy, Institute for Policy Research, Northwestern University

"Putting Poor People to Work is an important book that describes in devastating detail how over the past decade, and almost without notice, poor women lost the fragile foothold they had gained onto the first rungs of the education ladder-access to college-that other Americans climb to economic security."
-JULIE STRAWN, senior policy analyst, Center for Law and Social Policy

Today, a college education is increasingly viewed as the gateway to the American Dream—a necessary prerequisite for social mobility. Yet recent policy reforms in the United States effectively steer former welfare recipients away from an education that could further their career prospects, forcing them directly into the workforce where they often find only low-paying jobs with little opportunity for growth. In Putting Poor People to Work, Kathleen Shaw, Sara Goldrick-Rab, Christopher Mazzeo, and Jerry A. Jacobs explore this troubling disconnect between the principles of “work-first” and “college for all.”

Using comprehensive interviews with government officials and sophisticated data from six states over a four year period, Putting Poor People to Work shows how recent changes in public policy have reduced the quantity and quality of education and training available to adults with low incomes. The authors analyze how two policies encouraging work—the federal welfare reform law of 1996 and the Workforce Investment Act of 1998—have made moving people off of public assistance as soon as possible, with little regard to their long-term career prospects, a government priority. Putting Poor People to Work shows that since the passage of these “work-first” laws, not only are fewer low-income individuals pursuing postsecondary education, but when they do, they are increasingly directed towards the most ineffective, short-term forms of training, rather than higher-quality college-level education. Moreover, the schools most able and ready to serve poor adults—the community colleges—are deterred by these policies from doing so.

Having a competitive, agile workforce that can compete with any in the world is a national priority. In a global economy where skills are paramount, that goal requires broad popular access to education and training. Putting Poor People to Work shows how current U.S. policy discourages poor Americans from seeking out a college education, stranding them in jobs with little potential for growth. This important new book makes a powerful argument for a shift in national priorities that would encourage the poor to embrace both work and education, rather than having to choose between the two.

KATHLEEN M. SHAW is chair of the Department of Educational Leadership and Policy Studies and associate professor of urban education at Temple University.

SARA GOLDRICK-RAB is assistant professor of educational policy studies and sociology at the University of Wisconsin-Madison, and faculty affiliate of the Wisconsin Center for the Advancement of Postsecondary Education.

CHRISTOPHER MAZZEO is a New York City–based independent consultant.

JERRY A. JACOBS is Merriam Term Professor of Sociology at the University of Pennsylvania and editor of the American Sociological Review.

An Institute for Research on Poverty Affiliated Book on Poverty and Public Policy

"The collection contains an incredibly rich amount of information, historical background, statistics, and ideas. It provides a significant contribution to our understanding of social reproduction, economic inequality, poverty, and the institutional mechanisms that shape wealth inequality. This book should be of interest to a broad audience."
- CONTEMPORARY SOCIOLOGY

"Assets for the Poor makes an important contribution to the debate on how the wealth-creating opportunities available to upper- and middle- class Americans can be extended to low income families. Many critical issues of asset development are discussed in this important book, which will be an essential resource for anyone concerned about the twin problems of poverty and inequality in American society today."
-JAMES MIDGLEY, University of California, Berkeley

"For those already convinced of the importance of assets for poor families, this comprehensive compendium will add breadth and depth. For those wavering as to whether asset-based policies are a useful anti- poverty tool, this book is likely to win you over."
- JARED BERNSTEIN, Economic Policy Institute, Washington, D.C.

'Assets for the Poor is the scholarly treatise on America's 'third revolution,' the movement to democratize capitalism. While the first struggle overcame foreign tyranny and the second defeated slavery to usher in an extended era of civil rights, the coming revolution will be over economic justice... an effort to secure for all families a share in the fruits of our democracy."
-J. LARRY BROWN, Brandeis University

Over the past three decades, average household wealth in the United States has declined among all but the richest families, with a near 80 percent drop among the nation's poorest families. Although the national debate about inequality has focused on income, it is wealth—the private assets amassed and passed on within families—that provides the extra economic cushion needed to move beyond mere day-to-day survival. Assets for the Poor is the first full-scale investigation into the importance of family wealth and the need for policies to encourage asset-building among the poor.

Assets for the Poor shows how institutional mechanisms designed to encourage acquisition of capital and property favor middle-class and high-income families. For example, the aggregate value of home mortgage tax deductions far outweighs the dollar amount of the subsidies provided by Section 8 rental vouchers and public housing. Banking definitions of creditworthiness largely exclude minorities, and welfare rules have made it nearly impossible for single mothers to accumulate savings, let alone stocks or real estate. Due to persistent residential segregation, even those minority families who do own homes are often denied equal access to better schools and public services.

The research in this volume shows that the poor do make use of the assets they have. Cash gifts—although small in size—are frequent within families and often lead to such positive results as homebuying and debt reduction, while tangible assets such as tools and cars help increase employment prospects. Assets for the Poor examines policies such as Individual Development Account tax subsidies to reward financial savings among the poor, and more liberal credit rules to make borrowing easier and less costly. The contributors also offer thoughtful advice for bringing the poor into mainstream savings institutions and warn against developing asset building policies at the expense of existing safety net programs.

Asset-building for low-income families is a powerful idea that offers hope to families searching for a way out of poverty. Assets for the Poor challenges current thinking regarding poverty reduction policies and proposes a major shift in the way we think about families and how they make a better life.

THOMAS M. SHAPIRO is professor of sociology at Northeastern University.

EDWARD N. WOLFF is professor of economics at New York University.

CONTRIBUTORS: Richard V. Burkhauser, John Sibley Butler, Stacie Carney, Dalton Conley, Nancy A. Denton, Kathryn Edin, William G. Gale, Robert Haveman, Lelvin L. Oliver, Laurence S. Seidman, Thomas M. Shapiro, Michael Sherraden, Seymour Spilerman, Mark J. Stern, Robert Weathers, Mark O. Wilhelm, Edward N. Wolff

A Volume in the Ford Foundation Series on Asset Building

A Volume in the American Sociological Association’s Rose Series in Sociology

"Excellent for anyone studying social change and social movements, as well as for business leaders."
-CHOICE

"Beyond the Boycott draws on careful analysis of cases ranging across time and space from the operation of the Sullivan Principles in South Africa in the apartheid era to monitoring apparel sub-contractors in contemporary Guatemala to generate a provocative and original proposition on the effectiveness of transnational labor rights campaigns. Gay Seidman's well-argued thesis that transnational activists should focus less on corporations and 'workers' rights as human rights' and more on states and 'workers' rights as citizenship rights' is a fresh and stimulating addition to debates on transnational activism that is sure to have a lasting impact."
-PETER B. EVANS, University of California, Berkeley

"In this imaginative study, Gay Seidman explores the implications of the pivotal shift among labor advocates in the anti-globalizaiton movement from a traditional 'labor rights' discourse targeting the national state to a focus on human rights at the global level that relies on 'stateless regulation.' The three case studies reveal the potential of this new form of transnational labor activism, but also expose its limitations-most importantly the ways in which it constructs workers as victims rather than as agents of social transformation. No one else has examined the anti-sweatshop movement and corporate 'codes of conduct' with such a subtle comparative touch. Beyond the Boycott is a must read for anyone concerned about labor and globalization, for scholars and advocates alike."
-RUTH MILKMAN, UCLA

"In Beyond the Boycott, the eminent labor sociologist Gay Seidman provides an indispensable analysis of one of the most urgent questions of our time: How can labor rights be enforced in a global system now devoted to the rights of capital and commerce? By critically examining three major attempts to use the tools of 'stateless regulation,' Seidman makes a powerful argument that transnational activists should refocus their campaigns on restoring the promise of state institutions and democratic citizenship. This gem of a book will be required reading for anyone concerned about social justice in an era of globalization."
-MARK BARENBERG, Columbia University

As the world economy becomes increasingly integrated, companies can shift production to wherever wages are lowest and unions weakest. How can workers defend their rights in an era of mobile capital? With national governments forced to compete for foreign investment by rolling back legal protections for workers, fair trade advocates are enlisting consumers to put market pressure on companies to treat their workers fairly. In Beyond the Boycott, sociologist Gay Seidman asks whether this non-governmental approach can reverse the “race to the bottom” in global labor standards.

Beyond the Boycott examines three campaigns in which activists successfully used the threat of a consumer boycott to pressure companies to accept voluntary codes of conduct and independent monitoring of  work sites. The voluntary Sullivan Code required American corporations operating in apartheid-era South Africa to improve treatment of their workers;  in India, the Rugmark inspection team provides ‘social labels’ for  handknotted carpets made without child labor; and in Guatemala,  COVERCO monitors conditions in factories producing clothing under contract for major American brands. Seidman compares these cases to explore the ingredients of successful campaigns, as well as the inherent limitations facing voluntary monitoring schemes. Despite activists’ emphasis on educating individual consumers to support ethical companies, Seidman finds that, in practice, they have been most successful when they mobilized institutions—such as universities, churches, and shareholder organizations. Moreover, although activists tend to dismiss states’ capabilities, all three cases involved governmental threats of trade sanctions against companies and countries with poor labor records. Finally, Seidman  points to an intractable difficulty of independent workplace monitoring: since consumers rarely distinguish between monitoring schemes and labels, companies can hand pick monitoring organizations, selecting those with the lowest standards for working conditions and the least aggressive inspections. Transnational consumer movements can increase the bargaining power of the global workforce, Seidman argues, but they cannot replace national governments or local campaigns to expand the meaning of citizenship.

As trade and capital move across borders in growing volume and with greater speed, civil society and human rights movements are also becoming more global. Highly original and thought-provoking, Beyond the Boycott vividly depicts the contemporary movement to humanize globalization—its present and its possible future.

GAY W. SEIDMAN is professor of sociology at the University of Wisconsin, Madison.

"This volume is the first to examine how public policy aimed at education, income support, welfare, housing, civil rights, and employment may affect health. Since the existing strategy of devoting an increasing share of resources to medical care is at the point of diminishing returns and cannot be sustained in the long run, the approach promoted by this seminal collection deserves and is certain to receive growing attention."
-CHOICE

"In the next fifteen years, baby boomers will enter the elderly population and the number of people over sixty-five in the United States will have doubled, a crisis that will dramatically overwhelm our medical care system. Making Americans Healthier offers crucially important ideas about how we must deal with this challenge."
-S. LEONARD SYME, emeritus professor of epidemiology and community health, School of Public Health, University of California, Berkeley

"This is an absolute must-read book for anyone interested in how government policies can improve population health and reduce health disparities. Throughout most of the twentieth century, developed nations focused almost exclusively on the development of health care services, drugs and technology to cure acute illnesses and chronic disease. In contrast, the twenty-first century promises a much more deliberative effort to understand, endorse, and disseminate social and economic policy to promote health and prevent the onset of illness. Making Americans Healthier provides the keys for opening that prevention door by providing an up-to-date critique and thorough examination of how non-health policies targeted on social and economic problems have impacted population health."
-COLLEEN M. GROGAN, associate professor, School of Social Service Administration, and academic dean, Graduate Program in Health Administration and Policy, University of Chicago

The United States spends billions of dollars annually on social and economic policies aimed at improving the lives of its citizens, but the health consequences associated with these policies are rarely considered. In Making Americans Healthier, a group of multidisciplinary experts shows how social and economic policies seemingly unrelated to medical well-being have dramatic consequences for the health of the American people.

Most previous research concerning problems with health and healthcare in the United States has focused narrowly on issues of medical care and insurance coverage, but Making Americans Healthier demonstrates the important health consequences that policymakers overlook in traditional cost-benefit evaluations of social policy. The contributors examine six critical policy areas: civil rights, education, income support, employment, welfare, and neighborhood and housing. Among the important findings in this book, David Cutler and Adriana Lleras-Muney document the robust relationship between educational attainment and health, and estimate that the health benefits of education may exceed even the well-documented financial returns of education. Pamela Herd, James House, and Robert Schoeni discover notable health benefits associated with the Supplemental Security Income Program, which provides financial support for elderly and disabled Americans. George Kaplan, Nalini Ranjit, and Sarah Burgard document a large and unanticipated improvement in the health of African-American women following the enactment of civil rights legislation in the 1960s.

Making Americans Healthier presents ground-breaking evidence that the health impact of many social policies is substantial. The important findings in this book pave the way for promising new avenues for intervention and convincingly demonstrate that ultimately social and economic policy is health policy.
 

ROBERT F. SCHOENI is professor of public policy and economics, the University of Michigan.

JAMES S. HOUSE is Angus Campbell Collegiate Professor of Sociology and Survey Research, the University of Michigan.

GEORGE A. KAPLAN is the Thomas Francis Collegiate Professor of Public Health, the University of Michigan.

HAROLD POLLACK is associate professor of social service administration, University of Chicago.

CONTRIBUTORS: Marianne P. Bitler, Jeanne Brooks-Gunn, Sarah A. Burgard, Janet Currie, David M. Cutler, Rebecca C. Fauth, Irv Garfinkel. Ben B. Hansen, Pamela Herd, Hilary Hoynes, Daniel Keating, Jean Knab, Adriana Lleras-Muney, Sara McLanahan, Jeffrey D. Morenoff, Enrico Moretti, Theresa L. Osypuk, Richard H. Price,  Nalini Ranjit, Ana V. Diez Roux, Christopher J. Ruhm, Sharon Z. Simonton.

A Volume in the National Poverty Center Series on Poverty and Public Policy

Shows what happens when a specific social policy is tried out on an experimental basis prior to being enacted into law. By providing a trial of a variety of negative income tax plans carried out over a three-year period in four communities, the New Jersey-Pennsylvania Income Maintenance Experiment was designed to observe whether income maintenance would lead to reduced work effort on the part of those who received subsidies. This book evaluates the final project reports on the experiment issued by Mathematica, Inc. and the Institute for Research on Poverty at the University of Wisconsin.

PETER H. ROSSI is professor of sociology and director of the Social and Demographic Research Institute at the University of Massachusetts, Amherst.

KATHARINE C. LYALL is assistant professor of political economy and senior research associate at the Center for Metropolitan Planning and Research, Johns Hopkins University.

A publication in the Continuities in Evaluation Research series.

A Volume in the American Sociological Association’s Rose Series in Sociology

Winner of the 2002 Willard Waller Award for Distinguished Scholarship

"An important indictment of the failed connection between high school and post-high school opportunities for American youth ... well worth reading."
-WORK AND OCCUPATIONS

"James Rosenbaum skillfully exposes as false many assumptions about the causes of unfruitful careers among the 'forgotten half' of high school students. He draws selectively from labor economics and organizational sociology and displays the rewarding analytical power of theoretical eclecticism when applied to a complex social phenomenon. His own explanation for why so many American high school students do not succeed in the marketplace arises from insightful institutional comparisons among the United States, Japan, and Germany. But ultimately it emerges from highly creative thinking about transactions of failed communication, misplaced incentives, and unfulfilled trust between teachers and students and between schools and employers. The book is theoretically rich and empirically compelling. It offers new and thought-provoking insights into a longstanding dilemma in educating the nation's youth for productive lives, and it offers guarded optimism about the future."
-DAVID L. FEATHERMAN, University of Michigan

"Beyond College For All presents an insightful analysis of the transition from high school to work in the United States. The work is theoretically rich, distinctive in its reliance on observational, anecdotal, and survey data, and practical in its recommendations. Researchers, graduate students, educators, and employers would profit from James Rosenbaum's work."
-MAUREEN T. HALLINAN, University of Notre Dame

In a society where everyone is supposed to go to college, the problems facing high school graduates who do not continue their education are often forgotten. Many cannot find jobs, and those who do are often stuck in low-wage, dead-end positions. Meanwhile employers complain that high school graduates lack the necessary skills for today's workplace. Beyond College for All focuses on this crisis in the American labor market. Around the world, author James E. Rosenbaum finds, employers view high school graduates as valuable workers. Why not here?

Rosenbaum reports on new studies of the interaction between employers and high schools in the United States. He concludes that each fails to communicate its needs to the other, leading to a predictable array of problems for young people in the years after graduation. High schools caught up in the college-for-all myth, provide little job advice or preparation, leading students to make unrealistic plans and hampering both students who do not go to college and those who start college but do not finish. Employers say they care about academic skills, but then do not consider grades when deciding whom to hire. Faced with few incentives to achieve, many students lapse into precisely the kinds of habits employers deplore, doing as little as possible in high school and developing poor attitudes.

Rosenbaum contrasts the situation in the United States with that of two other industrialized nations-Japan and Germany-which have formal systems for aiding young people who are looking for employment. Virtually all Japanese high school graduates obtain work, and in Germany, eighteen-year-olds routinely hold responsible jobs. While the American system lacks such formal linkages, Rosenbaum uncovers an encouraging hidden system that helps many high school graduates find work. He shows that some American teachers, particularly vocational teachers, create informal networks with employers to guide students into the labor market. Enterprising employers have figures out how to use these networks to meet their labor needs, while students themselves can take steps to increase their ability to land desirable jobs.

Beyond College for All suggests new policies based on such practices. Rosenbaum presents a compelling case that the problems faced by American high school graduates and employers can be solved if young people, employers, and high schools build upon existing informal networks to create formal paths for students to enter the world of work.

JAMES E. ROSENBAUM is professor of sociology, education, and social policy at the Institute for Policy Research at Northwestern University.

"This book's most significant contribution is that it examines the recurring problem of lack of completion on the part of community college students from a different paradigm that moves beyond concepts of individual student deficiencies and focuses instead on college structures and processes as critical to student success .... Examples from interviews are especially compelling as they provide a glimpse into student understandings of their college experience. Quantitative research is also abundant and adds an important dimension to this effort. This book can serve as a useful tool for community college leaders seeking to increase retention and success of students."
-COMMUNITY COLLEGE REVIEW

"After Admission continues an argument that James E. Rosenbaum began in his 2001 volume Beyond College for All. With a majority of high school graduates now attending some kind of college, the central issue is less access (though access remains inequitable) and more the completion and success of all students. The three authors provide novel perspectives about enhancing success by contrasting practices in public community colleges with those in private 'occupational colleges' providing similar degrees in occupational subjects .... [The book's] many insights will benefit not only community colleges and their private analogues, but also many public and private four-year colleges that provide access without real success."
-W. NORTON GRUBB, University of California, Berkeley

"After Admission is a book that will inspire renewed purpose among community college leaders. Community colleges promise upward mobility, but too often fail to deliver. Drawing on an impressive array of empirical data and pointed comparisons with private occupational colleges, James E. Rosenbaum, Regina Deil-Amen, and Ann E. Person show how community colleges can create the conditions for student success through confidence- building teaching practices, social skills development, clearer pathways to degrees, and stronger links to employers. This book provides the blueprint for a new era of reform in community colleges."
-STEVEN BRINT, University of California, Riverside

"After Admission provides an important message about the challenges community colleges face in serving first- generation college enrollees well. In a well-designed study making use of both quantitative and qualitative research methods, James E. Rosenbaum, Regina Deil-Amen, and Ann E. Person document that community colleges have become extraordinarily important actors on the American higher education scene .... After Admission provides state legislators and policymakers with a thoughtful diagnosis of the problems community colleges face in serving a new student population and what it will take to solve these problems .... After Admission is essential reading for anyone who cares about community colleges and the students who attend them."
-RICHARD J. MURNANE, Harvard University

Enrollment at America’s community colleges has exploded in recent years, with five times as many entering students today as in 1965. However, most community college students do not graduate; many earn no credits and may leave school with no more advantages in the labor market than if they had never attended. Experts disagree over the reason for community colleges’ mixed record. Is it that the students in these schools are under-prepared and ill-equipped for the academic rigors of college? Are the colleges themselves not adapting to keep up with the needs of the new kinds of students they are enrolling? In After Admission, James Rosenbaum, Regina Deil-Amen, and Ann Person weigh in on this debate with a close look at this important trend in American higher education.

After Admission compares community colleges with private occupational colleges that offer accredited associates degrees. The authors examine how these different types of institutions reach out to students, teach them social and cultural skills valued in the labor market, and encourage them to complete a degree. Rosenbaum, Deil-Amen, and Person find that community colleges are suffering from a kind of identity crisis as they face the inherent complexities of guiding their students towards four-year colleges or to providing them with vocational skills to support a move directly into the labor market. This confusion creates administrative difficulties and problems allocating resources. However, these contradictions do not have to pose problems for students. After Admission shows that when colleges present students with clear pathways, students can effectively navigate the system in a way that fits their needs. The occupational colleges the authors studied employed close monitoring of student progress, regular meetings with advisors and peer cohorts, and structured plans for helping students meet career goals in a timely fashion. These procedures helped keep students on track and, the authors suggest, could have the same effect if implemented at community colleges.

As college access grows in America, institutions must adapt to meet the needs of a new generation of students. After Admission highlights organizational innovations that can help guide students more effectively through higher education.

JAMES E. ROSENBAUM is professor of sociology, education, and social policy, and faculty fellow at the Institute for Policy Research at Northwestern University.

REGINA DEIL-AMEN is assistant professor at the Center for the Study of Higher Education, the University of Arizona College of Education.

ANN E. PERSON is a doctoral student in human development and social policy and a graduate fellow with the Institute for Policy Research at Northwestern University.

Represents the first integrated effort to deal with age as a crucial variable in the social system. Of special interest to sociologists for whom the sociology of age seems destined to become a special field.

MATILDA WHITE RILEY, MARILYN JOHNSON, and ANNE FONER are in the Department of Sociology at Rutgers University.

CONTRIBUTORS: John A. Clausen, Richard Cohn, Anne Foner, Beth Hess, Marilyn Johnson, Robert K. Merton, Edward E. Nelson, Talcott Parsons, Gerald Platt, Matilda White Riley, Norman B. Ryder, Harris Schrank, Bernice C. Starr, and Harriet Zuckerman
 

Interprets the research findings on aging for professionals concerned with the prevention and treatment of problems associated with aging. Each chapter, written by an expert, deals with the field within the broad context of aging in contemporary society.

MATILDA WHITE RILEY and MARILYN E. JOHNSON, Department of Sociology, Rutgers University.

JOHN W. RILEY, JR. is vice president and director of Social Research for the Equitable Life Assurance Society of the United States.

CONTRIBUTORS: Faye G. Abdellah, Reubin Andres, Walter M. Beattie Jr., Merton C. Bernstein, Glenn H. Beyer, Herman B. Brotman, Esther Lucille Brown, W. Phillips Davison, Lowell Eklund, Ellen Fahy, Robert L. Geddes, Andrew M. Greeley, James M. Gustafson, Phillip E. Hammond, Huson Jackson, Marilyn E. Johnson, Juanita M. Kreps, Louis Lasaga, Frances Cook Macgregor, John Madge, Geneva Mathiasen, Ernest E. McMahon, Walter J. McNamara, Robert Morris, Charles E. Odell, Margery T. Overholser, Arthur J. Patek Jr., Ollie A. Randall, Max Rheinstein, John W. Riley Jr., Matilda White Riley, Sverre Roang, George Rosen, Doris R. Schwartz, Alvin L. Schorr, Wilbur Schramm, Harold L. Sheppard, DeWitt Stetten Jr., Mervyn Susser, Manfred H. Vogel, Thurman White, and Frederick D. Zeman