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In Disability Alliances and Allies: Opportunities and Challenges, Allison Carey, Joan Ostrove and Tara Fannon have gathered an interdisciplinary team of leading experts, to offer nuanced analyses of the meaning and practice of being an ally and of building effective alliances that account for the structural, individual, and interpersonal challenges involved in amplifying disabled voices and centering the disability lived experience. The first section of this volume addresses cooperation and conflict in advocacy and activism across social movements, organizations, and institutions. It examines the formation of new alliances, what happens when interests collide, and the social and economic challenges of forming coherent unions. The second section engages issues of agency, autonomy, and identity in interpersonal relationships, highlighting the role of power and status, focusing on alliance dynamics between disabled and non-disabled people. For its breadth and depth of research, this volume of Research in Social Science and Disability is essential reading for researchers and students across the social sciences interested in disability, social movements, activism, and identity.

This study examines how, for emerging adults attending residential colleges, family incomes and the socioeconomic status (SES) composition of high schools are jointly associated with academic behaviors in college. Using a one-time survey, daily surveys, and additional data collection on high school SES composition, this study measured 221 college students' (17–25 years old) SES backgrounds and academic behaviors. Findings indicated that three academic behaviors (study time, in-class engagement, and help-seeking) were predicted by an interaction between family income and high school context. Among students who attended high schools that serve many low-income students, higher family income was significantly associated with more beneficial academic behaviors in college; among students who attended high schools that serve few low-income students, there was no association between family income and academic behaviors. Results indicate that colleges may need to be especially prepared to support students from lower income families who matriculated from lower SES high schools.

This paper examined the hypothesis that women who took part in student movements of the 1960s would be distinguishable from their contemporaries in terms of political ideology, political behavior, and feminism in middle age. Women who had been identified as student activists in public records during the late 1960s and early 1970s were compared to a sample of nonactivist peers. Although the two groups scored similarly on variables related to work and family arrangements, former activists scored higher on measures of leftist political orientation and political efficacy, reported greater political salience and collectivism, and reported greater current political participation. Although both groups reported high levels of feminist consciousness and identity, activists scored significantly higher. The difficulty of politically mobilizing women to combat gender discrimination is discussed in light of the discrepancy between consciousness and activism in the comparison group.