Sociology of Education Annual Section Dinner
Monday, August 19 at 8:00 PM
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:
School of Education
120 Harvey Hall
Garden City, NY 11530
Please copy and mail to Alan Sadovnik by July 8
From the Chair: ASA's Challenge for More Interactive Sessions
Joyce L. Epstein
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
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
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:
- 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)
- What are the two or three major results of your study? (about 5 minutes)
- 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
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
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
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
Sociology of Education Section Officers 1995-96
Joyce L. Epstein
Center for Social Organization of Schools
Johns Hopkins University
3505 North Charles Street
Baltimore, MD 21218
Phone (410) 516-8807
Fax (410) 516-8890
Past Chair: Kathryn Borman
Sally B. Kilgore
Herman Kahn Center
P.O. Box 26-919
Indianapolis, Indiana 46226
Karl Alexander - 96
Aaron Pallas - 96
Roslyn Mickelson - 97
Elizabeth Cohen - 97
Kevin Dougherty - 98
Alan R. Sadovnik - 98
David L. Levinson
Division of Liberal Arts
Massachusetts Bay Community College
50 Oakland Street
Wellesley Hills, MA 02181-5399
Phone (617) 239-2451
Fax (617) 239-1047
1996 ASA Annual Meeting Sociology of Education Paper Sessions and
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
- GED Certification After Dropout: Timing and Social Correlates. Douglas K. Anderson,
University of Southern Maine.
- 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.
- Individuals in Institutional Contexts: A Re-Examination of Factors Influencing Degree
Attainment. James Witte and Curtis Askew, Northwestern University.
- Academic, Psychological and Familial Indicators of African American Women's Satisfaction
with College. Kristian May and Clarenda Phillips, University of Illinois - Urbana.
- 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
- Whatever Happened to the Teacher Shortage. Richard Ingersoll, University of Georgia.
- The Impact of Teacher Preparation Experiences on the Early Career Trajectories of
Teachers: Retention, Assignments, and Dispositions. Gary Natriello, Teachers College
- Subject Cultures and High School Departments As Contexts of Teaching Reforms:
Mathematics versus Science. Joan E. Talbert and Rebecca Perry, Stanford University.
- The Social Organization of the Effective High School Curriculum. Charles E. Bidwell,
Jeffrey Yasumoto, and Tom Hoffer, NORC/The University of Chicago.
- An Experimental High School Based on Sociological Principals for Motivating At Risk
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
- The Effects of Higher Educational Expansion in Different Disciplines on Economic Output
in the United States. Robert Kadel and Richard Rubinson, Emory University.
- Sex and Segregation Between And Within Colleges. Jerry Jacobs, University of
- Field of Study, College Selectivity and Inequalities in Higher Education. Scott Davies,
McMaster University and Neil Guppy, University of British Columbia.
- A Bourdieuian Model of College Choice: College Choice as Capital Conversion and
Investment. Patricia McDonough, Anthony Lising Antonio, and Erin Horvat, UCLA.
- 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
- Tracking, Detracking and the Politics of Educational Reform: A Sociological Perspective.
Amy Stuart Wells and Jeannie Oakes, UCLA.
- Track Placement in the 1990s. James D. Jones, Mississippi State University.
- Negotiated Identities and Academic Program Choice: Influence at the Interstice Between
Structure and Agency. Faith G. Paul, Public Policy Research Consortium.
- 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.
- 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
Tuesday, August 20, 8:30 - 10:15 a.m.
Session Title: Family and Community Contexts: Inequalities and Effects
Presider: Carolyn Riehl, University of Michigan
- Early Inequalities: Ethnic Differences in Cognitive Growth During Childhood. Meredith
Phillips, Northwestern University, Sociology/Center for Urban Affairs.
- Why Didn't I Get a Cupcake? Social Class and the Creation of Customized School
Experiences. Annette Lareau and Mimi Keller, Temple University.
- Cultural and Educational Careers: The Dynamics of Social Reproduction. Karen E.
Aschaffenburg and Ineke Maas, Max-Planck Institute for Human Development and Education.
- Academic Success in Rural America: Family Background and Community Embeddedness. Glen
Elder and Stephen Russell, University of North Carolina-Chapel Hill.
- Early Schooling Predictors of Later Dropout. Karl L. Alexander and Carrie Horsey, Johns
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.
- School Structures, Processes, And Effects
Presider/Discussant: Roslyn Mickelson, University of North Carolina-Charlotte
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
Dan McFarland, University of Chicago
The Institutional Order of High Schools: A Structural Analysis of Cedar High School
- Education and Work; Work and Education
Presider/Discussant: Ivan Charner, Academy of Educational Development
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?
- Vocational Education: Investments and Returns
Presider/Discussant: Kevin Dougherty, Manhattan College
William F. Murphy,
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.
- Social Capital: Its Meaning and Effects in High Schools
Presider/Discussant: Joyce Epstein, Johns Hopkins University
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.
- Family, Students, and Private Schools Across Nations
Presider/Discussant: Lala Carr Steelman, University of South Carolina
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
- Patterns of Student Participation in Extracurricular Activities:
Presider/Discussant: Cornelius Riordan, Providence College
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.
- Family Involvement in High School: Issues of Gender, Academic Subjects, and Time
Presider/Discussant: David Baker, Catholic University
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.
- Effects of Poverty on Student Progress -- Data and Practice
Presider/Discussant: Gary Dworkin, University of Houston
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
- 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
Erin McNamara Horvat and Anthony Lising Antonio, UCLA
Race, Class, and the Habitus of the Hadley School: Influences on the College Choice
- 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
- The Culture of the University: Views from Inside and Out
Presider/Discussant: Philip A. Wexler, University of Rochester
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
- Women and the Educational Pipeline
Presider/Discussant: Jeanne Ballantine, Wright State 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
- National and State Policies on Tests and Standards
Presider/Discussant: Carl M. Schmitt, National Center for Education Statistics
J. Mendel, Stanford University
National Education Structures in an Expanding World Polity: National Ministries of
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?
- 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
Chief Academic Officers' Perceptions of the Relationship Between Faculty Research and
Michael Delucchi, University of Hawaii-West Oahu; Sarah E. Barfels,
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.
- Cross-National and Comparative Studies of Curriculum
Presider/Discussant: J. Michael Ross, National Center for Education Statistics
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
- 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
- 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
- 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.
- 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.
- Conditions of Effective Teacher Responsiveness to Students: Minimizing the Negative
Impact of Mismatch. Chandra Muller, University of Texas,
- The Effects of Community Service Participation on High School Students' Social
Responsibility. Ann Marie R. Power and Vladimir Khmelkov, University of Notre Dame.
- 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
- School Reform as Social Movement: From the Progressive Era to the Present. Pamela
Walters, Indiana University.
- 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
- Student Outcomes and District Variations in Educational Resources. James D. Unnever,
Radford University, and Alan C. Kerckhoff, Duke University.
- Resource Inequality and Desegregation: A Revitalized Perspective on School Context and
Life Chances. Lori Diane Hill, University of Chicago.
- 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
- 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.
- A Century of Educational Expansion in Two European Nation-States: Stream-Specific
Diffusion Effects. Thomas J. Burns, University of Utah.
- The Persistence of Educational Inequalities in State-Socialist Hungary:
Trajectory-Maintenance Versus Counter-Selection. Eric Hanley and Matthew McKeever, UCLA.
- Educational Stratification in Czechoslovakia Under Socialism. Raymond Sin-Kwok Wong,
University of California - Santa Barbara.
- Gender Differences in Educational Attainment in the Former Soviet Union. Mikk Titma and
Nancy Brandon Tuma, Stanford University.
Discussion: Barbara Heyns, New York University
Wednesday, August 21st
Governance and Reform Conference
Teachers College, Columbia University
The ASA Sociology of Education Section in conjunction with Teachers
College Record is sponsoring a working conference on current issues in school
governance and reform on Wednesday, August 21, 1996 immediately following the ASA Annual
Meeting. The Conference will be held in New York City at Teachers College. In addition to
members of the Sociology of Education Section, all of whom are invited to register for the
conference, the conference will be joined by a distinguished panel of policy makers and
practitioners. Section members may register for the conference by calling the Teachers
College Center for Educational Outreach and Innovation at the 212/678-3718. The
registration fee which includes lunch is $40.00. Updated information on the conference can
be accessed throughout the summer at the Teachers College Record web site at http://www.tc.columbia.edu/~TCRECORD
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;
JUDE@UGA.CC.UGA.EDU or Linda Grant at the
Department of Sociology, Baldwin Hall, University of Georgia, Athens, GA 30602-1611; (706)
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; email@example.com,
or Russell Rumberger, Graduate School of Education, University of California, Santa
Barbara, (805) 893-3385; fax (805) 893-7264; firstname.lastname@example.org
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.)
- American Sociological Association
1722 N Street, N.W.
Washington, D.C. 20036-2981
(202) 785-0146 (fax)
____ 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 Association.
____$10.00 Regular Member
____ $7.00 Student member(include a faculty sponsor's
____ $8.00 Low income regular member
____ Please send information about becoming a member
of the American Sociological Association