We checked 6 sociology journals on Friday, March 28, 2025 using the Crossref API. For the period March 21 to March 27, we retrieved 4 new paper(s) in 3 journal(s).

American Sociological Review

(Not) Getting What You Deserve: How Misrecognized Evaluators Reproduce Misrecognition in Peer Evaluations
Mabel Abraham, Tristan L. Botelho, James T. Carter
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In most evaluation systems—such as those governing the allocation of prestigious awards—the evaluator’s primary task is to reward the highest quality candidates. However, these systems are imperfect; top performers may not be acknowledged and thus be underrecognized, and low performers may receive unwarranted recognition and thus be overrecognized. An important feature of many evaluation systems is that people alternate between being candidates and being evaluators. How does experiencing misrecognition as a candidate affect how people subsequently evaluate others? We develop novel theory that underrecognition and overrecognition lead people to reproduce those experiences when they are evaluators. Across three studies—a quasi-natural experiment and two preregistered, multistage experiments, we find that underrecognized evaluators are less likely to grant recognition to others—even to the highest-performing candidates. Conversely, overrecognized evaluators are more likely to grant rewards to others—even to the lowest-performing candidates. Whereas underrecognized evaluator behavior is driven by individuals’ perceptions that their experience was unfair, overrecognized evaluator behavior is driven by the informational cues people glean on how to evaluate others. Thus, in evaluation processes where people oscillate between being the evaluated and being the evaluator, we show how and why seemingly innocuous initial inefficiencies are reproduced in subsequent evaluations.
Essentializing Merit: Disability and Exclusion in Elite Private School Admissions
Estela B. Diaz, Lauren A. Rivera
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Historically, elite schools have selected students in ways that reproduce advantages for dominant groups and exclude groups deemed undesirable. The specific outgroup in question has changed over time, but the underlying logic used to exclude these groups is often related to disability. Yet, disability as a social category has received minimal attention in discussions of elite reproduction. In this article, we draw on qualitative data collected from elite independent pre-K–12 schools to show that disability is indeed a salient basis of selection into elite educational environments, one that begins at the earliest moments of educational sorting: admission to elite early childhood programs. Through interviews with admissions personnel, we show that elite independent schools explicitly structure their admissions processes to identify—and exclude—children who are perceived as having or being at risk of developing any type of disability, regardless of impairment type or support needs. We argue that admissions practices at elite independent schools (1) serve as a form of social closure intended to restrict enrollment to young children perceived as able-bodied and neurotypical, and (2) represent a case of essentializing merit , in which elite gatekeepers construct merit as an intrinsic, rather than achieved, property of individuals.

Annual Review of Sociology

From Social Movements to Du Boisian Sociology: A 40-Year Journey Interrogating Domination and Liberation of the Oppressed
Aldon D. Morris
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This article discusses how my lived experiences led me to become a sociologist studying the civil rights movement and the sociology of W. E. B. Du Bois. It explains my rejection of dominant movement theories and the formulation of my own social movement framework to explain the civil rights movement. It proceeds with my transition to studying the sociology of Du Bois. I cover the origins and substance of Du Boisian sociology. Finally, I conclude by addressing an attempted coup on Du Boisian sociology and defend the viability of this new sociological approach.

Social Forces

Review of “Alfred Schutz, Phenomenology, and the Renewal of Interpretive Social Science”
John R Hall
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