Matthew J. Salganik on Bit by Bit: Social Research in the Digital Age

In just the past several years, we have witnessed the birth and rapid spread of social media, mobile phones, and numerous other digital marvels. In addition to changing how we live, these tools enable us to collect and process data about human behavior on a scale never before imaginable, offering entirely new approaches to core questions about social behavior. Bit by Bit is the key to unlocking these powerful methods—a landmark book that will fundamentally change how the next generation of social scientists and data scientists explores the world around us. Matthew Salganik has provided an invaluable resource for social scientists who want to harness the research potential of big data and a must-read for data scientists interested in applying the lessons of social science to tomorrow’s technologies. Read on to learn more about the ideas in Bit by Bit.

Your book begins with a story about something that happened to you in graduate school. Can you talk a bit about that? How did that lead to the book?

That’s right. My dissertation research was about fads, something that social scientists have been studying for about as long as there have been social scientists. But because I happened to be in the right place at the right time, I had access to an incredibly powerful tool that my predecessors didn’t: the Internet. For my dissertation, rather than doing an experiment in a laboratory on campus—as many of my predecessors might have—we built a website where people could listen to and download new music. This website allowed us to run an experiment that just wasn’t possible in the past. In my book, I talk more about the scientific findings from that experiment, but while it was happening there was a specific moment that changed me and that directly led to this book. One morning, when I came into my basement office, I discovered that overnight about 100 people from Brazil had participated in my experiment. To me, this was completely shocking. At that time, I had friends running traditional lab experiments, and I knew how hard they had to work to have even 10 people participate. However, with my online experiment, 100 people participated while I was sleeping. Doing your research while you are sleeping might sound too good to be true, but it isn’t. Changes in technology—specifically the transition from the analog age to the digital age—mean that we can now collect and analyze social data in new ways. Bit by Bit is about doing social research in these new ways.

Who is this book for?

This book is for social scientists who want to do more data science, data scientists who want to do more social science, and anyone interested in the hybrid of these two fields. I spend time with both social scientists and data scientists, and this book is my attempt to bring the ideas from the communities together in a way that avoids the jargon of either community.  

In your talks, I’ve heard that you compare data science to a urinal.  What’s that about?

Well, I compare data science to a very specific, very special urinal: Fountain by the great French artist Marcel Duchamp. To create Fountain, Duchamp had a flash of creativity where he took something that was created for one purpose—going to the bathroom—and turned it a piece of art. But most artists don’t work that way. For example, Michelangelo, didn’t repurpose. When he wanted to create a statue of David, he didn’t look for a piece of marble that kind of looked like David: he spent three years laboring to create his masterpiece. David is not a readymade; it is a custommade.

These two styles—readymades and custommades—roughly map onto styles that can be employed for social research in the digital age. My book has examples of data scientists cleverly repurposing big data sources that were originally created by companies and governments. In other examples, however, social scientists start with a specific question and then used the tools of the digital age to create the data needed to answer that question. When done well, both of these styles can be incredibly powerful. Therefore, I expect that social research in the digital age will involve both readymades and custommades; it will involve both Duchamps and Michelangelos.

Bit by Bit devotes a lot attention to ethics.  Why?

The book provides many of examples of how researchers can use the capabilities of the digital age to conduct exciting and important research. But, in my experience, researchers who wish to take advantage of these new opportunities will confront difficult ethical decisions. In the digital age, researchers—often in collaboration with companies and governments—have increasing power over the lives of participants. By power, I mean the ability to do things to people without their consent or even awareness. For example, researchers can now observe the behavior of millions of people, and researchers can also enroll millions of people in massive experiments. As the power of researchers is increasing, there has not been an equivalent increase in clarity about how that power should be used. In fact, researchers must decide how to exercise their power based on inconsistent and overlapping rules, laws, and norms. This combination of powerful capabilities and vague guidelines can force even well-meaning researchers to grapple with difficult decisions. In the book, I try to provide principles that can help researchers—whether they are in universities, governments, or companies—balance these issues and move forward in a responsible way.

Your book went through an unusual Open Review process in addition to peer review. Tell me about that.

That’s right. This book is about social research in the digital age, so I also wanted to publish it in a digital age way. As soon as I submitted the book manuscript for peer review, I also posted it online for an Open Review during which anyone in the world could read it and annotate it. During this Open Review process dozens of people left hundreds of annotations, and I combined these annotations with the feedback from peer review to produce a final manuscript. I was really happy with the annotations that I received, and they really helped me improve the book.

The Open Review process also allowed us to collect valuable data. Just as the New York Times is tracking which stories get read and for how long, we could see which parts of the book were being read, how people arrived to the book, and which parts of the book were causing people to stop reading.

Finally, the Open Review process helped us get the ideas in the book in front of the largest possible audience. During Open Review, we had readers from all over the world, and we even had a few course adoptions. Also, in addition to posting the manuscript in English, we machine translated it into more than 100 languages, and we saw that these other languages increased our traffic by about 20%.

Was putting your book through Open Review scary?

No, it was exhilarating. Our back-end analytics allowed me see that people from around the world were reading it, and I loved the feedback that I received. Of course, I didn’t agree with all the annotations, but they were offered in a helpful spirit, and, as I said, many of them really improved the book.

Actually, the thing that is really scary to me is putting out a physical book that can’t be changed anymore. I wanted to get as much feedback as possible before the really scary thing happened.

And now you’ve made it easy for other authors to put their manuscripts through Open Review?

Absolutely. With a grant from the Sloan Foundation, we’ve released the Open Review Toolkit. It is open source software that enables authors and publishers to convert book manuscripts into a website that can be used for Open Review. And, as I said, during Open Review, you can receive valuable feedback to help improve your manuscript, feedback that is very complimentary to the feedback from peer review. During Open Review, you can also collect valuable data to help launch your book. Furthermore, all of these good things are happening at the same time that you are increasing access to scientific research, which is a core value of many authors and academic publishers.

SalganikMatthew J. Salganik is professor of sociology at Princeton University, where he is also affiliated with the Center for Information Technology Policy and the Center for Statistics and Machine Learning. His research has been funded by Microsoft, Facebook, and Google, and has been featured on NPR and in such publications as the New Yorker, the New York Times, and the Wall Street Journal.

Ya-Wen Lei: Ideological Struggles and China’s Contentious Public Sphere

This post has been republished by the Fairbank Center for Chinese Studies at Harvard University.

Lei

Ideology was a critical theme at China’s 19th Party Congress in October 2017. In his speech, President Xi Jinping emphasized China’s “cultural confidence” as well as “Chinese values.” Attempting to import any other kind of political regime, he argued, would fail to match China’s social, historical and cultural conditions. Interestingly, however, at the same time that he rejected foreign political models, Xi promoted China’s particular version of modernization as a valuable model for other countries.

At the domestic level, Xi stressed the importance of controlling ideology, regulating the internet, and actively attacking “false” views within China’s public sphere. For Xi, ideology is a powerful tool that can, at best, unify the Chinese people or, at worst, turn them against the Chinese state.

In fact, ideology has been a priority for Xi ever since he became General Secretary of the Chinese Communist Party in 2012. This focus is understandable, I argue, precisely given the rising influence of liberal ideology within China’s public sphere.

Let me illustrate this by discussing one example, explored in greater depth in my book, The Contentious Public Sphere: Law, Media, and Authoritarian Rule in China. In Chapter 5, I analyze the political orientation of the top 100 opinion leaders on Weibo—one of China’s most popular social media sites—and the connections among them in 2015.

I classified Weibo opinion leaders into the following categories: political liberals, political conservatives, and others. I defined political liberals as those who express support on Weibo for constitutionalism (government authority derives from and should be limited by the constitution) and universal values (e.g., human rights, freedom, justice, equality), and political conservatives as those who argue against those principles. I classified as “others” those who expressed no views either way. I looked at people’s views on constitutionalism and universal values because these are particularly contested and politicized ideas in China given their association with Western liberal democracy. These are, in short, ideas that would not be popular in China if ideology were functioning “properly” from the government perspective.

Despite the Chinese government’s ideological control and censorship, I found that 58% of the top 100 Weibo opinion leaders in 2015 were political liberals, while only 15% were political conservatives. My analysis looked specifically at January of 2015, after the Chinese government launched its “purge the internet” campaign in August 2013 and arrested several opinion leaders. This was also after the government’s effort to use Weibo to create more “positive energy.” Presumably, then, the percentage of political liberals among opinion leaders might well have been even higher before the Chinese government’s intensified crackdowns.

In the following graph, I map the connections among the top 100 Weibo opinion leaders using social network analysis. Blue, red, and white nodes represent political liberals, political conservatives, and others, respectively. The graph reveals the greater level of influence of political liberals in general online, the dense connections among liberals themselves, and their seemingly greater influence on those who may be “on the fence” politically or simply more cautious about expressing their views of constitutionalism and universal values online. Importantly, political liberals would not have become so popular and influential had it not been for the direct and indirect endorsement of Chinese citizens.

Lei

Figure: Top 100 Weibo opinion leaders. Note: An edge between two opinion leaders is directional, showing that one opinion leader follows the other on Weibo. Blue, red, and white nodes represent political liberals, political conservatives, and others, respectively. Squares, triangles, boxes, diamonds, and circles denote media professionals, lawyers and legal scholars, scholars in non-law disciplines, entrepreneurs, and others, respectively. Gray and black edges show“following” across and between people with the same political orientation, respectively.

In short, the graph reveals a situation that contrasts sharply with the Chinese public sphere the government would like to see. The dissemination of liberal discourse and ideology, as well as growing public criticism of social and political problems in China, has only heightened the Chinese state’s concerns regarding ideology.

So, is ideology even “working” in China—at least in the way Xi would like? If constitutionalism and universal values are Western views that need to be discouraged and even attacked as “false,” this map of online opinion leaders in China suggests the government has its work cut out for it. How this happened, how it has changed China’s public sphere, and whether and how the govenment might attempt to regain ideological control moving foward are all questions I explore futher in my book, The Contentious Public Sphere: Law, Media, and Authoritarian Rule in China.

Ya-Wen Lei is an assistant professor in the Department of Sociology and an affiliate of the Fairbank Center for Chinese Studies at Harvard University. She is the author of The Contentious Public Sphere: Law, Media, and Authoritarian Rule in China.

Joel Brockner: The Passion Plea

This post originally appears on the blog of Psychology Today

BrocknerIt’s tough to argue with the idea that passion is an admirable aspect of the human condition. Passionate people are engaged in life; they really care about their values and causes and being true to them. However, a big minefield of passion is when people use it to excuse or explain away unseemly behavior. We saw this during the summer of 2017 in how the White House press secretary, Sarah Huckabee Sanders, responded to the infamous expletive-laced attack of Anthony Scaramucci on his then fellow members of the Trump team, Steve Bannon and Reince Priebus. According to The New York Times, (July 27, 2017),  “Ms. Sanders said mildly that Mr. Scaramucci was simply expressing strong feelings, and that his statement made clear that ‘he’s a passionate guy and sometimes he lets that passion get the better of him.’ ” Whereas Ms. Sanders acknowledged that Mr. Scaramucci behaved badly (his passion got the better of him), her meta-message is that it was no big deal, as implied by the words “mildly” and “simply” in the quote above.

The passion plea is by no means limited to the world of politics. Executives who are seen as emotionally rough around the edges by their co-workers often defend their behavior with statements like, “I’m just being passionate,” or “I am not afraid to tell it like it is,” or, “My problem is that I care too much.”

The passion plea distorts reality by glossing over the distinction between what is said and how it is said. Executives who deliver negative feedback in a harsh tone are not just being passionate. Even when the content of the negative feedback is factual, harsh tones convey additional messages – notably a lack of dignity and respect. Almost always, there are ways to send the same strong messages or deliver the same powerful feedback in ways that do not convey a lack of dignity and respect. For instance, Mr. Scaramucci could have said something like, “Let me be as clear as possible: I have strong disagreements with Steve Bannon and Reince Priebus.” It may have been less newsworthy, but it could have gotten the same message across. Arguably, Mr. Scaramucci’s 11-day tenure as White House director of communications would have been longer had he not been so “passionate” and instead used more diplomatic language.

Similarly, executives that I coach rarely disagree when it is made evident that they could have sent the same strong negative feedback in ways that would have been easier for their co-workers to digest. Indeed, this is the essence of constructive criticism, which typically seeks to change the behavior of the person on the receiving end. Rarely are managers accused of coming on “too strong” if they deliver negative feedback in the right ways. For example, instead of saying something about people’s traits or characters (e.g., “You aren’t reliable”) it would be far better to provide feedback with reference to specific behavior (e.g., “You do not turn in your work on time”). People usually are more willing and able to respond to negative feedback about what they do rather than who they are. Adding a problem-solving approach is helpful as well, such as, “Some weeks you can be counted on to do a good job whereas other weeks not nearly as much. Why do you think that is happening, and what can we do together to ensure greater consistency in your performance?” Moreover, the feedback has to be imparted in a reasonable tone of voice, and in a context in which people on the receiving end are willing and able to take it in. For instance, one of my rules in discussing with students why they didn’t do well on an assignment is that we not talk immediately after they received the unwanted news. It is far better to have a cooling-off period in which defensiveness goes down and open-mindedness goes up.

If our goal is to alienate people or draw negative attention to ourselves then we should be strong and hard-driving, even passionate, in what we say as well as crude and inappropriate in how we say it. However, if we want to be a force for meaningful change or a positive role model, it is well within our grasp to be just as strong and hard-driving in what we say while being respectful and dignified in how we say it.

Joel Brockner is the Phillip Hettleman Professor of Business at Columbia Business School.

Scott E. Page on The Diversity Bonus

What if workforce diversity is more than simply the right thing to do in order to make society more integrated and just? What if diversity can also improve the bottom line of businesses and other organizations facing complex challenges in the knowledge economy? It can. And The Diversity Bonus shows how and why. Scott Page, a leading thinker, writer, and speaker whose ideas and advice are sought after by corporations, nonprofits, universities, and governments around the world, makes a clear and compellingly pragmatic case for diversity and inclusion. He presents overwhelming evidence that teams that include different kinds of thinkers outperform homogenous groups on complex tasks, producing what he calls “diversity bonuses.” These bonuses include improved problem solving, increased innovation, and more accurate predictions—all of which lead to better performance and results. Drawing on research in economics, psychology, computer science, and many other fields, The Diversity Bonus also tells the stories of people and organizations that have tapped the power of diversity to solve complex problems. The result changes the way we think about diversity in the workplace—and far beyond it. Read on to learn more about the Diversity Bonus.

What is the Diversity Bonus?
The diversity bonus refers to the increase in performance that results from cognitive diversity.

When team members think differently, when they bring different representations, categories, heuristics, models, and frameworks, their collective performance includes a diversity bonus, an extra amount. That bonus is a quantifiable, measurable value add.

Can you give examples of diversity bonuses?
I’ll give three. When multiple people make predictions, their collective error (the error of their average guess) depends in equal amounts on their average error and on the diversity of their predictions.  If each person made the same prediction, the crowd would be as accurate as the average person. If they make different predictions, the crowd is more accurate than the average person. In one study involving thousands of predictions by professional economists, the crowd was better than the average economist by 21%. That 21% is the diversity bonus.

Creative tasks produce similar bonuses. Psychologists measure the creativity of a person by the number of ideas she can generate. They measure the creativity of a team similarly. A creative team therefore requires creative people. It also requires diversity. If the creative people all have the same ideas, then the whole only equals the parts. If they differ in their ideas, they produce a diversity bonus.

Finally, when solving problems, diverse representations create what Stuart Kauffman called different adjacent possiblesA smart person can be stuck on a problem and another person might present a new adjacent possibility and get that person unstuck. New adjacent possibles create diversity bonus.

Where do you see evidence of biggest diversity bonuses?
The evidence from the academy is overwhelming. It used to be that most papers were written by one or two people. Now teams predominate, as noted in a major report by the National Research Council. Multiple studies based on about 20 million academic papers written by, among others, Brian Uzzi, Ben Jones, Richard Freemen, and Wei Huang, find that working with people from other schools or from different ethnic groups results in substantial diversity bonuses. Lada Adamic and coauthers find similar effects for patents. The deeper dives on both papers and patents shows a correlation between the number of ideas, and combinations of novel ideas. In brief, the evidence from almost every academic paper ever published and every patent ever issued by the United States strongly aligns with diversity bonuses.

I should add that in creative domains, diversity bonuses could be even larger. Just as the academy has now turned to teams, so has Hollywood and the music industry. Not that many people are aware that the modal billboard hit now has multiple songwriters. Pop music has followed the same trend as physics and computer science. The same goes for movie scripts. Most films are now written by teams.

Your core argument rests on cognitive diversity. When most people talk about diversity they mean identity diversity.   Are the two related?
Great question. Yes. The two types of diversity are interwoven. The connection merits a careful unpacking. Identity diversity refers to differences in race, gender, sexual orientation, ethnicity, physical capabilities, and culture. Cognitive diversity refers to differences in information, knowledge bases, representations, categories, heuristics, causal models, and frameworks. In thinking about how identity diversity correlates with and influences cognitive diversity, we must guard against simple one to one causal claims such as their being something called a “woman’s perspective.” Better to recognize that our identities consist of multiple dimensions that collectively influence what we know, how we see, and how we think.  Our whole selves contribute to our cognitive repertoires. We cannot pull out one component of identities and map it to one component of our cognitive repertoires.

While identity matters, it is also not the only contributor to cognitive diversity. Our experiences, formal training, work activities, social networks, and preferences all contribute to how we think. Identity interacts with each of these and how much it contributes in any one instance will vary. I would guess that identity matters more in discussions of health care than in a statistical analysis of the evidence for the Higgs’ Boson.

The contribution in any one context will be up for empirical studies to reveal. That said, I’m a theorist and I would warn against placing too much weight on empirical studies until we better learn how to work in diverse teams. As we learn how to achieve diversity bonuses, we will increase the likelihood and magnitude of those bonuses.

Do diversity bonuses exist for all problems?
No! Diversity bonuses will only exist on complex, high dimensional tasks. On routine tasks like processing claims forms, packing boxes, or chopping down trees, no bonus will exist. The performance of the team equals the sum of the performances of the individuals. Economists call such tasks separable.

Diversity bonuses arise in complex, high dimensional contexts. As work becomes more cognitive—most high value workers solve problems, design, predict, and create—diversity bonuses become more and more important.

How do diversity bonuses challenge current thinking?
Diversity bonuses challenge narrow “meritocratic” thinking. Diversity bonuses mean that the best team will not, as a rule, consist of the best performing individuals. The best team will include diverse thinkers. Hiring, college admissions, and promotion decisions tend to make direct comparisons among individuals rather than think about what a person brings to teams.

How does an organization produce diversity bonuses?
That’s a great question. It used to be that organizations had diversity policies. Now, almost all organizations speak about diversity and inclusion. That’s because diversity bonuses do not come for free. You cannot just toss diverse people in a room together and expect bonuses to fall from the sky. Bonuses happen for a reason. They have an underlying logic. The book lays out that logic to guide you to diversity bonuses. Without that logic, to paraphrase Da Vinci, you are setting sail without a rudder or compass.

The logic suggests the following: you must identify the tasks where diversity bonuses will exist, you must create space and opportunity for people to contribute, you must reduce biases in hiring and recruiting, you must adopt policies and protocols that enable diversity bonuses, and, most important, you must practice.

 

PageScott E. Page is the Leonid Hurwicz Collegiate Professor of Complex Systems, Political Science, and Economics at the University of Michigan and an external faculty member of the Santa Fe Institute. The recipient of a Guggenheim Fellowship and a member of the American Academy of Arts and Sciences, he is the author of The Difference: How the Power of Diversity Creates Better Groups, Firms, Schools, and Societies and Diversity and Complexity. He has been a featured speaker at Davos as well as at organizations such as Google, Bloomberg, BlackRock, Boeing, and NASA.

What It Means to Give Back on Uneasy Street

Uneasy StreetWhen Rachel Sherman set out to gain an understanding of how the wealthy feel about their position of privilege in modern society, she put aside her preconceived notions and assumptions. She wanted to avoid the “voyeurism, skepticism, and moral judgment” that permeates mainstream representations of individuals from the upper class, seen in media like the “Real Housewives” series. In Uneasy Street, Sherman attempts to challenge the presumption that, “rich people are unpleasant, greedy, [or] competitive consumers.” Her interviews with over fifty members of the NY-based economic elite might surprise readers—especially when it comes to issues like charity and “giving back” to those less fortunate.

Early in Uneasy Street, Sherman describes the characteristics that, according to her interviewees, make up a “good person” on the upper echelon of society. These people valued hard work above all else, as well as self-sufficiency, productivity, and independence. But one surprising personality trait desired by many is the obligation to “give back”—the only trait that explicitly recognizes the inherent privilege of the interviewees. But what does this mean for the upper class? With so many different charitable causes, and so many ways they could provide support to those in need, Sherman highlighted the varying ways that this community gave back.

On a most basic level, many of Sherman’s interviewees emphasized the importance of the Golden Rule — “Do unto others as you would have them do unto you.” This includes presuming equivalence, and therefor equality, by not discussing money with others and treating service providers (waiters, personal concierges, etc.) with respect. But, when it came to giving money, Sherman said that most interviewees turned towards organizations that were personal to them. For example, lawyers tended to donate to legal aide, while artists gave to arts organizations. Others took a more direct approach to their charity, by attending or organizing galas, luncheons, and even full fundraising drives.

But sometimes an interviewees’ service for others was lateral—not for someone less fortunate than them, but someone of equal standing in society. For example, inviting friends and neighbors on expensive vacations, or hosting their child’s class party in their home. Additionally, when it came to giving money, there were some interviewees who made their donations to organizations from which their money had or will eventually benefit them. For example, their alma maters or their child’s school. Some even associated their annual taxes with charity work, since they felt that they would not benefit from where that money was going.

The most interesting observation about charity work, however, is the way that giving back became a value for many families, passed down from generation to generation. Many of the adults interviewed mentioned that the act of donating a portion of their income was instilled in them from a young age by parents, with those who had been giving back from a young age less willing to serve as a public face for philanthropic efforts. These adults were also attempting to pass along such values to their children by insisting they spend a portion of their time volunteering at local homeless shelters, or even the neighborhood public schools, so that they get an idea of what life is like for the less fortunate living around them.

These (occasionally conflicting) viewpoints on philanthropy is only one of the many ways that Sherman peeks past the curtain and reveals an upper class more complicated and caring than their reality TV counterparts. With Uneasy Street, she hopes to provide a thorough examination of how the other half really lives.

Alexandra Logue: Not All Excess Credits Are The Students’ Fault

This post was originally published on Alexandra Logue’s blog

A recent article in Educational Evaluation and Policy Analysis reported on an investigation of policies punishing students for graduating with excess credits.  Excess credit hours are the credits that a student obtains in excess of what is required for a degree, and many students graduate having taken several courses more than what was needed.

To the extent that tuition does not cover the cost of instruction, and/or that financial aid is paying for these excess credits, someone other than the student—the college or the government—is paying for these excess credits.  Graduating with excess credits also means that a student is occupying possibly scarce classroom seats longer than s/he needs to and is not entering the work force with a degree and paying more taxes as soon as s/he could.  Thus there are many reasons why colleges and/or governments might seek to decrease excess credits.  The article considers cases in which states have imposed sanctions on students who graduate with excess credits, charging more for credits taken significantly above the number required for a degree.  The article shows that such policies, instead of resulting in students graduating sooner, have instead resulted in greater student debt.  But the article does not identify the reasons why this may be the case.  Perhaps one reason is because students do not have control over those excess credits.

For example, as described in my forthcoming book, Pathways to Reform: Credits and Conflict at The City University of New York, students may accumulate excess credits because of difficulties they have transferring their credits.  When students transfer, there can be significant delays in having the credits that they obtained at their old institution evaluated by their new institution.  At least at CUNY colleges, the evaluation process can take many months.  During that period, a student either has to stop out of college or take a risk and enroll in courses that may or may not be needed for the student’s degree.  Even when appropriate courses are taken, all too often credits that a student took at the old college as satisfying general education (core) requirements or major requirements become elective credits, or do not transfer at all. A student then has to repeat courses or take extra courses in order to satisfy all of the requirements at the new college.  Given that a huge proportion of students now transfer, or try to transfer, their credits (49% of bachelor’s degree recipients have some credits from a community college, and over one-third of students in the US? transfer within six years of starting college), a great number of credits are being lost.

Nevertheless, a 2010 study at CUNY found that a small proportion of the excess credits of its bachelor’s degree recipients was due to transfer—students who never transferred graduated with only one or two fewer excess credits, on average, than did students who did transfer.  Some transfer students may have taken fewer electives at their new colleges in order to have room in their programs to make up nontransferring credits from their old colleges, without adding many excess credits.

But does this mean that we should blame students for those excess credits and make them pay more for them?  Certainly some of the excess credits are due to students changing their majors late and/or to not paying attention to requirements and so taking courses that don’t allow them to finish their degrees, and there may even be some students who would rather keep taking courses than graduate.

But there are still other reasons that students may accumulate extra credits, reasons for which the locus of control is not the student.  Especially in financially strapped institutions, students may have been given bad or no guidance by an advisor.  In addition, students may have been required to take traditional remedial courses, which can result in a student acquiring many of what CUNY calls equated credits, on top of the required college-level credits (despite the fact that there are more effective ways to deliver remediation without the extra credits). Or a student may have taken extra courses that s/he didn’t need to graduate in order to continue to enroll full-time, so that the student could continue to be eligible for some types of financial aid and/or (in the past) health insurance. Students may also have made course-choice errors early in their college careers, when they were unaware of excess-credit tuition policies that would only have an effect years later.

The fact that the imposition of excess-credit tuition policies did not affect the number of excess credits accumulated but instead increased student debt by itself suggests that, to at least some degree, the excess credits are not something that students can easily avoid, and/or that there are counter-incentives operating that are even stronger than the excess tuition.

Before punishing students, or trying to control their behavior, we need to have a good deal of information about all of the different contingencies to which students are subject.  Students should complete their college’s requirements as efficiently as possible.  However, just because some students demonstrate delayed graduation behavior does not mean that they are the ones who are controlling that behavior.  Decreasing excess credits needs to be a more nuanced process, with contingencies and consequences tailored appropriately to those students who are abusing the system, and those who are not.

LogueAlexandra W. Logue is a research professor at the Center for Advanced Study in Education at the Graduate Center, CUNY. From 2008 to 2014, she served as executive vice chancellor and university provost of the CUNY system. She is the author of Pathways to Reform: Credits and Conflict at The City University of New York.

Browse Our New Sociology 2017 Catalog

Our new Sociology catalog includes an essential guide to social science research in the digital age, an inside look at blue-collar trades turned hipster crafts, and an examination of the commercialization of far right culture in Germany.

If you’ll be at ASA 2017 in Montreal, please join us for wine and light refreshments:

Booth 721
3pm
Sunday, August 13th

Or stop by any time to see our full range of sociology titles and more.

Digital technology has the potential to revolutionize social research, data gathering, and analysis. In Bit by Bit, Matthew J. Salganik presents a comprehensive guide to the principles of social research in the digital age. Essential reading for anyone hoping to master the new techniques enabled by fast-developing digital technologies.

Bit by Bit, by Matthew J. Salganik

Richard E. Ocejo draws on multiple years of participant-observation in a fascinating look at four blue-collar trades that have acquired a new cachet in the modern urban economy: bartending, distilling, barbering, and butchering. Join him as he delves deep into the lives and culture of these Masters of Craft.

Ocejo

Recent years have seen a resurgence of far right politics in Europe, manifesting in the increasing presence of clothing and other products displaying overt or coded anti-Semitic, racist, and nationalist symbology. Cynthia Miller-Idriss examines the normalization and commercialization of far right ideology in The Extreme Gone Mainstream.

Miller-Idriss

Joel Brockner: Can Job Autonomy Be a Double-Edged Sword?

This post was originally published on the Psychology Today blog.

“You can arrive to work whenever convenient.”

“Work from home whenever you wish.”

“You can play music at work at any time.”

These are examples of actual workplace policies from prominent companies such as Aetna, American Express, Dell, Facebook, Google, IBM, and Zappos. They have joined the ranks of many organizations in giving employees greater job autonomy, that is, more freedom to decide when, where, and how to do their work. And why not? Research by organizational psychologists such as Richard Hackman and Greg Oldham and by social psychologists such as Edward Deci and Richard Ryan, has shown that job autonomy can have many positive effects. The accumulated evidence is that employees who experience more autonomy are more motivated, creative, and satisfied with their jobs.

Against this backdrop of the generally favorable effects of job autonomy, recent research has shown that it also may have a dark side: unethical behavior. Jackson Lu, Yoav Vardi, Ely Weitz and I discovered such results in a series of field and laboratory studies soon to be published in the Journal of Experimental Social Psychology. In field studies conducted in Israel, employees from a wide range of industries rated how much autonomy they had and how often they engaged in unethical behavior, such as misrepresenting their work hours or wasting work time on private phone calls. Those who had greater autonomy said that they engaged in more unethical behavior on the job. In laboratory experiments conducted in the United States we found that it may not even be necessary for people to have actual autonomy for them to behave unethically; merely priming them with the idea of autonomy may do the trick. In these studies participants were randomly assigned to conditions differing in how much the concept of autonomy was called to mind. This was done with a widely used sentence-unscrambling task in which people had to rearrange multiple series of words into grammatically correct sentences. For example, those in the high-autonomy condition were given words such as, “have many as you as days wish you vacation may” which could be rearranged to form the sentence, “You may have as many vacation days as you wish.” In contrast, those in the low-autonomy condition were given words such as, “office in work you must the,” which could be rearranged to, “You must work in the office.” After completing the sentence-unscrambling exercise participants did another task in which they were told that the amount of money they earned depended on how well they performed. The activity was structured in a way that enabled us to tell whether participants lied about their performance. Those who were previously primed to experience greater autonomy in the sentence-unscrambling task lied more. Job autonomy gives employees a sense of freedom which usually has positive effects on their productivity and morale but also can lead them to feel that they can do whatever they want, including not adhering to rules of morality.

All behavior is a function of what people want to do (motivation) and what they are capable of doing (ability). Consider the unethical behavior elicited by high levels of autonomy. Having high autonomy may not have made people want to behave unethically. However, it may have enabled the unethical behavior by making it possible for people to engage in it. Indeed, the distinction between people wanting to behave unethically versus having the capability of doing so may help answer two important questions:

(1) What might mitigate the tendency for job autonomy to elicit unethical behavior?

(2) If job autonomy can lead to unethical behavior should companies re-evaluate whether to give job autonomy to its employees? That is, can job autonomy be introduced in a way that maximizes its positive consequences (e.g., greater creativity) without introducing the negative effect of unethical behavior?

With respect to the first question, my hunch is that people who have job autonomy and therefore are able to behave unethically will not do so if they do not want to behave unethically. For example, people who are high on the dimension of moral identity, for whom behaving morally is central to how they define themselves would be less likely to behave unethically even when a high degree of job autonomy enabled or made it possible for them to do so.

With respect to the second question, I am not recommending that companies abandon their efforts to provide employees with job autonomy. Our research suggests, rather, that the consequences of giving employees autonomy may not be summarily favorable. Taking a more balanced view of how employees respond to job autonomy may shed light on how organizations can maximize the positive effects of job autonomy while minimizing the negative consequence of unethical behavior.

Whereas people generally value having autonomy, some people want it more than others. People who want autonomy a lot may be less likely to behave unethically when they experience autonomy. For one thing, they may be concerned that the autonomy they covet may be taken away if they were to take advantage of it by behaving unethically. This reasoning led us to do another study to evaluate when the potential downside of felt autonomy can be minimized while its positive effects can be maintained. Once again, we primed people to experience varying degrees of job autonomy with the word-unscrambling exercise. Half of them then went on to do the task which measured their tendency to lie about their performance, whereas the other half completed an entirely different task, one measuring their creativity. Once again, those who worked on the task in which they could lie about their performance did so more when they were primed to experience greater autonomy. And, as has been found in previous research those who did the creativity task performed better at it when they were primed to experience greater autonomy.

Regardless of whether they did the task that measured unethical behavior or creativity, participants also indicated how much they generally valued having autonomy. Among those who generally valued having autonomy to a greater extent, (1) the positive relationship between experiencing job autonomy and behaving unethically diminished, whereas (2) the positive relationship between experiencing job autonomy and creativity was maintained. In other words, as long as people valued having autonomy, the experience of autonomy had the positive effect of enhancing creativity without introducing the dangerous side effect of unethical behavior. So, when organizations introduce job autonomy policies like those mentioned at the outset, they may gain greater overall benefits when they ensure that their employees value having autonomy. This may be achieved by selecting employees who value having autonomy as well as by creating a corporate culture which emphasizes the importance of it. More generally, a key practical takeaway from our studies is that when unethical behavior is enabled, whether through job autonomy or other factors, it needs to be counterbalanced by conditions that make employees not want to go there.

BrocknerJoel Brockner is the Phillip Hettleman Professor of Business at Columbia Business School. He is the author of The Process Matters: Engaging and Equipping People for Success.

Rachel Schneider & Jonathan Morduch: Why do people make the financial decisions they make?

Deep within the American Dream lies the belief that hard work and steady saving will ensure a comfortable retirement and a Financialbetter life for one’s children. But in a nation experiencing unprecedented prosperity, even for many families who seem to be doing everything right, this ideal is still out of reach. In The Financial Diaries, Jonathan Morduch and Rachel Schneider draw on the groundbreaking U.S. Financial Diaries, which follow the lives of 235 low- and middle-income families as they navigate through a year. Through the Diaries, Morduch and Schneider challenge popular assumptions about how Americans earn, spend, borrow, and save—and they identify the true causes of distress and inequality for many working Americans. Combining hard facts with personal stories, The Financial Diaries presents an unparalleled inside look at the economic stresses of today’s families and offers powerful, fresh ideas for solving them. The authors talk about the book, what was surprising as they conducted their study, and how their findings affect the conversation on inequality in a new Q&A:

Why did you write this book?
We have both spent our careers thinking about households and consumer finance, and our field has reams and reams of descriptive data about what people do—savings rates, the number of overdrafts, the size of their tax refunds. We have lots of financial information but very little of the existing data helped us understand why—why people make the financial decisions they make, and why they get tripped up. So we decided to spend time with a group of families, get to know them very well, and track every dollar they earned, spent, borrowed, and shared over the course of one year. By collecting new and different kinds of information, we were able to understand a lot of the why, and gained a new view of what’s going on in America.

What did you learn about the financial lives of low- and moderate-income families in your year-long study?
We saw that the financial lives of a surprising number of families looks very different from the standard story that most people expect. The first and most prominent thing we saw is how unsteady, how volatile households’ income and expenses were for many. The average family in our study had more than five months a year when income was 25% above or below their average.

That volatility made it hard to budget and save—and it meant that plans were often derailed. How people were doing had less to do with the income they expected to earn in total during the year and more to do with when that income hit paychecks and how predictable that was. Spending emergencies added a layer of complexity. In other words, week-to-week and month-to-month cash flow problems dominated many families’ financial lives. Their main challenges weren’t resisting temptation to overspend in the present, or planning appropriately for the long term but how to make sure they would have enough cash for the needs they knew were coming soon.

The resulting anxiety, frustration, and a sense of financial insecurity affected families that were technically classified as middle class.

How does this tie into the economic anxiety that fueled Trump’s election?
The families we talked to revealed deep anxieties that are part of a broader backdrop for understanding America today. That anxiety is part of what fueled Trump, but it also fueled Bernie Sanders and, to an extent, Hillary Clinton. A broad set of the population feels rightly that the system just isn’t working for them.

For example, we met Becky and Jeremy, a couple with two kids who live in small town Ohio where Trump did well. Jeremy is a mechanic who fixes trucks on commission. Even though he works full-time, the size of his paychecks vary wildly depending on how many trucks come in each day. This volatility in their household income means that while they’re part of the middle class when you look at their annual income, they dipped below the poverty line six months out of the year.

One day we met with Becky, who was deciding whether or not to make their monthly mortgage payment a couple of weeks early. She had enough money on hand, but she was wavering between paying it now so she could rest easy knowing it was taken care of, or holding onto the money because she didn’t know what was going to happen in the next couple weeks, and was afraid she might need the money for something else even more urgent. She was making decisions like this almost every day, which created not only anxiety but a sense of frustration about always feeling on the edge.

Ultimately, Jeremy decided to switch to a lower-paying job with a bigger commute doing the exact same work – but now he’s paid on salary. They opted for stability over mobility. Becky and Jeremy helped us see how the economic anxiety people feel is not only about having enough money, but about the structure of their economic lives and the risk, volatility, and insecurity that have become commonplace in our economy.

One of the most interesting insights from your book is that while these families are struggling, they’re also working really hard and coming up with creative ways to cope. Can you share an example?
Janice, a casino worker in Mississippi, told us about a system she created with multiple bank accounts. She has one bank account close to her she uses for bill paying. But she also has a credit union account where she has part of her paycheck automatically deposited. This bank is an hour away, has inconvenient hours, and when they sent her an ATM card, she cut it in half. She designed a level of inconvenience for that account on purpose, in order to make it harder to spend that money. She told us she will drive the hour to that faraway bank when she has a “really, really need”—an emergency or cost that is big enough that she’ll overcome the barriers she put up on purpose. One month, she went down there because her grandson needed school supplies, which was a “really, really need” for her. The rest of the time, it’s too far away to touch. And that’s exactly how she designed it.

We found so many other examples like this one, where people are trying to create the right mix of structure and flexibility in their financial lives. There’s a tension between the structure that helps you resist temptation and save, and the flexibility you need when life conspires against you. But we don’t have financial products, services, and ideas that are designed around this need and the actual challenges that families are facing. This is why Janice has all these different banks she uses for different purposes—to get that mix of structure and flexibility that traditional financial services do not provide.

How does this tie into the conversation we’ve been having about inequality over the last decade or so?
Income and wealth inequality are real. But those two inequalities of income and assets are hiding this other really important inequality, which is about stability. What we learned in talking to families is that they’re not thinking about income and wealth inequality on a day-to-day basis—they’re worrying about whether they have enough money today, tomorrow, and next week. The problem is akin to what happens in businesses. They might be profitable on their income statement, but they ran out of cash and couldn’t make payroll next week.

This same scenario is happening with the families we met. We saw situations where someone has enough income or is saving over time, but nonetheless, they can’t make ends meet right now. That instability is the hidden inequality that’s missing from our conversation about wealth and income inequality.

How much of this comes down to personal responsibility? Experts like Suze Orman and Dave Ramsey argue you can live on a shoestring if you’re just disciplined. Doesn’t that apply to these families?
The cornerstone of traditional personal finance advice from people like Orman and Ramsey is budgeting and discipline. But you can’t really do that without predictability and control.

We met one woman who is extremely disciplined about her budget, but the volatility of her income kept tripping her up. She is a tax preparer, which means she earns half her income in the first three months of the year. She has a spreadsheet where she runs all her expenses, down to every taxi she thinks she might need to take. She budgets really explicitly and when she spends a little more on food one week, she goes back and looks at her budget, and changes it for the next few weeks to compensate. Her system requires extreme focus and discipline, but it’s still not enough to make her feel financially secure. Traditional personal finance advice just isn’t workable for most families because it doesn’t start with the actual problems that families face.

What can the financial services industry do to better serve low- and moderate-income families?
The financial services industry has a big job in figuring out how to deal with cash flow volatility at the household level, because most of the products they have generated are based on an underlying belief that households have a regular and predictable income. So their challenge is to develop new products and services—and improve existing ones—that are designed to help people manage their ongoing cash flow needs and get the right money at the right time.

There are a few examples of innovative products that are trying to help households meet the challenges of volatility and instability. Even is a new company that helps people smooth out their income by helping them automatically save spikes, or get a short-term “boost” to cover dips. Digit analyzes earning and spending patterns to find times when someone has a little extra on hand and put it aside, again automatically. Propel is looking to make it much easier and faster for people to get access to food stamps when they need them. There are a number of organizations trying to bring savings groups or lending circles, a way of saving and borrowing with friends and family common everywhere in the developing world, to more people in the United States.

There is lots of scope for innovation to meet the needs of households—the biggest challenge is seeing what those needs are, and how different they are from the standard way of thinking about financial lives and problems.

Jonathan Morduch is professor of public policy and economics at the New York University Wagner Graduate School of Public Service. He is the coauthor of Portfolios of the Poor (Princeton) and other books. Rachel Schneider is senior vice president at the Center for Financial Services Innovation, an organization dedicated to improving the financial health of Americans.

Francisco Bethencourt: Exhibition ‘Racism and Citizenship’

Exhibition ‘Racism and Citizenship’, Padrão dos Descobrimentos, Lisbon
6th May to 3rd September 2017
Curator: Francisco Bethencourt, Charles Boxer Professor, King’s College London,
and author of Racisms: From the Crusades to the Twentieth Century

When Racisms: From the Crusades to the Twentieth Century was translated into Portuguese I was invited by the director of Padrão dos Descobrimentos to organize an exhibition on that subject there. The monument had been created in 1960 by the Salazar regime to commemorate Portuguese overseas exploration and colonialism, obviously ignoring the suffering inflicted on other people. I immediately accepted the challenge to transform a comprehensive book into an exhibition naturally based on images and focusing on the Portuguese case. I needed an argument, a narrative, and a structure.

I decided to focus this exhibition on two interlinked realities: racism, understood as prejudice against those of different ethnic origins, combined with discriminatory actions; and citizenship, seen as the right to live, work, and participate in the political life of a country, equally involving duties and responsibilities. The tension between exclusion and integration lies at the heart of this exhibition. I invite viewers to reflect on various historical realities and recent developments, with the help of objects—paintings, sculptures, engravings, shackles, manillas, ceramics, posters, photographs, and videos. Images are presented in a crude way, but they also reveal subtle contradictions, hinting at what lies beyond outward appearances.

The exhibition is arranged into two parts, early modern and modern, and six sections: a) the hostility towards Jews and Moors living in medieval Portugal, which was renewed after forced conversions; b) a focus on people of African origin who were enslaved and transported to Portugal, Brazil, and Asia; c) the representations of native peoples of the New World and Asia, which led to the first European conception of a hierarchy of the world’s people; d) the Portuguese colonies, where slave labor was replaced by forced labor; e) the contradictory realities of the 20th century, in the colonies and Portugal alike; f) the dynamics involved in the attempt to repair the fractures in the contemporary and post-colonial period.

Racism was always confronted with informal forms of integration, which became predominant in the postcolonial period. The assertion of citizenship followed the Revolution of April 1974 and the independence of the colonies in 1975. It is a new period, still under the shadow of informal racism, but in which new values of legal equality have been supported by the state. The anti-racist norm became a reality, still to be systematically implemented. The last section of the exhibition shows the recent work of Portuguese and African artists, who use colonial memory to reflect on new issues of collective identity.

During the period under consideration, Muslim expulsion took place, as did the forced conversion of Jewish people, the slave trade, the colonization of territories in Africa, America and Asia, the abolition of slavery, decolonization, and immigration.

The exhibition aims to encourage the public to question past and present relations between peoples, combining emigration with immigration, exclusion and integration, lack of rights and access to citizenship.

BethencourtFrancisco Bethencourt is the Charles Boxer Professor of History at King’s College London, and the author of The Inquisition: A Global History, 1478–1834.

Women, Interrupted

Tuesday saw an Uber board member wisecracking about women talking too much (he later resigned), while democratic senator Kamala Harris found herself interrupted for the second time that week by her male colleagues. 

Coincidence? Not at all, say the experts. Yesterday the New York Times called out the all too frequent experience of women interrupted by male colleagues, noting that anecdote and academic studies alike confirm that “being interrupted, talked over, shut down or penalized for speaking out is nearly a universal experience for women when they are outnumbered by men.” Cited in the piece is Princeton University Press author Tali Mendelberg, co-author of The Silent Sex: Gender, Deliberations and Institutions which examines what happens when more women join decision-making groups:

[Mendelberg] and Christopher F. Karpowitz, associate professor of political science at Brigham Young University, found that, at school board meetings, men and women did not speak as long until women made up 80 percent of the school board. When men were in the minority, however, they did not speak up less.

During the past week, women from a range of sectors have offered up their own personal experiences and frustrations on social media. According to Deborah Gillis, president and chief executive of Catalyst, which works for women’s advancement in business, the situation is plagued by what is by now a familiar irony. She is quoted in the New York Times piece:

“The fact that women are outnumbered in every room puts them in a position where they’re often coming up against gender-based stereotypes,…Women are too hard, too soft, but never just right. What that means is that women are seen as either competent or liked but not both.”

The Daily Show was quick to make hay about the sheer irony of a sexist remark finding its way to a meeting that was actually aimed at addressing sexism. The clip cites research by Karpowitz and Mendelberg:

 

A peek inside The House of Government

The House of Government by Yuri Slezkine is unlike any other book about the Russian Revolution and the Soviet experiment. Written in the tradition of Tolstoy’s War and Peace, Grossman’s Life and Fate, and Solzhenitsyn’s The Gulag Archipelago, Slezkine’s gripping narrative tells the true story of the residents of an enormous Moscow apartment building where top Communist officials and their families lived before they were destroyed in Stalin’s purges. A vivid account of the personal and public lives of Bolshevik true believers, the book begins with their conversion to Communism and ends with their children’s loss of faith and the fall of the Soviet Union. Drawing on letters, diaries, and interviews, and featuring hundreds of rare photographs, The House of Government weaves together biography, literary criticism, architectural history, and fascinating new theories of revolutions, millennial prophecies, and reigns of terror. The result is an unforgettable human saga of a building that, like the Soviet Union itself, became a haunted house, forever disturbed by the ghosts of the disappeared. Take a peek at what’s in store.

 

 

Yuri Slezkine is the Jane K. Sather Professor of History at the University of California, Berkeley. His books include The Jewish Century, which won the National Jewish Book Award.