The nominations committee of the Sociology of Education Section is seeking nominees for Chair-Elect and Section Council (2 positions, 3 year term). The nominations committee is comprised of: George Farkas, Chair - Penn State University; email@example.com, Jeanne Powers (UC San Diego; firstname.lastname@example.org), Meredith Phillips (UCLA; email@example.com), and Sean Reardon (Penn State; firstname.lastname@example.org).
Please send nominations by
February 1, 2001 to:
Please send nominations by February 1, 2001 to:
The Willard Waller Award commemorates Willard Waller, whose seminal work on teaching and schools laid the foundation for the sociology of education. The nature of the award rotates on a three-year cycle. The 2001 Willard Waller Award will be for a career of distinguished scholarship. The distinguished career award is given to an individual whose scholarly contributions over the years have advanced the study of education within the field of sociology. Please send nominations to the chair of the award committee, Laura Salganik, whose address appears below.
Please send nominations by February 1, 2001 to:
This award is given for an outstanding paper written by a graduate student or students on a topic in education. The author (or first author) must be a graduate student at the time of submission, and all authors must have been graduate students when it was written. Nominations from members of the section and self-nominations are welcome.
Please send submissions by February 1, 2001 to:
of Business Meeting
Submitted by: Kevin J.
Thanks were given to the following for their service to the Section during the past year:
Willard Waller Award
for Best Book
David Stevenson Graduate
Student Paper Award
John Lawrence presented in place of Gary Dworkin, who was unable to attend because he is recovering from heart surgery. Best wishes were extended to Gary for a speedy recovery.
The Section's membership started at 338 ten years ago and rose to 609. As of the time of the meeting, it stood at 550, reflecting a general pattern of decline in membership across sections.
[Note: by October 10, the Section's membership has risen to at least 600].
TEACHERS COLLEGE PRESS DISSERTATION PUBLICATION GRANT
The Section Chair will continue to explore with the ASA Executive Office the form that this grant might take. Teachers College Press offered last year to provide a grant to allow a young scholar to turn his or her dissertation into a book. The grant would be in the name of a deceased editor of TC Press (Galbraith). The selection would be by a committee of the Section, reviewing self-nominations by young scholars. TC Press would decide whether to provide the grant to the person selected by the committee. If someone were to accept the grant, TC Press would get right of first refusal on their book.
If a definite proposal does emerge, it will be reviewed by the Council and put before the membership of the section for a vote, perhaps in conjunction with next year's election of the Section officers.
SOCIOLOGY OF EDUCATION JOURNAL
The journal is moving,
along with Aaron Pallas, to Teachers College as of September 2000.
David Levinson, editor of the Section newsletter, reported that he plans to follow last year's procedure of putting out a fall issue in print and a spring issue electronically. However, if members want to have their spring issue in hard copy they should send their name and address to David at Bergen Community College, 400 Paramus Rd., Paramus, NJ 07652. His email address is email@example.com.
Back copies of the newsletter -- beginning with summer 1996 -- are archived on the SOE WebPage: www.asanet.org/soe.
Items for inclusion in the newsletter can be sent to David either via post or as attachments to email.
Kevin Dougherty reported that the Section's revenues for the year 2000 should come in between $3300 and $3400, depending on the final membership tally. These revenues come from the following sources: (a) the ASA allocation of $2218, which consists of a flat allocation of $1000 going to each section and a variable allocation of $2 per member enrolled at the end of 1999; (b) dues income for 2000: this will total between $1100 and $1200. One member raised the issue on the floor as to why the Section only gets a portion of the dues money. Another member replied that the portion retained by ASA goes to the costs of administering Section affairs.
Expenses should run about $1400. The main expenses are for the Section reception at the ASA meeting (this year the cost was picked up by the American Institutes of Research), printing and mailing of the newsletter (which may come to about $1300), and the Willard Waller award plaque ($70). The graduate student award is supported by a separate fund of its own.
The section can therefore anticipate a surplus of about $1900-2000 for the year 2000. This surplus is in addition to the accumulated surplus over the last few years of $5285. This surplus may be relatively temporary. It is primarily a product of the fact that the production of the newsletter has cost less than the amount budgeted, because of the use of one electronic edition, and ASA has allowed sections to retain the amount saved. However, it is not clear how long this will continue.
SECTION COMMITTEES FOR 2000-2001
David Baker, the incoming Section chair, named the following chairs of Section committees for next year:
SOE Special Interest Group of the American Educational Research Association
Mary Metz (chair of the SIG) and Alan Sadovnik (the Program Chair) reported on the importance of getting more members for the SIG. Based on its membership, it is only allocated one regular session and one roundtable session with four roundtables. This allows a maximum of 20 places but the SIG received over 35 proposals. The Program Chair made a strong effort to place extra papers with other AERA Divisions and SIG's but this was not easy. To become a member, you only need to send a one-line statement to AERA.
2001 ASA Convention in Anaheim
We will need a local arrangements committee. [Subsequent to the annual meeting, Meredith Phillips at UCLA has agreed to head the local arrangements committee]
Chiqui Ramirez reported that the Section has been asked again by the Population Section to co-sponsor a session with them. If we do this, the SOE Section gets an additional section from ASA. The two sections had one joint session this year and it went well. We agreed to a two-year arrangement with the demographers.
National Center for Education Statistics
Sean Creighton reported that NCES is fielding a survey on adult work-related education in 2003. You can reach Sean at firstname.lastname@example.org.
Joyce Epstein reported
that the editorship of CS is changing. She is concerned that the CS index has
no category for education or schooling. The new editors have told her that they
are going with a new "integrated" listing that we would like. However, every
other section's subdisciplinary area is separately named in the index except
for education. It is important to send letters to the new editors. In the letter,
it is important to indicate that the entry is for the subdiscipline and not
for the section so it will not be seen as a special interest plea. David Baker
asked Joyce to put her old letter to the editors on the SOE Listserve with the
names of the new editors. He will ask Council if a letter should be sent in
the name of the Section. We may want to specify categories for the CS index.
Maureen Hallinan reported that it is now available from Pergamon.
Carl Schmitt, the Webmaster, said to send him any lists of articles or books that one would want to put on the web. He would be interested in any publication, appropriately and somewhat consistently styled. He would like to be able to put submissions into some kind of databases to allow a referencing/search system (author(s), title, publisher, date and place of publication, if the text is available, etc.) as in a reader or a journal.
Carl's email address is email@example.com.
Teaching Sociology of Education syllabus set
Jeanne Ballantine announced that a new edition - edited by herself, Floyd Hammack, Caroline Persell, Edith King, and Theodore Wagenaar - is coming out soon. It will include model syllabi, teaching tips, and suggestions on how to use the web.
The ABC-CLIO Company, a notable reference book publishing company with years of professional scholarship and publications is looking for authors for the following book titles:
Funding Public Schools
These books are designed to be part of series entitled Contemporary Issues in Education. The series has over twenty titles planned with many to be published in the not too distant future. Please feel free to go to the website, www.ABC-CLIO.com to look at the series and the type of books the company published.
The above-mentioned titles are designed to be reference books, not monograms. We are looking for authors who are proficient in their areas, that possess a doctoral degree, and that can write about the issues in plain language.
The books will be approximately 200 pages in length and will be published in hardback form. The books are sold to libraries, from high schools to universities, as well as to school boards throughout the country.
The company is offering an advance as well as ten percent royalties on both Internet as well as published books.
If you are interested in these types of books, please contact me by e-mail at firstname.lastname@example.org. We will need curriculum vitae and proposal. Once these are delivered, we would then draft a contract and work would begin. Before a proposal can be written, any potential author will wish to make contact with me.
Thank you for your interest.
Dr. Danny Weil
by Alan R. Sadovnik, Rutgers University
Basil Bernstein, Karl Mannheim Chair Emeritus in the Sociology of Education, at the Institute of Education, University of London, died on September 24th, 2000 after a prolonged battle with cancer of the larynx. Professor Bernstein was one of the leading sociologists in the world, whose pioneering work over the past four decades illuminated our understanding of the relationship among political-economy, family, language, and schooling. Although committed to equity and social justice, or in his own words, "preventing the wastage of working class educational potential," (1961), his work was often misunderstood and incorrectly labeled a form of "cultural deficit" theory. Nothing could be more inaccurate.
Raised in London's East End, the son of a Jewish immigrant family, Bernstein's career reflected his concern for understanding and eliminating the barriers to upward social mobility. After serving as an underage bombardier in Africa in WWII, he worked in the Stepney settlement boys' club for underprivileged Jewish children. He put himself through the London School of Economics by working various menial jobs and earned a degree in sociology. He completed teacher education at Kingsway Day College and from 1954-1960, he taught a variety of subjects, including English, civics and physical education, at City Day College in Shoreditch. In pure Goffmanesque style, he also taught motor-bike maintenance and motor repair, despite the fact that he did not drive; a fact that he successfully concealed from his students.
In 1960, Bernstein began graduate work at University College, London, where he completed his Ph.D. in linguistics. He then moved to the Institute of Education, where he stayed for his entire career, rising from senior lecturer to reader to professor, to the Mannheim Chair. During his tenure at the Institute, he also served as head of the influential Sociological Research Unit and as Pro-Director of Research.
For over four decades, Bernstein has been one of the centrally important and controversial sociologists, whose work has influenced a generation of sociologists of education and linguists. From his early works on language, communication codes, and schooling, to his later works on pedagogic discourse, practice, and educational transmissions, Bernstein produced a theory of social and educational codes and their effect on social reproduction. Although structuralist in its approach, Bernstein's sociology drew on the essential theoretical orientations in the field: Durkheimian, Weberian, Marxist, and interactionist, and provides the possibility of an important synthesis. Primarily, however, he viewed his work as being most heavily influenced by Durkheim.
Karabel and Halsey (1977, p. 62), in their review of the literature on the sociology of education, called Bernstein's work the "harbinger of a new synthesis." Bernstein's early work on code theory was highly controversial, as it discussed social class differences in language, that some labeled a deficit theory, but it nonetheless raised crucial questions about the relationships among the social division of labor, the family, and the school, and explored how these relationships affected differences in learning among the social classes. His later work (1977a) began the difficult project of connecting macropower and class relations to the microeducational processes of the school. Whereas class reproduction theorists offered an overtly deterministic view of schools without describing or explaining what goes on in schools, Bernstein's work promised to connect the societal, institutional, interactional, and intrapsychic levels of sociological analysis. In doing so, it presented an opportunity to synthesize the classical theoretical traditions of the discipline.
Bernstein is best known for his five volume Class, Codes and Control, published between 1971 and 1996. In Class, Codes, and Control, Volume 1 (1971), Bernstein's sociolinguistic code theory was developed into a social theory examining the relationships between social class, family, and the reproduction of meaning systems (code refers to the principles regulating meaning systems). For Bernstein, there were social class differences in the communication codes of working class and middle class children; differences that reflect the class and power relations in the social division of labor, family, and schools. Although Bernstein's critics argued that his sociolinguistic theory represented an example of deficit theory, as they alleged that he was arguing that working class language was deficient, Bernstein consistently rejected this interpretation (see Bernstein, 1996, pp. 147-156). Bernstein argued that restricted codes are not deficient, but rather are functionally related to the social division of labor, where context dependent language is necessary in the context of production. Likewise, the elaborated code of the middle classes represents functional changes necessitated by changes in the division of labor and the middle classes new position in reproduction, rather than production. That schools require an elaborated code for success means that working class children are disadvantaged by the dominant code of schooling, not deficient. For Bernstein, difference became deficit in the context of macro-power relations.
By the third volume of Class, Codes, and Control (1977a), Bernstein developed code theory from its sociolinguistic roots to examine the connection between communication codes and pedagogic discourse and practice. In this respect, code theory became concerned with the processes of schooling and how they related to social class reproduction. He demonstrated that sociologists of education had to do the difficult empirical work of looking into the world of schools and of linking educational practices to the larger institutional, societal, and historical factors of which they are a part.
In the fourth and fifth volumes, Bernstein developed this approach into a systematic analysis of pedagogic discourse and practices. In doing this, he related his theory of pedagogic discourse to a social?class base and applied it to the ongoing development of different educational practices.
Whatever the criticisms in his work, it is undeniable that Bernstein's work represents one of the most sustained and powerful attempts to investigate significant issues in the sociology of education. Almost thirty years ago, Bernstein began with a simple but overwhelming issue: how to find ways to "prevent the wastage of working?class educational potential" (1961, p. 308). The problem of educability led to the development of code theory. Code theory, while a powerful and controversial perspective on educational inequality, did not sufficiently provide an understanding of what goes on inside the schools and how these practices are systematically related to social?class advantages and disadvantages. In an attempt to connect the macro and the micro further, Bernstein's work since the 1960s centered on a model of discourse and pedagogic practices, in order to create a more systematic outline of the "what" and the "how" of education. Taken as a whole, Bernstein's project has provided a systematic analysis of the role of schooling in social reproduction.
I first met Basil Bernstein in 1978 at New York University, when I was a doctoral student and he a Visiting Professor. He took an interest in a paper I wrote for him applying his work to Bowles and Gintis' Schooling in Capitalist America. For the next 22 years, he was my mentor, colleague and, most of all, beloved friend. His impact on my career (as well as dozens of his other students now in prestigious university positions all over the world) was enormous. Upon telling him that I received the American Sociological Association's Willard Waller Award for my article on his work, he replied with his usual sense of humor: "My dear boy, I have made your career, haven't I."
However, what I remember most are the wonderful times we had at he and his wife Marion's lovely home in Dulwich, at the National Theatre, at the Tate Gallery, shopping at Harvey Nichols, Liberty's and on Bond Street, and eating and drinking in numerous restaurants near the Institute in Bloomsbury. Professor Bernstein was no narrow academic. He was an arts aficionado, most proud of his David Hockneys; an audiophile, who moved reluctantly from his precious LP collection to CDs. an expert photographer, who was as proud of his photo of Susan Semel in the Hofstra University Research Magazine, complete with the credit, photograph by Basil Bernstein, as he was of a journal article; a beau brummel, fond of Armani and Kenzo. He is the only academic who could tell me precisely where on Bond Street Gucci and Zegna were located; and he was the only academic I know on a first name basis with the maitre d's at Liberty's Restaurant and the Fifth Floor Restaurant at Harvey Nichols. Oh, how he loved the Oyster Bar at Bibendum and a fine Chianti Classico! And what a conversationalist he was: ironic, creative, clever, amusing, knowledgeable, and at times, cryptic and sardonic. Whether it was applying code theory to the exploitation of South American farmers at one of his favorite Bloomsbury haunts, Isolabella or with Eliot Freidson, entertaining us with their tales of 1968 at Berkeley, Basil was one of a kind.
Basil was married to his wife, Marion for 45 years and they had two sons Saul and Francis. When I first met Basil in 1978, I told him that I had grown up in Far Rockaway, a New York City beach community and that I had been a surfer and skateboarder. He asked me to go to the Rockaway Beach Surf Shop and buy him a real California skateboard to take home to his young son Francis, who he said loved skateboarding. His dedication to the fifth volume of Class, Codes and Control in 1996 reads simply For Marion. Two words that sum up the incredible devotion they had for each other, a partnership in every sense of the word.
The last time I saw Basil was in June 2000, upon journeying to London from a conference in Lisbon organized by Ana Morais on his contributions to educational research. Too ill to attend as planned; Basil participated on Friday for the last hour via video hookup to his home in London. Despite being weak from treatment, he was vintage Basil: witty, creative, and dressed for the occasion in one of his favorite silk shirts. His brief written contribution on code theory and technology provided significant food for thought. Upon termination of the hookup, there was not a dry eye among us. We all knew that this might have been his last public appearance and we all knew how much we would miss him.
On Sunday following the conference, Susan Semel and I visited Basil and Marion in London. Although weak, he spoke of finishing CCC, Volume 6, in applying code theory to the internet and technology, and of New Labor educational policy, still in his view, like Thatcher's, "a new pedagogical janus..."(1990) reproducing the old inequalities. Although I left hoping it was not a final goodbye, I knew that it might well be. And it was. When Basil Bernstein died on September 24, the world of sociology lost a giant. I lost a mentor and friend to whom I will always be grateful.
Bernstein, B. "Social Structure,
Language, and Learning." Educational Research, 3 (1961), 163-176.
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:
Notre Dame is an Equal Employment Opportunity, Affirmative Action Employer and strongly encourages applications from women and minorities.
The University of Minnesota Department of Sociology in the College of Liberal Arts invites applicants for one full-time, nine-month position to begin as early as August 27, 2001, pending funding approval. The appointment will be at the rank of advanced TENURE-TRACK assistant professor or TENURED associate professor, depending upon qualifications and experience, and consistent with Collegiate and University policy. A Ph.D. is required. The field of expertise is open. The preferred candidate will have a strong reputation as a scholar and teacher with an exciting and innovative research agenda. Responsibilities are to maintain an active research program, teach undergraduate and graduate courses, advise students, and serve on departmental and college committees.
A current vita is required to open an applicant file. If the committee votes to interview, these additional items will be required:
The search will remain open until the position is filled.
Vitas should be sent to:
The University of Minnesota is committed to the policy that all persons have equal access to its programs, facilities and employment without regard to race, color, creed, religion, national origin, sex, age, marital status, disability, public assistance status, veteran status, or sexual orientation.
… a NEW Publication
The new edition of Teaching
Sociology of Education: Syllabi and Instructional Materials (Fifth Edition),
edited by Jeanne Ballantine, Jeffrey C. Dixon, Floyd Morgan Hammack, Edith
King, Caroline Hodges Persell, and Theodore C. Wagenaar is now available. This
edition contains syllabi for undergraduate and graduate level courses as well
as syllabi for international courses. Also includes, Internet resources, video
and film guide, textbook reviews, and project and assignment ideas.
… a NEW Reader
Authors Jeanne Ballantine (Wright State University) and Joan Spade (Lehigh University), have put together an exciting new reader entitled "Schools & Society: A Sociological Approach to Education". There has not been a sociology of education reader published in quite some time. I can only envision this reader helping faculty and students to truly grasp the sociology of education course. I have included a description of the text, unique features of the text, and the text's table of contents below. I hope you will see the value of getting this particular book's information out to the sociology of education section of ASA.
This reader is designed
to present a broad introduction to the field of Sociology of Education. It is
geared toward upper-level undergraduate and beginning level graduate courses
in Sociology of Education, Foundations of Education, and related courses. It
may be used as a text by itself or as a
Table of Contents:
Part 1: What is Sociology
Part 2: Schools as Organizations:
Structure and Roles.
Part 3: Informal Systems
and Hidden Curriculums.
Part 4: The Social Construction
Part 5: Educational
Systems and Their Environments.
Part 6: Social Stratification
Part 7: Efforts toward
Equality and Equity in Education.
Part 8: Higher Education.
Part 9: Education in
an International Context.
CALL FOR PAPERS
Please consider submitting your paper for this special issue.
Sociological Focus, the official journal of the North Central Sociological Association, will publish a special issue on "Educational Stratification and the Life Course" in October 2001. Papers should explore some aspect of the link between educational stratification and life course experiences or outcomes. Topics might include but are not limited to adolescent high school experiences and formation of long-term relationships, neighborhood and school influences on parents' involvement in education, an aspect of disability status and academic outcomes, or adult education and health status or behavior.
Authors should submit papers to:
Chandra Muller, Guest Editor
Department of Sociology
Burdine Hall 336
University of Texas
Austin, TX 78712
by January 8, 2001
Sociology of Education Section Officers: 2000-2001
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