{"title":"American Sociological Association's Rose Ser","description":null,"products":[{"product_id":"trust-in-schools-book-anthony-s-bryk-9780871541796","title":"Trust in Schools","description":"\u003cdiv\u003eMost Americans agree on the necessity of education reform, but there is little consensus about how this goal might be achieved. The rhetoric of standards and vouchers has occupied center stage, polarizing public opinion and affording little room for reflection on the intangible conditions that make for good schools. Trust in Schools engages this debate with a compelling examination of the importance of social relationships in the successful implementation of school reform. Over the course of three years, Bryk and Schneider, together with a diverse team of other researchers and school practitioners, studied reform in twelve Chicago elementary schools. Each school was undergoing extensive reorganization in response to the Chicago School Reform Act of 1988, which called for greater involvement of parents and local community leaders in their neighborhood schools. Drawing on years longitudinal survey and achievement data, as well as in-depth interviews with principals, teachers, parents, and local community leaders, the authors develop a thorough account of how effective social relationships--which they term relational trust--can serve as a prime resource for school improvement. Using case studies of the network of relationships that make up the school community, Bryk and Schneider examine how the myriad social exchanges that make up daily life in a school community generate, or fail to generate, a successful educational environment. The personal dynamics among teachers, students, and their parents, for example, influence whether students regularly attend school and sustain their efforts in the difficult task of learning. In schools characterized by high relational trust, educators were more likely to experiment with new practices and work together with parents to advance improvements. As a result, these schools were also more likely to demonstrate marked gains in student learning. In contrast, schools with weak trust relations saw virtually no improvement in their reading or mathematics scores. Trust in Schools demonstrates convincingly that the quality of social relationships operating in and around schools is central to their functioning, and strongly predicts positive student outcomes. This book offer insights into how trust can be built and sustained in school communities, and identifies some features of public school systems that can impede such development. Bryk and Schneider show how a broad base of trust across a school community can provide a critical resource as education professional and parents embark on major school reforms. A Volume in the American Sociological Association's Rose Series in Sociology\u003c\/div\u003e","brand":"WoB","offers":[{"title":"US \/ GOOD \/ SBYB","offer_id":49548920520977,"sku":"CIN0871541793G","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"GB \/ VERY_GOOD \/ INTERNAL","offer_id":50005602894097,"sku":"GOR006478037","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"US \/ VERY_GOOD \/ SBYB","offer_id":50329460539665,"sku":"CIN0871541793VG","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"US \/ WELL_READ \/ SBYB","offer_id":53716183712017,"sku":"CIN0871541793A","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/0871541793.jpg?v=1750980482"},{"product_id":"counted-out-book-brian-powell-9780871546883","title":"Counted Out","description":"\u003cdiv\u003eWhen state voters passed the California Marriage Protection Act (Proposition 8) in 2008, it restricted the definition of marriage to a legal union between a man and a woman. The act's passage further agitated an already roiling national debate about whether American notions of family could or should expand to include, for example, same-sex marriage, unmarried cohabitation, and gay adoption. But how do Americans really define family? The first study to explore this largely overlooked question, Counted Out examines currents in public opinion to assess their policy implications and predict how Americans' definitions of family may change in the future. Counted Out broadens the scope of previous studies by moving beyond efforts to understand how Americans view their own families to examine the way Americans characterize the concept of family in general. The book reports on and analyzes the results of the authors' Constructing the Family Surveys (2003 and 2006), which asked more than 1,500 people to explain their stances on a broad range of issues, including gay marriage and adoption, single parenthood, the influence of biological and social factors in child development, religious ideology, and the legal rights of unmarried partners. Not surprisingly, the authors find that the standard bearer for public conceptions of family continues to be a married, heterosexual couple with children. More than half of Americans also consider same-sex couples with children as family, and from 2003 to 2006 the percentages of those who believe so increased significantly--up 6 percent for lesbian couples and 5 percent for gay couples. The presence of children in any living arrangement meets with a notable degree of public approval. Less than 30 percent of Americans view heterosexual cohabitating couples without children as family, while similar couples with children count as family for nearly 80 percent. Counted Out shows that for most Americans, however, the boundaries around what they define as family are becoming more malleable with time. Counted Out demonstrates that American definitions of family are becoming more expansive. Who counts as family has far-reaching implications for policy, including health insurance coverage, end-of-life decisions, estate rights, and child custody. Public opinion matters. As lawmakers consider the future of family policy, they will want to consider the evolution in American opinion represented in this groundbreaking book. A Volume in the American Sociological Association's Rose Series in Sociology\u003c\/div\u003e","brand":"WoB","offers":[{"title":"US \/ GOOD \/ SBYB","offer_id":49798979158289,"sku":"CIN0871546884G","price":0.0,"currency_code":"GBP","in_stock":true},{"title":"US \/ WELL_READ \/ SBYB","offer_id":49910037086481,"sku":"CIN0871546884A","price":0.0,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/0871546884.jpg?v=1750850822"},{"product_id":"divergent-social-worlds-book-ruth-peterson-9780871546937","title":"Divergent Social Worlds","description":"\u003cp\u003eMore than half a century after the first Jim Crow laws were dismantled, the majority of urban neighborhoods in the United States remain segregated by race. The degree of social and economic advantage or disadvantage that each community experiences--particularly its crime rate--is most often a reflection of which group is in the majority. As Ruth Peterson and Lauren Krivo note in \u003ci\u003eDivergent Social Worlds\u003c\/i\u003e, Race, place, and crime are still inextricably linked in the minds of the public. This book broadens the scope of single-city, black\/white studies by using national data to compare local crime patterns in five racially distinct types of neighborhoods. Peterson and Krivo meticulously demonstrate how residential segregation creates and maintains inequality in neighborhood crime rates.\u003c\/p\u003e \u003cp\u003eBased on the authors' groundbreaking National Neighborhood Crime Study (NNCS), \u003ci\u003eDivergent Social Worlds\u003c\/i\u003e provides a more complete picture of the social conditions underlying neighborhood crime patterns than has ever before been drawn. The study includes economic, social, and local investment data for nearly nine thousand neighborhoods in eighty-seven cities, and the findings reveal a pattern across neighborhoods of racialized separation among unequal groups. Residential segregation reproduces existing privilege or disadvantage in neighborhoods--such as adequate or inadequate schools, political representation, and local business--increasing the potential for crime and instability in impoverished non-white areas yet providing few opportunities for residents to improve conditions or leave. And the numbers bear this out. Among urban residents, more than two-thirds of all whites, half of all African Americans, and one-third of Latinos live in segregated local neighborhoods. More than 90 percent of white neighborhoods have low poverty, but this is only true for one quarter of black, Latino, and minority areas. Of the five types of neighborhoods studied, African American communities experience violent crime on average at a rate five times that of their white counterparts, with violence rates for Latino, minority, and integrated neighborhoods falling between the two extremes.\u003c\/p\u003e \u003cp\u003e\u003ci\u003eDivergent Social Worlds\u003c\/i\u003e lays to rest the popular misconception that persistently high crime rates in impoverished, non-white neighborhoods are merely the result of individual pathologies or, worse, inherent group criminality. Yet Peterson and Krivo also show that the reality of crime inequality in urban neighborhoods is no less alarming. Separate, the book emphasizes, is inherently unequal. \u003ci\u003eDivergent Social Worlds\u003c\/i\u003e lays the groundwork for closing the gap--and for next steps among organizers, policymakers, and future researchers.\u003c\/p\u003e \u003cp\u003e\u003ci\u003e\u003cb\u003eA Volume in the American Sociological Association's Rose Series in Sociology\u003c\/b\u003e\u003c\/i\u003e\u003c\/p\u003e","brand":"WoB","offers":[{"title":"- \/ - \/ -","offer_id":50482173477137,"sku":"","price":0.0,"currency_code":"GBP","in_stock":true},{"title":"US \/ GOOD \/ SBYB","offer_id":50482174132497,"sku":"CIN0871546930G","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"GB \/ LIKE_NEW \/ INTERNAL","offer_id":52311766401297,"sku":"GOR014503352","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/0871546930.jpg?v=1751396136"},{"product_id":"beyond-college-for-all-book-james-e-rosenbaum-9780871547538","title":"Beyond College for All","description":"\u003cdiv\u003eIn 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. A Volume in the American Sociological Association's Rose Series in Sociology\u003c\/div\u003e","brand":"WoB","offers":[{"title":"US \/ GOOD \/ SBYB","offer_id":52101725159697,"sku":"CIN0871547538G","price":0.0,"currency_code":"GBP","in_stock":true},{"title":"US \/ VERY_GOOD \/ SBYB","offer_id":53350410944785,"sku":"CIN0871547538VG","price":0.0,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/9780871547538.jpg?v=1757094311"}],"url":"https:\/\/www.worldofbooks.com\/collections\/american-sociological-association-s-rose-ser-book-series.oembed","provider":"World of Books ","version":"1.0","type":"link"}