Louisiana State Penitentiary in Angola holds a biannual Arts and Crafts Festival featuring handmade work by inmates. In addition to introducing innovations into vernacular prison art forms, Angola inmates find enormous value in creating works that embody or mimic the everyday images and goods so readily available in the outside world. Such work involves layered acts of appropriation, allowing inmates to sustain a social integrity that, to some degree, neutralizes a status tied solely to incarceration.

This paper offers six strategies for dealing with students’ resistance to learning about the oppression of women: making the familiar strange, substituting race for sex, distinguishing between intentions and consequences, imagining men in women's bodies, exposing students’ claims of equal gender oppression as false parallels, and analyzing some of women's desires as instances of false power. These teaching strategies, along with Marilyn Frye's (1983) metaphor of oppression as a birdcage consisting of systematically related wires, provide a framework for pre-empting or responding to students’ resistance.

Community colleges utilize open-door admission policies to provide educational opportunities for all students, including those who are academically under-prepared in one or more areas. Current approaches to assisting under-prepared students include the targeted delivery of remedial courses in math, English, and reading. This approach typically relies on the use of standardized placement tests to determine whether students have remedial needs. Based on those placement test scores, students may have a remedial need in only one of the core academic areas (e.g., math, English, or reading). In such cases, students may concurrently enroll in required remedial courses and college-level courses unrelated to the area in which they are considered to be academically under-prepared. The research reported in this article evaluated the assumption that a student's under-preparedness is limited to a specific area by assessing the college-level performance of students concurrently enrolled in remedial and college-level courses. The results show that college-level pass rates are much lower among students concurrently enrolled in remedial courses who do not successfully complete one or more of these remedial courses. These students under-perform irrespective of the type of college-level course. In contrast, students who pass their remedial courses are generally successful in their college-level courses. Policy implications in regard to developmental education are discussed.

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In this essay I critically assess Georg Simmel's legacy for contemporary value theory and provide the rudiments of an alternative approach. My central thesis is that Simmel fails to satisfactorily conceptualize the nature and origin of value because of his devotion to an asocial, Cartesian-Kantian conception of mind, human freedom, and agency. In contrast, I incorporate recent data from neuroscience, social self theory, developmental psychology, and elements of Marx's theory of the commodity form to provide the terms of a postmetaphysical, intersubjective alternative.

Although the Hispanic population is growing at a much faster rate than other populations, college enrollment rates are relatively low compared to Anglos and African Americans. One of the reasons for the low enrollment rate is that the relatively high dropout rate among Hispanic high school students reduces the number of Hispanic students eligible to enroll in college. Because community colleges represent the primary choice for higher education among Hispanics, these institutions are well positioned to evaluate ways in which community colleges could work with local school districts to increase the pool of Hispanic students eligible to enroll in community college. The present study, which was conducted by researchers at a community college in Texas, involved a survey of all parents of Hispanic children enrolled in grades 4-8 at a nearby urban school district. The survey included questions related to the value parents place on higher education, the degree to which they understand financing options including grants and scholarships, and the degree to which they are actively saving money to send their child(ren) to college. The results show that parents of Hispanic children strongly believe in the value of higher education. However, two-thirds of the respondents believed that their children would receive an academic scholarship and nearly the same proportion was unaware of the different financial assistance programs available for college. Implications for these and other findings for community colleges are discussed.

We extend theories about “immigration backlash” and right-wing populism in three ways by analyzing trend data to examine the interplay between views of immigration, partisan polarization, and voting patterns in presidential elections. First, we document how immigration views became more aligned with partisan polarization between 2000 and 2018. Second, we show that immigration views were significantly more predictive of voting for Donald Trump in 2016 compared to Republican presidential candidates in the 1992 through 2012 elections. Due to increased partisan polarization, the indirect effects of immigration views on presidential voting (as mediated through political ideology and party identification) also increased over time, and were stronger in 2016 compared to previous elections. Finally, we show evidence of a post-Trump backlash on immigration views, with political independents and Democrats becoming significantly more favorable toward immigration after 2016. By 2018, the American public was more polarized over matters of immigration than at any time previous in the available data, and these views corresponded more strongly with voting patterns. These findings highlight the increasing importance of immigration for understanding partisan politics in the contemporary U.S., and reiterate the importance of anti-immigrant sentiment and partisan polarization to the success of right-wing populism in electoral democracies.

Objective: This article examines the association between religious attendance and disaster recovery in Mississippi and Alabama. Methods: We use ordinary least squares regression to determine the effect of sociodemographic variables, social network size, and religious attendance on one's self-described level of disaster recovery. Results: We find a robust association between frequent religious attendance and a greater level of recovery. Somewhat surprisingly, we also find a strong relationship between religious nonattendance and a greater level of recovery. However, these results differ by race. For whites (but not for blacks), nonattendance is associated with a greater degree of recovery, while for blacks (but not for whites), frequent attendance is correlated with a greater degree of recovery. For both whites and blacks, the size of one's social network does not affect disaster recovery. Conclusion: While according to previous research, religious attendance is associated with benefits based upon social networks and community engagement, we find that those who are strongly connected to their religious organizations recover more, but it is not directly connected to one's social network size.

Deviance Management examines how individuals and subcultures manage the stigma of being labeled socially deviant. Exploring high-tension religious groups, white power movements, paranormal subcultures, LGBTQ groups, drifters, recreational drug and alcohol users, and more, the authors identify how and when people combat, defy, hide from, or run from being stigmatized as "deviant." While most texts emphasize the criminological features of deviance, the authors' coverage here showcases the diversity of social and noncriminal deviance. Deviance Management allows for a more thorough understanding of strategies typically used by normalization movements to destigmatize behaviors and identities while contributing to the study of social movements and intra-movement conflict.

Tourists come to museums with varied expectations and leave appreciating different aspects of their presentations. Thus, tourists/audiences are primed to see, hear, and experience certain representations and narratives when they enter museums. This is particularly so with plantation museums. Most Americans possess at the very least a vague sense of the antebellum South. They have a vague sense of a time and of a place populated by wealthy and esteemed plantation owners and their Black enslaved labor. We use, as our raw material, visitors’ responses to the question: “What is your level of interest in..,” ten topics related to plantations’ presentations. This question was asked of visitors returning from tours at three plantation museums. Specifically, all three differ in their presentation of enslavement and as so, have been selected to represent the spectrum of plantation museums in regards to presentation of slavery and enslaved labor. It is expected that the differences in presentations at the three sites reflect differences in plantation audiences. To this effect, plantation audiences are mapped and viewed through the framework of social representation theory in an attempt to discern social representation communities using visitors’ levels of interest in topics/items presented on plantation tours at sites. Disregarding incidental cultural tourists, we found there to be basically two social representations that visitors to these three plantation museums hold: a nostalgic social representation and a Janus social representation.