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Regular version of the site
Of all publications in the section: 455
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Article
Рыков Ю. Г., Кольцова Е. Ю., Мейлахс П. А. Социологические исследования. 2016. № 8. С. 30-42.

With the rapid growth of online social network sites (SNS), the issue of health-related online communities and its social and behavioral outcomes has become increasingly popular in Internet studies and sociology of health and medicine. This paper presents the results of the empirical study investigating the structure of the 'friendship' networks and participants' communicative activity within 15 online groups on VK.com SNS. In this pilot study we seek to trace the relation between declared aims (social functions) and structure of online groups devoted to the HIV/AIDS theme. First, we propose a classification of online HIV-related groups according to their declared purposes and actual social functions. The most widespread group types on VK.com SNS are HIV activists, HIV-infected dating groups, AIDS denialists movement groups, online pages of offline organizations and social support groups. Second, we identify and describe several patterns of network structure and user behavior occurring among these groups. We distinguish five types of community structure: tight crowd, polarized crowd, stratified structure, clustered network and disintegrated structure. Finally, we find and interpret the relation between the purposes and functions, on the one hand, and network structure of online communities, on the other. Tight crowd networks mainly occur in dating groups for HIV-infected persons and, and links in them are determined by users' gender (either homogeneous or heterogeneous ties prevail). Stratified structure is related to HIV activists and especially to AIDS denialists movement groups. The crucial factor of network formation for this pattern is participation in public discussion within a group. Active users form a cohesive community while passive users stay isolated or connected with just a few active users. Our findings are consistent with some previous research on communication network structures on other social media platforms.

Added: Apr 11, 2016
Article
Абрамов Р. Н. Социологические исследования. 2014. № 10. С. 50-59.

The article is about explanatory resources of soviet sociology for occupations and professions studies. Firstly, author analyzes works of researchers soviet social structure because in this area the studies of occupations and professional groups were developed. Next part devoted the history of the soviet industrial sociology movement that included a lot of directions and topics for studies situations in soviet industry. A lot of contemporary russian sociologists started their careers like "industrial sociologists" and had close relation to professional groups in industry.

Added: May 6, 2014
Article
Крупец Я. Н. Социологические исследования. 2013. № 10. С. 61-69.

This article presents the results of analysis of representations of young people constructed in newspapers and academic journals concerned Russian higher education. The main focus is the specificity of representation of young people in central Russian newspapers 

Added: Jan 24, 2014
Article
Зеликова Ю. А. Социологические исследования. 2014. № 11. С. 60-69.
Factors determining levels of subjective well-being of persons over 60 are analyzed on the basis of the fifth wave of World Value Survey (2005-2007). It is found that the strongest impact on subjective well-being in advanced ages stems from satisfaction with financial situation (i.e., not absolute size of income), positive evaluation of one’s health, independence in decision taking and an ability to build favorable relations in environment. For high level of subjective well-being characteristics of the country are also of importance such as per capita GNP, democracy, equality, freedom and tolerance levels.
Added: Mar 26, 2015
Article
Савинская О. Б. Социологические исследования. 2007. № 10. С. 122-131.
Added: Sep 23, 2009
Article
Нисневич Ю. А. Социологические исследования. 2019. № 8. С. 84-95.

This article provides insight into the state of the judicial system in post-Soviet Russia within social context. It involves results of a survey of the attitude of the Russian citizens towards the judicial system and judiciary. Majority disapproval is determined by the fact that people do not respect or trust courts of law assuming that they are dependent on the other branches and influenced by other political and economic actors. They believe that the judges are not willing to protect citizens’ rights, are corrupt, unfair and inhumane, which determines the accusatory bias of the Russian judicial system. At the same time, Russian judiciary consists mainly of representatives of administrative and bureaucratic professional subculture focused on superior authorities and powers, most court chairpersons have Soviet professional training and experience. The Judicial system of post-Soviet Russia has inherited problems of Soviet justice and is incapable of acting in the social system as an impartial arbitrator and conscience of the state.

Added: Aug 13, 2019
Article
Погорелов Ф. А., Покровский Н. Е. Социологические исследования. 2003. № 8. С. 81-90.
Added: Oct 15, 2013
Article
Тощенко Ж., Давыдов А. А., Немировский В. и др. Социологические исследования. 2005. № 10. С. 3-21.
Added: Nov 26, 2010
Article
Иванюшина В. А., Александров Д. А. Социологические исследования. 2016. № 9. С. 59-65.

Through the last 25 years of Post-Soviet development and the rise of economic inequality, Russian school system became highly stratified, and numerous studies have demonstrated that so called 'elite' schools (i.e. schools with advanced curriculum -- gymnasiums, lyceums, specialized schools) are very different from schools with standard curriculum. The differences pertain to socio-economic status of students as well as to a number of academic outcomes: achievement on standardized tests, particularly Unified State Exam; percentage of students pursuing higher education; quality of chosen higher education institutions. However it is unknown whether teachers from standard and 'elite' schools differ from each other. We undertook our study to answer this question. Data and method: Data was collected in St.Petersburg in 2014-2015. In total, we surveyed 769 teachers from 39 schools (18 schools with standard and 21 with advanced curriculum) randomly selected from two city boroughs. The questionnaire included items on education and professional trajectories, social capital, self-efficacy and professional commitment, attitudes towards teaching profession and students, lifestyle, practices of cultural consumption, socio-demographics. We used ANOVA for statistical analysis of differences between categories of teachers, and factor analysis (PCA) for multi-itemed scales. Results and conclusion: In spite of existing differentiation between two school types ('ordinary' and 'elite' schools), we found that differences between their teachers are almost non-existent and concern mainly cultural preferences. Teachers tend to stay in the same school for many years, horizontal mobility is rare. However, mobility between schools of different types occur as often as within the same type. It is important to emphasize that such essential characteristics as self-efficacy, professional commitment, attitudes towards students, disciplinary practices are the same for all teachers regardless the school type or socio-economic composition of schools. We conclude that professional group of teachers is not stratified. Results are discussed in the framework of educational inequality.Through the last 25 years of Post-Soviet development and the rise of economic inequality, Russian school system became highly stratified, and numerous studies have demonstrated that so called 'elite' schools (i.e. schools with advanced curriculum -- gymnasiums, lyceums, specialized schools) are very different from schools with standard curriculum. The differences pertain to socio-economic status of students as well as to a number of academic outcomes: achievement on standardized tests, particularly Unified State Exam; percentage of students pursuing higher education; quality of chosen higher education institutions. However it is unknown whether teachers from standard and 'elite' schools differ from each other. We undertook our study to answer this question. Data and method: Data was collected in St.Petersburg in 2014-2015. In total, we surveyed 769 teachers from 39 schools (18 schools with standard and 21 with advanced curriculum) randomly selected from two city boroughs. The questionnaire included items on education and professional trajectories, social capital, self-efficacy and professional commitment, attitudes towards teaching profession and students, lifestyle, practices of cultural consumption, socio-demographics. We used ANOVA for statistical analysis of differences between categories of teachers, and factor analysis (PCA) for multi-itemed scales. Results and conclusion: In spite of existing differentiation between two school types ('ordinary' and 'elite' schools), we found that differences between their teachers are almost non-existent and concern mainly cultural preferences. Teachers tend to stay in the same school for many years, horizontal mobility is rare. However, mobility between schools of different types occur as often as within the same type. It is important to emphasize that such essential characteristics as self-efficacy, professional commitment, attitudes towards students, disciplinary practices are the same for all teachers regardless the school type or socio-economic composition of schools. We conclude that professional group of teachers is not stratified. Results are discussed in the framework of educational inequality.

Added: Jun 15, 2016
Article
Козырева П. М., Низамова А. Э., Смирнов А. И. Социологические исследования. 2015. № 12. С. 120-132.
Added: Nov 30, 2015
Article
Козырева П. М., Низамова А. Э., Смирнов А. И. Социологические исследования. 2016. № 1. С. 66-76.
Added: May 20, 2016
Article
Шульц В. Л., Любимова Т. М. Социологические исследования. 2016. № 6. С. 3-13.
Added: Feb 22, 2019
Article
Назаров М. М. Социологические исследования. 2014. № 6. С. 116-126.
Added: Oct 1, 2015
Article
Темницкий А. Л. Социологические исследования. 2008. № 11.
Added: Nov 11, 2008
Article
Эфендиев А. Г., Гоголева А. С., Балабанова Е. С. Социологические исследования. 2017. № 12. С. 99-109.

The paper continues analysis of the results of panel study in Belgorod region’s rural areas conducted in 2000 and 2013. Both papers are integrated in institutional theoretical and methodological approach to the scientific analysis of social transformations. We underline the conceptualization of social institute as a system of social actors’ interactions. This system provides the sustained self-perpetuating satisfaction of the most important needs and interests of the actors. We differentiate institute as a social phenomenon, superindividual in its nature, from institutionalization as a process providing sustainability of social interactions. We give particular attention to the fact that human behavior is based on the institutionally determined logic thus being shaped by institutional demands, compelled, instead of voluntary, motives, and control. The basic condition of institutes’ efficient functioning is their guaranteed ability to enforce desirable behaviors. Taken together, social institutes regulate basic interactions in the most important spheres of life such as exchange and distribution of economic resources as well as power relations thus composing social organization of the society as a whole. The purpose of this paper is to take a more nuanced view of social institutions while highlighting inconsistencies and contradictions in the process of their change. An empirical observation of the transitional institutions’ development is presented. It is argued that these institutions are internally inconsistent and contradictory. Transitional institutions’ inconsistencies are manifested, first, in oppositions between “old” (traditionalistic and paternalistic) and “new” (competitive and achievement-oriented) social practices. Second, confrontation between “positive” (independence and personal responsibility) and “negative” (moral and legal nihilism) social norms underlying these practices is observed. We conclude by suggesting a theoretical model and propositions that will address unanswered questions and should provide a more complete understanding of transformative social institutions and their development.

Added: Oct 19, 2017
Article
Филонович С. Р. Социологические исследования. 1996. № 10. С. 63-71.
Added: Dec 1, 2010
Article
Никовская Л. И., Якимец В. Н. Социологические исследования. 2011. № 3. С. 56-65.
Added: Jan 20, 2012
Article
Гофман А. Б. Социологические исследования. 2008. № 4. С. 120-129.
Added: Oct 20, 2013
Article
Гофман А. Б. Социологические исследования. 2008. № 4. С. 120-128.
Added: Sep 24, 2012