What is (And is Not) Social Research?

Charles C. Ragin, Lisa M. Amoroso
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Abstract

There are many ways to study and tell about social life. Sometimes it is hard to tell which of these are social research and which are not. Consider a few examples: Sara Wakefield and Christopher Wildeman wanted to understand how the next generation was being affected by the huge increase in incarceration, which began in the 1970s. In their book, Children of the Prison Boom: Mass Incarceration and the Future of American Inequality, Wakefield and Wildeman (2014) analyzed data from families who had been surveyed and interviewed many times over many years. They found that mass imprisonment increased the black-white racial gap for many childrelated outcomes. For example, the gaps in both infant mortality and childhood homelessness rates doubled. Their sobering findings suggest that reducing levels of imprisonment will be insufficient to mitigate the impact of over four decades of mass incarceration on American society. To better understand the experiences of newly arrived Latino/a migrants in the South, Vanesa Ribas spent over 16 months working on a meatpacking processing line in rural North Carolina. Ribas used her observations and experiences as the basis of her book, On the Line: Slaughterhouse Lives and the Making of the New South (2016). She found industry working conditions had changed very little since Upton Sinclair wrote The Jungle in 1906. The work is still dangerous, physically demanding, and often inhumane. Ribas also found a complex set of social relationships among the employees informed by race, ethnicity, and organizational boundaries. It turned out that a simple story of intergroup competition did not hold up to careful examination. Yüksel Sezgin was interested in the complex relationships between religious family law, national legal systems, and human rights in postcolonial states. He focused on three democratic countries: Israel, Egypt, and India. He studied court records and legal doctrines, observed civil and religious court proceedings, and conducted interviews with 185 religious leaders, judges, lawyers, politicians, clergy, and activists across 20 different ethnoreligious groups to build an in-depth account of each country’s legal practices and institutions. He was seeking to understand
什么是(什么不是)社会研究?
学习和讲述社会生活的方法有很多。有时候很难分辨哪些是社会研究,哪些不是。举几个例子:萨拉·韦克菲尔德(Sara Wakefield)和克里斯托弗·怀尔德曼(Christopher Wildeman)想要了解从20世纪70年代开始的监禁人数大幅增加对下一代的影响。Wakefield和Wildeman(2014)在他们的书《监狱繁荣的孩子:大规模监禁和美国不平等的未来》中分析了多年来多次接受调查和采访的家庭的数据。他们发现,在许多与儿童有关的结果中,大规模监禁增加了黑人与白人之间的种族差距。例如,婴儿死亡率和儿童无家可归率的差距翻了一番。他们发人深省的发现表明,减少监禁水平不足以减轻40多年来大规模监禁对美国社会的影响。为了更好地了解新抵达南方的拉丁裔/非裔移民的经历,凡妮莎·里巴斯(vanessa Ribas)在北卡罗来纳州农村的一条肉类加工线上工作了16个多月。里巴斯将她的观察和经历作为她的书《线上:屠宰场生活和新南方的形成》(2016)的基础。她发现,自从厄普顿·辛克莱1906年写《丛林》以来,工业工作条件几乎没有改变。这项工作仍然很危险,体力要求很高,而且往往不人道。里巴斯还发现,受种族、民族和组织界限影响的员工之间存在一套复杂的社会关系。事实证明,一个关于群体间竞争的简单故事经不起仔细检验。yksel Sezgin对后殖民国家的宗教家庭法、国家法律体系和人权之间的复杂关系很感兴趣。他把重点放在三个民主国家:以色列、埃及和印度。他研究了法庭记录和法律教义,观察了民事和宗教法庭程序,并采访了185名宗教领袖、法官、律师、政治家、神职人员和20个不同民族宗教团体的活动家,以深入了解每个国家的法律实践和制度。他在寻求理解
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