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Over the last several decades, functional theory in the social sciences has fallen into disfavour. Alleged to be a static form of theory incapable of explaining social change, methodologically impotent and ideologically tainted, functionalism stands accused of being socially and politically reactionary. In this book, Michael Faia challenges the view that functionalism should be rejected. He claims that because functional theories are causal, multivariate, time-ordered, and characterized by reciprocal causation, they are in fact inherently dynamic, demand the highest methodological rigour, and also force sociology to transcend its infamous 'paradigm disputes' by recognizing that the social sciences have already achieved an 'integrated methodological paradigm'. The central arguments of the book are illustrated by a wide variety of examples drawn from several academic disciplines. These range from the incest taboo to witchcraft, from tenure in the US Congress to duration of marriage. The reader thus gains a strong appreciation of the wide applicability of the functionalist mode of explanation

The issue of publish-or-perish is essentially a matter of the complementarity (or lack thereof) of teaching and research roles. Role complementarity is a traditional concern of social psychology, and theories of role complementarity are applicable to the teaching-research relationship. While available evidence shows little objective incompatibility of teaching and research roles, it is possible that misperceptions of incompatibility may act as a self-fulfilling prophecy. Those concerned about incompatibility of teaching and research should find ways of heading off this process. Some ways are suggested.

The issue of publish-or-perish is essentially a matter of the complementarity (or lack thereof) of teaching & research roles. Role complementarity is a traditional concern of social psychology, & theories of role complementarity are applicable to the teaching-research relationship. While available evidence shows little objective incompatibility of teaching & research roles, it is possible that misperceptions of incompatibility may act as a self-fulfilling prophecy. Those concerned about incompatibility of teaching & research should find ways of heading off this process. Some ways are suggested. 1 Table. HA.

Although there is an apparent lack of consensus about the nature and sources of "structural strain" in society, it is shown that the traditions represented by Marx, Durkheim, Merton, Cloward and Ohlin, and several "status discrepancy" theorists are at least partially reconcilable within the framework of reference group theory and structural balance theory. The resultant model, utilizing the ideas of "convergence" and "discrepancy" vis‐à‐vis a given reference group, is then applied as a basis for explaining variations in support for a college teachers' union.