Sociological research emphasizes that personal networks offer social resources in times of need and that this capacity varies by the social position of those involved. Yet rarely are sociologists able to make direct comparisons of such inequalities. This study overcomes this methodological challenge by examining network activation among residents of two unequal neighborhoods severely devastated by Hurricane Katrina. Results indicate that local network capacities of Lower Ninth Ward residents relative to those of the more affluent Lakeview neighborhood dissipated before, during, and after the disaster to erode the life chances of individual residents and the neighborhood they once constituted.

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In May 2016, an enormous wildfire threatened the city of Fort McMurray, Alberta and forced the evacuation of all of the city's residents. Outpourings of support teemed in from all across Canada and over the world, prompting the largest charitable response in Canadian Red Cross history. This paper examines Albertans' response to the wildfire by exploring caring and helping behaviors as well as the role of social media in facilitating these remarkable charitable efforts. The paper uses mixed methods including an analysis of the most popular Tweets related to the wildfire and an Alberta survey collected months after the disaster. The analysis of tweets reveals that care, concern, and invitations to help were prominent in social media discourse about the wildfire. The analysis of survey data demonstrates that those who followed news about the wildfire on social media express higher overall levels of care and concern for those affected, which led to helping those impacted by the wildfire. The findings provide important insights about the role of social media in disaster relief and recovery as well as citizens' civic engagement.

Numerous essays exist on the lived experiences of academics from working-class or poverty-class origins. Yet, to date, there exists no systematic analysis of the class origins of university faculty members. This study utilizes surveys from a random sample of full-time university professors at all 95 Canadian universities affiliated with the Association of Universities and Colleges of Canada (AUCC) to analyze the ways in which socioeconomic background impacts experiences within university and graduate school. Findings indicate that several measures of socioeconomic background are indeed significant predictors of this experience. Qualitative data reveal that working-class faculty members are hyper-aware of the ways in which their class backgrounds affected their educational trajectories; while conversely, academics from middle-class backgrounds were also reflective about the ways in which they were privileged. The paper concludes with implications for developing public policy that shifts focus away from apolitical discussions of diversity, toward promoting inclusivity for those from working-class or lower-income backgrounds. Il existe de nombreux travaux concernant les expériences vécues par des académiques qui font parties de différentes classes sociales, particulièrement les classes ouvrières. Par contre, jusqu'à date, il n'existe aucune analyse systématique concernant les classes d'origines des membres du corps professoral qui travaillent aux universités. Cette étude utilise des enquêtes qui ont été obtenues avec un échantillon aléatoire de professeurs qui travaillent à temps plein aux 95 universités Canadiennes affiliées avec "L'association des Universités et Collèges du Canada" (AUCC). Cette étude analyse les façons que le statut socio-économique de la famille affecte les expériences à l'université et aux études supérieures. Les résultats quantitatifs démontrent que plusieurs mesures de statut socio-économique prédisent ces expériences. En plus, les résultats qualitatifs démontrent que les membres du corps professoral qui viennent la classe ouvrière sont très conscients des façons que leur statut socio-économique affecte leurs trajectoires académiques. Par contre, les membres du corps professoral qui viennent la classe moyenne sont aussi conscients et même réfléchissant des façons qu'ils sont privilégiés à cause de leur statut socio-économique. Les résultats indiquent la nécessité de développer des politiques publiques qui détourne l'attention et les discussions apolitiques sur la diversité, aux discussions sur les façons de promouvoir, aux universités, l'inclusion de ceux qui viennent des milieux socio-économiques inférieurs et défavorisés.

This paper examines the process of collecting data on New Orleanians affected by Hurricane Katrina. It does so by focusing upon the experiences of local researchers who were simultaneously conducting research on and within the disaster. It also documents one research team’s attempt to generate a random sample of residents from several New Orleans neighborhoods, stratified both by racial composition and level of damage. Further, it describes the challenges associated with navigating complex bureaucracies that are themselves affected by the disaster. Results demonstrate that our methods for drawing samples from six New Orleans neighborhoods yielded highly representative samples, even in heavily damaged neighborhoods where the long-term displacement required a multi-pronged strategy that involved contact by mail, telephone, and visits to local churches. The paper concludes by making recommendations for facilitating future research by locally affected researchers.

Research is increasingly uncovering the many ways that individuals affected by disasters change their environmental views in response to their direct experience of such catastrophic events. There is a growing body of research that focuses on adults’ environmental views, revealing that they often remain complacent toward environmental problems even after experiencing a disaster. However, very little research examines whether and to what extent children and youth’s environmental views shift and change after experiencing a disaster. This article fills this gap by specifically focusing on the environmental views and practices of 83 children and youth between the ages of 5 and 17 years who experienced the 2013 Southern Alberta Flood, the costliest flood disaster in Canadian history. Findings suggest that disaster catalyzes a process of reflexivity in children and youth. Experiencing the flood prompted children and youth to think more about the environment than prior to the flood; contemplate larger environmental issues, such as climate change, as the root cause of the locally experienced flood; and take action, as well as call others to action, to ameliorate climate and environmental problems in their own lives and communities. We discuss the implications these findings have for environmental and disaster education, policies, and practices.

The persistent gap in flood risk awareness in Canada, and elsewhere in North America, is a continual source of worry for researchers and emergency managers; many people living in at‐risk places are simply unaware of risks and of their proximity to hazards. This study seeks to understand which residents were aware of flood risk, using unique representative survey data of Calgary residents living in the city's flood‐prone neighborhoods collected after the devastating and costly 2013 Southern Alberta Flood. The article uses logistic regression models to analyze which residents were aware of risk to their homes. Findings indicate that, in addition to various demographic predictors, many of the geographic predictors (including the elevation of one's home relative to the river) are significant predictors of awareness. Having a direct sight line to one of Calgary's two rivers is also a significant predictor in some of the models, suggesting that the visibility of hazards matters for flood risk perception, although this effect fades when many of the geographic predictors are added. Finally, the models indicate that several variables related to local, neighborhood‐based social networks are significant as well. These findings reveal that both physical surroundings and social context are important for understanding risk awareness. The article concludes by discussing the relevance for social science research on disasters and hazards, as well as for planners and emergency managers.

The 2013 Southern Alberta flood was a costly and devastating event. The literature suggests that such disasters have the potential to spur greater environmentalism and environmental action, as residents make connections between global environmental change and local events. However, the literature also suggests that residents in communities dependent on fossil fuel extraction might see technological disasters, like oil spills, as threats to their economic well-being, thereby limiting environmental reflexivity. Given that Alberta is home of the tar sands, how might a flood disaster affect men's environmental views, given both traditional notions of masculinity and men's economic dependence on oil production? Using a survey of 407 flood-affected residents of Calgary and in-depth qualitative interviews with 20 men directly impacted by the flood, this article demonstrates men's decreased tendency to change their environmental views after the flood. The qualitative data reveal that men justify this reluctance by shifting blame for climate change to the Global South, by arguing for the economic centrality of the tar sands for Alberta, and by discussing how a warming climate will largely be a positive outcome for Alberta. The article concludes with discussion of relevance for environmental sociology and for public policy.