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Retail Inequality examines the failure of recent efforts to improve Americans' diets by increasing access to healthy food. Based on exhaustive research, this book by Kenneth H. Kolb documents the struggles of two Black neighborhoods in Greenville, South Carolina. For decades, outsiders ignored residents' complaints about the unsavory retail options on their side of town--until the well-intentioned but flawed "food desert" concept took hold in popular discourse. Soon after, new allies arrived to help, believing that grocery stores and healthier options were the key to better health. These efforts, however, did not change neighborhood residents' food consumption practices. Retail Inequality explains why and also outlines the history of deindustrialization, urban public policy, and racism that are the cause of unequal access to food today. Kolb identifies retail inequality as the crucial concept to understanding today's debates over gentrification and community development. As this book makes clear, the battle over food deserts was never about food--it was about equality.

Moral Wages offers the reader a vivid depiction of what it is like to work inside an agency that assists victims of domestic violence and sexual assault. Based on over a year of fieldwork by a man in a setting many presume to be hostile to men, this ethnographic account is unlike most research on the topic of violence against women. Instead of focusing on the victims or perpetrators of abuse, Moral Wages focuses exclusively on the service providers in the middle. It shows how victim advocates and counselors-who don't enjoy extrinsic benefits like pay, power, and prestige-are sustained by a different kind of compensation. As long as they can overcome a number of workplace dilemmas, they earn a special type of emotional reward reserved for those who help others in need: moral wages. As their struggles mount, though, it becomes clear that their jobs often put them in impossible situations-requiring them to aid and feel for vulnerable clients, yet giving them few and feeble tools to combat a persistent social problem

In Masters of Craft: Old Jobs in the New Urban Economy, Richard Ocejo offers an in-depth analysis of the resurgence of once working class and low status occupations.

AbstractScholars of emotional subcultures have produced a rich body of evidence in regard to how these communities operate and what makes them distinct from the mainstream. To assess the state of the field, I review in‐depth, qualitative investigations into how emotional subcultures indicate their collective identity by abiding by a shared set of norms regarding how members should feel – and display those feelings – in a given context. I organize my review along four dimensions of subcultural identity work (defining, coding, affirming, and policing) in order to evaluate the strengths and weaknesses of the subfield. In general, the current scholarship has successfully established the role that emotional subcultures play in the reproduction of inequality. However, it has not adequately explored an important domain of social life (namely, religion), it has not treated its core concepts with enough analytic precision, nor has it sufficiently addressed how subcultural feeling and display rules are generated in relation to local and broad structural constraints.

Sociologists and scholars of composition have long argued that in order to get students to improve the quality of what they write, they need to change how they write. Here, the authors assess whether students' participation in writing-intensive first-year seminars leads to changes in their writing process. Data collected via pretest and posttest interviews of 34 students show that writing-intensive seminars help first-year students become better planners and revisers yet have little effect on the ways that they prewrite and draft. Additionally, students in their first semester of college demonstrate higher order writing processes at the beginning of their seminar than their second-semester counterparts and show more improvement over the course of the semester as well. We analyze the conditions that foster these patterns and suggest that increasing quantitative course requirements (i.e., page counts) may hamper students' ability to adopt qualitatively better writing strategies.