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Social science research is fragmented by the widely differing and seemingly contradictory approaches used by the different disciplines of the social sciences to explain human action. Attempts at integrating different social science approaches to explain action have often been frustrated by the difficulty of incorporating cultural assumptions into rational choice theories without robbing them of their generality or making them too vague for predictions. Another problem has been the major disagreements among cultural theorists regarding the ways in which culture affects preferences and beliefs.

This book provides a general model of preference and belief formation, addressing the largest unresolved issue in rational choice theories of action. It attempts to play a bridging role between these approaches by augmenting and modifying the main ideas of the "rational choice" model to make it more compatible with empirical findings in other fields. The resulting model is used to analyze three major unresolved issues in the developing world: the sources of a government's economic ideology, the origins of ethnic group boundaries, and the relationship between modernization and violence.

Addressing theoretical problems that cut across numerous disciplines, this work will be of interest to a diversity of theoretically-minded scholars.

Sun-Ki Chai is Assistant Professor of Sociology, University of Arizona.

The American West, from the beginning of Euro-American settlement, has been shaped by diverse ideas about how to utilize physical space and natural environments to create cohesive, sometimes exclusive community identities. When westerners developed their towns, they constructed spaces and cultural identities that reflected alternative understandings of modern urbanity. The essays in City Dreams, Country Schemes utilize an interdisciplinary approach to explore the ways that westerners conceptualized, built, and inhabited urban, suburban, and exurban spaces in the twentieth century.

The contributors examine such topics as the attractions of open space and rural gentrification in shaping urban development; the role of tourism in developing national parks, historical sites, and California's Napa Valley; and the roles of public art, gender, and ethnicity in shaping urban centers. City Dreams, Country Schemes reveals the values and expectations that have shaped the West and the lives of the people who inhabit it.

Minor debts, derisive remarks, a fight over a parking space, butting in line—these are the little things that nevertheless account for much of the violence in human society. But why? Roger V. Gould considers this intriguing question in Collision of Wills. He argues that human conflict is more likely to occur in symmetrical relationships—among friends or social equals—than in hierarchical ones, wherein the difference of social rank between the two individuals is already established.

This, he maintains, is because violence most often occurs when someone wants to achieve superiority or dominance over someone else, even if there is no substantive reason for doing so. In making the case for this original idea, Gould explores a diverse range of examples, including murders, blood feuds, vendettas, revolutions, and the everyday disagreements that compel people to act violently. The result is an intelligent and provocative work that restores the study of conflict to the center of social inquiry.

The Cibola region on the Arizona–New Mexico border has fascinated archaeologists for more than a century. The region’s core is recognized as the ancestral homeland of the contemporary Zuni people, and the area also spans boundaries between the Ancestral Puebloan and Mogollon culture areas. The complexity of cross-cutting regional and cultural designations makes this an ideal context within which to explore the relationship between identity and social change at broad regional scales.

In Connected Communities, Matthew A. Peeples examines a period of dramatic social and political transformation in the ancient Cibola region (ca. A.D. 1150–1325). He analyzes archaeological data generated during a century of research through the lens of new and original social theories and methods focused on exploring identity, social networks, and social transformation. In so doing, he demonstrates the value of comparative, synthetic analysis.

The book addresses some of the oldest enduring questions in archaeology: How do large-scale social identities form? How do they change? How can we study such processes using material remains? Peeples approaches these questions using a new set of methods and models from the broader comparative social sciences (relational sociology and social networks) to track the trajectories of social groups in terms of both networks of interactions (relations) and expressions of similarity or difference (categories). He argues that archaeological research has too often conflated these different kinds of social identity and that this has hindered efforts to understand the drivers of social change.

In his strikingly original approach, Peeples combines massive amounts of new data and comparative explorations of contemporary social movements to provide new insights into how social identities formed and changed during this key period.

Ever since the founders drafted "We the People," "we" have been at pains to work out the contradictions in their formulation, to fix in words precisely what it means to be American. Constituting Americans rethinks the way that certain writers of the mid-nineteenth and early twentieth century contributed to this project; in doing so, it revises the traditional narrative of U.S. literary history, restoring an essential chapter to the story of an emerging American cultural identity. In diverse ways, very different writers—including Frederick Douglass, Herman Melville, Harriet Wilson, W. E. B. Du Bois, and Gertrude Stein—participated in the construction and dissemination of an American identity, but none was entirely at ease in the culture they all helped to define. Evident in their work is a haunting sense of their telling someone else’s story, a discomfort that Priscilla Wald reads in the context of legal and political debates about citizenship and personhood that marked the emergence of the United States as a nation and a world power.

From early-nineteenth-century Supreme Court cases to turn-of-the-century Jim Crow and immigration legislation, from the political speeches of Abraham Lincoln to the historical work of Woodrow Wilson, nation-builders addressed the legal, political, and historical paradoxes of American identity. Against the backdrop of their efforts, Wald shows how works such as Douglass’s autobiographical narratives, Melville’s Pierre, Wilson’s Our Nig, Du Bois’s The Souls of Black Folks, and Stein’s The Making of Americans responded, through formal innovations, to the aggressive demands for literary participation in the building of that nation. The conversation that emerges among these literary works challenges the definitions and genres that largely determine not only what works are read, but also how they are read in classrooms in the United States today.

Offering insight into the relationship of storytelling to national identity, Constituting Americans will compel the attention of those with an interest in American literature, American studies, and cultural studies.

Thomas Eakins’ 1875 painting, The Gross Clinic, the Rocky Statue, andthe Barnes Foundation are all iconic in Philadelphia for different reasons. But around the year 2000, this painting, this sculpture, and this entire art collection, respectively, generated extended—and heated—controversies about the “appropriate” location for each item. Contested Image revisits the debates that surrounded these works of visual culture and how each item changed through acts of reception—through the ways that viewers looked at, talked about, and used these objects to define their city.

Laura Holzman investigates the negotiations and spirited debates that affected the city of Philadelphia’s identity and its public image. She considers how the region’s cultural resources reshaped the city’s reputation as well as delves into discussions about official efforts to boost local spirit. In tracking these “contested images,” Holzman illuminates the messy process of public envisioning of place and the ways in which public dialogue informs public meaning of both cities themselves and the objects of urban identity.

Since the end of legal segregation in schools, most research on educational inequality has focused on economic and other structural obstacles to the academic achievement of disadvantaged groups. But in Contesting Stereotypes and Creating Identities, a distinguished group of psychologists and social scientists argue that stereotypes about the academic potential of some minority groups remain a significant barrier to their achievement. This groundbreaking volume examines how low institutional and cultural expectations of minorities hinder their academic success, how these stereotypes are perpetuated, and the ways that minority students attempt to empower themselves by redefining their identities. The contributors to Contesting Stereotypes and Creating Identities explore issues of ethnic identity and educational inequality from a broad range of disciplinary perspectives, drawing on historical analyses, social-psychological experiments, interviews, and observation. Meagan Patterson and Rebecca Bigler show that when teachers label or segregate students according to social categories (even in subtle ways), students are more likely to rank and stereotype one another, so educators must pay attention to the implicit or unintentional ways that they emphasize group differences. Many of the contributors contest John Ogbu's theory that African Americans have developed an "oppositional culture" that devalues academic effort as a form of "acting white." Daphna Oyserman and Daniel Brickman, in their study of black and Latino youth, find evidence that strong identification with their ethnic group is actually associated with higher academic motivation among minority youth. Yet, as Julie Garcia and Jennifer Crocker find in a study of African-American female college students, the desire to disprove negative stereotypes about race and gender can lead to anxiety, low self-esteem, and excessive, self-defeating levels of effort, which impede learning and academic success. The authors call for educational institutions to diffuse these threats to minority students' identities by emphasizing that intelligence is a malleable rather than a fixed trait. Contesting Stereotypes and Creating Identities reveals the many hidden ways that educational opportunities are denied to some social groups. At the same time, this probing and wide-ranging anthology provides a fresh perspective on the creative ways that these groups challenge stereotypes and attempt to participate fully in the educational system.

"The ethnography of Japan is currently being reshaped by a new generation of Japanologists, and the present work certainly deserves a place in this body of literature. . . . The combination of utility with beauty makes Kondo's book required reading, for those with an interest not only in Japan but also in reflexive anthropology, women's studies, field methods, the anthropology of work, social psychology, Asian Americans, and even modern literature."—Paul H. Noguchi, American Anthropologist

"Kondo's work is significant because she goes beyond disharmony, insisting on complexity. Kondo shows that inequalities are not simply oppressive-they are meaningful ways to establish identities."—Nancy Rosenberger, Journal of Asian Studies

We are witnessing in the last decade of the twentieth century more frequent demands by racial and ethnic groups for recognition of their distinctive histories and traditions as well as opportunities to develop and maintain the institutional infrastructure necessary to preserve them. Where it once seemed that the ideal of American citizenship was found in the promise of integration and in the hope that none of us would be singled out for, let alone judged by, our race or ethnicity, today integration, often taken to mean a denial of identity and history for subordinated racial, gender, sexual or ethnic groups, is often rejected, and new terms of inclusion are sought. The essays in Cultural Pluralism, Identity Politics, and the Law ask us to examine carefully the relation of cultural struggle and material transformation and law's role in both. Written by scholars from a variety of disciplines and theoretical inclinations, the essays challenge orthodox understandings of the nature of identity politics and contemporary debates about separatism and assimilation. They ask us to think seriously about the ways law has been, and is, implicated in these debates. The essays address questions such as the challenges posed for notions of legal justice and procedural fairness by cultural pluralism and identity politics, the role played by law in structuring the terms on which recognition, accommodation, and inclusion are accorded to groups in the United States, and how much of accepted notions of law are defined by an ideal of integration and assimilation.

The contributors are Elizabeth Clark, Lauren Berlant, Dorothy Roberts, Georg Lipsitz, and Kenneth Karst.

Bridging the worlds of activism and academia-social movement theory informed with the real experiences of activists-this volume of accessible essays brings together insights from European New Social Movement theorists, U.S. scholars of social movements, and activists involved in social movements from the 1960s to the 1990s.
 

Contributors: Alice Echols, Barbara Epstein, Richard A. Cloward, Marcy Darnovsky, Jeffrey Escoffier, Ilene Rose Feinman, Richard Flacks, Cynthia Hamilton, Allen Hunter, L. A. Kauffman, Rebecca E. Klatch, Margit Mayer, Alberto Melucci, Bronislaw Misztal, Osha Neumann, Frances Fox Piven, Craig Reinarman, Roland Roth, Arlene Stein, Mindy Spatt, Andrew Szasz, Noél Sturgeon, Howard Winant.