{"title":"学会像经济学家一样思考而不成为经济学家:公共事务硕士课程中的矛盾再生产与政策耦合","authors":"Tim Hallett, Matthew Gougherty","doi":"10.1177/00031224241231985","DOIUrl":null,"url":null,"abstract":"In recent years, sociologists have labored to understand how economists have gained influence over policymaking. We extend this research by shifting focus from the matter of influence to the matter of policy training. Granted that economists already have influence, how do future policy professionals learn economic rationales? How is this mindset transmitted to hesitant students? By asking these questions, we bring socialization back into institutional research on “new” professionals. Utilizing data from an ethnography of a Masters of Public Affairs program, we find that students learn economics through a process of “ambivalent reproduction”: they learn to “think like an economist without becoming one.” They remain skeptical and reject the notion that they are economists, and when they use economics in their future policy work they do so in limited ways. Nonetheless, ambivalent reproduction sustains the policy status-quo and allows economics to remain influential without true belief. Ambivalent reproduction provides a new means for understanding the loosely coupled influence of economics on policy, and it contributes to the sociology of economics, inhabited institutionalism, and professional socialization.","PeriodicalId":48461,"journal":{"name":"American Sociological Review","volume":null,"pages":null},"PeriodicalIF":7.1000,"publicationDate":"2024-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Learning to Think Like an Economist without Becoming One: Ambivalent Reproduction and Policy Couplings in a Masters of Public Affairs Program\",\"authors\":\"Tim Hallett, Matthew Gougherty\",\"doi\":\"10.1177/00031224241231985\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"In recent years, sociologists have labored to understand how economists have gained influence over policymaking. We extend this research by shifting focus from the matter of influence to the matter of policy training. Granted that economists already have influence, how do future policy professionals learn economic rationales? How is this mindset transmitted to hesitant students? By asking these questions, we bring socialization back into institutional research on “new” professionals. Utilizing data from an ethnography of a Masters of Public Affairs program, we find that students learn economics through a process of “ambivalent reproduction”: they learn to “think like an economist without becoming one.” They remain skeptical and reject the notion that they are economists, and when they use economics in their future policy work they do so in limited ways. Nonetheless, ambivalent reproduction sustains the policy status-quo and allows economics to remain influential without true belief. Ambivalent reproduction provides a new means for understanding the loosely coupled influence of economics on policy, and it contributes to the sociology of economics, inhabited institutionalism, and professional socialization.\",\"PeriodicalId\":48461,\"journal\":{\"name\":\"American Sociological Review\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":7.1000,\"publicationDate\":\"2024-03-04\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"American Sociological Review\",\"FirstCategoryId\":\"90\",\"ListUrlMain\":\"https://doi.org/10.1177/00031224241231985\",\"RegionNum\":1,\"RegionCategory\":\"社会学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"SOCIOLOGY\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"American Sociological Review","FirstCategoryId":"90","ListUrlMain":"https://doi.org/10.1177/00031224241231985","RegionNum":1,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"SOCIOLOGY","Score":null,"Total":0}
Learning to Think Like an Economist without Becoming One: Ambivalent Reproduction and Policy Couplings in a Masters of Public Affairs Program
In recent years, sociologists have labored to understand how economists have gained influence over policymaking. We extend this research by shifting focus from the matter of influence to the matter of policy training. Granted that economists already have influence, how do future policy professionals learn economic rationales? How is this mindset transmitted to hesitant students? By asking these questions, we bring socialization back into institutional research on “new” professionals. Utilizing data from an ethnography of a Masters of Public Affairs program, we find that students learn economics through a process of “ambivalent reproduction”: they learn to “think like an economist without becoming one.” They remain skeptical and reject the notion that they are economists, and when they use economics in their future policy work they do so in limited ways. Nonetheless, ambivalent reproduction sustains the policy status-quo and allows economics to remain influential without true belief. Ambivalent reproduction provides a new means for understanding the loosely coupled influence of economics on policy, and it contributes to the sociology of economics, inhabited institutionalism, and professional socialization.
期刊介绍:
The American Sociological Association (ASA) is a non-profit membership association established in 1905. Its mission is to advance sociology as a scientific discipline and profession that serves the public good. ASA is comprised of approximately 12,000 members including faculty members, researchers, practitioners, and students in the field of sociology. Roughly 20% of the members work in government, business, or non-profit organizations.
One of ASA's primary endeavors is the publication and dissemination of important sociological research. To this end, they founded the American Sociological Review (ASR) in 1936. ASR is the flagship journal of the association and publishes original works that are of general interest and contribute to the advancement of sociology. The journal seeks to publish new theoretical developments, research results that enhance our understanding of fundamental social processes, and significant methodological innovations. ASR welcomes submissions from all areas of sociology, placing an emphasis on exceptional quality.
Aside from ASR, ASA also publishes 14 professional journals and magazines. Additionally, they organize an annual meeting that attracts over 6,000 participants. ASA's membership consists of scholars, professionals, and students dedicated to the study and application of sociology in various domains of society.