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Focusing on the past decade, this review considers advances in the qualitative study of working poverty, welfare reform, patterns of family formation, neighborhood effects, class-based patterns of childhood socialization, and the growing European literature on social exclusion. We highlight the increasing importance of qualitative research embedded in large-scale quantitative studies of poverty. Within each of these areas, we suggest new directions for research that take into account the changing contours of poverty, including the increasing diversity of poor neighborhoods (reflecting the in-migration of the foreign born) and the growth of poverty in the older suburbs surrounding the city centers. The reintroduction of the language of class has been a hallmark of the past decade, drawing it closer to some of the original concerns of sociologists in the 1940s, contrasted with a nearly universal emphasis on race and ethnicity characteristic of more recent decades.

A growing literature examines how conservative Protestants have made status gains relative to mainline Protestants over the past three decades. The results of these studies are inconclusive: by some measures conservative Protestants have achieved socioeconomic parity, in other accounts significant discrepancies remain. This article examines the relationship between religion of origin and educational attainment, highlighting the significance of both religious background (rather than adult affiliations) and cohort change in understanding religious stratification. The findings are somewhat mixed: while conservative Protestants born since 1960 are no less likely to finish high school than their mainline counterparts, the negative effect of a conservative Protestant background on college completion remains virtually unchanged for cohorts born before 1940, between 1940 and 1959, and between 1960 and 1972, even when controlling for family background. Conservative Protestants are keeping pace with the educational gains made by mainline Protestants in the postwar era, but other factors associated with a conservative Protestant background still exert a negative influence on educational attainment.

Educators agree that developing critical thinking skills is a key goal of college education. While the literature on higher-level thinking emphasizes the significance of writing for developing such skills, teachers often receive little guidance about the kinds of writing assignments that can prove most beneficial for helping students to develop and practice these new forms of thinking. This teaching note describes the course scaffolding surrounding one such assignment in a writing-intensive course, which challenges students to use common course texts to interpret evidence they have found in an outside setting—including TV shows, movies, and newspaper reports. The assignment demonstrates one way that students can be prompted to integrate intentionally the processes of thinking and writing, and it could be implemented across the undergraduate curriculum.

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