Note from the Section Chair
I'm looking forward to the ASA meetings next month in San Francisco. Due to the efforts of many people we have many excellent events in store for us.
Our Section day is Tuesday, August 17, but as you will see from the description of the program that is included in this newsletter, we have a full roster of sessions devoted to sociology of education spread across all four days of the conference. Roz Mickelson, the organizer of the regular soc of ed sessions, and David Karen and Katherine McClelland, the organizers for the Section sessions, collaborated closely and well to produce an extensive, diverse, and excellent roster of sessions. There are no less than 15 different sessions. In addition, there are three thematic sessions that directly address education that were added by the ASA Program Committee. Great thanks are due to Roz, David, and Katherine for putting together such an excellent program.
In addition to the paper and roundtable sessions, we will have a mini-conference
on Tuesday, the 17th, from 2:30 to 6:30 devoted to determining how sociological
research does now and could in the future shed light on the impact and
future of the federal No Child Left Behind legislation. For helping put
this mini-conference together and arranging for sponsorship from the American
Institutes for Research, I owe great thanks to the planning committee,
particularly Alan Sadovnik, Kathy Borman, and Laura Salganik. Space is
limited, so if you are interested in attending, you should email Alan
as soon as possible at firstname.lastname@example.org.
The Council and Business meetings will be on Tuesday, Aug. 17. Please note that the times are different from the ones in the ASA Program: the Council meeting will be at 7:30 am and the Business meeting will be at 1 pm (in the same room as listed in the ASA program). This will allow us to devote more time at the Business meeting to a number of important issues. One of these is how we as a Section can do a better job of recruiting and retaining sociologists of color and having them better represented on the Section's program and among its officers. The Committee to Increase the Recruitment and Retention of Scholars of Color ably chaired by William Velez will be presenting a report based on a survey they have done of educational sociologists of color both within and outside the Section on whether they have encountered obstacles to joining or staying in the Section and what might be done to address such barriers as exist.
The SOE reception will be on Monday, Aug. 16, at 6:30. Besides meeting friends and colleagues old and new, we will find out who won the Willard Waller and David Stevenson Awards this year. The Section dinner will be outside the hotel, at the Mandarin Restaurant in Ghirardelli Square. Dinner will begin at 8:15, though the cash bar will open a half hour earlier. The menu, printed below, looks excellent, for which we owe thanks to Dan McFarland and Becky Sandefur. If you haven't done so, get your reservation in to Dan by July 15.
As my time as chair draws to a close, I welcome the incoming chair, Jim Rosenbaum (2004-05), the chair-elect, Pam Walters (2005-06), and the new members of the Council, Ricardo Stanton-Salazar and Doug Downey. My thanks to the Nominations Committee, led by Chandra Muller, for ably conducting the nominations and elections process.
Besides those named above, I wish to thank several others: my predecessors, particularly Barbara Schneider and Annette Lareau, for their wise and ready advice; Council members Richard Arum, Karen Bradley, Claudia Buchmann, David Kinney, Kathryn Schiller, and John Robert Warren for their good counsel; Jeanne Ballantine for her effective leadership of the Willard Waller Committee; Brian Powell for ably heading the David Stevenson Award Committee; Gary Dworkin for his longstanding efforts to maintain and expand our membership base; Tom Hoffer for editing our newsletter; and Carl Schmitt for serving as webmaster for our Section homepage.
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SOE Section Officers
The results of the election for new officers of the SOE Section are in. Pam Walters has been elected Chair for the year 2005-06. Doug Downey and Ricardo Stanton-Salazar have been elected to the Council.
Please join me in congratulating them and wishing them the best for their terms of office.
On behalf of the Section, let me thank both the new officers and those who ran against them for their commitment to the Section and willingness to stand for office. Let me also thank the Nominations Committee and its chair, Chandra Muller, for their work in conducting the nomination and elections process.
Chair, Sociology of Education Section (2003-04)
Sociology of Education
Sessions at the Annual Meeting
ASA-SOE Planning Matrix (Locations listed in the Final Program)
NOTES FROM THE SOE PROGRAM ORGANIZERS:
Some changes to the program have been made in the last few weeks (especially to the roundtable sessions), so please look over the listings below very carefully. In particular, please note:
If you have any questions or problems, let us know.
- There are no discussants for the roundtables; instead, we request that you send copies of your papers in advance to the other participants in your roundtable, so as to ensure a good discussion.
- Participants in the paper sessions should take note of your discussant, and be sure to send a copy of your paper to her well in advance of the meeting. Please note that the system does NOT take care of this for you!!!!
David Karen (email@example.com)
Katherine McClelland (firstname.lastname@example.org)
Regular Paper Sessions
Paper Session: Accountability, Teaching, and Trust
Presider: Katherine McClelland, Franklin and Marshall College
"Do Stakes Make a Difference? The Varying Effects of High-Stakes Evaluation Systems on Teacher Behavior." Catherine Hall, University of Virginia
"What do teaching credentials measure? Using proxies of teacher quality as measures of teaching quality." Thomas
Smith, Laura Desimone, and Koji Ueno, Vanderbilt University
"Responding to the Texas Accountability System: The Erosion of Relational Trust." Jennifer
Booher-Jennings, Columbia University
"Are 'Failing' Schools Really Failing?" Douglas Downey, Paul von Hippel,
and Melanie Hughes, The Ohio State University
Discussant: Barbara Schneider, University of Chicago
Paper Session: Parental Involvement and Educational Outcomes
Presider: Aaron Benavot , Hebrew University of Jerusalem
"Parenting Cognitive Development from 1950 to 2000: the institutional effects of mass schooling on the social construction of parenthood." Maryellen Schaub, Penn State University
"Family and Neighborhood Connections in School Readiness: A First Look Using the Early Childhood Longitudinal Study of Kindergarten Geocoded Data." Sophia
Catsambis, Queens College, CUNY and Andrew Beveridge, Queens College and
Graduate Center CUNY
"Parent, Peer, and Teacher Influences on Student Effort and Academic Outcomes." William
Carbonaro, University of Notre Dame
"Social Captial in Action: Alignment of Parental Support in Adolescents' Transition to Postsecondary Education." Doo
Hwan Kim and Barbara Schneider, University of Chicago
"Educational Attainment Process over the Past Three Decades: How Have Things Changed?" Manyee
Wong and James Rosenbaum, Northwestern University
Discussant: Joyce Epstein, Johns Hopkins University
Paper Session: Educational Work and Educational Organizations (co-sponsored with the Section on Organizations, Occupations, and Work)
Monday, 8/16/2004 from 10:30 a.m. - 12:10 p.m.
M. Smith, Vanderbilt University
Tolerance School Discipline and Student Rights: Changes in Court Climates and
Legal Contestation, 1960-2002, Irenee
R. Beattie (Washington State University), Richard
Arum (New York University), Josipa
Roksa (New York University)
into On-Call Work and Matching Processes from a Study of Substitute Teachers,
E. Coverdill (University of Georgia), Pierre
Oulevey (University of Georgia)
in the Pipeline: Gender, Marriage, and Fertility in the Ivory Tower, Nicholas
H. Wolfinger (University of Utah), Mary
Ann Mason (University of California-Berkeley), Marc
Goulden (University of California-Berkeley)
Processes and Teacher Attrition: Inequality for Students in High Minority Schools,
D. Wiley (Institutes for Statistical Research)
M Ingersoll, University of Pennsylvania
Paper Session: Inside the Black Box of Schooling: We Must Go There!
Presider: Rebecca Sandefur, Stanford University
"Establishing Strong Foundations: Effects of Freshman Math Course Curriculum on Academic Attainment during High School." Kathryn Schiller, SUNY-Albany, and Ali Picucci, UT-Austin
"Race, Social Class and Academic Achievement in US High Schools." Chandra
Muller and Catherine Riegle-Crumb, University of Texas-Austin, and Kathryn
"Can Career and Technical Education Impact College Enrollment?" Stefanie
Deluca, Stephen Plank, and Angela Estacion, Johns Hopkins University
"Student-Teacher Interaction and Faculty Cohesion: Consequences for Students' Academic Motivation and Conduct." Kazuaki
Uekawa and Charles Bidwell, University of Chicago
- Discussant: Susan Dumais, LSU
Paper Session: Dropouts
Presider and Discussant: Russ Rumberger (University of California, Los Angeles)
"Grade Retention and School Dropout Behavior in Texas." Jon Lorence and A. Gary Dworkin, University of Houston
- "Retention and School Dropout: Examining Connectivity Between Children and Schools." Stephanie Moller, University
of North Carolina-Charlotte; Elizabeth Stearns, University of North
Florida; Judith Blau, University of North Carolina-Chapel Hill.
- "The Real Truth about Low Graduation Rates: An Evidence-Based Commentary." Christopher Swanson, The
- "High School Dropout and the Role of Career and Technical Education."
Stephen Plank, Stefanie Deluca, and Angela Estacion, Johns Hopkins
Paper Session: Cultural and Social Capital
Presider: Stephen Whitlow, University of North Carolina-Chapel Hill
Discussant: Elliot Weininger, SUNY College at Brockport
"The Influence of Social and Cultural Capital on Reading achievement - An International Comparison of the PISA 2000-Data." Monika Jungbauer-Gans,University of Munich.
- "Cultural Activities, Parental Habitus, and Teachers' Perceptions:
The Effects of Cultural Capital on Kindergarten Students." Susan
Louisiana State University.
- "Comprehensive Interventions and Cultural Capital: Helping At-Risk
Middle Schoolers 'GEAR UP' for College." Alberto Cabrera, University
of Wisconsin, Madison; Radhika Prabhu, Regina Deil-Amen, and Patrick Terenzini, Penn
State University; Chul Lee, University of Wisconsin.
- "Social Capital and Elementary Students' Outcomes." Thomas Hoffer and Shobha
at the University of Chicago.
"The Greater Public Good: Schools as Creators of Social Capital." Andrea
Ryan, Boston University.
Paper Session: Issues in School Reform and Finance
Presider and Discussant: Kathryn Borman, University of South Florida.
- Communities and Schools: A New View of Urban Education Reform." Mark
- "Questioning Pedagogy: Reflections on the Critical Sociology of the
Bonikowski, Duke University.
"Beneath the Surface: An Analysis of Unequal Funding Between and Within School Districts." Dennis Condron, Ohio
"Does State Financing of Public Schools Reduce Expenditure Inequality across School Districts?" Deborah Garvey, Santa
"Do Educational Markets Promote Innovation? An Organizational Analysis of New Private Schools in Toronto." Scott Davies and Linda Quirke, McMaster
Paper Session: International Perspectives on Sociology of Education
Presider and Discussant: Gad Yair, Hebrew University.
- "Effects of Family Size on Schooling in African Settings: A Reassessment." Parfait
Eloundou-Enyegue and Lindy Williams, Cornell University.
- "The Effectiveness of Public and Private Schools from a Comparative Perspective." Jaap Dronkers, European
University Institute; and Peter Robert, Department of Sociology, ELTE
University and TARKI RT - Social Research Center, Budapest, Hungary.
"Ethnic segregation and educational outcomes in Swedish comprehensive schools: A multilevel analysis." Ryszard Szulkin
"Educational Inequality at the Macro level in China--A Preliminary Review." Lijun
Song, Duke University.
- "The Determinants of the Gender Gap in Turkish Education." Bruce
Koc University; and Isik Aytac, Bogazici University.
Paper Session: Organizational Issues in Higher Education
Presider: R. Michalowski, CUNY.
Discussant: David Levinson, Bergen Community College.
- "Putting a New Spin on College Attrition: The Effect of 'Swirling' on Degree
Completion." Sara Rab, University of Pennsylvania.
"What's in an 'A'?: An Immanent Critique of the Collective Evaluation of Undergraduate Work." Nathan Fosse, Harvard
- "The Natural Sciences in the University: Change and Variation Over the Twentieth Century." David Frank, University
of California-Irvine and Jay Gabler, Harvard University.
- "Can alternative organizational structures reduce college delays?" James Rosenbaum, Ann Person, and Britt Gordon-McKeon, Northwestern
Paper Session: Social Class, Ethnicity, and Higher Education
Presider: Gilda Bloom, San Francisco State University.
Discussant: Amy Wells, Columbia University.
- "Pushing Class Aside: How College Students Legitimize the Class Structure." Maynard
Seider (Massachusetts Coll of Liberal Arts) , Elizabeth Aries (Amherst
- "Hispanics and the 'Mismatch' Hypothesis: Differentials in College Graduation Rates by Institutional Selectivity." Sigal Alon (Tel-Aviv
University), Marta Tienda (Princeton University)
- "Apartheid Systems of Public Higher Education: The Case of the University of California System." Robert Teranishi (New
York University) and Tara Parker (New York University)
- "Exploring the Meaning of Membership: Black Greek Men on a Predominantly White Campus." Stephanie McClure (University
Paper Session: Family Effects
Presider and Discussant: Reginald Clark (California State University, Los Angeles)
"Family Structure History and the Education Careers of Adolescents." Shannon
Cavanagh (Population Research Center)
- "Testing the Effects of School, Family, and Community Partnership
Programs on Student Outcomes." Steven Sheldon (Johns Hopkins
- "Uncovering the Relationship Between Educational Achievement, Aspirations
and Young Motherhood." Faye Allard (University
- "The "Ins" and "Outs" of Home Schooling: The Determinants of Parental
Motivations and Student Achievement." Ed Collom (University
of Southern Maine)
Paper Session: Ethnic and Racial Issues in Education
Presider and Discussant: Ricardo Stanton-Salazar (University of South
- "Measuring School Racial Composition and Support in a Multiracial
Yun (University of California, Santa Barbara) and Michal Kurlaender (Harvard
- "Race, Stereotype Threat, and Classroom Performance: Tests of Social
Psychological Mechanisms." Kenneth Spenner, Kara Bonneau, Anita
Landerman, and Robert Thompson (Duke
- "Achievement Gap Among Asian American Youths in Urban Context: Significance
of Social Class, Social Capital, and Race Relations." Jamie Lew (Rutgers
"Trends in Asian-White Differences in Achievement: A Quantile Regression Approach." Spyros Konstantopoulos (Northwestern
- "Access to Advanced Math for Latino High School Students: The
Gatekeeping Role of Geometry." Lisa Chavez
Paper Session: Immigrants and Education
Presider: Jennifer Van Hook (Bowling Green State University)
Discussant: Min Zhou (University of California-Los Angeles)
- "Parent-child Interaction and Educational Outcomes in the Immigrant
Second Generation." Audrey Thomas (Harvard University)
"A Case Study of Rural-Urban Migrant Children's Education Barriers in
China." Zhihong Sa (University
Beyond the Family: The Influence of National-Origin Group Characteristics
on the Educational Aspirations and Expectations of Immigrants' Children." Cynthia
of California, Irvine)
Processes of school engagement among children of low-income Mexican immigrant
families in the East Bay." Erendira Rueda (University
Paper Session: Gender and Schooling
Presider: Stephen Whitlow (University of North Carolina at Chapel
Discussant: Lea Hubbard (University of California, San Diego)
Paper Session: Peers, Friends, and Schooling
"Choice, Self-Expression, and Sex Segregation: Engineering Programs in 44 Countries." Karen Bradley (Western Washington University) and Maria Charles (University of California, San Diego)
- "Defining Equality: Gendered Patterms of Advanced High School Course-Taking."
Catherine Riegle-Crumb (University of Texas, Austin)
- "Gender and the Effects of College Major on Earnings Over Time, 1960s/1970s
- 1980s/1990s." Jennifer Thompson
"Struggling to Survive: Women's Colleges Since the 1960s." Leslie
Miller-Bernal (Wells College)
- "Transformations in Organizational Structures and the Feminization of
Jo Anne Preston (Brandeis University)
Presider and Discussant: William Carbonaro (University of Notre Dame)
- "Course Taking and Friendship in High School." Samuel Field (University
"Do Birds of a Feather Flock Together? The Relationship Between Peer Characteristics and Adolescent Achievement." Monique Payne (Northwestern
"Interracial Friendship Networks in the Transition from High School to College." Elizabeth Stearns (University
of North Florida), Kara Bonneau and Claudia Buchmann (Duke University)
- "The Context of Friendships in an Urban High School: Fearing Peers and
Trusting Friends ." Susan Rosenbloom (New York University)
Refereed Round Tables
1. Higher Education: Expansion and Differentiation
- A Cross-National Analysis of the Emergence and Institutionalization
of Women's Studies Curricula
Christine Wotipka, University of California, Los Angeles
Capitolina Diaz, Universidad de Oviedo
Francisco Ramirez, Stanford University
Expansion, Differentiation and Stratification in Higher Education: A Comparative
Study of 15 Countries
Yossi Shavit, Tel Aviv University
Adam Gamoran, University of Wisconsin - Madison
Educational mechanisms of the inheritance of life-chances: From baby-boomers
to subsequent generations
Osmo Kivinen, University of Turku, Finland
Juha Hedman and Paivl Kalpainen, Research Unit for the Sociology of Education,
RVSE, University of Turku, Finland
2. Stratification Within Higher Education
Admitting Character: The Importance of Character in Selective College
Leslie Kilgore, Brown University
The Fluid Meanings of Abstraction: Higher Education and the U.S. News
Rankings of Colleges. Gordon
Chang, University of California, San Diego
The Modern World System: Academics and Athletics in the New Millenium.
Earl Smith and Angela Hattery, Wake Forest University
3. Paths to College in the US
- Certainty and College Attendance. Kimberly Goyette, Temple University
- Cultural and Social Capital Transmission in Pre-College Programs and Its Impact on Educational Attainment. Pamela Maimer, U.S. Department of Education
- How Scholarships Affect Educational Ambitions: A Preliminary Evaluation of the Washington State Achievers Program. Susan Brown and Monica Trieu, University of California-Irvine
4. Race and Ethnicity on College Campuses
5. Who Graduates from College... and How
- Making Sense of Race, Identity and Achievement Among Black, Middle Class Students at Two Predominantly White, Elite Colleges. Carol Wright, Wesleyan University
- Modeling Latino/a Academic Performance at a State University. Charles Cappell, Northern Illinois University
- Perceptions of Racism: Social-Psychological Barriers to the Occupational Aspirations and Choices of African-Americans. Maya Beasley, Harvard University
6. Higher Education: Faculty and Students
- Educational Expectations and their Effect on College Completion
Helen Marie Rosenbaum, Temple University
- Family Background, College Entry and Degree Completion in the 1980s and 1990s
Kathleen Nybroten, University of Texas at Austin
- Financial Support and Racial and Ethnic Disparities in College Graduation
Sigal Alon, Tel-Aviv University
- Interpretive Structures at Work: How Academic Departments Develop Congruent Teaching Cultures. Mary Wright, University of Michigan
- Are Part-Time College Faculty Alienated Workers? Apparently Not.
Michael Schutz, California State University, Hayward
- Learning Leverage: How Teachers and Students Get a Leg Up in Negotiations Over Standards. Randi Rosenbaum, Columbia University
7. Fields of Study in Higher Education: Processes and Outcomes
8. Working and Learning: Complementary or Contradictory?
- Educational Niche?-- A Preliminary Examination of Fields of Study for
Bachelor's Degree. Yingyi Ma, Johns Hopkins University
- Can an intervention program provide social and cultural capital for
Dora Acherman and Linda Perez, Florida International University
- Like Your Classes, Know Your Professors? Predictors of Talented College
Students' Science and Technology Careers. James Lee and Christine Stow,
University of South Alabama
9. Families, Social Capital, and Educational Performance
- Math and Science Achievement by Working Adolescents in the U.S. and
Cross-Nationally. David Post, Pennsylvania State University
- The Effects of Work-Based Vocational Programs on High School Completion
Troy Powell, Duke University
- Multiple episodes: education and training careers in Germany
Steffen Hillmert, University of Bamberg
- The Hidden Curriculum of Customer Service Training: Teen Summer Work
E.L. Rohan de Silva, Northeastern Illinois University
10. All About Teachers
- Effect of Family-based Social Capital on Students' Literacy Performance
Sui-chu Ho, Faculty of Education, The Chinese University of Hong Kong
- Family Structure and Adolescent School Engagement: The Mediating Influence
of Family and Parental Resources. Holly Heard, Rice University
- Is Parent-Child Communication More Beneficial to Lower or Higher SES Students?
: A comparative study of reading literacy among 15-year olds in Korea and the
Hyunjoon Park, University of Wisconsin-Madison
- Social Class Background, Preschool Oral Language Development, and Elementary
School Performance. Rachel Durham and George Farkas, Pennsylvania State
11. Educational Systems: International Perspectives
- Teacher conflicts in the education systems: An exploratory study of
Latin American countries. Paula Razquin, RAND
- Social Capital, Teacher Perceptions of Control, and Implications for
the School Work Environment. Donald Hunt, Northern Illinois University
- Meet the Press: The News about the Teacher Shortage in Georgia.
- The framing of a problem: school mobility, high-stakes testing and teacher
perceptions of caring. Kelly Goran Fulton, University of Texas-Austin
- Evaluating the Medium of Instruction Policy in a Post-Colonial Society:
The Case of Hong Kong Special Administration Region. Wing-Kwong Tsang,
The Chinese University of Hong Kong
- The Dialectic of Internationalization and Globalization in Japanese
William Bradley, Ryukoku University
- Symbolic Capital and Educational Inequality in Israeli Schooling: The
Case of the Arab Minority in Israel. Ayman Agbaria, Pennsylvania State
12. Social Processes and Educational Transitions
- Sibling Support: First Generation Siblings as Institutional and Familial
Mediators in College Access. Zoe Corwin, University of Southern California
- Social Relationships during the Transition to High School. Amy Langenkamp,
University of Texas at Austin
- Religiosity and the High School Dropout. Paul Holley, Arizona State
- Saving At-Risk Youth: Building Community and Re-engaging Dropouts at
an Alternative, Christian High School. Paul Colomy, University of Denver
Robert Granfield, University of Buffalo
13. Alternatives to Traditional Schooling
- Students with Disabilities: Achievement Test Score Differences and Charter
School Attendance. Anthony Garcy, Arizona Department of Education
- The Relationship Between Policy Talk and Implementation: A Comparison
of Charter Schools with Conventional Public Schools. Jeanne Powers, Arizona
State College of Education
- Immune from Isomorphism? Segmentation and Private 'Niche' Schools in
Ontario, Canada. Linda Quirke, McMaster University
- Educational Entrepreneurialism in the Private Tutoring Industry: Balancing
Profitability with the Humanistic Face of Schooling.
Janice Aurini, McMaster University
14. Classroom and Schools: Processes and Outcomes
- Enrollment Matters: University Course Characteristics, Instructors'
Means of Assessment, and Students' Evaluation of their Experience
William Michelson, University of Toronto
- Understanding Classroom Authority: Theory, Ideology, and Research on
Judith Pace, University of San Francisco and Annette Hemmings, University
- Comparative Analysis of School and Teacher Effects on Student Risk of
School Violence Victimization. Motoko Akiba, University of Missouri-Columbia
- "There's No Way I'm Giving Up My Smartest 12." Marisol Karina Clark-Ibanez,
CSU San Marcos
15. Family Background and Educational Attainment: International Perspectives
16. Educational Attainment: Outcomes and Variations
- Family Background and Educational Success in Denmark
Martin Munk, The Danish National Institute of Social Research
- Family Background and Education: China In Comparative Perspective
Mariah Evans and Jonathan Kelley, University of Melbourne
Juhua Yang, Brown University
- Family, Income, Home Environment, Parenting, and Mathematics Achievement
of Children in China and the US. Ming Tsui, Millsaps College
- Family Norms, Gender Roles, and Children's Educational Attainment in
Chinese society: The Case of Developing Taiwan. Wei-hsin Yu and Kuo-Hsien
Su, Academia Sinica
- The Times, They Are A' Changing? Education and the Gender Income Gap
for Young Adults. Donna Bobbitt-Zeher, The Ohio State University
- Educational Attainment and Cohort Replacement: Revisiting Assumptions
in Social Science Research. James Wilson, Fordham University - Lincoln
Center andWalter Grove, Vanderbilt University
- Advantage of 'Feminine' Education and Occupations in a Spousal Search,
and Its 'Incompatible' Outcome. Mayumi Nakamura, University of Chicago
17. Race and Education
- Education for the Common Good? Melanie Bush, City University of
- An Analysis on the Effects of Parental Encouragement on Student
Aspiration across Racial Groups. Yun Zhou, Arizona State University
- Patterns of Disengagement of Mexican American Adolescents in High School
Sylvia Martinez, University of Chicago
- Shadow of the Future? Race and the Likelihood of Enrollment in Courses
of Academic Distinction. Mamadi Corra, East Carolina University
18. Race, Gender, and Sexuality in Schools
- What's Holding Boys Behind? Explaining the Black Gender Gap in Educational
Outcomes. Rachelle Brunn and Grace Kao, University of Pennsylvania
- You Know, Having Fun with Women: Gender and the 'Burden of Acting White'
Matthew Ezzell, University of North Carolina, Chapel Hill
- Confronting Gender and Sexuality in Schools: A Re-examination of the
Kevin Moseby, University of California, San Diego
- African-American Girls' Peer Groups in a State-Operated School District
19. Health and Educational Outcomes
- Problem Solving Skills, Curriculum Exposure, and Adolescent Smoking, Ali
Picucci and Lorena Lopez-Gonzalez, University of Texas Austin
Kathryn Schiller, State University of New York at Albany
- The Impact of Problem Drinking on College Student Dropouts in the United
States: A Longitudinal Study of Alcohol-Related Attrition
Karen Jennison, University of Northern Colorado
Kenneth Johnson, Social Research Associates
20. Body Weight Issues and Educational Outcomes
- The Influence of School Context and Academic Performance on Adolescent
Girls' Weight and Body Image. Anna Mueller and Chandra Muller, University
- Weighing the Future: Body Mass Index and Academic Attainment. Michelle
Frisco, Iowa State University and Gary Sandefur, University of Wisconsin-Madison
- When Summer Gain is a Setback. Paul von Hippel and Douglas Downey,
Ohio State University; Brian Powell and Nicholas Rowland, Indiana University
21. The Early Childhood Longitudinal Study: Recent Findings
- Behavior Problems and Student Engagement as Determinants of Kindergarten
Katerina Bodovski and George Farkas, Pennsylvania State University
- Contextualizing Education: Understanding The Role of Race in Determining
Where Our Children Go To School. Jessica Kenty-Drane, Northeastern University
- Poverty and Pre-k: Does Head Start really help students? Shelly
Brown, University of North Carolina Greensboro
- The Asian-White Achievement Gap: Evidence for Kindergarten and First
Takako Nomi. Pennsylvania State University
22. Socio-economic Outcomes of Education
- The 'Strong Tie' Between Social Networks, Job Attainment, & Upward Mobility
Alexandra Murphy, Columbia University
- Who Has Become the Wealthy among the Best and the Brightest?
Ted Ilkoo Youn, Karen Arnold, John Shandra, and Mandy Savitz, Boston College
- Measurement Error in Reported Education and Estimation of the Private
Returns to Education. Mark McKerrow, Cornell University
- The Relationship Between Postsecondary Education and Skill: Comparing
Credentialism with Human Capital Theory."
David Walters, University of Western Ontario
23. Non-socioeconomic Outcomes of Education
- Class Sentiments in Formation: Influence of Class Socialization, College
Ted Brimeyer, JoAnn Miller, and Robert Perucci, Purdue University
- Making Citizens: A Cross-National Study of School and Regime Effects
on Political Socialization of Youth
David Baker and Rodrigo Fabrega, Pennsylvania State University; Fernanda Astiz,
Canisius; Alexander Wiseman, University of Tulsa
- The relation between education and divorce risk in societies with different
divorce laws and welfare systems. Juho Harkonen and Jaap Dronkers, European
24. Organizational Processes and Educational Policy
- Dissent from Within: How Educational Insiders use Protest to Reshape their
Institution. Frank Grossman, Columbia University
- Strategic Decoupling: Building Legitimacy in Educational Policy Environments.
Michael Bastedo, University of Illinois at Urbana-Champaign
- The Diffusion of State-Mandated High School Exit Examinations in the United
States, 1979 - 2003. Rachael Kulik, John Robert Warren, and Krista Jenkins,
University of Minnesota
- The Impact of Education Reform on Exclusion of Students from School
Jack Levin and Gordana Rabrenovic Northeastern University
25. Parents As Actors in Educational Contexts
- Choice Without Markets: Homeschooling in Context of Private Education
Janice Aurini and Scott Davies, McMaster University
- Between classes: educational beliefs and practices of home school parents
who educate their children through state-sponsored programs. Charlene
- Welfare Reform and Academic Outcomes: Does Parental Work Help or Hurt
Kids' Grades?Amber Pareja and Dan Lewis, Northwestern University
Thematic Session: Unfinished Business: Fifty Years after Brown
v. Board of Education. Saturday, Aug. 14, 2:30-4:30.
May 17, 2004, marked the 50th anniversary of Brown v. Board, which
struck down the racially "separate but equal" doctrine and promised equality
for all. A landmark case in constitutional law, civil rights, and education,
Brown illustrated the roles that children, parents, lawyers, judges, social
scientists, and public intellectuals played. It had a ripple effect beyond
race and education and expanded rights to diverse groups in the U.S. as well
as human rights internationally. The 2003 Supreme Court decision on Michigan
protected Brown's promise and allowed that university administrators may use
affirmative action for diversity. What is the unfinished business of Brown
and where do we go from here? Distinguished panelists address past, present,
and future challenges and opportunities.
Organizer: Bernice McNair Barnett, University of Illinois, Urbana
Nancy Cantor, University of Illinois, Urbana-Champaign
Joe R. Feagin, Texas A&M University
Judge Julius Chambers
Thomas Pettigrew, University of California, Santa Cruz
Thematic Session: Sociologizing School Policy: The Public Sociology of
Education. Saturday, Aug. 14, 4:30-6:30 p.m.
Whether the issue is equality of educational opportunity, racial segregation,
high school tracking, school vouchers, or affirmative action, sociologists
have played a leading role in focusing attention on aspects of education that
are ignored or underplayed by policymakers, the media, and the general public.
And in recent years, as market ideology has swept educational discourse, sociologists
have played a key role in pointing out the social inequities of market forces
in education, whether in the form of vouchers or performance funding for schools.
This panel will examine several key interventions by sociologists in educational
policy debates. The hope is to lay the basis for a continued, but more vigorous
and effective, public sociology of education by analyzing the sources, audiences,
methods, successes, and failures of those policy interventions.
Organizer and Presider: Kevin Dougherty, Teachers College, Columbia
Jomills Braddock, University of Miami: sociologists and the fight against
Amy Stuart Wells, Columbia University: sociologists and policymaking
on school vouchers and charter schools:
Sylvia Hurtado, UCLA: sociologists and the movement to establish and
defend affirmative action:
Discussant: Jeannie Oakes, UCLA
Thematic Session: Successful Failures: Contested Opportunity Policies
in Higher Education. Sunday, Aug. 15, 10:30-12:30 a.m.
A paradox of educational success but political failure is evident among
opportunity policies in higher education. Both affirmative action and "open
admissions" policies are illustrative. Research suggests such programs have
been generally successful. Nonetheless, political leaders have attacked and
undermined them. Panel and audience will discuss processes of mobilization
and countermobilization in relation to opportunity policies.
Organizer and Presider: David E. Lavin, Graduate School, City University
of New York
Walter Allen, University of California, Los Angeles: "The Higher Education
System: Stratification and Opportunity Structures."
Jerome Karabel, University of California, Berkeley: "Counter-revolutionary
Movements in Higher Education: The Case of the Alumni Revolts at Yale and
Paul Attewell, Graduate School, City University of New York: "Passing
the Torch: An Intergenerational Perspective on Opportunity Policies for Poor
and Disadvantaged Students."
David Karen, Bryn Mawr College: "Access Policies in Higher Education:
Mobilization and Countermobilization."
Using Major National Data Sets: Exploration of Data from the National
Center on Education Statistics
Sunday, 8/15/2004 from 8:30 a.m. - 10:10 a.m.
Participant(s): Carl Schmitt and colleagues from NCES.
National Center on Education Statistics (NCES) researchers will provide
an overview of NCES data files and information relevant for Sociology, along
with an in-depth look at several data collections. NCES has the following
new data that can be used for analysis:
- Schools and Staffing Survey 2000;
- The Common Core of Data (the public elementary secondary education data
files have been newly integrated into an electronic data base and set up
for public access via the web using a table building tool);
- The Early Childhood Longitudinal Survey data file;
- Educational Longitudinal Survey (2002 with the 2004 follow-up and the
student transcripts collection); and
- National Education Longitudinal Study (NELS:88) 2004 release of the most
recent follow-up and a transcript collection.
SOE Section Council and Business Meetings
Council will be meeting at 7:30 a.m. on Tuesday, Aug. 17.
The Business meeting, which is open to all members of the Section, will
start at 1 p.m. on Tuesday, Aug. 17. Note that, while the room will be the
same as listed in the ASA program, this is an earlier starting time. The earlier
start will leave more time to take up several items. One of the most important
is the report from the Committee to Increase the Recruitment and Retention
of Sociologists of Color.
SOE Section Reception
The Section reception will be from 6:30 to 7:30 p.m. on Monday, Aug. 16.
It is being sponsored by the American Institutes of Research. At the reception,
the winners of the Willard Waller and David Stevenson Awards will be announced.
When: Monday, August 16th, 2004; Cocktails 7:45pm, Dinner 8:15pm
Where: The Mandarin Ghirardelli Square
The Mandarin is located in the Woollen Mill Building at Ghirardelli Square
on San Francisco Bay, 2 miles north of the convention hotels:
900 North Point Street
San Francisco, CA 94109
Phone - (415) 673-812
Website - http://www.themandarin.com/
There will be a cash bar with reasonably priced drinks. It will be open
from 7:45pm through dinner.
Tickets are $44.17 per person (includes tip and tax). Please make checks
payable to Daniel A. McFarland, and send them to him at Stanford University,
485 Lasuen Mall, Stanford CA 94305.
*Please RSVP by sending
your check no later than 7/15/04.
SOE Mini-Conference on No Child Left Behind Act
Tuesday, August 17, 2004, 2:30-6:30
The purpose of the mini-conference is to discuss how sociology can best
illuminate NCLB's impact and most effectively intervene in the policy discussion
preceding the reauthorization of the Elementary and Secondary Education Act
in 2006 or 2007. The mini-conference will consist of an introductory panel,
where speakers will discuss the history of the achievement gap and efforts
over the past 40 years to close it, the main features of NCLB, and the challenges
it faces in closing the achievement gap. This panel will be followed by the
core activity of the conference -- roundtable sessions analyzing the following
issues related to NCLB: assessment and accountability; high quality teachers;
curriculum, instruction, and school reform; and school choice. The mini-conference
will end with a planning session chaired by Jim Rosenbaum to develop a proposal
for a full-day conference in conjunction with the 2005 ASA.
Because of space limitations, attendance will have to be limited to 100. Statements
of interest should be sent as soon as possible to Alan Sadovnik at email@example.com.
Job opening: The Center for Research on Educational Opportunity invites
applications for a tenure-track, junior level position with a joint appointment
in the Center and the Sociology Department beginning August, 2005. We seek individuals
with a doctoral degree in Sociology and with a primary commitment to research
in sociology of education. The successful candidate will conduct research on
educational issues, teach sociology, and participate in the intellectual life
of the Center and the Department. Further information about the Center may be
found on this web site. http://www.nd.edu/~creo/.
Review of applications will begin immediately and continue until the position
is filled. Send a letter of application, curriculum vitae and three letters
of reference to: Professor Maureen Hallinan, Director Center for Research on
Educational Opportunity, University of Notre Dame, 1011 Flanner Hall Notre Dame,
IN 46556-5611. Notre Dame is an Equal Employment Opportunity, Affirmative Action
Employer and strongly encourages applications from women and minorities.
AIR Fellowship Program for Predoctoral Studies in Education Research
at Johns Hopkins. The American Institutes for Research and the Johns Hopkins
University Department of Sociology are pleased to invite applicants for the
AIR Fellowship Program for Predoctoral Studies in Education Research. The
program supports advanced training in educational research and evaluation
for exceptionally able candidates in the Department of Sociology at Johns
Hopkins University who wish to pursue a concentration in sociology of education
as a core component of their graduate studies. AIR Fellows receive financial
support for two years of graduate study (tuition and school-year stipend at
the prevailing level established by the department for its financial aid packages),
a paid summer internship at AIR's Washington, D. C. division to introduce
Fellows to research opportunities and allow first-hand participation in on-going
research, and a $500/year training supplement for professional development
activities, including attendance at professional meetings. At the dissertation
stage, Fellows may also apply to AIR for dissertation funding to support research
costs (other than salary), up to a maximum of $5000. The Department of Sociology,
for its part, provides up to three years of additional financial aid (including
training supplement), research training through coursework and apprenticeships,
and close, supportive mentoring.
AIR Fellows are selected by AIR from among candidates nominated by the department
who have been admitted into the Ph.D. program under its regular admissions review.
One Fellow will be appointed annually. It is expected that most Fellows will
be appointed from among incoming students, but advanced students also are eligible.
Acceptance of an AIR Fellowship entails no obligation to AIR beyond the curricular
requirements specified above. For additional information on the AIR Fellowship
Program for Predoctoral Studies in Education Research, contact Amy Cline (firstname.lastname@example.org).
Call for papers: Scott A. Hunt is the editor-elect for the Journal of
Contemporary Ethnography. JCE publishes theoretically, methodologically, and
substantively significant studies based upon participant-observation, unobtrusive
observation, intensive interviewing, and contextualized analysis of discourse
as well as examinations of ethnographic methods. Submissions from all substantive
areas and theoretical perspectives are welcomed. Email manuscript submissions
(in Word or WordPerfect format) may be sent to email@example.com.
Hardcopy submissions and all other correspondence should be sent to Scott A.
Hunt, Editor, Journal of Contemporary Ethnography, Department of Sociology,
University of Kentucky, Lexington, Kentucky 40506-0027. A processing fee of
US$10 must be submitted via a check or money order made payable to the Journal
of Contemporary Ethnography.
Research Resource: The Social Science Research Council (SSRC) has
established a new project entitled "Transitions to College: From Theory to
Practice." This project focuses on postsecondary transition and retention
successes and failures associated with America's disadvantaged youth.
Lumina Foundation for Education is providing support for this effort. The
project's goals are:
The Transitions to College website, http://edtransitions.ssrc.org,
is a very useful location for finding academic resources on college going, as
well as bulletins about pertinent workshops, conferences, and symposiums occurring
across the country. It provides links to university-based research centers, national
higher education centers, state and regional higher education agencies. It also
holds an extensive searchable database that includes reports, policy briefs, journal
articles and other records and provides direct links to the texts. You can also
submit your own favorite references and sites to be considered for inclusion.
In future months the site will offer essays and bibliographies from the social
science disciplines about research on transition. The Social Science Research
Council, an independent, non-profit organization founded in 1923, advances knowledge
for the public good. It leads innovation, builds interdisciplinary networks, and
focuses research on important public issues.
- To bring together and clarify what we know about the shift from high school
to college from the various streams of social science research that have looked
- To frame and structure an agenda about what we still need to research and
learn about this crucial bridge to gainful adulthood;
- To link that agenda to policy and practice
New Address: Claudia Buchmann has left Duke University and has been
appointed Associate Professor in the Department of Sociology at The Ohio State
University, 300 Bricker Hall, 190 N. Oval Mall, Columbus, OH 43210. Her email
address is firstname.lastname@example.org.
DRIVE FOR THE SOCIOLOGY OF EDUCATION SECTION
By now you have probably renewed your ASA membership for the current year
and hopefully you have renewed your Sociology of Education section membership,
too. Over the past ten years our section has grown from slightly over 300
members to almost 700. The result of this growth has enabled us to hold more
sessions at the American Sociological Association annual meetings and to sponsor
more activities for members. For many years our goal had been to reach the
600-member level in order to be permitted by ASA to add more sessions at the
meetings. However, membership totals tend to be fluid and if we fall below
that level, we lose some of the sessions we have worked to gain. In an effort
to preserve sessions and even to expand benefits the committee and I ask to
consider something in addition.
Besides renewing your own membership, we would offer two modest suggestions.
First, ask one of your colleagues to become a member of the section. The section
dues are low and we offer numerous benefits to section members. Second, there
may be a graduate student with whom you work who is a member of the ASA, but
not a member of the Sociology of Education Section. Please consider buying
one or more of your students a membership, which costs $7 at the student rate
or $12 at the regular membership rate, as a "thank you" for their help on
a particular project or their work as your teaching or research assistant.
It is an inexpensive reward, but it will help them with their professional
socialization and benefit your section, too.
The Sociology of Education Section has a website that can be accessed by clicking
on to www.asanet.org/soe. Please click on this web address and familiarize yourself with the numerous
benefits and sources of information, employment, and data provided by the section.
Then please print a copy of the section membership form displayed below for
that student you wish to thank. In addition, please print off other copies and
talk to your colleagues or graduate students. We hope that you will encourage
at least one person to join the section.
When you speak to your colleagues and students, you might want to point
out that the section has many benefits to offer, including access to an on-line
website that contains an extensive bibliography on educational issues created
by Robert Dreeben of the University of Chicago; a jobs and fellowships board
and access to data and information for research projects and research funding.
The section sponsors a successful and delightful annual dinner at the ASA
meetings and an auction that generates funds for graduate students. We make
awards to students and honor the accomplishments of educational researchers;
and we sponsor large and successful roundtables at the ASA meetings where,
frequently, senior scholars have served as critics, offering positive suggestions
to improve student and faculty research. Finally, we hold conferences on salient
educational policy issues, such as the forthcoming conference on "No Child
Left Behind" to be held on the last day of the ASA meetings in San Francisco.
Thank you for helping our section and one another. If merely one-quarter
of us are successful in recruiting one new member each, we shall not only
assure ourselves of continued access to all of the sessions we currently enjoy
at ASA meetings, we shall gain additional sessions, thereby enabling more
people to share their research.
A. Gary Dworkin
SOE Membership Chair 2004
How to Join the Sociology of Education Section:
___I am currently a member of the ASA and want to join the Sociology of
Education Section. Enclosed is my check, payable to the American Sociological
___ $12.00 Member
___$7.00 Student Member
(For student members the signature of a faculty sponsor is required.)
___ $10.00 Low-Income
___I am not a member of the ASA, but am interested in joining the Sociology
of Education Section. I understand that I must also join the ASA. Please send
me information about members in the ASA.
Copy and Mail to:
American Sociological Association
1307 New York Ave., NW
Washington, D.C. 20005
Sociology of Education
Webmaster: Carl Schmitt: Carl.Schmitt@ed.gov
2004 - 2006
Membership: Gary Dworkin: email@example.com
FUTURE NEWSLETTER ITEMS
Please e-mail any section-related news and announcements to
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