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Cedric N. Chatterley
Southern Illinois University Press

Most studies of deindustrialization in the United States emphasize the economic impact of industrial decline; few consider the social, human costs. "I Was Content and Not Content": The Story of Linda Lord and the Closing of Penobscot Poultry is a firsthand account of a plant closure, heavily illustrated through photographs and told through edited oral history interviews. It tells the story of Linda Lord, a veteran of Penobscot Poultry Company in Belfast, Maine, and her experience when the plant—Maine’s last poultry-processing plant— closed its doors in 1988, costing over four hundred people their jobs and bringing an end to a once productive and nationally competitive agribusiness.

Linda Lord’s story could be that of any number of Americans—blue- and white-collar—effected by the rampant and widespread downsizing over the past several decades. She began working at Penobscot straight out of high school and remained with the company for over twenty years. Lord worked in all aspects of poultry processing, primarily in the "blood tunnel," where she finished off the birds that had been missed by the automatic neck-cutting device—a job held by few women. Single and self-supporting, Lord was thirty-nine years old when the plant closed. In part because she was the primary caretaker for her elderly parents, Lord did not want to leave Maine for a better job but did want to stay in the area that had been her home since birth.

The book is comprised of distinct sections representing different perspectives on Lord’s story and the plant’s demise. Cedric N. Chatterley’s gritty black-and-white photographs, reproduced here as duotones, document the final days at the poultry plant and chronicle Lord’s job search, as well as her daily life and community events. Lord’s oral history interviews, interspersed with the photographs, reveal her experiences working in poultry processing and her perspectives on the plant’s closing. Carolyn Chute’s essay reflects on her own struggles as a worker in Maine, and, more generally, on the way workers are perceived in America. Alicia J. Rouverol’s historical essay explores the rise and fall of Maine’s poultry industry and the reasons for its demise. Stephen A. Cole’s epilogue brings the story full circle when he tells of his most recent visit with Linda Lord. Michael Frisch (Portraits in Steel, A Shared Authority) contributes a foreword.

Lord’s story and the story of Penobscot’s closing brings into question the relationship of business to community, reminding us that businesses and communities are in fact integrally linked—or, perhaps more accurately, should be. Her narrative makes plain that plant closings have particular ramifications for women workers, but her experience also points to the way in which all individuals cope with change, hardship, and uncertain times to create possibilities where few exist. Perhaps most important, her story reveals some of the challenges and complexities that most human beings share.

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Increasing Faculty Diversity
The Occupational Choices of High-Achieving Minority Students
Stephen Cole and Elinor Barber
Harvard University Press, 2003

In recent years, colleges have successfully increased the racial diversity of their student bodies. They have been less successful, however, in diversifying their faculties. This book identifies the ways in which minority students make occupational choices, what their attitudes are toward a career in academia, and why so few become college professors.

Working with a large sample of high-achieving minority students from a variety of institutions, the authors conclude that minority students are no less likely than white students to aspire to academic careers. But because minorities are less likely to go to college and less likely to earn high grades within college, few end up going to graduate school. The shortage of minority academics is not a result of the failure of educational institutions to hire them; but of the very small pool of minority Ph.D. candidates. In examining why some minorities decide to become academics, the authors conclude that same-race role models are no more effective than white role models and that affirmative action contributes to the problem by steering minority students to schools where they perform relatively poorly. They end with policy recommendations on how more minority students might be attracted to an academic career.

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Making Science
Between Nature and Society
Stephen Cole
Harvard University Press, 1992

The sociology of science is dominated today by relativists who boldly argue that the content of science is not influenced by evidence from the empirical world but is instead socially constructed in the laboratory. Making Science is the first serious critique by a sociologist of the social constructivist position.

Stephen Cole begins by making a distinction between two kinds of knowledge: the core, which consists of those contributions that have passed the test of evaluation and are universally accepted as true and important, and the research frontier, which is composed of all work in progress that is still under evaluation. Of the thousands of scientific contributions made each year, only a handful end up in the core. What distinguishes those that are successful?

Agreeing with the constructivists, Cole argues that there exists no set of rules that enables scientists to certify the validity of frontier knowledge. This knowledge is “underdetermined” by the evidence, and therefore social factors—such as professional characteristics and intellectual authority—can and do play a crucial role in its evaluation. But Cole parts company with the constructivists when he asserts that it is impossible to understand which frontier knowledge wins a place in the core without first considering the cognitive characteristics of the contributions. He concludes that although the focus of scientific research, the rate of advance, and indeed the everyday making of science are influenced by social variables and processes, the content of the core of science is constrained by nature. In Making Science, Cole shows how social variables and cognitive variables interact in the evaluation of frontier knowledge.

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