Journal Article 5.1: Kwonl, K. H., Stefanone, M. A., & Barnett, G. A. (2014, March 28). Social network influence on online behavioral choices. American Behavioral Scientist, 58(10), 1345–1360. doi:10.1177/0002764214527092
Abstract: Social media communication is characterized by reduced anonymity and off-to-online social interactions. These characteristics require scholars to revisit social influence mechanisms online. The current study builds on social influence literature to explore social network and gender effects on online behavior. Findings from a quasi-experiment suggest that both network-related variables and gender are significantly associated with online behavior. Perceived social environment, measured by personal network exposure rate, is more significant than objective reality, measured by frequency of received social messages, in determining behavior. We discuss the implications of social contagion effects on web-based strategic communication—including advertising, political campaigns, and social mobilization. Data limitations and the difficulty of measuring social network influence via social media are also discussed.
Learning Objective: 5.1: Demonstrate the impact social networks can have on the lives of individuals.
Summary: Social media communication is characterized by reduced anonymity and off-to-online social interactions. These characteristics require scholars to revisit social influence mechanisms online. The current study builds on social influence literature to explore social network and gender effects on online behavior.

Journal Article 5.2: Treiber, L. A. (2013). McJobs and pieces of flair: Linking McDonaldization to alienating work. Teaching Sociology, 41(4), 370–376. doi:10.1177/0092055X13500153
Abstract: This article offers strategies for teaching about rationality, bureaucracy, and social change using George Ritzer’s The McDonaldization of Society and its ideas about efficiency, predictability, calculability, and control. Student learning is facilitated using a series of strategies: making the familiar strange, explaining McDonaldization, self-investigation and discovery, and exploring and implementing alternatives. Through assignments, class exercises, and films, students contextualize modernity and its unintended negative consequences by viewing McDonaldization though the lenses of work and jobs. These strategies provide a framework to help students understand key concepts, critique McDonaldization, and formulate positive ways to cope with Weber’s iron cage.
Learning Objective: 5.4: Show how the characteristics of bureaucracy apply to formal organizations.
Summary: Treiber offers suggestions of ways to explore bureaucracy in the classroom using Ritzer’s McDonaldization theory.

Journal Article 5.3: Curry, K. A., Jean-Marie, G., & Adams, C. M. (2016, July13). Social networks and parent motivational beliefs. Educational Administration Quarterly, 52(5), 841–877. doi:10.1177/0013161X16659345
Abstract: Despite devotion of substantial resources and effort to increase parent/school partnerships, gaps remain between policy rhetoric and practice, especially in high-poverty communities. Current research focuses on parent involvement or effects of parent motivational beliefs on parent choice for behavior; however, it does not address the formation of beliefs or social factors that influence parent motivation to become involved. To gain a better understanding of factors that influence parent motivational beliefs, we examined the effects of parent social network, school outreach, and neighborhood health on parent role construction and parent efficacy in an urban school district. Survey data were collected from a random sample of 30 fifth-grade parents from 56 elementary schools in a large urban district in the Midwest. Using a partially latent structural regression model, we tested the relationships between school outreach, neighborhood health, parent social network, and parent motivational beliefs. The theoretical specification of the hypothesized model was observed in the pattern of the relationships among school outreach, neighborhood health, parent network, and parent motivational beliefs. The results of the structural model confirm the association between parent social network and parent motivational beliefs. Combined parent social network and school outreach accounted for 10% of the variance in parent motivational beliefs. Results from this study provide a different lens through which to view parent–school partnerships. Understanding parents as social actors whose perceptions are influenced through connections with other parents can help schools facilitate motivational beliefs that lead to effective partnerships.
Learning Objective: 5.1: Demonstrate the impact social networks can have on the lives of individuals.
Summary: To gain a better understanding of factors that influence parent motivational beliefs, the authors of this article examined the effects of parent social network, school outreach, and neighborhood health on parent role construction and parent efficacy in an urban school district.