By Aaron Ansell

Seeks to better understand the nature of corruption through a case study of a rural Brazilian community’s response to the country’s political fraud. The Elementary Forms of Corruption is an ethnographic history of rural Brazilians’ shifting moral imagination in the context of their country’s recent corruption scandals and political crises. The book explores how Brazil’s cosmopolitan models of corruption, both left-wing and right-wing varieties, found their way to a small sertanejo (hinterland) municipality in the northeast, where people understood corruption very differently. Reckoning with both the leftist Workers’ Party, which sought to liberate sertanejos from patron-client relations, and the New Right populists who sought to stamp out the “communists” threatening the patriarchal family, the people of the sertanejo made recourse to older ideas about corruption—such as the betrayal of kinship obligations and communal trust—to decipher and shape national politics. Challenging the discipline’s current aversion to generalizable, analytic categories that are useful for comparison across cultures or historical periods, The Elementary Forms of Corruption posits a general framework for understanding corruption at its most elementary level: the degradation of a moral gradient through the transgressive rechanneling of those currencies (e.g., gifts, favors) that sustain communal bonds when properly directed.

Chicago: HAU Books, 2025.

By Eve Darian-Smith

On the essential role of higher education and academic freedom in thriving democracies. Higher education is facing an existential crisis. Students and staff are surveilled with cameras and facial recognition software. Police zip-tie and arrest students during protests. As universities across the United States become epicenters of ideological warfare, Policing Higher Education contextualizes these skirmishes within a broader global framework. From the contentious debates surrounding free speech and curriculum control to the denial of tenure for outspoken faculty, Eve Darian-Smith examines the myriad ways higher education has become a battleground. Darian-Smith highlights the intersecting global trends of rising authoritarianism and declining academic freedom, revealing how the United States is part of a larger pattern seen in democracies worldwide, including Brazil, Hungary, Germany, India, and the Philippines. This book challenges readers to view educational conflicts not merely as culture wars but as intense and connected struggles over economic, political, and social power. Drawing from extensive scholarship, Darian-Smith humanizes the impacts of these attacks on scholars and students, offering poignant stories of persecution and resilience. With a critical eye on the historical and structural drivers of antidemocracy, this book pushes for new, meaningful conversations about academic freedom that transcend national borders. It emphasizes the vital role of universities in fostering social responsibility and combating the global drift toward authoritarianism.

Baltimore: Johns Hopkins University Press. 2025. 

Edited by Jan Kubik and Richard C. M. Mole

Over the past two decades, populist politicians and parties have enjoyed remarkable success across the globe. The rise of right-wing populism is perhaps most noticeable in post-communist Europe, especially in Hungary and Poland, where politicians subscribing to this ideology have come to power and weakened media pluralism, the protection of minorities, the sovereignty of civil society and the independence of the judiciary. To develop a multidisciplinary understanding of the rise and functioning of right-wing populism in Central and Eastern Europe, The Anatomy of Right-wing Populism examines the two original concepts of neo-traditionalism (to capture the construction of the pure people in opposition to the corrupt elites and the threatening others) and neo-feudalism (to capture an economic strategy whereby a relatively small elite controls the apex of political power and a sizable portion of the country’s economy). This book argues that the causes and consequences of populism cannot be fully understood without a multidisciplinary analysis, drawing on the theories and approaches of politics, history, economics, sociology and anthropology. Grounded in empirical research, this volume provides theoretical insights into how populism became such a powerful political force and formulates policy recommendations on how to resist illiberalism, thereby appealing not only to academics but also to activists and policy makers.

London: UCL Press, 2025

By John F. Dovidio and Phillip Atiba Solomon

There are substantial and persistent racial disparities in policing in the United States. Although disparities do not necessarily indicate discrimination, there is significant evidence that racism, operating in various forms, is a major factor. We adopt a multilevel perspective in our review and analysis of the empirical literature. We consider five levels of processes relating to racial biases in policing and public safety to identify ways of achieving equity. These levels are the nano-level (intrapersonal), the micro-level (interpersonal), the meso-level (organizational), the macro-level (pan-organizational, institutional, or systemic), and the megalevel (cultural, societal, or narrative). We conclude by discussing the theoretical and practical promise of adopting a multilevel perspective and highlighting the pressing need to reconceive policing in the United States to meet the needs of contemporary society.

RSF: The Russell Sage Foundation Journal of the Social Sciences 11(3): 22–85.

By Kurt W. Fowler,  Heidi Grundetjern

The criminalization of sex work continues to stigma-tize people who sell sex. Nevertheless, people who sellsex are not a monolith. In this study, we draw from semi structured interviews with 50 active sex workers,most of whom were white and from middle-class back-grounds, to show how they experienced empowerment in their work. We use Zimmerman’s concept of psy-chological empowerment to unpack how empowerment was both a process and an outcome for the workers.Empowered processes included business acumen, soft skills, and risk management, allowing for empowered outcomes: money and autonomy, self-esteem and pride,and deeper meanings related to helping others. Access To digital platforms played a key role in facilitating this empowerment. The workers in our study were wellaware of the prevailing stereotypes and stigma applied to their work, but they mitigated the risks associated with stigma through the use of digital technology to access helpful virtual communities. Although sex workers empowerment was largely enabled by their socioeco-nomic privilege, stigma played a key role in their sense of empowerment. 

Criminology. 2025;63:614–638.

By James Windle  & Clara Schenk

This paper challenges the common portrayal of White Power music as evolving from, or being an element of, Oi! punk. The paper traces the histories of White Power music and Oi!, and analyses a sample of 268 Oi! songs for racist or fascist lyrics. It shows that, while some Oi! artists and audience members were involved in far-right activism, the subculture was not itself fascist or overtly racist. Many of those involved in Oi! took action against racism and far-right movements, and almost no songs included racist lyrics. The paper proposes two arguments. First, drawing from Worley, media and scholarly portrayals of Oi! as racist or fascist may represent the demonization of the working-class. Second, that White Power co-opted elements of Oi! does not mean that White Power music emerged from Oi!. Rather it likely emerged from first-wave punk at roughly the same time as Oi!. The central argument being that the White Power music scene, and the far-right more generally, is parasitical. It feeds upon the resources of larger scenes and subcultures, often harming them in the process

DEVIANT BEHAVIOR, 2025, VOL. 46, NO. 10, 1329–1345

By Manacy Pai, T. Muhammad, Adedayo Adeagbo, and Waad Ali

We examined the associations between perceived neighborhood safety, crime exposure, and the prevalence of chronic conditions and multimorbidity among older adults in India. Moreover, we examined whether these associations varied by functional disabilities measured by difficulties in activities of daily living (ADLs) and instrumental activities of daily living (IADLs). Data came from the World Health Organization’s Study on Global AGEing and Adult Health (SAGE), India Wave 2, conducted in 2015. Neighborhood safety was measured by perceptions of safety at home and while walking after dark, whereas crime exposure was assessed through reports of household victimization by violent crime in the past year. Chronic conditions were self-reported physician diagnoses of hypertension, diabetes, stroke, arthritis, angina, asthma, and lung disease, with multimorbidity defined as the presence of more than two chronic diseases. Multivariable regression analyses were used to examine the main associations and interaction terms to test the moderating role of ADL/IADL disabilities. The mean score of neighborhood safety (on a scale of 0–10) was 7.72 (SD: 2.05). Approximately 6% of the participants reported that they or someone in their household had been victims of violent crime in the previous year. Older adults with perceived neighborhood safety reported a lower number of chronic conditions (adjusted beta: -0.03, confidence interval [CI]: -0.04 to 0.01) and lower odds of multimorbidity (adjusted OR: 0.95, CI: 0.91 – 0.99). Those with crime exposure reported a higher number of chronic conditions (adjusted beta: 0.10, CI: 0.02 – 0.19). These associations were significantly more pronounced among those with ADL/IADL disabilities. Perceived neighborhood safety and crime exposure were significantly linked to chronic diseases and multimorbidity among older adults in India, particularly among those with functional disabilities. These findings underscore the need for targeted strategies to improve neighborhood safety and support among older Indians with functional disabilities

PLOS Global Public Health 2025,

By: Alexandra Beatty and Heidi Schweingruber

Science educators in the United States are adapting to a new vision of how students learn science. Children are natural explorers and their observations and intuitions about the world around them are the foundation for science learning. Unfortunately, the way science has been taught in the United States has not always taken advantage of those attributes. Some students who successfully complete their K–12 science classes have not really had the chance to "do" science for themselves in ways that harness their natural curiosity and understanding of the world around them.

The introduction of the Next Generation Science Standards led many states, schools, and districts to change curricula, instruction, and professional development to align with the standards. Therefore existing assessments—whatever their purpose—cannot be used to measure the full range of activities and interactions happening in science classrooms that have adapted to these ideas because they were not designed to do so. Seeing Students Learn Science is meant to help educators improve their understanding of how students learn science and guide the adaptation of their instruction and approach to assessment. It includes examples of innovative assessment formats, ways to embed assessments in engaging classroom activities, and ideas for interpreting and using novel kinds of assessment information. It provides ideas and questions educators can use to reflect on what they can adapt right away and what they can work toward more gradually.

National Academies of Sciences, Engineering, and Medicine. 2017. Seeing Students Learn Science: Integrating Assessment and Instruction in the Classroom. Washington, DC: The National Academies Press

By David Francis and Amy Stephens

The imperative that all students, including English learners (ELs), achieve high academic standards and have opportunities to participate in science, technology, engineering, and mathematics (STEM) learning has become even more urgent and complex given shifts in science and mathematics standards. As a group, these students are underrepresented in STEM fields in college and in the workforce at a time when the demand for workers and professionals in STEM fields is unmet and increasing. However, English learners bring a wealth of resources to STEM learning, including knowledge and interest in STEM-related content that is born out of their experiences in their homes and communities, home languages, variation in discourse practices, and, in some cases, experiences with schooling in other countries.

By Brett Moulding, Nancy Songer, and Kerry Brenners

It is essential for today's students to learn about science and engineering in order to make sense of the world around them and participate as informed members of a democratic society. The skills and ways of thinking that are developed and honed through engaging in scientific and engineering endeavors can be used to engage with evidence in making personal decisions, to participate responsibly in civic life, and to improve and maintain the health of the environment, as well as to prepare for careers that use science and technology.

The majority of Americans learn most of what they know about science and engineering as middle and high school students. During these years of rapid change for students' knowledge, attitudes, and interests, they can be engaged in learning science and engineering through schoolwork that piques their curiosity about the phenomena around them in ways that are relevant to their local surroundings and to their culture. Many decades of education research provide strong evidence for effective practices in teaching and learning of science and engineering. One of the effective practices that helps students learn is to engage in science investigation and engineering design. Broad implementation of science investigation and engineering design and other evidence-based practices in middle and high schools can help address present-day and future national challenges, including broadening access to science and engineering for communities who have traditionally been underrepresented and improving students' educational and life experiences.

Science and Engineering for Grades 6-12: Investigation and Design at the Center revisits America's Lab Report: Investigations in High School Science in order to consider its discussion of laboratory experiences and teacher and school readiness in an updated context. It considers how to engage today's middle and high school students in doing science and engineering through an analysis of evidence and examples. This report provides guidance for teachers, administrators, creators of instructional resources, and leaders in teacher professional learning on how to support students as they make sense of phenomena, gather and analyze data/information, construct explanations and design solutions, and communicate reasoning to self and others during science investigation and engineering design. It also provides guidance to help educators get started with designing, implementing, and assessing investigation and design.

National Academies of Sciences, Engineering, and Medicine. 2019. Science and Engineering for Grades 6-12: Investigation and Design at the Center. Washington, DC: The National Academies Press

By NGSS Lead States

Next Generation Science Standards identifies the science all K-12 students should know. These new standards are based on the National Research Council's A Framework for K-12 Science Education. The National Research Council, the National Science Teachers Association, the American Association for the Advancement of Science, and Achieve have partnered to create standards through a collaborative state-led process. The standards are rich in content and practice and arranged in a coherent manner across disciplines and grades to provide all students an internationally benchmarked science education.

National Research Council. 2013. Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press.

By Linda Casola and Tiffany E. Taylor

The Board on Science Education and the Board on Mathematical Sciences and Analytics of the National Academies of Sciences, Engineering, and Medicine convened the Workshop on Increasing Student Success in Developmental Mathematics on March 18-19, 2019. The Workshop explored how to best support all students in postsecondary mathematics, with particular attention to students who are unsuccessful in developmental mathematics and with an eye toward issues of access to promising reforms and equitable learning environments.

The two-day workshop was designed to bring together a variety of stakeholders, including experts who have developed and/or implemented new initiatives to improve the mathematics education experience for students. The overarching goal of the workshop was to take stock of the mathematics education community's progress in this domain. Participants examined the data on students who are well-served by new reform structures in developmental mathematics and discussed various cohorts of students who are not currently well served - those who even with access to reforms do not succeed and those who do not have access to a reform due to differential access constraints. Throughout the workshop, participants also explored promising approaches to bolstering student outcomes in mathematics, focusing especially on research and data that demonstrate the success of these approaches; deliberated and discussed barriers and opportunities for effectively serving all students; and outlined some key directions of inquiry intended to address the prevailing research and data needs in the field. This publication summarizes the presentations and discussion of the workshop.

The COVID-19 pandemic has presented unprecedented challenges to the nation's K-12 education system. The rush to slow the spread of the virus led to closures of schools across the country, with little time to ensure continuity of instruction or to create a framework for deciding when and how to reopen schools. States, districts, and schools are now grappling with the complex and high-stakes questions of whether to reopen school buildings and how to operate them safely if they do reopen. These decisions need to be informed by the most up-to-date evidence about the SARS-CoV-2 virus that causes COVID-19; about the impacts of school closures on students and families; and about the complexities of operating school buildings as the pandemic persists.

Reopening K-12 Schools During the COVID-19 Pandemic: Prioritizing Health, Equity, and Communities provides guidance on the reopening and operation of elementary and secondary schools for the 2020-2021 school year. The recommendations of this report are designed to help districts and schools successfully navigate the complex decisions around reopening school buildings, keeping them open, and operating them safely.

By Jennifer Self

The COVID-19 pandemic is resulting in widespread and ongoing changes to how the K-12 education system functions, including disruptions to science teaching and learning environments. Students and teachers are all figuring out how to do schooling differently, and districts and states are working overtime to reimagine systems and processes. This is difficult and stressful work in the middle of the already stressful and sometimes traumatic backdrop of the global pandemic. In addition, students with disabilities, students of color, immigrants, English learners, and students from under-resourced communities have been disproportionately affected, both by the pandemic itself and by the resulting instructional shifts.

Teaching K-12 Science and Engineering During a Crisis aims to describe what high quality science and engineering education can look like in a time of great uncertainty and to support practitioners as they work toward their goals. This book includes guidance for science and engineering practitioners - with an emphasis on the needs of district science supervisors, curriculum leads, and instructional coaches. Teaching K-12 Science and Engineering During a Crisis will help K-12 science and engineering teachers adapt learning experiences as needed to support students and their families dealing with ongoing changes to instructional and home environments and at the same time provide high quality in those experiences.

National Academies of Sciences, Engineering, and Medicine. 2020. Teaching K-12 Science and Engineering During a Crisis. Washington, DC: The National Academies Press.

By Barbra M. Means and Amy Stephens

Computing in some form touches nearly every aspect of day to day life and is reflected in the ubiquitous use of cell phones, the expansion of automation into many industries, and the vast amounts of data that are routinely gathered about people's health, education, and buying habits. Computing is now a part of nearly every occupation, not only those in the technology industry. Given the ubiquity of computing in both personal and professional life, there are increasing calls for all learners to participate in learning experiences related to computing including more formal experiences offered in schools, opportunities in youth development programs and after-school clubs, or self-initiated hands-on experiences at home. At the same time, the lack of diversity in the computing workforce and in programs that engage learners in computing is well-documented.

It is important to consider how to increase access and design experiences for a wide range of learners. Authentic experiences in STEM - that is, experiences that reflect professional practice and also connect learners to real-world problems that they care about - are one possible approach for reaching a broader range of learners. These experiences can be designed for learners of all ages and implemented in a wide range of settings. However, the role they play in developing youths' interests, capacities, and productive learning identities for computing is unclear. There is a need to better understand the role of authentic STEM experiences in supporting the development of interests, competencies, and skills related to computing.

Cultivating Interest and Competencies in Computing examines the evidence on learning and teaching using authentic, open-ended pedagogical approaches and learning experiences for children and youth in grades K-12 in both formal and informal settings. This report gives particular attention to approaches and experiences that promote the success of children and youth from groups that are typically underrepresented in computing fields. Cultivating Interest and Competencies in Computing provides guidance for educators and facilitators, program designers, and other key stakeholders on how to support learners as they engage in authentic learning experiences.

National Academies of Sciences, Engineering, and Medicine. 2021. Cultivating Interest and Competencies in Computing: Authentic Experiences and Design Factors. Washington, DC: The National Academies Press.

By Margaret Honey, Heidi Schweingruber, Kerry Brenner, and Phil Gonring

Scientific thinking and understanding are essential for all people navigating the world, not just for scientists and other science, technology, engineering and mathematics (STEM) professionals. Knowledge of science and the practice of scientific thinking are essential components of a fully functioning democracy. Science is also crucial for the future STEM workforce and the pursuit of living wage jobs. Yet, science education is not the national priority it needs to be, and states and local communities are not yet delivering high quality, rigorous learning experiences in equal measure to all students from elementary school through higher education.

Call to Action for Science Education: Building Opportunity for the Future articulates a vision for high quality science education, describes the gaps in opportunity that currently exist for many students, and outlines key priorities that need to be addressed in order to advance better, more equitable science education across grades K-16. This report makes recommendations for state and federal policy makers on ways to support equitable, productive pathways for all students to thrive and have opportunities to pursue careers that build on scientific skills and concepts. Call to Action for Science Education challenges the policy-making community at state and federal levels to acknowledge the importance of science, make science education a core national priority, and empower and give local communities the resources they must have to deliver a better, more equitable science education.

National Academies of Sciences, Engineering, and Medicine. 2021. Call to Action for Science Education: Building Opportunity for the Future. Washington, DC: The National Academies Press

By Elizabeth A. Davis and Amy Stephens

Starting in early childhood, children are capable of learning sophisticated science and engineering concepts and engage in disciplinary practices. They are deeply curious about the world around them and eager to investigate the many questions they have about their environment. Educators can develop learning environments that support the development and demonstration of proficiencies in science and engineering, including making connections across the contexts of learning, which can help children see their ideas, interests, and practices as meaningful not just for school, but also in their lives. Unfortunately, in many preschool and elementary schools science gets relatively little attention compared to English language arts and mathematics. In addition, many early childhood and elementary teachers do not have extensive grounding in science and engineering content.

Science and Engineering in Preschool through Elementary Grades provides evidence-based guidance on effective approaches to preschool through elementary science and engineering instruction that supports the success of all students. This report evaluates the state of the evidence on learning experiences prior to school; promising instructional approaches and what is needed for implementation to include teacher professional development, curriculum, and instructional materials; and the policies and practices at all levels that constrain or facilitate efforts to enhance preschool through elementary science and engineering.

Building a solid foundation in science and engineering in the elementary grades sets the stage for later success, both by sustaining and enhancing students' natural enthusiasm for science and engineering and by establishing the knowledge and skills they need to approach the more challenging topics introduced in later grades. Through evidence-based guidance on effective approaches to preschool through elementary science and engineering instruction, this report will help teachers to support the success of all students.

National Academies of Sciences, Engineering, and Medicine. 2022. Science and Engineering in Preschool Through Elementary Grades: The Brilliance of Children and the Strengths of Educators. Washington, DC: The National Academies Press.

By Nancy Kober; Heidi Carlone; Elizabeth A. Davis; Ximena Dominguez; Eve Manz; Carla Zembal-Saul; Amy Stephens and Heidi Schweingruber

Research shows that that children learn science and engineering subjects best by engaging from an early age in the kinds of practices used by real scientists and engineers. By doing science and engineering, children not only develop and refine their understanding of the core ideas and crosscutting concepts of these disciplines, but can also be empowered to use their growing understanding to make sense of questions and problems relevant to them. This approach can make learning more meaningful, equitable, and lasting.

Using cases and shorter examples, Rise and Thrive with Science shows what high-quality teaching and learning in science and engineering can look like for preschool and elementary school children. Through analyses of these examples and summaries of research findings, the guide points out the key elements of a coherent, research-grounded approach to teaching and learning in science and engineering. This guide also discusses the kinds of support that educators need to implement effective and equitable instruction for all children. This book will provide inspiration for practitioners at the preschool and elementary levels to try new strategies for science and engineering education, whatever their level of experience.

Rise and Thrive with Science will be an essential guide for teachers as they organize instruction to enable young children to carry out their own science investigations and engineering design projects, determine the kinds of instruction that lead to meaningful learning, and try to engage every one of their students.

National Academies of Sciences, Engineering, and Medicine. 2023. Rise and Thrive with Science: Teaching PK-5 Science and Engineering. Washington, DC: The National Academies Press

By Christine M. Massey and Amy Stephens

In the modern history of the United States, investment in the teaching of science, technology, engineering and mathematics has resulted in a rich variety of education innovations (programs, practices, models, and technologies). Although a number of these innovations have had the potential to impact learners on a broad scale, that potential often remains unrealized. Efforts vary in their success in widescale implementation and sustainability across different educational contexts - leaving questions about how to achieve the major improvements to STEM education that many policy leaders seek.

Scaling and Sustaining Pre-K-12 STEM Education Innovations: Systemic Challenges, Systemic Responses examines the interconnected factors at local, regional, and national levels that foster or hinder the widespread implementation of promising, evidence-based Pre-K-12 STEM education innovations, to identify gaps in the research, and to provide guidance on how to address barriers to implementation. This report comes in response to a mandate within the CHIPS and Science Act of 2022.

National Academies of Sciences, Engineering, and Medicine. 2025. Scaling and Sustaining Pre-K-12 STEM Education Innovations: Systemic Challenges, Systemic Responses. Washington, DC: The National Academies Press

By Tiffany Neill, Katharine Frase, and Elizabeth T. Cady

Rural areas can provide a rich context for learning science, technology, engineering and mathematics (STEM), but these communities and the students in them are often overlooked in ongoing efforts to expand access to high-quality K-12 STEM education and workforce development. Addressing barriers, often related to funding, and promoting unrecognized assets for STEM learning can enhance the ability of individuals in rural areas to further engage in and contribute to their communities or to broader scientific exploration and discovery.

K-12 STEM Education and Workforce Development in Rural Areas makes recommendations to federal, state, and local educational agencies, programs, and other relevant stakeholders to advance STEM education and workforce development for rural America. This report comes in response to a mandate within the CHIPS and Science Act of 2022.