Podcasts about Social stratification

Alan Aquino,a professor of Asian American Studies at CSUN, shares his journey from childhood aspirations to becoming a community organizer and poet. He reflects on his upbringing in Panorama City, the cultural shifts he witnessed, and the impact of gangs in the 90s. Alan discusses the importance of education, representation in media, and the role of Asian American Studies in fostering community and understanding. He emphasizes the significance of pursuing one's passion, navigating the challenges of adulthood, and the power of poetry and hip-hop as forms of expression. The conversation concludes with Alan offering heartfelt advice to young adults facing hardships, encouraging them to embrace their journey one step at a time.Chapters (00:00) Introduction to Alan Aquino(03:37) Growing Up in Panorama City(06:43) The Impact of Gangs and Culture in the 90s(09:25) Schooling and Social Stratification(12:32) College Life and the Northridge Earthquake(15:43) The LA Riots and Their Aftermath(18:36) Pursuing Asian American Studies(21:37) Misconceptions About Ethnic Studies(24:42) The Journey into Poetry and Hip-Hop(43:07) The Journey of a Poet(44:18) CSUN: A Hidden Gem(46:25) Asian Americans in Media(47:22) Stereotypes and Representation(50:19) Cultural Appropriation vs. Appreciation(56:54) Batman: A Personal Talisman(01:02:21) The Essence of Community(01:09:15) Pursuing Passion vs. Stability(01:14:56) Navigating Hardships in LifeFollow Me on Social Media:https://www.instagram.com/thevoncastshow/https://www.instagram.com/shibavon/ https://www.iamvon.net/Alan IG:https://www.instagram.com/poetproflife/

Today's discussion comes from our most recent annual conference “Existential Crises: Is the Georgist Paradigm Part of the Solution?” and was recorded in July of 2024. For the next ten weeks, our discussions will revolve around the polycrisis afflicting the globe with four subtopics. The first will be the four most important crises, followed by how Georgism can alleviate these crises, which will then be followed by how to make Georgism more politically palatable, and will conclude by discussing different Georgist policy solutions. Today's panelist is Dr. Franklin Obeng-Odoom, professor of Global Development Studies at the University of Helsinki in Finland.  Dr. Obeng-Odoom is a Fellow at the Ghana Academy of Arts and Sciences and has received numerous awards for his scholarship and teaching. He is the author of several books, including Global Migration Beyond Limits; The Commons in an Age of Uncertainty; and Property, Institutions, and Social Stratification in Africa. A productive author, Dr. Obeng-Odoom has authored dozens of journal articles and is on the American Journal of Economics and Sociology editorial board.  We were lucky enough to join Dr. Obeng-Odoom to discuss climate refugees, why environmental justice must include land tenure, and how Georgist philosophy can be broadened to better consider the environment.  To check out more of our content, including our research and policy tools, visit our website: https://www.hgsss.org/ --- Support this podcast: https://podcasters.spotify.com/pod/show/smart-talk-hgsss/support

"The community of corpse burners or Doms take pride in their ability to give moksh but it's also a way of justifying their place in a society that otherwise shuns them, humiliates them and treats them as untouchables. They believe they have religious capital. But at the end of the day, there are no privileged caste people who want to do this job. That's why the Doms are continuing to do this job and that's why they are not able to break through the caste barrier" - Radhika Iyengar, author, Fire on the Ganges talks to Manjula Narayan about her book that documents the customs, harrowing work and lives of the keepers of the sacred fire, the Doms of Varanasi

John Jay College's Richard Relkin, director of Media Relations, and Evan Mandery, professor in criminal justice, discuss Evan's new book, Poison Ivy: How Elite Colleges Divide Us. Visit indoorvoicespodcast.com for more.

In Episode 16 of Series 3 of the DIAL Podcast we're discussing ability grouping in UK primary schools and how it affects children's enjoyment of certain subjects. Our guest today is Queralt Capsada-Munsech from the University of Glasgow, who as part of DIAL's LIFETRACK project has been looking at primary school children's enjoyment of English and Maths at age seven, and later at age 11 to see whether ability grouping positively or negatively impacts their enjoyment of those subjects.  Does ability grouping affect UK primary school pupils' enjoyment of Maths and English? is research by Vikki Boliver and Queralt Capsada-Munsech, and is published in Research in Social Stratification and Mobility.   Transcript Christine Garrington  0:00  Welcome to DIAL a podcast where we tune into evidence on inequality over the lifecourse. In this episode, we're talking about how grouping children by ability at school affects their enjoyment of certain subjects. Our guest is Queralt Capsada-Munsech from the University of Glasgow, who as part of DIAL's Life Track project has been looking at primary school children's enjoyment of English and Maths at age seven, and later at age 11 to see whether ability grouping positively or negatively impacts their enjoyment of those subjects.   Queralt Capsada-Munsech  0:29  There are people who are advocates of ability grouping, and their main argument is usually that high ability pupils improve their attainment, while there is no detriment in lower ability, once their academic performance mainly. But you know, the opponents in the general debate of ability grouping, what they say is that high ability students only do marginally better when they are grouped with a, yeah with a group of students that are homogenous to them. While lower ability ones are the ones that are substantially worse off from these ability grouping. And what we have seen mostly in previous research is that there is the main mechanism that we call that is the self-fulfilling prophecy of low attainment that you know, because you are grouping the low ability grouping and people, and students are aware of that. So they just know that they are not doing as well. And they continue to do more poorly while those that are in the high ability grouping, so they think better of themselves. And that leads them to better academic achievement. And usually, the way it has been measured has been based on what we call academic self-concept that basically is asking students, how good are you at maths, at English or at school in general?  Christine Garrington  1:48  So talk us through some of the policy context here - ability grouping as an education policy. Queralt Capsada-Munsech   1:53  In the gaze of the UK ability grouping was encouraged by the New Labour governments in the 1990s and in the 2000s. And the main idea was that it would raise standards generally, with higher grades in brightest kids in particular, that was something that was quite influential in past decades. And that had clearly an effect in policy because, you know, the prevalence of grouping practices still remains in place. And it increased quite a lot for the past few years. And we see in the UK, even that ability grouping is becoming increasingly common in early years, you know, at ages three and four and even in Key Stage One ages five to seven was, which was something that we didn't see in the past. While you know, in the 1990s, there were fewer than 3% of primary schools who reported that they were streaming students by 2008 16% of seven year olds, were being streamed by ability for all subjects and 26% were being taught in ability sets for English and Math so that's quite the change. Christine Garrington  3:01  What was it for you that you wanted to look at exactly about the way in which children are grouped by ability at primary school? What was it you wanted to look at and why? Queralt Capsada-Munsech   3:10  Empirical evidence what did show us that at least for the UK suggested that there weren't many benefits of practising ability grouping. Mainly at the secondary level was most of the studies and it did little to raise the school's standards, and it was more detrimental for socioeconomically disadvantaged students. And it was through that, you know, measured ability at the early ages is predictive of ability group placement. But so were also a lot of socio-economic indicators. So there were also a few mechanisms, you know, that people were looking at. So for instance, teaching practices or teaching learning environments. So the reason why this happened, that it was more detrimental for some instruments to the individual than others because teacher quality is correlated with ability grouping, meaning that mainly you know, teachers that are more qualified, more experienced tend to be a placed with a high ability grouping, while less experienced in the lower one, which maybe should be the opposite. But also because of students self-perception, so they internalise these labels of consequences for their self-esteem. We could see that there were many studies that had been undertaken at secondary level, but not that many at the primary level. So what we want to talk that was that academic enjoyment so that it would be different question like, how much have you enjoyed reading or doing number work or English or maths more, more precisely. Christine Garrington  4:45  So why was it important to look at how much children enjoyed subjects? What was it about that particular concept or idea that was was important in your research? Queralt Capsada-Munsech  4:56  Academic self-concept, the question how good you are at? It's informed by students awareness of their test scores or their ability group placement, but it's also a relational construct, you know how good you are compared to the rest of your pupils in your group or in your class. While academic enjoyment, we thought that it was a more an intrinsic motivation and is more of a personal preference, you know, you might like or dislike reading, even if you are very good at English or not. So it's more of an independent one. And it's less relational. So it's not that you enjoy reading compared to your peers, it's more they do you enjoy it more? Yes or no, or to what extent. Christine Garrington  5:39  So talk us through what you actually did. Queralt Capsada-Munsech  5:40  The question that we wanted to look at was looking okay, for instance in primary school at age seven, how much did pupils enjoy Maths or English and school in general? And then to look later on, you know, at age 11, before going to secondary school, how much they enjoy again, Maths, English and school in general. And to see to what extent it had changed from age seven to 11, depending on the ability group that they were in. So we were expecting that, okay, maybe your academic enjoyment of Maths might be different to those that are in the top or bottom ability group. But our hypothesis was that, theoretically, there is no reason for people to change how much they enjoy or not enjoy reading, for instance, from age seven to eleven, regardless of the relative group they are in. Christine Garrington  6:38  So where did you get your information from? And why was it a good source of data to help you address these questions that you were interested in? Queralt Capsada-Munsech  6:47  So we use one of the cohort studies that are called, that its the Millennium Cohort Study. But basically, it's a longitudinal survey that follows about 19,000 people born in the UK in 2000 and 2002, approximately. You have the same people, the same individuals, and they have been surveyed throughout their lifetime. What it was important for us in order to make this comparison is that we would have that data about the same individuals, but also that we would have like similar questions at two points in time. So in this case, for instance, because if we want to check if there is a change or not in academic enjoyment, from age seven to eleven, we needed to have this very same question of academic enjoyment at those two points in times. And in addition, obviously, we had some information about ability grouping. And so. Christine Garrington  7:41  And when it came to this question of whether being grouped by ability did in some way influence whether a child liked a subject or not, what did you see? Queralt Capsada-Munsech  7:50  If we start just with the descriptive statistics, we already saw, obviously, that there were some differences. So maybe it's worth starting by saying that, you know, overall, there was quite a lot of academic enjoyment among students. So the majority of them like a lot Maths, or reading or English, and most of the students so in most cases above 35%, were placed in the high ability one. And students that were placing the low ability one was usually smaller numbers like below 20%. That already gave us an idea of the distribution. But more importantly, yeah, when just looking at some bivariate descriptive statistics, we could see that those that are in high ability groups, tended to enjoy more Maths, for instance, than those that were placed in the low ability group. And that has stayed like, quiet similar when we look at it both at age seven, and eleven. So that's something that we could see just from the descriptive statistics. Christine Garrington  9:00  Now you had some very specific findings around maths didn't you? I wonder if you can talk us through what it was exactly that you saw there. Queralt Capsada-Munsech  9:07  Being placed in a lower rather than a high ability group at age seven, depress the probability of coming to enjoy continuing to enjoy or even to increasing your enjoyment of Maths by age eleven. And that stayed like this way even after controlling for you know, students measured ability in Maths, sex and social background at age seven. So we found that yeah, really being placed in ability grouping has an influence in your academic enjoyment of Maths. However, we didn't find quite the same for English and school in general. So, you know, there was this tendency, but once we control for socio-demographic and socio-economic variables, the results weren't statistically significant. So, we would say that, it's mainly for maths that we would find some differences or some effects of ability grouping. Christine Garrington  10:05  Yeah, really, really interesting, though, and I'm gonna take you right back to the beginning of our conversation when you were saying, you know, just how much policy interest there is in this area around, specifically around education policy. What do you feel that we must take away from from this piece of work? And do you think there are any key takeaways specifically for education policy and practice? Queralt Capsada-Munsech  10:25  Overall, I would say that our findings are very much in line with much of the existing research, which indicates that ability grouping is detrimental to those judged to be of lower ability. And at least we find it in relation to Math. So it's something to be worried about. And ability grouping by measured ability has a negative influence for those that label as that, as lower ability. And we can see now that it's for both for academic self concept this idea of how good I am at maths, but also for academic enjoyment is like how much do you enjoy maths? So that can be detrimental if you are put in a lower ability group. Christine Garrington  11:08  Okay, so that's the key sort of takeaway message, but what recommendations might you have in this area then? Queralt Capsada-Munsech  11:14  We are aware that it's difficult to be in a classroom and that we don't mean that because they are doing ability grouping they are bad teachers or bad educators. But yeah, I guess it's something that we'll have to continue exploring. And while some parts of ability grouping might work for some students or for some teachers overall, I wouldn't encourage the policy of ability grouping, at least in the UK. Christine Garrington  11:45  Does ability grouping affect UK primary school pupils' enjoyment of Maths and English? is research by Vikki Boliver and Queralt Capsada-Munsech, and is published in Research in Social Stratification and Mobility. Thanks for listening to this episode of the DIAL podcast, which was presented by me Chris Garrington of Research Podcasts. You can find out more about all the DIAL projects at dynamicsofinequality.org.

During this episode, we hear from Talib Hudson, Founder and Project Director of The New Hood. We chat about incoming Chancellor Banks' appointment announcement and his description of NYC as ‘fundamentally flawed.' RESOURCES FROM THE EPISODE https://www.thenewhood.org/about https://www.blackpast.org/african-american-history/moynihan-report-1965/ ARTICLES FROM THE EPISODE https://ny.chalkbeat.org/2021/12/9/22826524/david-banks-chancellor-eric-adams STAY IN TOUCH Please tell us what you think. We LOVE feedback. Here are a few of the main ways to reach us: InsideSchools, our flagship website // Our InsideSchools+ Community or our Facebook Page // Tweet, tweet: Over on Twitter // Sign up for our Weekly Newsletter // SUBMIT YOUR QUESTIONS via 60 second voice message

In this Podcast, series of Audio Discussion of IGNOU Study Materials of Sociology are presented with main points in a story, it covers the content of the IGNOU Study Material of MSO-001 Sociological Theories and Concepts. These Listen Notes are also helpful in the preparations of UPSC/IAS /Civil Services Examinations and other Competitive Examinations. --- Send in a voice message: https://anchor.fm/dr-sushma-singh/message

In this Podcast, series of Audio Discussion of IGNOU Study Materials of Sociology are presented with main points in a story, it covers the content of the IGNOU Study Material of MSO-001 Sociological Theories and Concepts. These Listen Notes are also helpful in the preparations of UPSC/IAS /Civil Services Examinations and other Competitive Examinations. --- Send in a voice message: https://anchor.fm/dr-sushma-singh/message

In this Podcast, series of Audio Discussion of IGNOU Study Materials of Sociology are presented with main points in a story, it covers the content of the IGNOU Study Material of MSO-001 Sociological Theories and Concepts. These Listen Notes are also helpful in the preparations of UPSC/IAS /Civil Services Examinations and other Competitive Examinations. --- Send in a voice message: https://anchor.fm/dr-sushma-singh/message

In this Podcast, series of Audio Discussion of IGNOU Study Materials of Sociology are presented with main points in a story, it covers the content of the IGNOU Study Material of MSO-001 Sociological Theories and Concepts. These Listen Notes are also helpful in the preparations of UPSC/IAS /Civil Services Examinations and other Competitive Examinations. --- Send in a voice message: https://anchor.fm/dr-sushma-singh/message

In this Podcast, series of Audio Discussion of IGNOU Study Materials of Sociology are presented with main points in a story, it covers the content of the IGNOU Study Material of MSO-001 Sociological Theories and Concepts. These Listen Notes are also helpful in the preparations of UPSC/IAS /Civil Services Examinations and other Competitive Examinations. --- Send in a voice message: https://anchor.fm/dr-sushma-singh/message

In this Podcast, series of Audio Discussion of IGNOU Study Materials of Sociology are presented with main points in a story, it covers the content of the IGNOU Study Material of MSO-001 Sociological Theories and Concepts. These Listen Notes are also helpful in the preparations of UPSC/IAS /Civil Services Examinations and other Competitive Examinations. --- Send in a voice message: https://anchor.fm/dr-sushma-singh/message

Video Version: https://bit.ly/3eOWqWH Episode Article: https://bit.ly/3znSnsg MSNBC came out this week stating that the word “patriot” is considered hate speech, and it wasn't from Former CIA Director John Brennan. MSNBC tech reporter Dan Patterson warned viewers this week to be on the lookout for hate speech like “patriot” online. This level of obvious gas-lighting should let you know where we're at in the culture war, and the implications behind it as well. Truly, we're seeing the erosion of individual rights and the destruction of the notion for a dissenting opinion. It's disturbing how accurate the phrase “Think before it's illegal” is becoming. Never in history have we seen such a mobilization of the masses against others for having alternative viewpoints, but the real story here is not how coopted people are, yet what they're planning to do. You see, the pandemic was never about health, it was always about control and allowing the government to think for you. What happens when a fair amount of the population has abdicated their sovereignty to a system designed to rob you of your rights? How long until that system begins to use those who've already lost those rights against those of us who still want to retain them? Either way, regardless of the answer, the future presents an uncertain horizon. Become An Exclusive Member: Get A Subscription Tier  Website: http://factionsoffreedom.jimdo.com/ Newsletter Sign-Up: http://eepurl.com/c-V3MD Email: FreedomsFaction@Gmail.com FanBase: @The_Freedom_Faction, @Freedoms_Faction Donate: https://www.paypal.me/noizceera

Social Stratification (finale!) --- Support this podcast: https://anchor.fm/letsgetitonmcatedition/support

Ashley Bernal is a Disparate Impact Consultant and Public & Urban Policy Analyst. Her work includes addressing disparities in outcomes for systemically marginalized groups in the United States with data driven recommendations and strategies for policy implementation. Currently Ashley is a PhD candidate in Public and Urban Policy at The New School’s Milano School of International Affairs. Her research is focused on disparate impact and understanding various ways racial minorities experience U.S. citizenship in a presumedly post-racial society. Ashley is an adjunct professor at the City University of New York’s York College, teaching courses in the Sociology of Race & Ethnicity, Social Stratification, and Social Theory & Analysis.____________________________________________________________________________________On the podcast we chatted about Ashley's work, race in America, institutionalized systems, the conversations we should be having around race, and how one can make the change to be an ally._____________________________________________________________________________________To follow me: Facebook and IG: @stayathomemomyeahrightTwitter: @homeyeahright

This week we discuss California Proposition 22, the Uber- & Lyft-sponsored proposition to allow them to classify drivers as contractors instead of employees. And, I recently spoke with Professors Andrew Kim and ChangHwan Kim of the University of Kansas, about their recent paper titled “COVID-19 and the Decline in Asian American Employment.” The paper is to be published in Research in Social Stratification and Mobility, and is co-authored by Scott Tuttle and Yurong Zhang. Segment 1 -- Andrew Kim and ChangHwan Kim on “COVID-19 and the Decline in Asian American Employment” Segment 2 -- Prop 22, Earnings, Identity, and the Gig Economy

Apa itu birokrasi? Mengapa birokrasi mesti direformasi? Apa kaitannya dengan kapasitas pemerintah? Bagaimana Reformasi Birokrasi dilakukan? Sejauh apa dampak Reformasi Birokrasi bagi kinerja pemerintah dan kepentingan warga-negara? #NALAR mencoba mendalami gagasan mendasar di balik perlunya Reformasi Birokrasi dalam membangun negara modern. REFERENSI: 1. Sydney Lady Morgan (1818). Florence Macarthy. Henry Colburn. p. 35. 2. John Stuart Mill (1861). "VI – Of the Infirmities and Dangers to which Representative Government is Liable". Considerations on Representative Government. 3. Woodrow Wilson (1887), "The Study of Administration", Political Science Quarterly, July 1887 4. Ludwig von Mises (1944). Bureaucracy. 5. Robert K. Merton (1957). Social Theory and Social Structure. Glencoe, Free Press. pp. 195–206. 6. Karl Marx (1970). Marx's Critique of Hegel's Philosophy of Right (1843). Cambridge University 7. Jaques Elliott (1976). A general theory of bureaucracy. London: Heinemann. 8. "In Praise of Hierarchy". Harvard Business Review. 1 January 1990. 9. Charles Tilly (1985). "War making and state making as organized crime," in Bringing the State Back In, eds P.B. Evans, D. Rueschemeyer, & T. Skocpol. Cambridge: Cambridge University Press. 10. Jeffrey Herbst (1990). "War and the State in Africa." International Security, (1990): 117-139 11. David Beetham (1996). Bureaucracy. 12. Franz Wirl (1998). "Socio-economic typologies of bureaucratic corruption and implications". J. Evolutionary Economics, 8(2):199–220. 13. Christopher Hood (2000), The Art of the State: Culture, Rhetoric, and Public Management. Oxford University Press. p. 76. 14. Liesbet Hooghe (2001). The European Commission and the integration of Europe: images of governance. Cambridge University Press. pp. 40–. 15. Marshall Sashkin, Molly G. Sashkin (2003). Leadership that matters: the critical factors for making a difference in people's lives and organizations' success. Berrett-Koehler Publishers. p. 52. 16. V Fritz, A.R. Menocal (2007). "Developmental states in the new millennium: Concepts and challenges for a new aid agenda". Development Policy Review, 25(5):531–552. 17. Charles T Call (2008). "The Fallacy of the 'Failed State'". Third World Quarterly, 29(8):1498. 18. George Ritzer (2009). Contemporary Sociological Theory and Its Classical Roots: The Basics. McGraw-Hill. pp. 38–42. 19. Tony Waters and Dagmar Waters (2015) "Bureaucracy" from Weber's Rationalism and Modern Society: New Translations on Politics, Bureaucracy, and Social Stratification. Palgrave MacMillan. 20. Noel D. Johnson, Mark Koyama(2017). "States and economic growth: Capacity and constraints". Explorations in Economic History, 64(April):1–20. 21. Elissa Berwick, Christia Fotini (2018). "State Capacity Redux: Integrating Classical and Experimental Contributions to an Enduring Debate". Annual Review of Political Science, 21(May):71–91. 22. Agnes Cornell, Carl Henrik Knutsen, Jan Teorell (2020). "Bureaucracy and Growth". Comparative Political Studies, 53(14):2246–2282.

Apa itu birokrasi? Mengapa birokrasi mesti direformasi? Apa kaitannya dengan kapasitas pemerintah? Bagaimana Reformasi Birokrasi dilakukan? Sejauh apa dampak Reformasi Birokrasi bagi kinerja pemerintah dan kepentingan warga-negara? #NALAR mencoba mendalami gagasan mendasar di balik perlunya Reformasi Birokrasi dalam membangun negara modern. REFERENSI: 1. Sydney Lady Morgan (1818). Florence Macarthy. Henry Colburn. p. 35. 2. John Stuart Mill (1861). "VI – Of the Infirmities and Dangers to which Representative Government is Liable". Considerations on Representative Government. 3. Woodrow Wilson (1887), "The Study of Administration", Political Science Quarterly, July 1887 4. Ludwig von Mises (1944). Bureaucracy. 5. Robert K. Merton (1957). Social Theory and Social Structure. Glencoe, Free Press. pp. 195–206. 6. Karl Marx (1970). Marx's Critique of Hegel's Philosophy of Right (1843). Cambridge University 7. Jaques Elliott (1976). A general theory of bureaucracy. London: Heinemann. 8. "In Praise of Hierarchy". Harvard Business Review. 1 January 1990. 9. Charles Tilly (1985). "War making and state making as organized crime," in Bringing the State Back In, eds P.B. Evans, D. Rueschemeyer, & T. Skocpol. Cambridge: Cambridge University Press. 10. Jeffrey Herbst (1990). "War and the State in Africa." International Security, (1990): 117-139 11. David Beetham (1996). Bureaucracy. 12. Franz Wirl (1998). "Socio-economic typologies of bureaucratic corruption and implications". J. Evolutionary Economics, 8(2):199–220. 13. Christopher Hood (2000), The Art of the State: Culture, Rhetoric, and Public Management. Oxford University Press. p. 76. 14. Liesbet Hooghe (2001). The European Commission and the integration of Europe: images of governance. Cambridge University Press. pp. 40–. 15. Marshall Sashkin, Molly G. Sashkin (2003). Leadership that matters: the critical factors for making a difference in people's lives and organizations' success. Berrett-Koehler Publishers. p. 52. 16. V Fritz, A.R. Menocal (2007). "Developmental states in the new millennium: Concepts and challenges for a new aid agenda". Development Policy Review, 25(5):531–552. 17. Charles T Call (2008). "The Fallacy of the 'Failed State'". Third World Quarterly, 29(8):1498. 18. George Ritzer (2009). Contemporary Sociological Theory and Its Classical Roots: The Basics. McGraw-Hill. pp. 38–42. 19. Tony Waters and Dagmar Waters (2015) "Bureaucracy" from Weber's Rationalism and Modern Society: New Translations on Politics, Bureaucracy, and Social Stratification. Palgrave MacMillan. 20. Noel D. Johnson, Mark Koyama(2017). "States and economic growth: Capacity and constraints". Explorations in Economic History, 64(April):1–20. 21. Elissa Berwick, Christia Fotini (2018). "State Capacity Redux: Integrating Classical and Experimental Contributions to an Enduring Debate". Annual Review of Political Science, 21(May):71–91. 22. Agnes Cornell, Carl Henrik Knutsen, Jan Teorell (2020). "Bureaucracy and Growth". Comparative Political Studies, 53(14):2246–2282.

Lets talk about Racism, Social Stratification and Conditioned Behaviors! Watch episode on Facebood at https://www.facebook.com/IamHisServantForever/videos/367870630910307/?modal=admin_todo_tour God Bless --- Send in a voice message: https://anchor.fm/krystine-heifort/message

Lets talk about Racism, Social Stratification and Conditioned Behaviors! Watch episode on Facebood at https://www.facebook.com/IamHisServantForever/videos/367870630910307/?modal=admin_todo_tour God Bless --- Send in a voice message: https://anchor.fm/krystine-heifort/message

Today, we talk about how wearing hijabs affect job prospects among Muslim women. Our guest is Eman Abdelhadi (University of Chicago) recently authored "The Hijab and Muslim Women's Employment in the United States" in Research in Social Stratification and Mobility. We have two co-hosts. John O'Brien (NYU Abu Dhabi). John is author of the award-winning Keeping It Halal: The Everyday Lives of Muslim American Teenage Boys with Princeton University Press. Neda Magbouleh (University of Toronto) is author of The Limits of Whiteness: Iranian Americans and the Everyday Politics of Race with Stanford University Press.

Today, we talk about how wearing hijabs affect job prospects among Muslim women. Our guest is Eman Abdelhadi (University of Chicago) recently authored "The Hijab and Muslim Women's Employment in the United States" in Research in Social Stratification and Mobility. We have two co-hosts. John O'Brien (NYU Abu Dhabi). John is author of the award-winning Keeping It Halal: The Everyday Lives of Muslim American Teenage Boys with Princeton University Press. Neda Magbouleh (University of Toronto) is author of The Limits of Whiteness: Iranian Americans and the Everyday Politics of Race with Stanford University Press.

Social Stratification of the Corona Virus, Democratic primary, Donald Trumps' incompetence and Prison abolition. --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app

Today, we discuss the everyday lives of American Muslim teen boys with John O'Brien (NYU Abu Dhabi). John is author of the award-winning Keeping It Halal: The Everyday Lives of Muslim American Teenage Boys with Princeton University Press. We have two special co-hosts. Neda Magbouleh (University of Toronto) is author of The Limits of Whiteness: Iranian Americans and the Everyday Politics of Race with Stanford University Press. Eman Abdelhadi (University of Chicago) recently authored "The Hijab and Muslim Women's Employment in the United States" in Research in Social Stratification and Mobility. Photo Credit "DSC09217" by Strelka Institute photo is licensed under CC BY 2.0 

Today, we discuss the everyday lives of American Muslim teen boys with John O'Brien (NYU Abu Dhabi). John is author of the award-winning Keeping It Halal: The Everyday Lives of Muslim American Teenage Boys with Princeton University Press. We have two special co-hosts. Neda Magbouleh (University of Toronto) is author of The Limits of Whiteness: Iranian Americans and the Everyday Politics of Race with Stanford University Press. Eman Abdelhadi (University of Chicago) recently authored "The Hijab and Muslim Women's Employment in the United States" in Research in Social Stratification and Mobility. Photo Credit "DSC09217" by Strelka Institute photo is licensed under CC BY 2.0 

This MCAT podcast covers social stratification. First, I define and give examples of many of the terms you may see regarding social stratification and inequality, including: prejudice, discrimination, stereotype, stereotype threat, status (ascribed vs achieved), power (6 different types to know), social capital (and the other forms of capital), gentrification, and poverty. Then, I talk about social class. Last, I briefly mention the social gradient in healthcare. Please email me if you have any comments or concerns: MCATpodcast@medschoolcoach.com Thanks for listening

What is Social Stratification ? Tribhuvan University Sociology Nepal

Types of Social Stratification TU Sociology Nepal

Alexandrea Ravenelle (University of North Carolina, Chapel Hill) discusses the inner workings of the Internet-platformed gig economy.

This week we're introducing the alliterative and uber important concept of social stratification: how people are sorted into different hierarchical groups based on the intersections of class, race, gender, wealth, etc. Using the perspectives of Karl Marx and Max Weber, we discuss capitalism's role in this hot unequal mess. Take a listen to the episode, as we break it down the current state of inequality in the world. And don't forget to give us a rating and review after you listen! Mahalooooo!

The Global Development Institute is pleased to present Prof Franklin Obeng-Odoom, University of Helsinki, talking about: Property, institutions, and social stratification in Africa While it is intrinsically important to explain and, ultimately, try to address social stratification in Africa, these aspirations have not yet been satisfactorily executed. Human capital explanations can be enticing, especially when they appear to explain the meteoric rise of the Asian Tigers in terms of their so-called cultures of hard work. Attempting to explain Africa’s unequal position in the world system this way is common, as is conceptualising the problem in terms of the absence of physical capital and the presence, or dominance, of natural resources. In turn, it is quite usual to posit the need to reduce the transaction costs of transnational corporations, which presumably work to resolve the challenges of development in Africa. In practice, however, neither African culture, poor human capital, inadequate physical capital, nor the natural resource curse explains Africa’s underdevelopment. None of these can sufficiently explain the startling economic inequalities in Africa between various social groups, nor those between Africa and the rest of the world. In this regard, the idea that certain cultures of land either hinder, or would enable ‘Africa’s catch up’, are also mistaken. Although the reverse case – that African cultures are pristine – is sometimes used to counter this central thesis, it is similarly unconvincing. The spectre of Manicheanism, that is, expressing the African condition according to a dichotomy of either cultural pessimism or cultural triumphalism, is limiting. Franklin Obeng-Odoom is with Development Studies at the University of Helsinki, where he is Associate Professor of Sustainability Science. He is also a Member of the Helsinki Institute of Sustainability Science, where he leads the Social Sustainability of Urban Transformations in the Global South theme. Previously, he taught at various universities in Australia, including the University of Technology Sydney where he was Director of Higher Degree Research Programmes.

Ian (1:25) starts us off, by asking, how well-written does a thesis need to be? "As anthropologists, basically what we do is write... whether it's writing your field notes, or whether it's writing up your articles or your dissertation... and most of us have never actually been trained in how to write." As Julia says, "there are so many ways of articulating the human condition and our field experiences, that what we do will be good enough as long as it's true to us, and with any luck, it might resonate with someone else one day." Stevenson, Lisa (2014) Life Beside itself: Imagining Care in the Canadian Arctic. University of California Press, Berkeley. Julia (6:12), reflecting on a recent viewing of Wild Wild Country and some news items about an Australian group called Universal Medicine, asks: what makes a cult? "Does this popular discourse of 'cult' have anything to do with what scholars might otherwise explore in those communities?" As Simon argues, the new religious movements imagined as "cults" are often indistinguishable from other religions in their early days. Said reminds us, "it is in the popular discourse that there is this identifications of these groups as cults, but they do not themselves identify as cults." Special guest Saidalavi P.C. (10:00) pays tribute to Justice Rajinder Sachar, and tells us about caste among India's Muslims, some of whom find a political advantage to inclusion in the Hindu caste structure. "The majority of Muslims claim that their religion is egalitarian. So any claim of having hierarchy or socio-economic disadvantages based on hereditary relationships actually contests their idea of egalitarian religion." Simon reflects on questions of “pure” vs. localized Islam in Iran: "It's a very unpalatable discourse, because they feel themselves to, in some ways, to have helped Islam reach its full potential, its full capacity, through Persian culture. But that doesn't seem to be what's happened in India. People seem to be uncomfortable with the notion of Islam having mixed with Hinduism." Ahmad, Imtiaz. (1973) Caste and Social Stratification among the Muslims. Manolar Book Service (distributed in U.A.A.: South Asia Books, Columbia, Mo.), Delhi. Dumont, Louis. (1970) Homo Hierarchicus: The Caste System and its Implications. Weidenfeld & Nicolson, London.. Vikas Pub. House, New Delhi. Fuller, C. J. (1996) Caste Today. Oxford University Press, New York. Hutton, J. H. (1946) Caste in India: Its Nature, Function and Origins. The University Press, Cambridge [Eng.]. Lindholm, Charles. "Paradigms of Society: A Critique of Theories of Caste among Indian Muslims." European Journal of Sociology, vol. 26, no. 1, 1985, pp. 131-141. Madan, T. N. (1976) Muslim Communities of South Asia: Culture and Society Vatuk, Sylvia J.(1990) "Hindu Women and the Power of Ideology . Vanaja Dhruvarajan." American Anthropologist, vol. 92, no. 3, pp. 789-790. Said is a PhD student in anthropology in ANU's School of Culture, History, and Language. You can find more of his work on his blog, Naked Eye (saidalavipc.wordpress.com). Last, Simon (15:32) follows on from a recent blog post of his, on boredom during fieldwork, that stirred a big response. "Boredom in the field can actually be informative," he argues. "It is potentially in and of itself a moment to further understand the culture. But that doesn't mean that people--" ethnographers, that is--"don't get bored." Narayan, K. (1993). How Native Is a "Native" Anthropologist? American Anthropologist, 95(3), new series, 671-686. This anthropology podcast is supported by the Australian Anthropological Society, the schools of Culture, History, and Language and Archaeology and Anthropology at Australian National University, and the Australian Centre for the Public Awareness of Science, and is produced in collaboration with the American Anthropological Association. Music by Pete Dabro: dabro1.bandcamp.com Show notes by Ian Pollock

What are the lives of young incarcerated Latinas like? And what were their lives like before and after their incarceration? In his new book, Caught Up: Girls, Surveillance, and Wrap-Around Incarceration (University of California Press, 2017), Jerry Flores explores these questions and more through ethnographic research along with interviews, focus groups, and collection of secondary data. Flores asks the reader to contemplate the ways in which wraparound services may actually be aiding in wraparound incarceration for these young women. By taking a life course approach, Flores gives a rich understanding of how these young women end up in their current institutions, from early histories of abuse and drug problems, then investigates how their lives change upon incarceration. Often, these young women are constantly monitored and punished, with the alternative day school mirroring incarceration in many ways. Following a rich history of feminist research, Flores considers how the criminal justice system is gendered, why we consider women's particular activities as deviant, and the intersectionality of race, class, and gender in the everyday lives of these young women. This book gives a clear, deep, and insightful picture of the lived experiences of this often hidden population. This book would be perfect for any undergraduate Criminology class, as the writing is clear and accessible to a wide audience. The stories of these young women would be compelling in any graduate level Criminology or Social Stratification class. This book is also a must-read for anyone working in either wrap-around services or in the prison system. Sarah E. Patterson is a Sociology postdoc at the University of Western Ontario. You can tweet her at @spattersearch. Learn more about your ad choices. Visit megaphone.fm/adchoices

What are the lives of young incarcerated Latinas like? And what were their lives like before and after their incarceration? In his new book, Caught Up: Girls, Surveillance, and Wrap-Around Incarceration (University of California Press, 2017), Jerry Flores explores these questions and more through ethnographic research along with interviews, focus groups, and collection of secondary data. Flores asks the reader to contemplate the ways in which wraparound services may actually be aiding in wraparound incarceration for these young women. By taking a life course approach, Flores gives a rich understanding of how these young women end up in their current institutions, from early histories of abuse and drug problems, then investigates how their lives change upon incarceration. Often, these young women are constantly monitored and punished, with the alternative day school mirroring incarceration in many ways. Following a rich history of feminist research, Flores considers how the criminal justice system is gendered, why we consider women's particular activities as deviant, and the intersectionality of race, class, and gender in the everyday lives of these young women. This book gives a clear, deep, and insightful picture of the lived experiences of this often hidden population. This book would be perfect for any undergraduate Criminology class, as the writing is clear and accessible to a wide audience. The stories of these young women would be compelling in any graduate level Criminology or Social Stratification class. This book is also a must-read for anyone working in either wrap-around services or in the prison system. Sarah E. Patterson is a Sociology postdoc at the University of Western Ontario. You can tweet her at @spattersearch. Learn more about your ad choices. Visit megaphone.fm/adchoices

What are the lives of young incarcerated Latinas like? And what were their lives like before and after their incarceration? In his new book, Caught Up: Girls, Surveillance, and Wrap-Around Incarceration (University of California Press, 2017), Jerry Flores explores these questions and more through ethnographic research along with interviews, focus groups, and collection of secondary data. Flores asks the reader to contemplate the ways in which wraparound services may actually be aiding in wraparound incarceration for these young women. By taking a life course approach, Flores gives a rich understanding of how these young women end up in their current institutions, from early histories of abuse and drug problems, then investigates how their lives change upon incarceration. Often, these young women are constantly monitored and punished, with the alternative day school mirroring incarceration in many ways. Following a rich history of feminist research, Flores considers how the criminal justice system is gendered, why we consider women’s particular activities as deviant, and the intersectionality of race, class, and gender in the everyday lives of these young women. This book gives a clear, deep, and insightful picture of the lived experiences of this often hidden population. This book would be perfect for any undergraduate Criminology class, as the writing is clear and accessible to a wide audience. The stories of these young women would be compelling in any graduate level Criminology or Social Stratification class. This book is also a must-read for anyone working in either wrap-around services or in the prison system. Sarah E. Patterson is a Sociology postdoc at the University of Western Ontario. You can tweet her at @spattersearch. Learn more about your ad choices. Visit megaphone.fm/adchoices

What are the lives of young incarcerated Latinas like? And what were their lives like before and after their incarceration? In his new book, Caught Up: Girls, Surveillance, and Wrap-Around Incarceration (University of California Press, 2017), Jerry Flores explores these questions and more through ethnographic research along with interviews, focus groups, and collection of secondary data. Flores asks the reader to contemplate the ways in which wraparound services may actually be aiding in wraparound incarceration for these young women. By taking a life course approach, Flores gives a rich understanding of how these young women end up in their current institutions, from early histories of abuse and drug problems, then investigates how their lives change upon incarceration. Often, these young women are constantly monitored and punished, with the alternative day school mirroring incarceration in many ways. Following a rich history of feminist research, Flores considers how the criminal justice system is gendered, why we consider women’s particular activities as deviant, and the intersectionality of race, class, and gender in the everyday lives of these young women. This book gives a clear, deep, and insightful picture of the lived experiences of this often hidden population. This book would be perfect for any undergraduate Criminology class, as the writing is clear and accessible to a wide audience. The stories of these young women would be compelling in any graduate level Criminology or Social Stratification class. This book is also a must-read for anyone working in either wrap-around services or in the prison system. Sarah E. Patterson is a Sociology postdoc at the University of Western Ontario. You can tweet her at @spattersearch. Learn more about your ad choices. Visit megaphone.fm/adchoices

What are the lives of young incarcerated Latinas like? And what were their lives like before and after their incarceration? In his new book, Caught Up: Girls, Surveillance, and Wrap-Around Incarceration (University of California Press, 2017), Jerry Flores explores these questions and more through ethnographic research along with interviews, focus groups, and collection of secondary data. Flores asks the reader to contemplate the ways in which wraparound services may actually be aiding in wraparound incarceration for these young women. By taking a life course approach, Flores gives a rich understanding of how these young women end up in their current institutions, from early histories of abuse and drug problems, then investigates how their lives change upon incarceration. Often, these young women are constantly monitored and punished, with the alternative day school mirroring incarceration in many ways. Following a rich history of feminist research, Flores considers how the criminal justice system is gendered, why we consider women’s particular activities as deviant, and the intersectionality of race, class, and gender in the everyday lives of these young women. This book gives a clear, deep, and insightful picture of the lived experiences of this often hidden population. This book would be perfect for any undergraduate Criminology class, as the writing is clear and accessible to a wide audience. The stories of these young women would be compelling in any graduate level Criminology or Social Stratification class. This book is also a must-read for anyone working in either wrap-around services or in the prison system. Sarah E. Patterson is a Sociology postdoc at the University of Western Ontario. You can tweet her at @spattersearch. Learn more about your ad choices. Visit megaphone.fm/adchoices

What are the lives of young incarcerated Latinas like? And what were their lives like before and after their incarceration? In his new book, Caught Up: Girls, Surveillance, and Wrap-Around Incarceration (University of California Press, 2017), Jerry Flores explores these questions and more through ethnographic research along with interviews, focus groups, and collection of secondary data. Flores asks the reader to contemplate the ways in which wraparound services may actually be aiding in wraparound incarceration for these young women. By taking a life course approach, Flores gives a rich understanding of how these young women end up in their current institutions, from early histories of abuse and drug problems, then investigates how their lives change upon incarceration. Often, these young women are constantly monitored and punished, with the alternative day school mirroring incarceration in many ways. Following a rich history of feminist research, Flores considers how the criminal justice system is gendered, why we consider women’s particular activities as deviant, and the intersectionality of race, class, and gender in the everyday lives of these young women. This book gives a clear, deep, and insightful picture of the lived experiences of this often hidden population. This book would be perfect for any undergraduate Criminology class, as the writing is clear and accessible to a wide audience. The stories of these young women would be compelling in any graduate level Criminology or Social Stratification class. This book is also a must-read for anyone working in either wrap-around services or in the prison system. Sarah E. Patterson is a Sociology postdoc at the University of Western Ontario. You can tweet her at @spattersearch. Learn more about your ad choices. Visit megaphone.fm/adchoices

What are the lives of young incarcerated Latinas like? And what were their lives like before and after their incarceration? In his new book, Caught Up: Girls, Surveillance, and Wrap-Around Incarceration (University of California Press, 2017), Jerry Flores explores these questions and more through ethnographic research along with interviews, focus groups, and collection of secondary data. Flores asks the reader to contemplate the ways in which wraparound services may actually be aiding in wraparound incarceration for these young women. By taking a life course approach, Flores gives a rich understanding of how these young women end up in their current institutions, from early histories of abuse and drug problems, then investigates how their lives change upon incarceration. Often, these young women are constantly monitored and punished, with the alternative day school mirroring incarceration in many ways. Following a rich history of feminist research, Flores considers how the criminal justice system is gendered, why we consider women’s particular activities as deviant, and the intersectionality of race, class, and gender in the everyday lives of these young women. This book gives a clear, deep, and insightful picture of the lived experiences of this often hidden population. This book would be perfect for any undergraduate Criminology class, as the writing is clear and accessible to a wide audience. The stories of these young women would be compelling in any graduate level Criminology or Social Stratification class. This book is also a must-read for anyone working in either wrap-around services or in the prison system. Sarah E. Patterson is a Sociology postdoc at the University of Western Ontario. You can tweet her at @spattersearch. Learn more about your ad choices. Visit megaphone.fm/adchoices

What are the lives of young incarcerated Latinas like? And what were their lives like before and after their incarceration? In his new book, Caught Up: Girls, Surveillance, and Wrap-Around Incarceration (University of California Press, 2017), Jerry Flores explores these questions and more through ethnographic research along with interviews, focus groups, and collection of secondary data. Flores asks the reader to contemplate the ways in which wraparound services may actually be aiding in wraparound incarceration for these young women. By taking a life course approach, Flores gives a rich understanding of how these young women end up in their current institutions, from early histories of abuse and drug problems, then investigates how their lives change upon incarceration. Often, these young women are constantly monitored and punished, with the alternative day school mirroring incarceration in many ways. Following a rich history of feminist research, Flores considers how the criminal justice system is gendered, why we consider women’s particular activities as deviant, and the intersectionality of race, class, and gender in the everyday lives of these young women. This book gives a clear, deep, and insightful picture of the lived experiences of this often hidden population. This book would be perfect for any undergraduate Criminology class, as the writing is clear and accessible to a wide audience. The stories of these young women would be compelling in any graduate level Criminology or Social Stratification class. This book is also a must-read for anyone working in either wrap-around services or in the prison system. Sarah E. Patterson is a Sociology postdoc at the University of Western Ontario. You can tweet her at @spattersearch. Learn more about your ad choices. Visit megaphone.fm/adchoices

In this episode, we get hyped for KING ARTHUR: THE LEGEND OF THE SWORD and talk about a forgotten Guy Ritchie film, ROCKNROLLA.  Dave talks about power structures and how they are affected by social standing and ties it to the London underworld.  For the movie, he brings on new guest Diego Crespo to talk empathy, power, and a phenomenal cast in this film.  Enjoy!   Social Stratification: 0:06:22 RocknRolla: 0:20:17   Subscribe on iTunes! ----Make sure to rate and review! Subscribe on Stitcher! Subscribe on Google Play! Donate on Patreon! This podcast is powered by Pinecast.

This October, Stanford University's Dr. David Grusky visited Oklahoma for a talk at the University of Tulsa. Dr. Grusky's books include Social Stratification, Occupy the Future, The New Gilded Age, The Great Recession, The Inequality Reader, and The Inequality Puzzle. His presentation at TU was titled, "A Blueprint for Ending Poverty... Permanently." Dr. Grusky also spent some time with OK Policy's staff discussing how the research on poverty and inequality is inspiring an ambitious new effort to end poverty in California.

Is Australia intent on following the social stratification of the United Kingdom? Are we being dragged back into a top-down society with little hope of social mobility for the children of the poor?www.adogs.info

Today Michael and Dave Nibert have a great conversation. Dave Nibert a Professor of Sociology teaches Animals & Society, Global Change, Social Stratification, Minority Groups, and Law and Society. He has worked as a tenant organizer, as a community activist, and in the prevention of mistreatment and violence against devalued groups. He is the author of Animal Rights/Human Rights: Entanglements of Oppression and Liberation (Rowman/Littlefield) and Hitting the Lottery Jackpot: State Governments and the Taxing of Dreams(Monthly Review Press). He has published articles in such journals as Child Welfare; the Journal of Interpersonal Violence; RESPONSE: To the Victimization of Women and Children; Critical Sociology; Race, Gender, Class; Society and Animals; and the International Journal of Sociology and Social Policy.

Today Michael and Dave Nibert have a great conversation. Dave Nibert a Professor of Sociology teaches Animals & Society, Global Change, Social Stratification, Minority Groups, and Law and Society. He has worked as a tenant organizer, as a community activist, and in the prevention of mistreatment and violence against devalued groups. He is the author of Animal Rights/Human Rights: Entanglements of Oppression and Liberation (Rowman/Littlefield) and Hitting the Lottery Jackpot: State Governments and the Taxing of Dreams(Monthly Review Press). He has published articles in such journals as Child Welfare; the Journal of Interpersonal Violence; RESPONSE: To the Victimization of Women and Children; Critical Sociology; Race, Gender, Class; Society and Animals; and the International Journal of Sociology and Social Policy.   

Religion and Social Stratification. 宗教與社會階層 社會的種種不平等...

Irena Kogan (University of Mannheim) discusses the determinants of immigrants' investments in official recognition of their education, and the labour market effects of this recognition in Germany. In light of the continuing discussions about the recruitment of a highly-qualified labour force in Germany, this article explores the determinants of immigrants' investments in official recognition of their education, and the labour market effects of this recognition. We examine both research questions with the help of the dataset extending to immigrants from the former Soviet Union. Results of the propensity score matching analysis show that level of education, occupational status in the country of origin, employment in professions that in Germany require specialized authorization, and language proficiency all positively affect immigrants' investments in education recognition. Conversely, age at migration exerts a negative effect. Recognition of education certainly pays off in the German labour market, particularly when concerning high-status employment entry. Penalties associated with a partial recognition of education seem to be of minor importance. The biggest losers appear to be immigrants who attempted to get their education recognized but failed altogether. Not attempting to get one's education recognized, on the other hand, seems to be a rational strategy largely on the part of less educated migrants who are more interested in investing into a quick labour market entry without much concern about the status of their employment.

This presentation shows how two seemingly contradictory concepts about social stratification in contemporary Japan - "fluidization" and "stabilization" - can be understood and explained in a coherent way. A classic example of "fluidization" is an increase in non-regular workers, while that of "stabilization" is an increase in the rigidity of intergenerational social mobility of a particular stratum. We hypothesize that the fluidization has not necessarily occurred at all strata; some strata have still been under the umbrella of protective institutions, while other strata have been being involved in the rapidly increasing fluidity.We argue that this hypothesis is generally supported by examining empirical findings made in the 2005 Social Stratification and Social Mobility Project. In conclusion we consider implications of the co-existence of "stability" of particular parts in social stratification and "fluidization" in the study of social stratification.Yoshimichi Sato is professor of sociology at Tohoku University and director of the Center for the Study of Social Stratification and Inequality. His recent publications include Deciphering Stratification and Inequality: Japan and Beyond (Trans Pacific Press) and Game Theory (Shinyo-sha, in Japanese).

Special guests David Johnson, Eddie Read, and Berve Power discuss the current state of the Civil Rights movement.

Special guests David Johnson, Eddie Read, and Berve Power discuss the current state of the Civil Rights movement.

Special guests David Johnson, Eddie Read, and Berve Power discuss the current state of the Civil Rights movement.

Special guests David Johnson, Eddie Read, and Berve Power discuss the current state of the Civil Rights movement.