Mens & Maatschappij - Volume 87, Issue 1, 2012

Ultees belangrijkste betekenis voor de sociologie – kort gezegd hoe hij deze discipline heeft ontward – ligt in de uitleg ervan via centrale probleemstellingen, de zogenoemde hoofdvragen van de sociologie. Aan Ultees bijdrage ligt een werkwijze ten grondslag die consequent is ontleend aan een popperiaanse wetenschapstheorie en methodologie, die hij met bewonderenswaardige vasthoudendheid in praktijk heeft gebracht. Daarnaast is hij in zijn gehele loopbaan een inspirerende en vruchtbare initiator geweest van onderzoeksgroepen en onderzoeksprojecten, waarin met name de consequente verbinding van theorie en onderzoek op opmerkelijke hoogte staat.

‘Oranje boven [Orange Up]’: National Celebrations and Commemorations in Freedom.

By ways of national celebrations and commemorations national cohesion is believed to be enlarged. It is unknown however who participates in these activities. In this contribution we address the question to what extent socialization by the parents and schools, and integration into religious organizations affect participation in national celebrations and commemorations. We also hypothesize that this form of national participation is affected by one’s nationalistic attitudes. Our findings show that these forms of participation are affected by patriotic attitudes, and not by chauvinistic attitudes. Moreover, parental examples are crucial for participation in the national celebrations and commemorations. Schooling and religiosity only affect specific forms of national celebrations and commemorations. Patriotic attitudes do not provide an interpretation for the effects from parents, schools and churches. The strong effect of parental transmission is neither moderated by the socializing role of the school, nor by integration into religious organizations.

Exploring the ‘damaged’ professional pride of the Dutch teacher: potential causes and consequences.

This article explores whether secondary school teachers in the Netherlands are indeed – as is often claimed but not investigated empirically yet – suffering from ‘damaged professional pride’. Based on survey data gathered among teachers (n = 109), pupils (n = 554) and their parents (n = 264) we present a reliable multi-dimensional measure of professional pride, distinguishing a dimension of pride and a dimension of experienced esteem, which differ in their vulnerability and consequences. We demonstrate that while a lack of autonomy does not affect teachers’ pride, it does undermine their perception of being esteemed. This is crucial, since particularly feeling esteemed reduces the risk of quitting teaching.