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

Honorable Mention, 2013 Best Book Award, Political Economy of the World-System Section of the American Sociological Association

Honorable Mention, 2013 Best Book Award, Global and Transnational Sociology Section of the American Sociological Association

Global crises such as rising economic inequality, volatile financial markets, and devastating climate change illustrate the defects of a global economic order controlled largely by transnational corporations, wealthy states, and other elites. As the impacts of such crises have intensified, they have generated a new wave of protests extending from the countries of the Middle East and North Africa throughout Europe, North America, and elsewhere. This new surge of resistance builds upon a long history of transnational activism as it extends and develops new tactics for pro-democracy movements acting simultaneously around the world.

In Social Movements in the World-System, Jackie Smith and Dawn Wiest build upon theories of social movements, global institutions, and the political economy of the world-system to uncover how institutions define the opportunities and constraints on social movements, which in turn introduce ideas and models of action that help transform social activism as well as the system itself. Smith and Wiest trace modern social movements to the founding of the United Nations, as well as struggles for decolonization and the rise of national independence movements, showing how these movements have shifted the context in which states and other global actors compete and interact. The book shows how transnational activism since the end of the Cold War, including United Nations global conferences and more recently at World Trade Organization meetings, has shaped the ways groups organize. Global summits and UN conferences have traditionally provided focal points for activists working across borders on a diverse array of issues. By engaging in these international arenas, movements have altered discourses to emphasize norms of human rights and ecological sustainability over territorial sovereignty. Over time, however, activists have developed deeper and more expansive networks and new spaces for activism. This growing pool of transnational activists and organizations democratizes the process of organizing, enables activists to build on previous experiences and share knowledge, and facilitates local actions in support of global change agendas.

As the world faces profound financial and ecological crises, and as the United States' dominance in the world political economy is increasingly challenged, it is especially urgent that scholars, policy analysts, and citizens understand how institutions shape social behavior and the distribution of power. Social Movements in the World-System helps illuminate the contentious and complex interactions between social movements and global institutions and contributes to the search for paths toward a more equitable, sustainable, and democratic world.

JACKIE SMITH is professor of sociology at the University of Pittsburgh.

DAWN WIEST is senior research analyst at the American College of Physicians.

Winner of the 2013 Distinguished Scholarly Book Award of the Labor and Labor Movements Section of the American Sociological Association

When the Detroit newspaper strike was settled in December 2000, it marked the end of five years of bitter and violent dispute. No fewer than six local unions, representing 2,500 employees, struck against the Detroit News, the Detroit Free Press, and their corporate owners, charging unfair labor practices. The newspapers hired permanent replacement workers and paid millions of dollars for private security and police enforcement; the unions and their supporters took their struggle to the streets by organizing a widespread circulation and advertising boycott, conducting civil disobedience, and publishing a weekly strike newspaper. In the end, unions were forced to settle contracts on management's terms, and fired strikers received no amnesty.

In The Broken Table, Chris Rhomberg sees the Detroit newspaper strike as a historic collision of two opposing forces: a system in place since the New Deal governing disputes between labor and management, and decades of increasingly aggressive corporate efforts to eliminate unions. As a consequence, one of the fundamental institutions of American labor relations—the negotiation table—has been broken, Rhomberg argues, leaving the future of the collective bargaining relationship and democratic workplace governance in question.

The Broken Table uses interview and archival research to explore the historical trajectory of this breakdown, its effect on workers' economic outlook, and the possibility of restoring democratic governance to the business-labor relationship. Emerging from the New Deal, the 1935 National Labor Relations Act protected the practice of collective bargaining and workers' rights to negotiate the terms and conditions of their employment by legally recognizing union representation. This system became central to the democratic workplace, where workers and management were collective stakeholders. But efforts to erode the legal protections of the NLRA began immediately, leading to a parallel track of anti-unionism that began to gain ascendancy in the 1980s. The Broken Table shows how the tension created by these two opposing forces came to a head after a series of key labor disputes over the preceding decades culminated in the Detroit newspaper strike. Detroit union leadership charged management with unfair labor practices after employers had unilaterally limited the unions' ability to bargain over compensation and work conditions. Rhomberg argues that, in the face of management claims of absolute authority, the strike was an attempt by unions to defend workers' rights and the institution of collective bargaining, and to stem the rising tide of post-1980s anti-unionism.

In an era when the incidence of strikes in the United States has been drastically reduced, the 1995 Detroit newspaper strike stands out as one of the largest and longest work stoppages in the past two decades. A riveting read full of sharp analysis, The Broken Table revisits the Detroit case in order to show the ways this strike signaled the new terrain in labor-management conflict. The book raises broader questions of workplace governance and accountability that affect us all.

CHRIS RHOMBERG is associate professor of sociology at Fordham University.

Most nineteenth and early-twentieth-century European immigrants arrived in the United States with barely more than the clothes on their backs. They performed menial jobs, spoke little English, and often faced a hostile reception. But two or more generations later, the overwhelming majority of their descendants had successfully integrated into American society. Today's immigrants face many of the same challenges, but some experts worry that their integration, especially among Latinos, will not be as successful as their European counterparts. Keeping the Immigrant Bargain examines the journey of Dominican and Colombian newcomers whose children have achieved academic success one generation after the arrival of their parents. Sociologist Vivian Louie provides a much-needed comparison of how both parents and children understand the immigrant journey toward education, mobility, and assimilation.

Based on Louie's own survey and interview study, Keeping the Immigrant Bargain examines the lives of thirty-seven foreign-born Dominican and Colombian parents and their seventy-six young adult offspring—the majority of whom were enrolled in or had graduated from college. The book shows how they are adapting to American schools, jobs, neighborhoods, and culture. Louie discovers that before coming to the United States, some of these parents had already achieved higher levels of education than the average foreign-born Dominican or Colombian, and after arrival many owned their own homes. Significantly, most parents in each group expressed optimism about their potential to succeed in the United States, while also expressing pessimism about whether they would ever be accepted as Americans.

In contrast to the social exclusion experienced by their parents, most of the young adults had assimilated linguistically and believed themselves to be full participants in American society. Keeping the Immigrant Bargain shows that the offspring of these largely working-class immigrants had several factors in common that aided their mobility. Their parents were highly engaged in their lives and educational progress, although not always in ways expected by schools or their children, and the children possessed a strong degree of self-motivation. Equally important was the availability of key institutional networks of support, including teachers, peers, afterschool and other enrichment programs, and informal mentors outside of the classroom. These institutional networks gave the children the guidance they needed to succeed in school, offering information the parents often did not know themselves.

While not all immigrants achieve such rapid success, this engrossing study shows how powerful the combination of self-motivation, engaged families, and strong institutional support can be. Keeping the Immigrant Bargain makes the case that institutional relationships—such as teachers and principals who are trained to accommodate cultural difference and community organizations that help parents and children learn how to navigate the system—can bear significantly on immigrant educational success.

VIVIAN LOUIE is associate professor of education at the Graduate School of Education, Harvard University.

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

Winner of the 2012 Otis Dudley Duncan Award for Outstanding Scholarship in Social Demography

The Americans with Disabilities Act (ADA) and other national policies are designed to ensure the greatest possible inclusion of people with disabilities in all aspects of American life. But as a matter of national policy we still place the lion's share of responsibility for raising children with disabilities on their families. While this strategy largely works, sociologist Dennis Hogan maintains, the reality is that family financial security, the parents' relationship, and the needs of other children in the home all can be stretched to the limit. In Family Consequences of Children's Disabilities Hogan delves inside the experiences of these families and examines the financial and emotional costs of raising a child with a disability. The book examines the challenges families of children with disabilities encounter and how these challenges impact family life.

The first comprehensive account of the families of children with disabilities, Family Consequences of Children's Disabilities employs data culled from seven national surveys and interviews with twenty-four mothers of children with disabilities, asking them questions about their family life, social supports, and how other children in the home were faring. Not surprisingly, Hogan finds that couples who are together when their child is born have a higher likelihood of divorcing than other parents do. The potential for financial insecurity contributes to this anxiety, especially as many parents must strike a careful balance between employment and caregiving. Mothers are less likely to have paid employment, and the financial burden on single parents can be devastating. One-third of children with disabilities live in single-parent households, and nearly 30 percent of families raising a child with a disability live in poverty.

Because of the high levels of stress these families incur, support networks are crucial. Grandparents are often a source of support. Siblings can also assist with personal care and, consequently, tend to develop more helpful attitudes, be more inclusive of others, and be more tolerant. But these siblings are at risk for their own health problems: they are three times more likely to experience poor health than children in homes where there is no child with a disability. Yet this book also shows that raising a child with a disability includes unexpected rewards—the families tend to be closer, and they engage in more shared activities such as games, television, and meals.

Family Consequences of Children's Disabilities offers access to a world many never see or prefer to ignore. The book provides vital information on effective treatment, rehabilitation, and enablement to medical professionals, educators, social workers, and lawmakers. This compelling book demonstrates that every mirror has two faces: raising a child with a disability can be difficult, but it can also offer expanded understanding.

DENNIS HOGAN is Robert E. Turner Distinguished Professor of Population Studies at Brown University.

Does economic inequality in one generation lead to inequality of opportunity in the next? In From Parents to Children, an esteemed international group of scholars investigates this question using data from ten countries with differing levels of inequality. The book compares whether and how parents' resources transmit advantage to their children at different stages of development and sheds light on the structural differences among countries that may influence intergenerational mobility.

How and why is economic mobility higher in some countries than in others? The contributors find that inequality in mobility-relevant skills emerges early in childhood in all of the countries studied. Bruce Bradbury and his coauthors focus on learning readiness among young children and show that as early as age five, large disparities in cognitive and other mobility-relevant skills develop between low- and high-income kids, particularly in the United States and the United Kingdom. Such disparities may be mitigated by investments in early childhood education, as Christelle Dumas and Arnaud Lefranc demonstrate. They find that universal pre-school education in France lessens the negative effect of low parental SES and gives low-income children a greater shot at social mobility. Katherine Magnuson, Jane Waldfogel, and Elizabeth Washbrook find that income-based gaps in cognitive achievement in the United States and the United Kingdom widen as children reach adolescence. Robert Haveman and his coauthors show that the effect of parental income on test scores increases as children age; and in both the United States and Canada, having parents with a higher income betters the chances that a child will enroll in college.

As economic inequality in the United States continues to rise, the national policy conversation will not only need to address the devastating effects of rising inequality in this generation but also the potential consequences of the decline in mobility from one generation to the next. Drawing on unparalleled international datasets, From Parents to Children provides an important first step.

JOHN ERMISCH is professor of family demography at Oxford University.

MARKUS JäNTTI is professor of economics at the Swedish Institute for Social Research, Stockholm University.

TIMOTHY M. SMEEDING is director of the Institute for Research on Poverty, University of Wisconsin-Madison.

CONTRIBUTORS: Silke Anger, Lars Bergman, Erik Bihagen, Paul Bingley, Anders Bjorklund, Jo Blanden, Bruce Bradbury, Massimiliano Bratti, Lorenzo Cappellari, Miles Corak, Emilia Del Bono, Kathryn Duckworth, Christelle Dumas, Greg J. Duncan, Olaf Groh-Samberg, Robert Haveman, John Jerrim, Jan O. Jonsson, Ilan Katz, Katja Kokko, Arnaud Lefranc, Henning Lohmann, Anna-Liisa Lyyra, Katherine Magnuson, Molly Metzger, John Micklewright, Carina Mood, Martin Nybom, Frauke H. Peter, Patrizio Piraino, Lea Pulkkinen, Gerry Redmond, John Roemer, Sharon Simonton, C. Katharina Spiess, Jane Waldfogel, Eizabeth Washbrook, Niels Westergard-Nielsen, James A. Wilson, Kathryn Wilson.

Many Americans, holding fast to the American Dream and the promise of equal opportunity, claim that social class doesn't matter. Yet the ways we talk and dress, our interactions with authority figures, the degree of trust we place in strangers, our religious beliefs, our achievements, our senses of morality and of ourselves—all are marked by social class, a powerful factor affecting every domain of life. In Facing Social Class, social psychologists Susan Fiske and Hazel Rose Markus, and a team of sociologists, anthropologists, linguists, and legal scholars, examine the many ways we communicate our class position to others and how social class shapes our daily, face-to-face interactions—from casual exchanges to interactions at school, work, and home.

Facing Social Class exposes the contradiction between the American ideal of equal opportunity and the harsh reality of growing inequality, and it shows how this tension is reflected in cultural ideas and values, institutional practices, everyday social interactions, and psychological tendencies. Contributor Joan Williams examines cultural differences between middle- and working-class people and shows how the cultural gap between social class groups can influence everything from voting practices and political beliefs to work habits, home life, and social behaviors. In a similar vein, Annette Lareau and Jessica McCrory Calarco analyze the cultural advantages or disadvantages exhibited by different classes in institutional settings, such as those between parents and teachers. They find that middle-class parents are better able to advocate effectively for their children in school than are working-class parents, who are less likely to challenge a teacher's authority.

Michael Kraus, Michelle Rheinschmidt, and Paul Piff explore the subtle ways we signal class status in social situations. Conversational style and how close one person stands to another, for example, can influence the balance of power in a business interaction. Diana Sanchez and Julie Garcia even demonstrate that markers of low socioeconomic status such as incarceration or unemployment can influence whether individuals are categorized as white or black—a finding that underscores how race and class may work in tandem to shape advantage or disadvantage in social interactions.

The United States has one of the highest levels of income inequality and one of the lowest levels of social mobility among industrialized nations, yet many Americans continue to buy into the myth that theirs is a classless society. Facing Social Class faces the reality of how social class operates in our daily lives, why it is so pervasive, and what can be done to alleviate its effects.

SUSAN T. FISKE is Eugene Higgins Professor of Psychology at Princeton University.

HAZEL ROSE MARKUS is Davis-Brack Professor in the Behavioral Sciences in the Department of Psychology, director of the Center for Comparative Studies in Race and Ethnicity (CCSRE), and director of the Mind, Culture, and Society Lab at Stanford University.

CONTRIBUTORS: Courtney Bearns, Jessica McCrory Colarco, Paul DiMaggio, Susan R. Fisk, Stephanie A. Fryberg, Julie A. Garcia, Crystal C. Hall, Michael W. Kraus, Adrie Kusserow, Annette Lareau, Peggy J. Miller, Miguel Moya, Paul K. Piff, Michelle L. Rheinschmidt, Cecilia L. Ridgeway, Ann Marie Russell, Diana T. Sanchez, Douglas E. Sperry, Nicole M. Stephens, Joan C. Williams.

If all politics is local, then so is almost everything else, argues sociologist Gary Alan Fine. We organize our lives by relying on those closest to us—family members, friends, work colleagues, team mates, and other intimates—to create meaning and order. In this thoughtful and wide-ranging book, Fine argues that the basic building blocks of society itself are forged within the boundaries of such small groups, the "tiny publics" necessary for a robust, functioning social order at all levels. Action, meaning, authority, inequality, organization, and institutions all have their roots in small groups. Yet for the past twenty-five years social scientists have tended to ignore the power of groups in favor of an emphasis on organizations, societies, or individuals. Based on over thirty-five years of Fine's own ethnographic research across an array of small groups, Tiny Publics presents a compelling new theory of the pivotal role of small groups in organizing social life.

No social system can thrive without flourishing small groups. They provide havens in an impersonal world, where faceless organizations become humanized. Taking examples from such diverse worlds as Little League baseball teams, restaurant workers, high school debate teams, weather forecasters, and political volunteers, Fine demonstrates how each group has its own unique culture, or idioculture—the system of knowledge, beliefs, behavior, and customs that define and hold a group together. With their dense network of relationships, groups serve as important sources of social and cultural capital for their members. The apparently innocuous jokes, rituals, and nicknames prevalent within Little League baseball teams help establish how teams function internally and how they compete with other teams. Small groups also provide a platform for their members to engage in broader social discourse and a supportive environment to begin effecting change in larger institutions. In his studies of mushroom collectors and high school debate teams, Fine demonstrates the importance of stories that group members tell each other about their successes and frustrations in fostering a strong sense of social cohesion. And Fine shows how the personal commitment political volunteers bring to their efforts is reinforced by the close-knit nature of their work, which in turn has the power to change larger groups and institutions. In this way, the actions and debates begun in small groups can eventually radiate outward to affect every level of society.

Fine convincingly demonstrates how small groups provide fertile ground for the seeds of civic engagement. Outcomes often attributed to large-scale social forces originate within such small-scale domains. Employing rich insights from both sociology and social psychology, as well as vivid examples from a revealing array of real-work groups, Tiny Publics provides a compelling examination of the importance of small groups and of the rich vitality they bring to social life.

GARY ALAN FINE is professor of sociology at Northwestern University.

A Volume in the Russell Sage Foundation Series on Trust

For African American men without a high school diploma, being in prison or jail is more common than being employed—a sobering reality that calls into question post-Civil Rights era social gains. Nearly 70 percent of young black men will be imprisoned at some point in their lives, and poor black men with low levels of education make up a disproportionate share of incarcerated Americans. In Invisible Men, sociologist Becky Pettit demonstrates another vexing fact of mass incarceration: most national surveys do not account for prison inmates, a fact that results in a misrepresentation of U.S. political, economic, and social conditions in general and black progress in particular. Invisible Men provides an eye-opening examination of how mass incarceration has concealed decades of racial inequality.

Pettit marshals a wealth of evidence correlating the explosion in prison growth with the disappearance of millions of black men into the American penal system. She shows that, because prison inmates are not included in most survey data, statistics that seemed to indicate a narrowing black-white racial gap—on educational attainment, work force participation, and earnings—instead fail to capture persistent racial, economic, and social disadvantage among African Americans. Federal statistical agencies, including the U.S. Census Bureau, collect surprisingly little information about the incarcerated, and inmates are not included in household samples in national surveys. As a result, these men are invisible to most mainstream social institutions, lawmakers, and nearly all social science research that isn't directly related to crime or criminal justice. Since merely being counted poses such a challenge, inmates' lives—including their family background, the communities they come from, or what happens to them after incarceration—are even more rarely examined. And since correctional budgets provide primarily for housing and monitoring inmates, with little left over for job training or rehabilitation, a large population of young men are not only invisible to society while in prison but also ill-equipped to participate upon release.

Invisible Men provides a vital reality check for social researchers, lawmakers, and anyone who cares about racial equality. The book shows that more than a half century after the first civil rights legislation, the dismal fact of mass incarceration inflicts widespread and enduring damage by undermining the fair allocation of public resources and political representation, by depriving the children of inmates of their parents' economic and emotional participation, and, ultimately, by concealing African American disadvantage from public view.

BECKY PETTIT is professor of sociology at the University of Washington.

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

American fathers are a highly diverse group, but the breadwinning, live-in, biological dad prevails as the fatherhood ideal. Consequently, policymakers continue to emphasize marriage and residency over initiatives that might help foster healthy father-child relationships and creative co-parenting regardless of marital or residential status. In Nurturing Dads, William Marsiglio and Kevin Roy explore the ways new initiatives can address the social, cultural, and economic challenges men face in contemporary families and foster more meaningful engagement between many different kinds of fathers and their children.

What makes a good father? The firsthand accounts in Nurturing Dads show that the answer to this question varies widely and in ways that counter the mainstream "provide and reside" model of fatherhood. Marsiglio and Roy document the personal experiences of more than three hundred men from a wide range of socioeconomic backgrounds and diverse settings, including fathers-to-be, young adult fathers, middle-class dads, stepfathers, men with multiple children in separate families, and fathers in correctional facilities. They find that most dads express the desire to have strong, close relationships with their children and to develop the nurturing skills to maintain these bonds. But they also find that disadvantaged fathers, including young dads and those in constrained financial and personal circumstances, confront myriad structural obstacles, such as poverty, inadequate education, and poor job opportunities.

Nurturing Dads asserts that society should help fathers become more committed and attentive caregivers and that federal and state agencies, work sites, grassroots advocacy groups, and the media all have roles to play. Recent efforts to introduce state-initiated paternity leave should be coupled with social programs that encourage fathers to develop unconditional commitments to children, to co-parent with mothers, to establish partnerships with their children's other caregivers, and to develop parenting skills and resources before becoming fathers via activities like volunteering and mentoring kids. Ultimately, Marsiglio and Roy argue, such combined strategies would not only change the policy landscape to promote engaged fathering but also change the cultural landscape to view nurturance as a fundamental aspect of good fathering.

Care is a human experience—not just a woman's responsibility—and this core idea behind Nurturing Dads holds important implications for how society supports its families and defines manhood. The book promotes the progressive notion that fathers should provide more than financial support and, in the process, bring about a better start in life for their children.

WILLIAM MARSIGLIO is professor in the Department of Sociology and Criminology & Law at the University of Florida.

KEVIN ROY is associate professor of family science at the University of Maryland