This article presents a study of the careers of French colonial governors between 1830 and 1960. We consider empires as the by-product of social entities structuring themselves. Specifically, we analyze the process of the emergence of this professional group with respect to other professional groups within the imperial space and the French metropolitan space, building on the concept of linked ecologies. Using data on the career of 637 colonial governors between 1830 and 1960, we examine how variations in the recruitment of these senior civil servants actually reflect the professionalization of this group. We rely on an optimal matching technique to distinguish typical sequence models and identify nine common career trajectories that can be grouped into four main clusters. We further compare the share of each cluster in the population of governors over time and show that the rise of the colonial cluster during the Interwar period corresponded to the peak of the administrative autonomy in the colonial space. We argue that this process is consistent with the professionalization of the governors’ corps, which is embodied by a common career within the colonial administration and a collective identity as a group.

This article develops a political articulation-based explanation of divergence in democratic inclusion between two champions of liberal democracy in Latin America: Chile and Uruguay. Political articulation scholars depart from the traditional reflection models of political parties as mere expression of preexisting social cleavages, highlighting the relative autonomy of parties’ practices and their strategic role in structuring state-society relations. My work extends this current trend in comparative-historical sociology to the Latin American Left turn after the demise of the market-fundamentalist Washington Consensus, empirically identifying a set of strategies that boost Left parties’ capacity to articulate on a specifically class basis. These strategies, I argue, are endowed with causal efficacy, driving democratic variation beyond the restrictions and opportunities of the institutional environment. Combining process tracing account of historical sequences with my own analyses of labor statistics, protest events, and party linkages and manifestos, I show that differences in Left parties’ ability to build linkages with labor and advance its institutional representation as a class actor are at the root of the divergence in political inclusion between these two countries. This finding has substantial implications for contemporary democratic theory: after neoliberalism, strongly organized mass parties of the Left may not be a necessary condition for a given democracy’s stability and consolidation, but they may be a sufficient condition for a particular democracy’s realization of the normative ideal of political equality.

The case of the Bulgarian Esperanto movement under state socialism demonstrates a social movement can survive under authoritarianism by establishing a legitimate activist culture acceptable to the regime while pursuing its intrinsic goals. Bulgaria, a close Soviet ally, was a difficult case of movement survival. In the early years following World War II, the national Esperanto periodical Bulgara Esperantisto was a key organizing tool for the movement reporting on its activities, reaching out to potential recruits, and legitimizing the movement under the new communist-led regime. Examining the periodical’s discourse over a two-year period, I find that the movement managed to carve a space for itself in the new political context by advancing a form of what I term “nationalized cosmopolitanism.” Bulgarian Esperantists were able to maintain activist networks nationally and internationally, pursue intrinsic Esperanto goals, and sustain cosmopolitan identities under unhospitable conditions. The movement successfully legitimated itself by drawing from three cosmopolitan sources: Esperanto cosmopolitanism, communist internationalism, and Bulgarian peasant universalism. In the context of the nation-state system, invoking the nation was an effective legitimation strategy, even for a movement with cosmopolitan orientations, even under a regime justified in universal terms. Espousing pragmatism and partnerships while avoiding conflict, Bulgarian Esperantists were able to thrive under the new communist regime, recruit new members, and reconnect with the global Esperanto movement. I conclude that a legitimate activist culture can adapt to a regime’s ideology and institutional environment without necessarily being co-opted.

Using Qualitative Comparative Analysis, this article presents a systematic comparison of differences in the institutional success of sociology in 25 European countries during the academic expansion from 1945 until the late 1960s. Combining context-sensitive national histories of sociology, concept formation, and formal analyses of necessary and sufficient conditions, the article searches for historical explanations for both successful and inhibited processes of the institutionalization of sociology. Concretely, it assesses the interplay of political regime types, the continuous presence of sociological prewar traditions, political Catholicism, and the effects of sociological communities in neighboring countries and how their various combinations are related to more or less well-established sociologies. The results can help explain adversary effects under democratic conditions as well as supportive factors under nondemocratic conditions.

Historical and comparative social scientists are increasingly interested in explaining the spread of innovations—which social scientists commonly refer to as diffusion and, broadly conceived, can include the spread of new ideas, behaviors, technologies, and institutions. However, in spite of the profusion of studies, researchers do not always specify a diffusion model or its underlying causal mechanisms. Whereas many studies document spatial diffusion, not all specify a vector, model flows of influence and information, or show how people and places are connected (tied) to one another. In reviewing some of the most important work on the spread of religion, violent conflict, and social movements over the last few decades, it is clear to us that social network analysis has revolutionized the historical study of diffusion. Even so, many studies have yet to embrace concepts, methods, and measures from social network analysis. Nevertheless, we are convinced that the combination of historical perspectives on change and innovation, new methods of historical data collection and analysis, and growing sophistication in the application of network concepts and models is shedding light on a host of historical questions and contributing to our general understanding of diffusion.

This article analyzes the changing age structure of Swedish and Finnish sailors for almost 200 years. We show that the proportion of the youngest men increased during the age of sail (i.e., the older technology). The average age increased significantly during the early twentieth century as steam (i.e., the newer technology) replaced sail in Nordic shipping. Thus, a technological revolution did not displace the older workers, but rather diminished the demand for the younger ones. This study shows, however, that technological changes were not the only drivers of changes in the age structure of Nordic sailors. Institutional and societal changes also played an important role, though they were at least partly coevolving with the technological changes. This study also shows that the maritime industry experienced professionalization especially during the latter part of the period.

Meeting minutes (and similar records) provide a cherished window into the internal workings of important bodies, but scholars usually have little option but to trust their veridicality. However, the production of a record of talk as it happens is a difficult task, especially when talk is animated and turn-taking unregimented. I compare recordings of four National Security Council meetings secretly made by Presidents Kennedy and Nixon with minutes and notes taken by NSC principals and staff members. While minute-taking practices differed in level of detail, all minute-takers engaged in processes of preservation, deletion, and transformation as they sought to distill and disambiguate. Moreover, the need to omit some talk made it possible to suppress certain kinds of content, such as evidence of internal disagreement. The loose relationship between talk and its written incarnation is consequential for lay actors, such as subordinates who rely on minutes for insight into their superiors’ wishes and mindsets; for scholars tempted to read minutes as an accurate account of what transpired; and, potentially, for other sorts of investigators looking to apportion responsibility for misbehavior and bad outcomes.

A significant literature demonstrates that the presence of historic missionary societies—especially Protestant societies—during the colonial period is significantly and positively associated with increased educational attainment and economic outcomes. However, we know less about the mechanisms underlying the long-run consequences of institutions, as it is commonly very hard to disentangle direct effects from indirect effects. One clear way to do so, however, is to explore the long-term impact of missionary influence in places in which the direct beneficiaries of missionary education are no longer present. The present article considers one such region, the Anatolian region of the Ottoman Empire. Due to the ethnic violence and population movements at the start of the twentieth century, the newfound Turkish nation-state was largely religiously homogenous. This provides us with a unique situation to empirically assess the long-run indirect effects of Christian missionary societies on local human capital. For this purpose, I present an original dataset that provides the locations of Protestant mission stations and schools, Ottoman state-run schools, and Armenian community schools contained within Ottoman Anatolia between 1820 and 1914. Contrary to the common association found in the literature, this study does not find missionary presence to be correlated with modern-day schooling. Rather, I find that regions with a heightened missionary presence and an active Christian educational market perform better on the gender parity index for pretertiary schooling during both the Ottoman and Turkish periods.

We examine the socioeconomic consequences of discrimination against people of Southern origins during the US Great Migration of the first half of the twentieth century. We ask whether people living in the American North and Midwest in 1940 fared worse with respect to education, occupation, and income if they were perceived to be of Southern origins. We also assess variation in these effects across racial groups and across actual region of origin groups. Using linked data from the 1920 and 1940 US censuses, we compare the life outcomes of about half a million pairs of brothers who differed with respect to the regional origin implied by their first names. For both Whites and Blacks, we find statistically significant associations between outcomes and the regional origin implied by names; regardless of where they were born, men living in the North or Midwest in 1940 did worse if their names implied Southern origins. However, these associations are entirely confounded by family-specific cultural, socioeconomic, and other factors that shaped both family naming practices and life outcomes. This finding—that regional discrimination in the early-twentieth-century United States did not happen based on names—contrasts sharply with findings from research in more recent years that uses names as proxies for people’s risk of exposure to various forms of discrimination. Whereas names are a basis for discrimination in modern times, they were not a basis for regional discrimination in an era in which people had more immediate and direct evidence about regional origins.

Living on the Edge: An American Generation’s Journey through the Twentieth Century (University of Chicago Press, 2021) tells the story of the rarely studied 1900 generation, from their social origins to their old age, as they coped with and adapted to the revolutionary changes of the last century. Using longitudinal data from the Berkeley Guidance Study, the authors followed 420 parents (210 couples) born between 1885 and 1908, all of whom had children born in Berkeley between 1928–29. The analyses, which often challenge conventional wisdom, reveal their status as a “hinge generation,” or bridge, between past and present in their educational, work, and family experiences. Following highlights from the authors, four scholars offer critical commentary on the book. Matt Nelson addresses challenges related to analyzing kinship networks and patterns of economic assistance across the Great Depression era, pointing to measurement limitations that obscure important forms of aid. Kelly Condit-Shrestha raises concerns related to race and ethnicity, especially the absence of Black, American Indian, Chinese, Japanese, and Hispanic persons in the original study, as well as to westward migration, American Empire, and white-settler colonialism. Silvia Pedraza addresses crucial social class differences (middle class versus working class) in the expectations and experiences of women, calling for greater clarity in the relationship between women’s roles and notions of “respectability.” Finally, Evan Roberts takes up some of the complex methodological issues involved in leveraging historical data to understand the life course and identifying the uniquely disruptive nature of social change across generations and countries.

Traditional accounts of state expansion and of the rise of state schooling in the nineteenth century emphasize economic, political, and social development as well as conflict and domination. These accounts explain the introduction of new state structures, like ministries of education, rules of compulsion, and the general elaboration of bureaucracies. This article contributes to the historical sociological study of state expansion with specific regard to schooling by refocusing on the role that macrocultural processes of social scientization played in shaping the discursive construction and expansion of the state. Designed to analyze the 1.3 million speeches given in the UK parliament during the nineteenth century, the research reported here supports the argument that the development, professionalization, and institutionalization of the social sciences—social scientization—was a powerful force of cultural construction across the West and was positively associated with expanded notions of the state, as evidenced with the case of the United Kingdom. This article therefore not only provides an important alternative view to those who emphasize economic and social transformation but it also advances the empirical study of the powerful role that social science, as generative institution of cultural construction, played in shaping official discourses of the state—in this instance, the schooling state.