期刊速递AmericanSociologicalReview2019年4月刊,EditSprings,艾德思



本期目录

1.大规模监禁时代下育有青少年的低收入黑人母亲:刑事定罪的深远影响

2.强势警务和少数族裔青年的教育表现

3.缩小不平等:评级量表/性别偏见和评价体系

4.学校-工作关系/教育错配与就业情况

5.测量自动认知:推动社会学中的双重过程研究

6.早期美国的表演性国家形成

摘要 1

Low-Income Black Mothers Parenting Adolescents in the Mass Incarceration Era: The Long Reach of Criminalization

Sinikka Elliott, Megan Reid

大规模监禁时代下育有青少年的低收入黑人母亲:刑事定罪的深远影响

在写论文中，论文润色可以节省很多发文时间，在此推荐editsprings提供的sci论文翻译润色服务。

Punitive and diSCIplinary forms of governance disproportionately target low-income Black Americans for surveillance and punishment, and research finds far-reaching consequences of such criminalization. Drawing on in-depth interviews with 46 low-income Black mothers of adolescents in urban neighborhoods, this article advances understanding of the long reach of criminalization by examining the intersection of two related areas of inquiry: the criminalization of Black youth and the institutional scrutiny and punitive treatment of Black mothers. Findings demonstrate that poor Black mothers calibrate their parenting strategies not only to fears that their children will be criminalized by mainstream institutions and the police, but also to concerns that they themselves will be criminalized as bad mothers who could lose their parenting rights. We develop the concept of "family criminalization' to explain the intertwining of Black mothers' and children's vulnerability to institutional surveillance and punishment. We argue that to fully grasp the causes and consequences of mass incarceration and its disproportionate impact on Black youth and adults, sociologists must be attuned to family dynamics and linkages as important to how criminalization unfolds in the lives of Black Americans.

 

研究发现,采用惩罚性和惩戒性的管理形式不成比例地针对低收入的美国黑人进行监视和惩罚,这种刑事定罪的影响深远.本文通过对城市社区中46名青少年的低收入黑人母亲的深度访谈,通过考察两个相关调查领域的交叉点,即黑人青年的刑事定罪与黑人母亲的制度审查和惩罚性待遇,加深了对于刑事定罪的长期性的理解.研究表明,贫穷的黑人母亲们调整自己的育儿策略,不仅是因为担心子女会被主流公司和警察定罪,还因为担心自己会被定义为坏母亲,失去抚养孩子的权力.我们提出了"家庭犯罪化'这一概念来解释黑人母亲和儿童容易受到体制监督和惩罚的交织.我们认为,为了充分了解大规模监禁的原因和后果以及它对黑人青年及成人造成的不成比例的影响,社会学家必须熟悉家庭结构及联系,这与美国黑人在生活中怎样展开犯罪行为同等重要.

(翻译:张笑宇)

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摘要 2

Aggressive Policing and the Educational Performance of Minority Youth

Joscha Legewie, Jeffrey Fagan

强势警务和少数族裔青年的教育表现

 

An increasing number of minority youth experience contact with the criminal justice system. But how does the expansion of police presence in poor urban communities affect educational outcomes? Previous research points at multiple mechanisms with opposing effects. This article presents the first causal evidence of the impact of aggressive policing on minority youths' educational performance. Under Operation Impact, the New York Police Department (NYPD) saturated high-crime areas with additional police officers with the mission to engage in aggressive, order-maintenance policing. To estimate the effect of this policing program, we use administrative data from more than 250,000 adolescents age 9 to 15 and a difference-in-differences approach based on variation in the timing of police surges across neighborhoods. We find that exposure to police surges significantly reduced test scores for African American boys, consistent with their greater exposure to policing. The size of the effect increases with age, but there is no discernible effect for African American girls and Hispanic students. Aggressive policing can thus lower educational performance for some minority groups. These findings provide evidence that the consequences of policing extend into key domains of social life, with implications for the educational trajectories of minority youth and social inequality more broadly.

越来越多的少数民族青年有接触刑事司法系统的经验.但是,警力在贫困城市社区的扩张对教育成果会产生怎样的影响?既有的研究指出多种有相反后果的机制.这篇论文提出了第一个具有因果关系的证据,说明强势的警务政策对少数族裔青少年教育表现的影响.在行动的影响下,纽约警察局(NYPD)向高犯罪率地区增派了更多的警察,其任务是进行强势的/维持秩序的治安.为了评估这一警务计划的效果,我们使用了25万多名9岁至15岁青少年的行政数据,基于警察涌入社区前后的变化,我们使用了"双重差分'(difference-in-difference)方式.我们发现,对非裔美国男孩来说,与警察接触的增加会显著降低他们的考试分数,这与他们接触警察的时间更长是一致的.影响的大小随着年龄的增长而增加,但对非洲裔美国女孩和西班牙裔学生没有明显的影响.因此,激进的警察政策可能会降低一些少数群体的教育表现.这些发现证明:治安的后果延伸到社会生活的关键领域,而且对少数族裔青年的教育轨迹以及更广泛的社会不平等产生影响.

(翻译:周逸然)

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摘要 3

Scaling Down Inequality: Rating Scales, Gender Bias, and the Architecture of Evaluation

Lauren A. Rivera, András Tilcsik

缩小不平等:评级量表/性别偏见和评价体系

 

Quantitative performance ratings are ubiquitous in modern organizations—from businesses to universities—yet there is substantial evidence of bias against women in such ratings. This study examines how gender inequalities in evaluations depend on the design of the tools used to judge merit. Exploiting a quasi-natural experiment at a large North American university, we found that the number of scale points used in faculty teaching evaluations—whether instructors were rated on a scale of 6 versus a scale of 10—significantly affected the size of the gender gap in evaluations in the most male-dominated fields. A survey experiment, which presented all participants with an identical lecture transcript but randomly varied instructor gender and the number of scale points, replicated this finding and suggested that the number of scale points affects the extent to which gender stereotypes of brilliance are expressed in quantitative ratings. These results highlight how seemingly minor technical aspects of performance ratings can have a major effect on the evaluation of men and women. Our findings thus contribute to a growing body of work on organizational practices that reduce workplace inequalities and the sociological literature on how rating systems—rather than being neutral instruments—shape the distribution of rewards in organizations.

量化的绩效评级在现代组织中随处可见——从企业到大学——但有大量证据表明,在这种评级中,存在对女性的偏见.本研究探讨了绩效评价工具是怎样塑造评价中的性别不平等的.利用北美一所大型大学的准自然实验,我们发现,在教师教学评估中使用的量表分数,无论教师的评分是6分还是10分,都显著影响了在大多数男性主导领域的评估中性别差距的大小.在一项调查实验中,它向所有参与者展示了一份相同的课堂记录,但随机变化教师性别和量表分数,该实验重复了这一发现,并指出在量化评分中量表分数影响了关于才华的性别刻板印象的表达程度.这些结果强调了绩效评级中看似次要的技术方面是怎样对男性和女性的评价产生重大影响的.因此,我们的研究结果有助于组织实践工作的不断发展,如减少工作场所的不平等,以及完善社会学文献中关于评级系统——而不是中性仪表——怎样影响组织中的奖励分配的研究.

(翻译:张博涵)

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摘要 4

School-to-Work Linkages, Educational Mismatches, and Labor Market Outcomes

Thijs Bol, Christina Ciocca Eller, Herman G. van de Werfhorst, Thomas A. DiPrete

学校-工作关系/教育错配与就业情况

 

A recurring question in public and SCIentific debates is whether occupation-specific skills enhance labor market outcomes. Is it beneficial to have an educational degree that is linked to only one or a small set of occupations? To answer this question, we generalize existing models of the effects of (mis)match between education and occupation on labor market outcomes. Specifically, we incorporate the structural effects of linkage strength between school and work, which vary considerably across industrialized countries. In an analysis of France, Germany, and the United States, we find that workers have higher earnings when they are in occupations that match their educational level and field of study, but the size of this earnings boost depends on the clarity and strength of the pathway between their educational credential and the labor market. The earnings premium associated with a good occupational match is larger in countries where the credential has a stronger link to the labor market, but the penalty for a mismatch is also greater in such countries. Moreover, strong linkage reduces unemployment risk. These findings add nuance to often-made arguments that countries with loosely structured educational systems have more flexible labor markets and produce better labor market outcomes for workers. An institutional environment that promotes strong school-to-work pathways appears to be an effective strategy for providing workers with secure, well-paying jobs.

职业特定技能是否会提升就业情况,是一个反复在公众及科学辩论中出现的问题.拥有仅与一个或一小部分职业相关的学历是否有益?为了回答这个问题,我们归纳了教育和职业之间(错误)匹配对就业情况的影响的现有模型.具体而言,我们将学校与工作之间联系强度的结构性效应结合起来,这在工业化国家中差异很大.在对法国/德国和美国的分析中,我们发现当工人从事与其教育水平和学习领域相匹配的职业时,他们的收入会更高,但这种收入增加的幅度取决于工人的学历到劳动力市场之间的路径的清晰程度和强度.在学历与劳动力市场有更强联系的国家中,与良好的职业匹配相关的收入增加更多,但在这些国家中,职业错配的负面影响也更大.此外,学校与工作之间的强联系降低了失业风险.这些发现给经常被提出的观点增加了细微差别,那些经常被提出的观点认为,教育体系松散的国家拥有更灵活的劳动力市场,并为工人创造更好的就业情况.营造一个能够强化从学校到工作这一路径的制度环境似乎是一个能为工人提供稳定/高薪工作的有效战略.

(翻译:周文慧)

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摘要 5

Measuring Automatic Cognition: Advancing Dual-Process Research in Sociology

Andrew Miles, Raphaël Charron-Chénier, Cyrus Schleifer

测量自动认知: 推动社会学中的双重过程研究

 

Dual-process models are increasingly popular in sociology as a framework for theorizing the role of automatic cognition in shaping social behavior. However, empirical studies using dual-process models often rely on ad hoc measures such as forced-choice surveys, observation, and interviews whose relationships to underlying cognitive processes are not fully established. In this article, we advance dual-process research in sociology by (1) proposing criteria for measuring automatic cognition, and (2) assessing the empirical performance of two popular measures of automatic cognition developed by psychologists. We compare the ability of the Brief Implicit Association Test (BIAT), the Affect Misattribution Procedure (AMP), and traditional forced-choice measures to predict process-pure estimates of automatic influences on individuals' behavior during a survey task. Results from three studies focusing on politics, morality, and racial attitudes suggest the AMP provides the most valid and consistent measure of automatic cognitive processes. We conclude by discussing the implications of our findings for sociological practice.

在社会学中,作为一套可以将自动认知在塑造社会行为中的作用理论化的框架,双重过程研究日益流行.然而,实证研究使用双重过程研究时通常依赖于临时的方式,例如强制选择的调查/观察以及访谈,它们与深层认知过程的关系尚未完全确立.在这篇论文里,我们通过(1)提出测量自动认知的标准;(2)评估由心理学家开发的两种流行的自动认知测量方式的实证表现,发展了社会学中的双重过程研究.我们对比了简式内隐联系测验/情感错误归因程序以及传统强制选择测量去预测在调查任务中个体行为上的自动影响的纯过程测量,关注政治/道德和种族态度的三个研究意见表明情感错误归因程序提供最有效且一致的自动认知过程的测量.最后,我们讨论了我们的研究结果对社会学实践的影响.

(翻译:杨晶晶)

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摘要 6

Performative State-Formation in the Early American Republic

Isaac Ariail Reed

早期美国的表演性国家形成

 

How do proto-state organizations achieve an initial accumulation of power, such that they are in a position to grow (or shrink) as an organization, maintain their prestige (or lose it), and be viewed, by elite and populace, as something real and consequential that can be argued about, supported, or attacked? This article argues that state-formation has a performative dimension, in which the publicity of acts of violence, coercion, and negotiation made by agents of the proto-state, and the variable interpretation of these acts, are paramount to the state's success (or failure) and developing character. In the model developed here, agents of a would-be state act in response to emergencies, and when public interpretations of those actions assign their character and effectiveness to "the state,' the state is performed into being. In particular, public performance solves, in part, agency problems obtaining between state rulers and their staff and elite allies. The formation of the federal government in the early American republic (1783 to 1801), whose success is insufficiently accounted for by extant theory, provides an opportunity to develop a model of the performative dimension of state-formation.

原始国家组织怎样实现权力的最初积累,使其能够作为一个组织成长(或缩小),保持其声望(或丧失其声望),并被精英和普通民众视为可以争论/支持或攻击的真实而重要的东西?本文认为,国家的形成具有表演性维度,在这个维度中,这些国家代理人所进行的暴力/胁迫和谈判行为的宣传,以及对这些行为的各种解释,对国家的成功(或失败)以及国家性格的形成至关重要.在这个模型中,潜在的国家代理人对紧急情况作出反应,当公众对这些行动的解释,把它们的性质和效力赋予"国家'层面时,国家就形成了.特别是,公开表现的部分在一定程度上解决了国家统治者/及其工作人员和精英盟友之间的代理问题.美国早期(1783年至1801年)联邦政府的成立没有被已有的理论充分解释,这也为发展这种具有表演性维度的国家形成模型提供了机会.

(翻译:谢婧仪)

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编辑:张博涵

图片来源:网络

审校:成叶/宋康妮

 

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