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"Are You an Athlete?" The Social Construction of Identity

By Karen Sternheimer

No one had ever asked me if I was an athlete until recently. While checking my vital signs before a routine procedure, a nurse noted my low resting heart rate and asked this question. I didn’t know what to say; I must have had a puzzled look on my face.

“Do you get a lot of cardiovascular exercise?” she clarified. “Oh, yes,” I told her. In fact, fitness is probably what occupies most of my time, after sleeping and working. But I never think of myself as an athlete.

This got me thinking about how identity is constructed in a variety of social contexts. The identity of “athlete” is often related to social institutions, particularly those that have a special designation for this social category. For collegiate athletes, there is a governing body that creates rules and guidelines that schools must follow.

The Intersection between Biography, History, and Health

By Karen Sternheimer

We often think about our health as profoundly personal, rooted in individual choices regarding what we eat, how much we exercise, and how well we comply with medical advice. Federal laws protect the privacy of our health information, and many people opt not to share information about their health with anyone but family and close friends (and sometimes not even with them), reinforcing the notion of health as personal.

And yet much of our health status is beyond our personal control, as I wrote about last year. Whether it is access to healthy food options, the time and space to exercise, or the availability of regular medical care, many aspects of our health are tied to public policy decisions and historical changes.

Why Social Science Research Matters

By Karen Sternheimer

If you are a student in one of the social sciences, you most likely have taken a course in research methods. You probably learned a lot about the different ways that social scientists conduct their studies, how they analyze their data, and hopefully some of the ethical considerations that researchers should take.

Many of you might be thinking that once you finish the course, you are done with needing to know about research methods if you are not planning on being a social scientist. But many of the core principles you learn about in your research class are vital to know about as a critical thinker and an active citizen.

Here are the main lessons you should take with you—no matter your desired profession or future educational goals:

Emotional Labor and Leisure

By Karen Sternheimer

I recently had the opportunity to attend my nephews’ Little League and soccer games. Since we live in different states and I am seldom in town when they play, this was a treat for all of us.

As is automatic for a sociologist in a new setting, I couldn’t help but make some basic observations about the participants in both games. While I played softball as a child, I have never been an adult onlooker of a child’s sporting event before (hard to believe, I know). In my brief time observing, I found myself observing the parents and coaches as much as the children who were playing.

Canopies and Contact Zones

By Jonathan Wynn

Last month, the Speaker of the House for Ohio, a Republican named Larry Householder, was upset by a local library story time hosted by a drag queen. He said, “Taxpayers aren’t interested in seeing their hard earned dollars being used to teach teenage boys how to become drag queens.” But taxpayers should absolutely be interested in the idea that a public space like a library can be places where people who are different from one another can meet and engage with each other. In fact, State Rep. Householder should visit a few places like that.

Sociologist Eric Klinenberg recently published a wonderful book on this very topic, called Palaces for the People: How Social Infrastructure can Help Fight Inequality, Polarization, and the Decline of Civic Life. The idea is as simple an idea as it is profound: societies need public places for people to engage with others in meaningful ways. Parks, libraries, public places of all sorts are where people from different places can come together. This idea has really taken off in the last few months, and I know that librarians are happy to have Klinenberg write in a New York Times op-ed that the effort should start with libraries!

What is Sociological Research?

By Karen Sternheimer

We do research all the time, or at least we use the word research regularly. Trying to figure out where to stay on a vacation? “Research” it online! Choosing a restaurant? Do some “research” by asking your friends about their favorite places in the area. Hoping to learn more about a movie before shelling out money for tickets? “Research” reviews and see what other people think.

You can probably tell from my use of quotations that looking something up online is not the same thing as doing sociological research. This should go without saying, but on several occasions I have seen students genuinely confuse a Google search with doing social science research.

Comparative Historical Research: The Intersection between Sociology and History

By Karen Sternheimer

We’ve written a lot on this blog about the intersection between biography and history, C. Wright Mills’ now classic explanation of the sociological imagination. But beyond individuals’ connections with history, sociologists sometimes venture into the historical study of social phenomena and events in order to identify shifts over time and what social forces may be the cause of change. This is called comparative historical research.

Sociologists who conduct comparative historical research often use methods that overlap with historians’ research, such as using census data and other archived records, historical news clippings, oral histories, written correspondence and other sources of data. When sociologists use historical data, we are often trying to explain macro-level changes in society and have the benefit of time to analyze the causes and consequences.