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Abstract  This paper uses a case study of a Southern textile community to show how a distinct form of social capital is embedded in local networks of power and domination. Textile firms and communities in the South have undergone restructuring: technology and labor processes have modernized, firms have merged, consolidated, or closed, and the number of workers has declined. An analysis of Cannon Mills and its associated mill community of Kannapolis identifies the sources of the paternalist form of social capital that dominated work and community social relations. Corporate mergers, downsizing, technological change, shifts in the labor market, municipal incorporation, and labor organizing contributed to the transformation and decline of paternalistic social capital. The case study reminds social scientists that social capital is a context dependent form of power that can be created, accumulated, or destroyed. While many current analyses treat social capital as an unquestioned positive force, the case study reveals the dark side of social capital.

This paper describes two teaching strategies from our workshop, "Teaching the Sociology of Gender and Work," that can help students understand the mechanisms and consequences of workplace gender inequality at the macro- and micro-levels. Cynthia Anderson's class project uses wage and sex composition data that allows students to learn actively how data are used to study general trends and changes over time. It encourages students to explore the reality of their possible careers and fields in terms of wages, proportion of women and men, and other factors. Sharon Bird's class exercise requires students to consider the interactional dynamics of everyday work life and encourages them to see the subtle processes of marginalization and exclusion while also thinking about how to overcome gender biases. Some of this information will contribute to student angst about inequality in the workplace; thus, we conclude with suggestions for decreasing potential student distress and increasing student empowerment.

School-wide positive behavior support (SWPBS) is a systematic and effective approach for broadly improving student behavior across school environments. SWPBS includes data-based strategies for supporting all students along a continuum of need and intensity based on a three-tiered model of prevention. Students with the most significant behavioral challenges are provided with assessment-based, individualized supports. To date, considerable evaluation research has demonstrated the benefits of SWPBS, documenting behavioral improvements using the whole school as the unit of analysis. Notably, less evaluation research has focused on the effects of SWPBS on the behavior of individual students with the most significant disabilities. In this paper, we describe SWPBS with an emphasis on the conceptual and procedural elements that are intended to benefit the full range of students within a school, with a particular focus on those students with the most intense needs. We discuss the SWPBS process, provide case illustrations, and call for additional research on the inclusion of students with significant disabilities with all applications of SWPBS.