1811 research outputs found
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Unprecedented Times?: Analyzing the Experiences of Mothers during the COVID-19 Pandemic Using a Disaster Sociology Framework
Get PDFDuring times of disaster, mothers are particularly vulnerable emotionally. Furthermore, disaster sociologists argue that disasters exacerbate existing inequalities. . As such, I analyze the COVID-19 pandemic as a disaster. I base my analysis off of interview data from white, class-diverse mothers in a central New York county, primarily using a disaster sociology framework. This research is guided by two research questions; (1) how do the experiences of mothers during the COVID-19 pandemic compare to those of women in other disaster scenarios?; and (2) solely utilizing a disaster sociology framework, what pre-existing social conditions are exacerbated by COVID-19 stay-at-home directives and at-home schooling? In concert with existing literature, the COVID-19 pandemic exacerbated the unpaid (domestic) and paid divisions of labor in heterosexual families with children. Mothers, rather than fathers, disproportionately facilitated at-home learning and provided care for their children, often reducing their hours in paid employment or resigning from their employment completely. Mothers also employed emotion work to mitigate the negative emotions accompanying this unequal division of labor. Additionally, mothers used a unique form of emotion work, comparative emotion work, to invalidate their feelings. To alter their negative emotions, mothers evoked gratitude at their relative health and financial security during the COVID-19 pandemic. These findings illuminate the need to recognize the mental toll of the unpaid and paid divisions of labor on women in both disaster and non-disaster settings
Front Matter
Get PDFInformation relating to the publisher, publication frequency, editorial staff, purchase options, submission requirements, and contact information for the American Communal Societies Quarterly
The Harvard Shakers’ Mill on Bennett’s Brook
Get PDFBuilt in by the Church Family in 1806 as a grist mill, the mill on Bennett’s Brook and its associated buildings supported the Harvard Shaker community’s industrial efforts for over one hundred years, almost until the community’s closing in 1918. The mill buildings no longer stand, and all that remains are the foundation structures, a reconstructed dam, and a magnificent granite tailrace. Fortunately, the mill buildings were photographed by a number of amateur and professional photographers and over a dozen images survive from the 1890s through 1925. Surviving documentary evidence about the mill and what went on inside it comes mostly from a dozen or so Shaker journals, diaries, and account books written between 1800 and 1900
The Childhood Days of Salwt, the Messenger to the 7th Church in Israel, and the Only 7th Messenger in the World
Get PDFHamilton College was fortunate to acquire a copy of Childhood Days (c. 1925) by Daniel Salwt’s (née Sult), founder of the Christian Israelite commune in Ballard, Washington, in 1922. Since the Communal Societies Collection at Hamilton has such rich holdings from the whole Christian Israelite tradition, beginning with Joanna Southcott right up to the present, we are thrilled to publish this otherwise unavailable primary source in complete facsimile. Hopefully it will provide clues that will open the way for more scholarship on Daniel Salwt and his Seventh Elect Church in Israel
Portraits: Sister Mary Purnell and Brother Benjamin Purnell
Get PDFThese portraits of Mary Purnell and Benjamin Purnell were likely made around 1933 at Mary’s City of David. They are now in the collection of Hamilton College
Back Cover
Get PDFBack cover illustration: Print Shop, Israelite House of David, prior to the 1908 fire that destroyed the building. Courtesy of the Israelite House of David
Front Matter
Get PDFInformation relating to the publisher, publication frequency, editorial staff, purchase options, submission requirements, and contact information for the American Communal Societies Quarterly
Making Do with Digital Distance: Understanding Underrepresented Minorities’ Unequal Experiences and Navigational Strategies in Predominantly White Remote Classrooms
No full textSociologists generally agree that underrepresented students in the higher education classroom navigate a different classroom than their white and affluent counterparts, due to the implications of classroom inequality and varying social backgrounds. This study explores the manifestation of inequality and unequal experiences of minority students in the remote classroom after the pandemic forced colleges and universities to transition students into online classes. Through qualitative interviews with students who were freshman and sophomores at a small predominantly white college during the spring of 2020, this study finds that underrepresented students experienced classroom inequality on the basis of the unequal resources available to them in underprivileged households as they struggled to establish productive academic atmospheres without the economic and cultural means to. Minority students also experienced hypervisibility online due to their racial identities and symbolic displays of their low socioeconomic statuses that were visible from their cameras on Zoom. Despite their unequal experiences in the online classroom, this study highlights the navigational strategies in which students reclaimed agency as they appeased their discomfort during remote learning by utilizing digital distance, through muting microphones and cameras, to their advantage
Hidden In Plain Sight: A Sociological Exploration Into How Students with Invisible and Visible Disabilities Navigate an Able- Bodied Campus
No full textIn this dissertation, I explore the lives of students with visible and invisible physical disabilities, the able bodied communities perception of the disabled, and the intersection between the two. Through research, I have been unable to find comprehensive information regarding the comparison of students with invisible and visible disabilities and their coping habits in a college environment. Research has been unable to identify the linkages and the differences between these two groups, and the easier versus harder lifestyles of the two. Over the past 8 months, I have written a research proposal, researched sociological theories and proposed a literature review, conducted interviews with 12 participants who voluntarily participated in my study, and discussed the results of the livelihood of those who live with visible and invisible disabilities on an able bodied campus. I hypothesized that those who live with an invisible versus visible physical disability will have an easier time coping with their disability in a college setting because they have the luxury to hide their disability. Similarly, I can hypothesize that those who live with a visible disability on an able bodied campus will have a more difficult time coping because they are not able to hide their disability - thus experiencing a loss of belonging and normalcy. Throughout my interviews, I learned that my hypothesis was supported and that students with visible disabilities have an easier time navigating the able bodied campus and feel a stronger sense of belonging to their peers.
From my own experience as a college student who has an invisible disability, I have had to undergo various coping mechanisms to blend in with my peers. These coping mechanisms have made me look at my surroundings in a new lens, and acknowledge the prevalence of disability on a college campus. This personal experience interested me into the lives of my surrounding peers and their similar adversity.
It is my intention to provide people with more information regarding disability on Hamilton College’s campus. This knowledge should enact a call to awareness for people to be more understanding, knowledgeable and empathetic towards disability and its debilitating effects
