Summer 1996

Sociology of Education Annual Section Dinner

Monday, August 19 at 8:00 PM

Shun Lee
43 West 65th Street, NYC
(across from Lincoln Center)

Shun Lee is one of the finest Chinese restaurants in New York City. According to Zagat's restaurant survey Shun Lee serves "glamorous gourmet food in a soothing luxurious setting." In our private dining room we will be feasting on a banquet made specially for us by the chefs at Shun Lee. Please join us as we celebrate the vitality of the Section, our colleagues, and the sociology of education.

Costs is $40.00 per person including non-alcoholic beverages (a bit expensive but well worth it!)

We must guarantee 50 people by July 8

Please send checks payable to Alan Sadovnik at the following address by July 8:

Alan Sadovnik
School of Education
Adelphi University
120 Harvey Hall
Garden City, NY 11530
(516) 877-4067
sadovnik@adlibv.adelphi.edu

Name(s)
________________________________________________________________________

Address
________________________________________________________________________

Phone
________________________________________________________________________

Please copy and mail to Alan Sadovnik by July 8    

As we look forward to the August meetings, it is wise to review ideas about how to make presentations that will encourage your audience to read your full paper and build on your work. To get some advice about this, I invited a visiting (or wandering) scholar to review questions raised at last year's meeting and offer some guidelines.

What Was That Overhead?
By Sosha Vedd

Last year at the 1995 Annual meeting in Washington D.C. five questions (Q) were raised about the quality of presentations. Here are some answers (A) and guidelines so that all presenters in Sociology of Education sessions make excellent presentations at the 1996 annual meeting in New York,

Q-1. Why do some presenters use transparencies that cannot be seen beyond the first row?
A-1. They can read their own work from the overhead projector, and it's risky for too many others to see some of the statistics.
Guideline: Use at least 24 point, bold type that all can see.

Q-2. Why are some presenters surprised when they are told they have only five minutes left?
A-2. They are practicing speed reading and do not want to be disturbed.
Guideline: In regular paper sessions, you usually have 12 minutes to present a scintillating summary of your study. For roundtables, you have about 10 minutes to summarize your work. Prepare an outline or "presentation version" of your paper, and time yourself at home as you practice your presentation aloud. Your audience wants to know:

1. What are the major question(s) of your research? (about 2 minutes) What are the major features of your sample and methods? (about 2 minutes)
2. What are the two or three major results of your study? (about 5 minutes)
3. What are two or three major implications, issues, or problems of this study for other researchers, policy leaders, or educators? (about 3 minutes)

Use only 4 or 5 overheads overall, each with at least 24 point type. Tell your audience that you will send them copies of your paper, bring copies to distribute, or answer questions about details in the discussion period.
Q-3. Why don't all presenters bring enough handouts for people in the back rows?
A-3. People in the back rows come to knit, eat lunch, proofread their own presentations, or read the program. They leave when they see something better to attend. Sometimes they read handouts left in the back row from the previous session.
Guideline: If you use handouts, bring at least 75 copies. If you do not have enough, ask people to share. Have an assistant or one of the other presenters distribute the handouts by starting some in the front row, middle row, and last row. (If you have extra's leave them in the back row for folks in the next session!)

Q-4. What does the chair of a session do?
A-4. The chair of a session speaks softly and carries a big watch.
Guidelines for Session Chairs: You must keep speakers on time, keep discussions flowing, and allow all to participate. Please consider these obligations:

Before the meeting, contact all participants (including the discussant) and let them know how you plan to organize the session, how much time each will have. Remind presenters to send their papers to the discussant. If possible, they should send the paper or abstract to other participants in the session.

At the session, give each presenter and the discussant equal time -- no matter what! Equity is a critical variable in a well-run session. Be sure that each speaker knows when there are 3-minutes left and when time is up.

Allocate at least 15 minutes for audience questions, comments, and discussion. You might prepare a few questions to spark discussion and debate. Some chairs collect all questions from the audience at once by asking individuals to stand and state their questions. Then, all presenters are given equal time to respond to whichever questions they choose to address. Other chairs take questions in turn, with the presenters responding in the typical way. Whichever method(s) you use, remember to tell the audience when there is time for ONE final question. Another session will be waiting to use the room.

Q-5. What does the discussant do?
A-5. The discussant looks attentive, intelligent, bemused, and critical through the presentations, and hopes that the chair is awake and assertive.
Guidelines for discussants: You have several choices of how to use your time. In addition to a standard, cogent, integrated review and commentary on the set of papers, you may choose some innovative interview approaches. For example, you might prepare one or two interview questions for each presenter to go along with the main points or questions you have about each paper. Or, you might identify major differences or points for debate across all or some papers, and ask the presenters to discuss or defend their positions. It is still up to the chair, of course, to keep the discussant within his/her allotted time so that there is a full 15 minutes for questions, comments, and discussion with the audience.

Back to--From the Chair: Thank you, Sosha Vedd, for your timely advice. ASA is challenging all presenters, chairs, and discussants to conduct more lively and participatory sessions. The guidelines that are given above combine several approaches for more innovative sessions by asking presenters to summarize key points and by ensuring more time for pointed discussion. All of this counts only if there is content behind the communications. Finish up those good papers, prepare great summaries, and let's have some good discussions.

Sociology of Education Section Officers 1995-96

Three sessions and seventeen roundtables, sponsored by the Sociology of Education Section, are on Section Day, Tuesday, August 20. Five sessions on the Sociology of Education, sponsored by the Program Committee of ASA, are scheduled on Sunday, Monday, and Tuesday, August 18-20. Joyce Epstein, Barbara Schneider, and John Meyer worked together to organize all sessions. Check your program for the location of all sessions.

Sunday, August 18, 10:30 a.m.- 12:15 p.m.

Session Title: Who Succeeds in College? How Do We Measure Success?
Presider: William Velez

1. GED Certification After Dropout: Timing and Social Correlates. Douglas K. Anderson, University of Southern Maine.
2. It Depends on What You Do and Who Your Parents Are: The Implications of Paid Employment for College Students. David Rhodes and Duncan Sill, University of New Mexico.
3. Individuals in Institutional Contexts: A Re-Examination of Factors Influencing Degree Attainment. James Witte and Curtis Askew, Northwestern University.
4. Academic, Psychological and Familial Indicators of African American Women's Satisfaction with College. Kristian May and Clarenda Phillips, University of Illinois - Urbana.
5. The Incorporation of Women Into Higher Education: Expanded Access with Segregated Enrollment. Karen Bradley, Western Washington University.

Discussion: David Karen, Bryn Mawr College

Sunday, August 18, 8:30 a.m. - 10:30 a.m.

ASA Series Contract with America: Education
Panel: Peter W. Cookson, Joyce L. Epstein, Amy S. Wells

Sunday, August 18, 2:30 -4:15 p.m.

Session Title: Teachers and Their Work: Implications for School Reform
Presider: Elizabeth Useem, The Philadelphia Education Fund

1. Whatever Happened to the Teacher Shortage. Richard Ingersoll, University of Georgia.
2. The Impact of Teacher Preparation Experiences on the Early Career Trajectories of Teachers: Retention, Assignments, and Dispositions. Gary Natriello, Teachers College Columbia University.
3. Subject Cultures and High School Departments As Contexts of Teaching Reforms: Mathematics versus Science. Joan E. Talbert and Rebecca Perry, Stanford University.
4. The Social Organization of the Effective High School Curriculum. Charles E. Bidwell, Jeffrey Yasumoto, and Tom Hoffer, NORC/The University of Chicago.
5. An Experimental High School Based on Sociological Principals for Motivating At Risk Learners:
   First Year Evaluation of the Talent Development Model. James McPartland, Will Jordan, Nettie Legters, Michelle Stem, Deborah B. Ohayon, and Edward L. McDill, Johns Hopkins University - CSOS.

Discussion: Aaron Pallas, Michigan State University

Monday , August 19, 8:30 -10:15 a.m.

Session Title: Policy and Productivity in Higher Education
Presider: William Trent, University of Illinois, Champaign-Urbana

1. The Effects of Higher Educational Expansion in Different Disciplines on Economic Output in the United States. Robert Kadel and Richard Rubinson, Emory University.
2. Sex and Segregation Between And Within Colleges. Jerry Jacobs, University of Pennsylvania.
3. Field of Study, College Selectivity and Inequalities in Higher Education. Scott Davies, McMaster University and Neil Guppy, University of British Columbia.
4. A Bourdieuian Model of College Choice: College Choice as Capital Conversion and Investment. Patricia McDonough, Anthony Lising Antonio, and Erin Horvat, UCLA.
5. What's In A Name: The Earnings Effect of Law School Prestige. Tony Tam, Academia Sinica, Institute of European and American Studies, Taiwan.

Discussion:David Lavin, City University of New York, Graduate School

Monday, August 19, 10:30 a.m. - 12:15 p.m.

Session Title: Tracks and Paths: Opportunities for Success
Presider: Peter M. Hall, University of Missouri

1. Tracking, Detracking and the Politics of Educational Reform: A Sociological Perspective. Amy Stuart Wells and Jeannie Oakes, UCLA.
2. Track Placement in the 1990s. James D. Jones, Mississippi State University.
3. Negotiated Identities and Academic Program Choice: Influence at the Interstice Between Structure and Agency. Faith G. Paul, Public Policy Research Consortium.
4. Steps in the College Entrance Process: The Impact of Student Access to Information Networks and Guidance Services. Stephen B. Plank and Will J. Jordan, Johns Hopkins University, Center for Social Organizations of Schools.
5. Sophomores' Plans to Take the SAT and Mathematics Achievement During the Last Two Years of High School. Kathryn S. Schiller, University of Notre Dame.

Discussion: Jomills H. Braddock, University of Miami

  Monday, August 19, 6:30 p.m. - 7:30 p.m.

SECTION RECEPTION AND AWARDS PRESENTATION
NO-HOST DINNER

Tuesday, August 20, 8:30 - 10:15 a.m.

Session Title: Family and Community Contexts: Inequalities and Effects
Presider: Carolyn Riehl, University of Michigan

1. Early Inequalities: Ethnic Differences in Cognitive Growth During Childhood. Meredith Phillips, Northwestern University, Sociology/Center for Urban Affairs.
2. Why Didn't I Get a Cupcake? Social Class and the Creation of Customized School Experiences. Annette Lareau and Mimi Keller, Temple University.
3. Cultural and Educational Careers: The Dynamics of Social Reproduction. Karen E. Aschaffenburg and Ineke Maas, Max-Planck Institute for Human Development and Education.
4. Academic Success in Rural America: Family Background and Community Embeddedness. Glen Elder and Stephen Russell, University of North Carolina-Chapel Hill.
5. Early Schooling Predictors of Later Dropout. Karl L. Alexander and Carrie Horsey, Johns Hopkins University.

Discussion: Barbara Schneider, NORC/University of Chicago

Tuesday, August 20, 10:30 a.m. - 12:15 p.m.

Session Title: Refereed Roundtables -- 10:30 - 11:30 a.m.
and Section Business Meeting -- 11:30 a.m.-12:15 p.m.

1. School Structures, Processes, And Effects
   Presider/Discussant: Roslyn Mickelson, University of North Carolina-Charlotte

   James W. Ainsworth-Darnell and Douglas B. Downey, Ohio State University
   From Blaming to Emphasizing the Victim: Assessing the Ecological Explanation for Racial/Ethnic Differences in School Performance.

   Samuel R. Lucas, University of California - Berkeley
   Causes and Consequences of Scope: Ethnic Diversity, Class Heterogeneity and Political Action.

   Dan McFarland, University of Chicago
   The Institutional Order of High Schools: A Structural Analysis of Cedar High School 1992-1995.

2. Education and Work; Work and Education
   Presider/Discussant: Ivan Charner, Academy of Educational Development

   Cheryl Elman, University of Akron; Angela O'Rand, Duke University
   Mid-Life Work Pathways and Educational Strategies.

   Richard Miech, University of Wisconsin-Madison
   The Schooling of American Men: Life Course Patterns in Family and the Economy.

   Paul W. Kingston, University of Virginia
   Can Education 'Grow' The Economy?

3. Vocational Education: Investments and Returns
   Presider/Discussant: Kevin Dougherty, Manhattan College

   William F. Murphy, Wilson College
   Vocational Curricula and Instructional Expenditures at Post-Secondary Institutions.

   Richard Arum, University of California - Berkeley
   The Effect of Resources on Male Vocational Students Early Labor Market Outcomes.

   Penelope E. Herideen, Northeastern University
   Educational Reform at Community Colleges is a Women's Issue.

4. Social Capital: Its Meaning and Effects in High Schools
   Presider/Discussant: Joyce Epstein, Johns Hopkins University

   David Brunsma, University of Notre Dame The Structure and Effects of Intergenerational Closure: Social Capital as Social Control.

   Richard Startup and Benjamin M. Dressel, University of Wales The Aspirations of U.S. and U.K. Secondary School Students: Some Sex Differences.

   Robert G. Croninger and Valerie E. Lee, University of Michigan Social Capital and Its Effects on the Academic Development of High School Students.

5. Family, Students, and Private Schools Across Nations
   Presider/Discussant: Lala Carr Steelman, University of South Carolina

   Harold Wenglinsky, Educational Testing Service Home, School and Learning: The Relative Influence of Family Norms and Private School Control on Student Achievement.

   Mark Berends, RAND; AnneBert Dijkstra, University of Gronigen
   Social Capital and Academic Achievement: Educational Opportunities in American and Dutch Religious Education.

6. Patterns of Student Participation in Extracurricular Activities:
   Presider/Discussant: Cornelius Riordan, Providence College

   Melissa Herman, Stanford University
   School Culture and Adolescent Achievement.

   Ralph McNeal, Jr., University of Connecticut
   Student Involvement and School Context: An Exploratory Investigation.

   Stacy Evans, Meredith Maust, and Pamela Anne Quiroz, University of Massachusetts
   To Be or Not To Be In Extracurricular Activities: A Comparison of Organizational Constraints and Cultural Incentives for Participation in Two High Schools.

7. Family Involvement in High School: Issues of Gender, Academic Subjects, and Time
   Presider/Discussant: David Baker, Catholic University

   Catherine Riegle-Crumb, University of Chicago
   The Effects of Social Capital: Science and Math Achievement by Gender.

   Sophia Catsambis and Janet E. Garland, Queens College - CUNY
   Parental Involvement in Students' Education: Changes from Middle Grades to High School

   Mavis G. Sanders, Johns Hopkins University
   An Exploration of Family Involvement in High Schools.

8. Effects of Poverty on Student Progress -- Data and Practice
   Presider/Discussant: Gary Dworkin, University of Houston

   Peter Knapp, Villanova University
   Age, IQ, and Ability: A Critique of The Bell Curve

   Guang Guo, The University of North Carolina - Chapel Hill
   The Timing of the Influences of Cumulative Poverty on Children's Cognitive Outcomes in Childhood and Early Adolescence.

   George Farkas, University of Texas -- Dallas
   Central City Children Cannot Read the Assigned Textbooks: Implications for the Sociology of Education.

9. African-American Students in Private Schools: Culture, Coping, and College Plans
   Presider/Discussant: Wendy G. Winters, Howard University

   Amanda Datnow and Robert Cooper, Johns Hopkins University
   Coping Mechanisms that Lead to Success for African American Students in Elite Private Schools.

   Erin McNamara Horvat and Anthony Lising Antonio, UCLA
   Race, Class, and the Habitus of the Hadley School: Influences on the College Choice Process

10. History of History and Social Studies: Longitudinal and Cross National Patterns
    Presider/Discussant: John Meyer, Stanford University

    David John Frank, Harvard University, Suk-Ying Wong, International Christian University, John W. Meyer, Susan G. Duncan and Francisco O. Ramirez, Stanford University
    Worldwide Changes in the University History Curriculum 1895-1994.

    Suk-Ying Wong, Stanford University
    The Rise, Expansion and Meaning of Social Studies Instruction: A Cross-National And Longitudinal Study.

11. The Culture of the University: Views from Inside and Out
    Presider/Discussant: Philip A. Wexler, University of Rochester

    Severyn Bruyn, Boston College
    The Future University.

    Todd A. Hechtman, University of California - Santa Barbara,
    Searching for a Lost Generation: Proposing Ethnographic Research on Student Cultures and Identities in the Nineties.

    Jan C. C. Rupp, University of Amsterdam
    The American Belief in Education

12. Women and the Educational Pipeline
    Presider/Discussant: Jeanne Ballantine, Wright State University

    Terry Haywoode, Northeastern University
    Feminist Pedagogy in a Community Setting

    Lorna Rivera, Lasell College
    Feminist Pedagogy in a Homeless Shelter

    Joan Snyder, Washington DC
    Gender Differences in Mathematics Attainment: A View Toward the End of the Pipeline

13. National and State Policies on Tests and Standards
    Presider/Discussant: Carl M. Schmitt, National Center for Education Statistics

    Peter J. Mendel, Stanford University
    National Education Structures in an Expanding World Polity: National Ministries of Education, 1724-1995.

    William A. Firestone, Rutgers Graduate School of Education
    The Politics of Testing Policy: An International Analysis.

    William Rau, Paul Baker, and Dianne Ashby, Illinois State University
    The New Performance-Based Accreditation System in Illinois: Does it Represent Authentic Reform or a Bureaucratic Boondoggle?

14. Higher Education Organizations and Ideologies
    Presider/Discussant: Anna Neumann, Michigan State University

    Paul L. Leslie and Lynn K. Harvey, Greensboro College; George J. Leslie, Springfield Technical Community College
    Chief Academic Officers' Perceptions of the Relationship Between Faculty Research and Undergraduate Teaching.

    Michael Delucchi, University of Hawaii-West Oahu; Sarah E. Barfels, Oberlin College
    Mission or Myth?: The Durability of Liberal Arts Claims in Higher Education.

    Ted I. K. Youn, Boston College
    The Importance of Being in the Right Place: The Politics of Academic Career Succession.

15. Cross-National and Comparative Studies of Curriculum
    Presider/Discussant: J. Michael Ross, National Center for Education Statistics

    Gili S. Drori, Stanford University
    Investigating Science Education Policy: New Directions for Cross-National Research in Math and Science Education.

    Elizabeth McEneaney, Stanford University
    Changes in the Meaning of School Science and Mathematics: A Cross-National Analysis.

    David Kamens, Northern Illinois University
    How Comparative is Comparative Education Research: The Case of the Curriculum and Pedagogy of Mass Schooling

16. Contextual Effects on Student Achievements and Ambitions
    Presider/Discussant: Elizabeth G. Cohen, Stanford University

    John Robert Warren and Paul C. LePore, University of Wisconsin-Madison
    Employment During High School: Consequences for Students' Academic Achievements.

    Rebecca L. Sandefur and Charles E. Bidwell, University of Chicago; Stephen Plank, Johns Hopkins University
    Peers, Schools and Families: Contexts for Adolescents' Job Knowledge, Educational Expectations and Ambitions.

    Robert Petrin, NORC/University of Chicago.
    Class Contents and Opportunity Structures as Determinants of High School Math and Science Achievement.

17. Post-Secondary Education: Aspirations, effort, and success
    Presider/Discussant: Julia Wrigley, CUNY Graduate Center

    Steven Gerardi, New York City Technical College/CUNY
    Factors of Urban Community College Success: A Student Profile.

    Dalton Clark Conley, Columbia University
    Interaction of Sibship Sex Composition and Birth Order: Effects on the Educational Attainment of Men and Women.

    Mary Benin and Morris Okun, Arizona State University
    Effort and College Grades: An Interdisciplinary Model.

SECTION BUSINESS MEETING follows Roundtables -- Tuesday, August 20, 11:30 a.m. -12:15 p.m.

Tuesday, August 20, 12:30 - 2:15 p.m.

Session Title: School Effects on Students' Academic and Non-Academic Success
Presider: Joseph Conaty, U. S. Department of Education

1. High School Size: Effectiveness, Equity, and Meaning to School Members. Valerie E. Lee and Becky A. Smerdon, University of Michigan, and Julia B. Smith, University of Rochester.
2. Effects of Heterogeneous and Homogeneous Grouping on Classroom Environment and Achievement in Middle Schools. Victoria Mekosh-Rosenbaum, Joan Z. Spade, and George P. White, Lehigh University.
3. Conditions of Effective Teacher Responsiveness to Students: Minimizing the Negative Impact of Mismatch. Chandra Muller, University of Texas,
4. The Effects of Community Service Participation on High School Students' Social Responsibility. Ann Marie R. Power and Vladimir Khmelkov, University of Notre Dame.
5. Students' Perceptions of School Relevance: A Test of Stinchcombe's Hypothesis. Kevin Roy and James E. Rosenbaum, Northwestern University, Center for Urban Affairs.

Discussion: Kathryn Borman, University of South Florida

Tuesday, August 20, 2:30 -4:15 p.m.

Session Title: Politics and Policies of School Reform
Presider: Sally Kilgore, Hudson Institute

1. School Reform as Social Movement: From the Progressive Era to the Present. Pamela Walters, Indiana University.
2. Strength of Weak Policies: State Education Policies and School Change. David Stevenson, University of Chicago/U. S. Department of Education, and Kathryn Schiller, University of Notre Dame.
3. Student Outcomes and District Variations in Educational Resources. James D. Unnever, Radford University, and Alan C. Kerckhoff, Duke University.
4. Resource Inequality and Desegregation: A Revitalized Perspective on School Context and Life Chances. Lori Diane Hill, University of Chicago.
5. Sociology of the Economics of Education. Ivan Berg, University of Pennsylvania.

Discussion: Robert Crain, Teachers College

Tuesday, August 20, 4:30 - 6:15 p.m. Session Title: International Educational Development and Attainment
Presider: Laura Salganik, American Institutes of Research

1. Cultural Socialization and Social Reproduction: A Cross-National Test of a Cultural Theory of Stratification. T.J. Niehof, Nijmegen University, and H.B.G. Ganzeboom, University of Utrecht.
2. A Century of Educational Expansion in Two European Nation-States: Stream-Specific Diffusion Effects. Thomas J. Burns, University of Utah.
3. The Persistence of Educational Inequalities in State-Socialist Hungary: Trajectory-Maintenance Versus Counter-Selection. Eric Hanley and Matthew McKeever, UCLA.
4. Educational Stratification in Czechoslovakia Under Socialism. Raymond Sin-Kwok Wong, University of California - Santa Barbara.
5. Gender Differences in Educational Attainment in the Former Soviet Union. Mikk Titma and Nancy Brandon Tuma, Stanford University.

Discussion: Barbara Heyns, New York University

Special Issue - Ethnographies of Education
Journal of Contemporary Ethnography

The Journal of Contemporary Ethnography will publish a special issue "Ethnographies of Education" in April 1998. We seek original fieldwork studies in education, broadly defined. These may include studies conducted in formal educational settings such as schools and colleges or they may focus on informal and nonformal settings. Studies focusing on cross-cultural and multicultural settings are particularly encouraged. Papers should not exceed 50 double-spaced pages, including abstract and notes, and should be prepared according to guidelines for the journal. Papers will be peer-reviewed. Deadline for submissions is January 1, 1997. For further information or submissions, please contact the special issue editors, Judith Preissle at the Department of Social Science Education, Tucker Hall, University of Georgia, Athens, GA 30607-7014; (706) 542-6489;
JUDE@UGA.CC.UGA.EDU or Linda Grant at the Department of Sociology, Baldwin Hall, University of Georgia, Athens, GA 30602-1611; (706) 542-3228; LGRANT@UGA.CC.UGA.EDU

Sociology of Education Association Annual Meeting

The Sociology of Education Association is holding its annual conference on February 21-23, 1997, in Monterey, California. The theme is "Stratification of Educational Opportunities in an era of Waning Affirmative Action." Keynote speakers include Troy Duster of the University of California at Berkeley and Gary Orfield of Harvard University. We invite presentations that will advance research in the sociology of education, particularly with respect to the social effects of changes in the conceptualization and implementation of affirmative action in educational institutions. We are interested in issues of faculty as well as student stratification, at the primary and secondary as well as college and university levels. We especially welcome papers that address both structural and institutional factors in the stratification of educational opportunities. Deadline for Stanford University, Sociology Department, Building 120, Stanford, CA, 94305-2047 (415) 723-1692; fax (415) 725 6471; manoki@leland.stanford.edu, or Russell Rumberger, Graduate School of Education, University of California, Santa Barbara, (805) 893-3385; fax (805) 893-7264; russ@education.ucsb.edu

Sociology of Education Section Membership Drive

The number of sessions we can offer at the annual meetings and the impact we can have upon our discipline's involvement in the sociology of education is directly dependent upon the size and dedication of our membership. Please ask your colleagues and graduate students to join our section by sending this form and a $10.00 check to ASA. (Special thanks to A. Gary Dworkin for his efforts as chair of the Membership Committee.)

• TO:
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    (202) 833-3410
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  FROM:

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     ____          I am currently a member of the ASA and want to join
                   the Sociology of Education Section.
                   Enclosed is my check payable to the
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     ____$10.00    Regular Member

     ____ $7.00    Student member(include a faculty sponsor's
                   signature ________________________)

     ____ $8.00    Low income regular member

     ____          Please send information about becoming a member
                   of the American Sociological Association

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