Research · Teaching · Social Change
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Notes from the Field:
Faculty and Student Achievements:
Robert Kaufman, Professor & Chair
Hello and welcome back! I'm delighted to report that the department had a stimulating and productive year. This past academic year we were joined by a new cohort of six talented graduate students. And at the other end of the process, we graduated 4 new PhDs in the last year. As detailed elsewhere in this newsletter, our faculty continued to be very active in publishing and presenting their research in 2012. One new book was added to the display in our showcase (with a number more in contract or in progress). In addition, nine faculty published 14 articles in scholarly journals or edited collections on a wide range of topics. And our faculty made nearly 20 presentations at national or regional conferences, setting the stage for future publications. Noteworthy awards included: Professor Judith Levine was one of the inaugural recipients of the CLA Distinguished Faculty Teaching awards; Professor Kim Goyette was elected to the ASA Council for the Sociology of Education section and received a substantial grant from the Luce Foundation for programming for the Center for Vietnamese Philosophy, Culture and Society; Professor Tom Waidzunas was appointed to be ASA Committee on the Status of Gay, Lesbian, Bisexual and Transgender Persons in Sociology; and Professor Matt Wray was awarded a McDowell Colony Non-Fiction Writing Fellowship and selected as the Book Review Editor for Contexts, the journal of public sociology.
Not to be outdone, our graduate students were also very research productive this last year. Fifteen of our students presented papers at national or regional conferences last year. And five students published a journal article or book chapter. Congratulations to everyone!
Our colloquium series featured engaging presentations by both outside speakers and our own faculty and graduate students. And we just enjoyed the presentations at our annual student conference highlighting current research by both graduate and undergraduate students in the department. In early April, the department held a forum on "So what are you going to do with that major," an event that brought back twelve former sociology undergraduate majors to talk to students about their employment experiences. Organized by Associate Professor Mary Stricker, this event featured candid discussions of the utility of a sociology degree and various skill-sets in acquiring a job. The standing room audience of students peppered the speakers with questions about what to study while still in school and how to market themselves upon leaving.
I would like to take this opportunity to publicly thank Professor Stricker for organizing such a great event and to those alumni who participated. I would also like to thank those alumni who have responded generously to our fundraising appeals in this and earlier years. Your donations help support current and future research in the department by faculty and graduate students alike.
Finally, we are very pleased that Dr. James Bachmeier (Ph.D., UC-Irvine) and Ms. Rebbeca Tesfai (PhD expected May 2013, University of Pennsylvania) have accepted our offers and will join the department as tenure-track assistant professors for the Fall of 2013. Jim's primary research and teaching interests are in the areas of immigration, racial-ethnic health disparities, social demography, labor markets and education. He is very well-trained in quantitative methods and statistics and will also teach courses in this area. His dissertation research lies in the intersection of his primary interests in immigration, labor markets and education. He investigated the processes shaping Mexicans' immigration flow into the US and their subsequent socioeconomic integration into the labor market and into the educational system. Rebbeca's main research interests lie in the intersection of race-ethnicity and nativity and their consequences for economic, residential and health outcomes. She also has strong training in quantitative methods and statistics and will teach courses in this area. Her dissertation reflects her interest in the wide-ranging consequences of immigrant incorporation into the US and how this is moderated by race. More specifically, she studies the wages, home ownership, housing values, and residential segregation of black immigrants.
Keep reading for updates and details on our student associations, our undergraduate and graduate programs, and other news about our faculty and students.
Graduate Program Update
Dustin Kidd, Graduate Director
I am nearing the end of my first year as the Director of Graduate Studies. It has been an exciting year! Recent alumna Corinne Castro just accepted a tenure track position at Texas Lutheran University. John Balzarini and Jason Martin have both defended their dissertations this year. Alyssa Richman and Jennifer McGovern both received Dissertation Completion Grants for this semester and they plan to defend soon. In the fall, we took in a new cohort of 6 students with an even mix of Masters and PhD students. Across the program we have a wide range of student research that is in progress!
My particular project as graduate director is to develop a better understanding of the career opportunities and outcomes for our students and to improve the ways that we prepare our students for their careers. We have recent alumnae working in government agencies, private research firms, non-profits, and academia. These very different fields have all shown that they value the sociological imagination by hiring our graduates. But there are a number of questions that we need to ask about what kinds of skills they seek from our students and how we can best prepare our students for such a range of careers. In addition to the preparation that students receive from their classes, what addition kinds of mentoring do students need to best prepare them for their careers?
To answer these questions, I am working with the graduate committee to examine the careers of our alumnae and I am developing strategies to improve student experiences with conferences, research, publishing, teaching, and the job market. The outcome should be a series of mentoring and professionalization structures that can help us connect students' work with their career goals.
Undergraduate Program Update
Anne B. Shlay, Undergraduate Chair
Sociology seems to be everywhere. I was shopping at a farmers market the other day wearing a sociology t-shirt and a woman asked me where she could get one. Her daughter is studying sociology. I was grading papers in a coffee shop the other day and a guy next to me asked me what subject I taught. Turns out he studies sociology. Sociology majors have become loud and proud.
Sociology has become the focus of undergraduate study for students who want to learn about and contribute to a host of contemporary issues. These include topics associated with race and ethnicity, immigration, metropolitan growth, the family, sex and gender, the environment and globalization. Students of sociology also learn how to apply research methods to study different issues. Sociology majors appreciate how data may be used to inform popular understandings of the changes and challenges emerging in our everyday worlds. They are sensitive to diversity and cultural differences.
What does an undergraduate sociology major deliver? Sociology students can link the local with the global--a prerequisite for contemporary political participation. They can write clearly and succinctly while distilling complex ideas. They can measure things in objective and defensible ways. They can point to the power of shared ideas in creating better products and policies. Sociology is a major that provides people with a stellar foundation for improving situations affecting millions of people.
The department is constantly innovating. We have a brand new internship program. Every semester we offer new upper level courses. There is something for virtually any interest from music, to politics, to the environment and to the digital world.
At Temple University, sociology is known for quality teaching, advising and as a source of community. Our students can be found hanging out on the couches in the hall or in the student lounge. Temple is a huge university. Majoring in sociology and participating in its myriad of activities helps to shrink the bigness into something manageable and personable. Yes, sociologists do have more fun.
Sociology is everywhere because it addresses critical issues that are of concern to everyone in everyplace. Our stellar undergraduates can proudly carry forth their degrees and use their credentials to make solid contributions everywhere they go.
Sociology Graduate Students Association (GSA)
Valerie Bonner and Sarah Pollock, Co-Presidents
The GSA has been very busy this year and would like to share its three largest accomplishments with the department: (1) improving its standing as an officially recognized Temple student organization, (2) building an official GSA website, and (3) hosting a variety of Brown Bags.
Last year the GSA became an officially recognized student organization, and co-chairs Valerie Bonner and Sarah Pollock have been working hard to increase its standing as a student organization. This past winter the GSA was awarded three out of four possible "stars" in the Student Training and Awards System, and we hope to raise our rating to the maximum of four stars by the end of this semester. Because of the GSA's improved ranking, it is currently eligible to receive up to $2000 in allocations. Most notably, the GSA received funds to help 15 graduate students pay for their conference registration fees. The GSA thanks those graduate students who attended workshops in order to help us reach this milestone.
Amanda Turner, Lin Zhu, and Dan Schermond have been hard at work on our GSA website, which provides not only a public face to feature the accomplishments of our graduate students but also a forum for sharing resources and advice. Our new social media committee (Amanda and Lin) keeps the website, calendar, and Facebook page up to date. You can visit our website here!
The GSA is also pleased to report the successful continuation of the Brown Bag series, which has featured a panel led by Kim Goyette on publishing and another panel led by Lu Zhang and Judith Levine on ethnographic and interviewing methods. We also hosted a joint event with SOUL (the undergraduate sociological association) to address undergraduate students' questions about applying to graduate school (thanks to Josh Klugman, and GSA members Jennifer McGovern, AJ Young, and Colin Hammar for their time and insight).
Eric Mihal--Sociology Undergraduate Liaison, SOUL member
The Sociology Organization for Undergraduate Leadership (SOUL) is a grassroots student organization interested in a vast array of sociological concepts pertaining to both academic discussion and community action. SOUL hosts a diverse range of members who have facilitated numerous projects over this past year including a forum on graduate school hosted by current sociology graduate students, volunteer opportunities at with organizations like Phresh Philly, and a community partnership with Mothers In Charge.
Our partnership with Mothers in Charge, an organization for violence prevention as well as education and intervention for the youth is our most recent step towards direct community action for the Temple community and beyond. Unlike other student organizations, SOUL is not only committed to academic or community involvement, but also engagement with both current and former students. Through this network of like minded individuals, SOUL provides members with the opportunities and resources to impact both their lives and the lives of others in the temple community.
SOUL is a growing organization always looking for new members and ideas. We value each other's input as much as we groan about statistics homework or complain about having to read Samuel Huntington (although this is normally for good cause). If you are interested in SOUL, contact Jon Krantz, SOUL's current President, or visit our Facebook page.
Notes from the Field
The Sociology of the Self
I have a long-running interest in the sociology of the self. One of the issues I am particularly interested in is the presentation of self in the online world. Goffman's study on self-presentation in the offline world reveals that the way people present themselves is affected by the mode of their co-presence with others: people put on their "performing masks" when they are together with others (i.e. in the front region) and take off their masks when they are alone (i.e. in the back region). However, the advent of the Internet creates new modes of co-presence that blur the offline distinction between "together with others" and "alone by oneself." Through the mediation of the Internet, for example, people can nowadays be "alone together" with others at the same time, namely, being alone offline but together online. The emergence of such new modes of co-presence brings about new forms of self-presentation.
A popular mode of "alone together" is the anonymous online hangout place such as chatroom where people can hide their true identity and pretend to be whoever they want to be. In this type of front region, the presentation of self is unconstrained by the physical characteristics of the performing individuals and it is nearly impossible for the audience to verify the authenticity of the presented selves. While the disembodied anonymous setting provides a "liberating" environment for the individuals to freely play with their identities, it also creates the difficulty for the performers to assess the true response of the audience. Lacking the embodied clues needed for double-checking the appraisals from others, the social "looking-glass" becomes opaque in this case and the reflected self one sees can get murky. This was the problem I looked into in an article entitled "The Digital Self: Through the Looking-Glass of Telecopresent Others." By examining the experience of teenage users of the Internet, I found that teens in this environment typically engage in a "tell without show" mode of presentation and the selves on display are mostly anti-normative in nature.
Another popular mode of "alone together" is the "nonymous" online socializing place such as campus-based Facebook where users' identity is known and, as a result, people cannot pretend to be whoever they want to be. In this type of front region, the presentation of self is constrained by the openness of one's true identity. However, the multimedia digital environment provides users with an opportunity to present what can be called the "hoped-for possible selves" that look better than the embodied ones. In collaboration with Sherri Grasmuck and Jason Martin, we studied over 60 cases of identity display on Facebook and found that people in this environment typically engage in a "show without tell" mode of presentation and the selves on display are mostly pro-normative in nature. This article was published in the journal of Computers in Human Behavior in 2008 and has since been cited over 300 times.
My study on online self-presentation has corroborated Goffman's findings regarding offline self-presentation: how people present their selves is affected by where they are; in other words, the mode of co-presence influences the form of self-presentation. However, these findings raise an important question about the nature of the self: what is one's self? Is it what one thinks one is or what one pretends to be? Goffman's answer is unequivocal: you are what you appear to be and the mask you wear is your face, so be careful with what you pretend to be. I like this answer; but this answer only leads to another question: how can we explain the variation in the types of "masks" people wear? The fact that different people may present themselves differently in similar situations suggests that there might also be an internal self that regulates a person's behavior. But, what is that internal self? How is it related to the external self? And, is there an overall self that integrates both the internal and external selves within an individual? These are the questions that are guiding my current research on self, and please let me know if you think you may have the answers to any of these questions.
Life After Retirement
Julia Ericksen, Professor
Lots of people find volunteer work after retirement, and they do many useful things. I expected to join their ranks when I retired but did not expect it to turn out to be as interesting as it is. Gene and I have been fortunate enough to find volunteer work that appeals to our sense of social justice and also uses the research skills we learned as sociologists. We have been working with FINCA a microfinance organization that gives micro-loans to poor people with small businesses in 22 countries. We started this about the time I retired last May and are currently on our fourth and largest project.
At the moment there is a growing crisis with microfinance in Mexico, due over-indebtedness which the major micro-finance organizations (MFIs) there fear could lead to a meltdown in the loan industry. MFIs know that predatory lending is a major cause of the problem but do not know the extent of it nor how people come to take out too many loans and so FINCA asked us to help them design a research project and to analyze the data.
My job is to write a questionnaire, train seven interviewers to collect qualitative data, to analyze the data once collected and to write a report. I spent Spring Break in Mexico doing the training and getting the interviewing under way in the field. It was an interesting experience, because it is so different from training graduate students, the entirety of my training experience up to this point. Graduate students have an investment in learning how to collect data because if they do not get good data from their respondents, they have nothing to write about in their dissertations. Professional staff, working for a micro-finance organization, want to do their jobs well, but if they are not normally involved in research—and they typically are not—they have little investment in data quality. They want to finish the interviews and get back to work.
We tried a number of ways to motivate interviewers to care about the quality of the data and it seems to have worked. Key among these was getting them to help develop the research question by asking them why they thought the problem was occurring, and getting their feedback on the questionnaire I had developed, in addition to the usual technique of explaining why the research matters.
In addition to the questionnaire, I developed a set of power point training materials and also a checklist for interviewers to evaluate the interviews they are doing. This checklist proved invaluable. We had each trainee transcribe one of their early interviews, evaluate it using the checklist, and then tell us what they had done well in a group session. They were really able to pick out the problems they were having and learned to correct them over time.
I am enjoying many aspects of my retirement, but I really appreciate the chance to use my skills in this way. I think there are many non-profit organizations with poor research skills that do not know how to evaluate themselves.
Gender Gaps in Latin America
In the last 30 years, Latin American countries have witnessed the longest period of democratization in history. Starting in the late 1970s, dictator after dictator was forced to relinquish power in the midst of widespread discontent and demonstrations. Women were at the forefront of these struggles and women's movements played a key role in defying dictatorships.
The best-known case is the Madres of Plaza de Mayo in Argentina who redefined gender roles in their fight for justice and the return of their disappeared children. The personal became political, as it was then said, and subsequently, there was concern that women would retreat and diminish their political involvement once democracy was achieved.
The 1980s, known as the "Lost Decade" for the austerity imposed to meet foreign debt payments, saw widespread popular protests and women were again active participants. Then, in the early 1990s, there was renewed hope that women would advance in their political incorporation through conventional channels. Significant efforts were made by women's organizations, international agencies and various governments to incorporate women politically, even if they remain underrepresented in public offices and other domains. Public institutions were created to address women's issues and parliaments approved quota laws. Six Latin American countries have elected women presidents since 1990 (Nicaragua, Panamá, Chile, Argentina, Brazil and Costa Rica) and a dozen countries have gender quotas in place, bringing more women to congress and local governments.
Female representation is particularly high in the Lower or Single Houses of Nicaragua (40.2%), Costa Rica (38.6%), Argentina (37.4%), Mexico (36.8%) and Ecuador (32.3%), and these numbers are much higher than the world average of 20.8% and the Americas average of 23.9% (Inter-Parliamentary Union 2013). Moreover, the democratic regimes under which these changes have taken place have endured in spite of much skepticism in the 1970s and 1980s. As these changes unfolded, lack of cross-national survey data made it difficult to understand trends in political opinions and practices among women in the last decades of the 20th century.
With newly available cross-national data, I am currently working on two papers to map out gender gaps in political involvement. One focuses on civic engagement and political participation, and the other on political efficacy and party politics. The general assumption is that while still fragile and very imperfect, democratic regimes have made Latin American societies more equal in terms of access to political resources, and thus, traditional gender gaps on key measures of political participation should be small or non-existent in many countries.
This analysis is important for at least three reasons. First, gender differences on civic and political participation have been well-documented in advanced democracies while much less is known about Latin America. Second, there are important implications of civic engagement and political participation for the stock of social capital deemed essential to democratic societies. Third, more knowledge about gender gaps should help in the redesign of public policies aimed at achieving greater gender equality.
A Year Abroad
I have been awarded a Lady Davis Fellowship for 2013-14. The Lady Davis Fellowship is endowed by a Canadian Jewish philanthropist with the goal of encouraging scholars representing any discipline across the entire globe to study, teach and participate in research in the Hebrew University in Jerusalem and the Technion Institute of Technology in Haifa.
I will receive transportation and living expenses for four months of work at Hebrew University, where I am being sponsored by the Department of Geography. I'll work with graduate students and faculty on their research efforts as well as participate in classes.
In collaboration with Hebrew University geographer Dr. Gillad Rosen, I'll complete the writing of a book called Jerusalem: Spatial Politics, Social Processes and Political Outcomes. I'll also initiate a study of Israeli affordable housing policy, focusing on barriers to affordable housing production, best practices, design issues, and public subsidies.
The political conflict dominates so many public and media discussions that it is difficult to carve out the space to focus on what one would consider conventional and less controversial policy issues. Israel has been a pioneer in the work of immigrant absorption and promoting accessible affordable housing. It has been an architectural innovator in providing quality high density housing. My goal is to look at Israel's successes and challenges as it works to privatize what used to be considered the welfare and social responsibilities of government. I want to see what the U.S. can learn from Israel in terms of housing innovations that push the envelope of typical affordable housing policies.
A Year in Scholarship
Since March 2012 I have published a new co-edited collection on music and identity, Youth Identities and Argentine Popular Music. Beyond Tango ( Palgrave MacMillan, 2012). At the same time, very good reviews of my previous book, Troubling Gender (Temple, 2011) appeared in several journals in 2012, like Popular Music and Society and The Journal of Latin American and Caribbean Anthropology, with comments like: "Troubling Gender has much to be commended. The ethnographic work is excellent... and the discourse analysis is rich and nuanced. Vila and Seman skillfully resist oversimplification and allow for a myriad of voices, which are often contradictory, to speak for themselves;" and "...authors Vila and Seman have a written an engaging ethnography that should make readers think twice about the relationship between highly sexualized music/dance forms and identity... Troubling Gender is a thorough lesson in pop semiotics. Meanings are complex and require the analyst to consider the interdependence between intention and reception of symbols. Moreover, popular youth culture is historical and the authors do well to contextualize cumbia villera's emergence in Argentina... the overall argument, Martin's discussion of dance, gender relations, and socioeconomic class that led to the emergence of cumbia villera in the late 1990s sets the stage for the impressive discursive and linguistic analysis in the subsequent chapters...[in which] the authors inject thoughtful reflections on performativity and agency, feminism, and musical semiotics. Their discussion on "negro" as it relates to Argentinian notions of race, class, and suburban spaces are also noteworthy... Troubling Gender is an important contribution to popular culture studies in Latin America. It must be noted that even armed with rich ethnographic data, the authors are careful about making generalizations and they acknowledged the partiality of their findings. This was not simply a reflexive point of humility but a theoretical assertion about identity formation in their push against totalizing analyses of pop culture... what is refreshing about this book is that the authors clearly and artfully argue exactly what most people do not want to hear: pop culture is not literal nor is it empty. The Manichean formulation of pop as pure resistance or pop as commercial programming is simplistic ideology and should have no place in serious scholarship."
Another collection of essays will appear by the end of May: Cumbia! Scenes of a Migrant Latin American Music. (Duke University Press. Co-editor: Hector Fernandez L'Hoeste). I also had the pleasure to graduate Ed Avery-Natale at Temple and Andreia Menezes (one of my Brazilian interims) at the University of Sao Paulo, Brazil.
Theorizing Intellectual Opportunity Structures in Science & the Ex-Gay Movement.
I am very excited that my paper, "Intellectual Opportunity Structures and Science-Targeted Activism: The Ex-Gay Movement and the Science of Sexual Orientation," will be appearing as the lead article in the next issue of Mobilization: An International Journal, March 2013. In this paper, I describe the knowledge producing efforts of the ex-gay movement, a movement that attempts to guide people with same-sex attractions out of homosexuality using religious ministries and reorientation therapies. I tell the story of how this movement has influenced policies of the American Psychological Association, despite the fact that "homosexuality" was removed from the Diagnostic and Statistical Manual of Mental Disorders (DSM) in 1973.
The APA and other professional mental health associations adamantly claim that homosexuality is not a mental illness, and there is no evidence for the efficacy of reorientation therapies or religious ministries. However, in 2009, the APA developed a compromise position advising licensed mental health professionals working with clients experiencing conflict between their religious values and same-sex attractions to utilize a process of "sexual orientation identity exploration," allowing clients to determine for themselves what identity they wish to adopt, as long as it is not based on anti-gay views. To tell this story, I develop the theoretical concept of "intellectual opportunity structures" to describe the ways that knowledge producing institutions enable or constrain the impact of social movements that target them. My paper is based on interviews with key claimants in these controversies, participant observation and various conferences, and content analysis of scientific and activist literature.
The concept of "intellectual opportunity structures" is taken from sociologists Scott Frickel and Neil Gross, who originally defined it to describe structural conditions that foster or inhibit the construction of knowledge by groups of professionals within the academy. I extend it to apply to social movements more broadly, and also consider it as spanning a range of intellectual institutions and venues, including theology and science. Using this newly defined concept, I first explain how the ex-gay movement shifted resources to the intellectual venue of theology during the period of 1973-1997, as science became increasingly hostile to the idea that homosexuality is pathological. Over the next decade (1998-2007), the movement blended approaches from theology and science to advance self-report studies of efficacy, including one by influential psychiatrist Dr. Robert Spitzer. These efforts were largely blocked within science through the crystallization of a "hierarchy of evidence" that discredited self-reports of ex-gays. However, through publicity efforts, the ex-gay movement had built a public presence that forced mainstream psychology to respond. During the period 2007-2010, the APA compromise was, in part, made possible due to a key position statement in the organization on religious diversity.
Developing this theoretical concept has been an important step for writing my book manuscript, tentatively titled "Drawing the Straight Line: Sexual Reorientation and the Scientific Fringe." As gay rights struggles are often struggles over the nature of human sexuality, and as state legislatures have been considering the legal status of reorientation therapies (including outlawing reorientation for minors in California), these particular knowledge struggles have become increasingly significant. More broadly, it is my hope that my broadened concept of "intellectual opportunity structures" can be useful for analyzing other cases of social movements attempting to influence the production of knowledge including science.
Faculty and Student Achievements
Faculty and Student Conference Presentations and Speaking Engagements
Byng, Michelle. 2013. "Being and Belonging: The Transnational Social Fields of Second-Generation Muslim Americans." Presented at the annual meetings of the Eastern Sociological Society, March. Boston MA.
-------- 2012. "Traveling Home: How Transnational Second-Generation Muslim Americans Understand Identity and Place." Conference on Minorities in Islam/Muslims as Minorities, Wake Forest University, October. Winston-Salem NC.
-------- 2012. "You Can't Get There From Here: A Social Process Theory of Racism and Race." Presented at the annual meetings of the American Sociological Association, August, Denver CO.
Delaney, Kevin. Money at Work: On the Job with Priests, Poker Players, and Hedge Fund Traders (NYU Press, 2012) featured in an "Author Meets Critics" session at the March 2013 Eastern Sociological Society Conference, March. Boston, MA.
Kaufman, Robert and Zebulon Kendrick, 2013. "Bargaining and Negotiating for Academic Jobs", a Professional Development Workshop presented at the Great Lakes Alliance for the Social Sciences (GLASS) Professional Development and Research Symposium, February. Philadelphia.
Klugman, Joshua. 2012. "High School Resources: Equalizers or Stratifiers?" Presented at the annual meeting of the American Sociological Association, August 17. Denver, CO.
Levine, Judith. 2012. "The Child Care Problem in the Welfare Reform Era: Access or Trust?," Work Family Researchers Network. June. New York, NY.
Moss, Geoff. 2012. "Artists and Neighborhood Redevelopment in Post-Industrial Pittsburgh," Annual Conference of the Urban Affairs Association. August. Pittsburg PA.
Vila, Pablo.2013. "Processes of Identification and the Spanish Language on the U.S.-Mexico Border" in Language Contact, Conflict, and Confluence at the Edge of the Nation. 24th Conference on Spanish in the United States and 9th Conference on Spanish in Contact with Other Languages. University of Texas-Pan American. March 8, Edinburgh, TX.
-------- 2012. "The multiplication of processes of identification in border contexts" in the Annual Meeting of the American Anthropological Association. November 16, San Francisco, CA.
-------- 2012. "Multiple identifications and the complexity of gender articulations in Argentine's cumbia villera" in Where's the "World" in Popular Music? Conference. Indiana University Center for Latin American and Caribbean Studies. September 29, Bloomington, IN.
-------- 2012. "Practicas musicales e identificaciones sociales" in the IV Encontro do Pesquisadores em Comunicacao e Musica Popular "Linguagens e identidades da musica contemporanea". Universidade de Sao Paulo. August 15, Sao Paulo, Brazil. Keynote Address.
-------- 2012. Hegemonic discourses and narrative identifications on the U.S.-Mexico Border" in the 2012 Latin American Studies Association Congress [LASA]. May 24, San Francisco, CA.
Waidzunas, Tom. 2013. "'Homonormativity': Uses and Limits for Sociological Theory" with Clare Forstie, Northwestern University, Presented at the Eastern Sociological Society Conference, March 24, Boston, MA.
-------- 2012. "LGBT Science and Engineering Professionals" with Erin Cech, Rice University. Invited talk at the National Science Foundation, December 4, Arlington, VA.
-------- 2012. "Contesting 'Western Influence' in Uganda: Opposing Transnational Movements Framing the Anti-Homosexuality Bill." Presented at the Annual Meeting of the American Sociological Association, August 18, Denver, CO.
Wray, 2013. "Early Mortality, Social Suffering, and Stigma in Appalachia." Appalachian Studies Forum. University of Kentucky, March 27. Lexington, KY.
-------- 2013. "What Happens in Vegas? Covering, Discovering, and Uncovering Suicides in a Resort City." Urban Ethnography Colloquium. University of Pennsylvania, April 12. Philadelphia, PA.
Zhang, Lu. 2013."Politicizing Dualization: Labor Dispatch, the State, and Countermovement in the Chinese Labor Market Regulation." Temple Political Theory Workshop, Temple University, Philadelphia, PA, April 24. Invited talk.
-------- 2013. "From Detroit to Shanghai? Globalization, Market Reform, and the Politics of Labor in the Chinese Automobile Industry." Brown University Social Science Colloquia on China," Brown University, Providence, RI, April 10. Invited talk.
-------- 2013. "Recasting Dualism: Labor Dispatch and New Trends in State-Labor Relations in China." Association for Asian Studies Annual Meeting, March 24, San Diego, CA.
-------- 2012. "Rules of the Game: Global Governance with China in Transition." International Conference "Bridges China Dialogue: International Political Economy of a Transitional China," September 27, Geneva, Switzerland. Invited presenter.
-------- 2012. "Permanent Temps: Labor Dispatch and New Trends in State-Labor Relations in China." Research Conference on the Chinese Labor Market, New York University, May 11-12, New York, NY.
Faculty and Student Articles, Books, and Chapters
Byng, Michelle. 2013. "You Can't Get There from Here: A Social Process Theory of Racism and Race." Critical Sociology. Available online.
Grasmuck, 2013. "Just don't take notes at any of my games or do anything weird: Ethnography and Mothering across Adolescence." Artificial Divide: Family and Work in Everyday Ethnography. Editors: Tamara Mose Brown and Joanna Dreby. Temple University Press, in press.
Kao, Grace, Elizabeth Vaquera, and Kimberly Goyette. 2013. Education and Immigration. Immigration and Society Series. Cambridge, UK: Polity Press.
Kaufman, Robert. 2013. Heteroskedasticity in Regression: Detection and Correction. Sage.
Kidd, Dustin. 2012. "Public Culture in America: A Review of Cultural Policy Debates." The Journal of Arts Management, Law and Society 42:11-21.
-------- 2012. "'She'd Have Been Locked Up in St. Mungo's for Good': Magical Maladies and Medicine." Pp. 91-100 in The Sociology of Harry Potter, edited by Jenn Sims. Hamden, CT: Zossima Press.
Klugman, Joshua. 2012. "How Resource Inequalities Among High Schools Reproduce Class Advantages in College Destinations." Research in Higher Education 53(8): 803-830.
Klugman, Joshua, Jennifer C. Lee, and Shelley L. Nelson. 2012. "The Role of Co-ethnic Communities in Hispanic Parent Involvement in Schooling." Social Science Research 41(5): 1320-1337.
Vila, Pablo. 2013. "The Importance of Photo-interviewing as a Research Method in the Study of Identity Construction Processes." Visual Anthropology 26 (1) January.
-------- 2012. "Praticas Musicais e Identificacoes Sociais." Significacao. Revista de Cultura Audiovisual 38 July-December.
-------- 2012. "Identidad en los bordes, seis anos despues: Mexico-Estados Unidos." Todavia. Pensamiento y Cultura en America Latina 27:19-23.
-------- 2012. "Los metodos visuales en la investigacion sobre cultura e identidad entre los migrantes." Pp. 277-305 in Metodos cualitativos y su aplicacion empirica. Por los caminos de la investigacion sobre migracion internacional. Edited by Marina Ariza and Laura Velasco. Mexico, D.F.: Instituto de Investigaciones Sociales, UNAM, and El Colegio de la Frontera Norte.
-------- 2012. "Seguridad para los americanos." Pp. 195-197 in En el Puente con la Migra. Anecdotario de la Vida Fronteriza, edited by Hector Antonio Padilla Delgado. Ciudad Juarez, Mexico: Universidad Autonoma de Ciudad Juarez.
Waidzunas, Tom. 2013. "Intellectual Opportunity Structures and Science-Targeted Activism: Influence of the Ex-Gay Movement on the Science of Sexual Orientation" Mobilization. 18:1-18.
-------- 2012. "Terminological Standardization as Boundary Work: Making Self-Report of Sexual Orientation the 'Wrong Tool for the Job' in Ex-Gay Research in the United States" In the Handbook of Science, Technology, and Society. Edited by Daniel Kleinman and Kelly Moore. New York: Routledge.
Wray, Matt, Jill Gurvey, Matthew Miller, & Ichiro Kawachi. 2012. "Estimating Visitor Suicide Risk in Destination Cities: A Reply to Zarkowski & Nguyen." Social Science & Medicine 74:1474-1476 (May).
Wray, Matt. 2012. "Surviving the Odds: Preventing Suicide in Las Vegas." Contexts Magazine. Vol. 11, no. 1 (Winter): 20-23.
Zhang, Lu and Tim Bartley. 2012. "China and the Private Governance of Global Labor Standards." Pp.89-95 in From Rule Takers to Rule Makers: The Growing Role of Chinese in Global Governance, edited by S. Kennedy and S. H. Cheng. Bloomington, IN & Geneva, Switzerland: Research Center for Chinese Politics and Business (RCCPB) & International Centre for Trade and Sustainable Development (ICTSD).
Faculty and Student Awards
Rosario Espinal was selected to serve as a member of the 2012-2013 Bryce Wood Book Prize of the Latin American Studies Association (LASA).
Judith Levine was the recipient of the 2012 Distinguished Faculty Teaching Award from the College of Liberal Arts, Temple University.
Sherri Grasmuck was awarded a 2012 Temple Grant-in-Aid of Research for project," Juggling National Identity at Opposite Ends of Transnational Circuits: Turks in the United States and Americans in Turkey."
Kim Goyette was elected to the Council for the ASA Sociology of Education section, starting this year (2103). She has also been awarded $300,000 from the Luce Foundation for programming for the Center for Vietnamese Philosophy, Culture, and Society.
Tom Waidzunas was selected to serve on The Committee on the Status of Gay, Lesbian, Bisexual and Transgender Persons in Sociology, American Sociological Association.
Matt Wray received a MacDowell Colony Non-Fiction Writing Fellowship, Fall 2012, and was selected to serve as the Book Review Editor at Contexts, the American Sociological Association's quarterly magazine devoted to public sociology.
Lu Zhang received a 2012 & 2013 Summer Research Award. She also received a 2012 & 2013 Grant-in-Aid for Research, all from the Office of the Provost, Temple University.
Charles Gallagher, PhD
Professor & Chair, LaSalle University
As a grad student at Temple I was given the opportunity to teach a wide range of classes: statistics, introductory sociology, urban sociology, race and ethnic relations and English composition (yes, English composition). I taught 28 classes while working on my PhD. While this might seem like an excessive number of classes, in retrospect having an extensive teaching portfolio and a mountain of teaching evaluations that I could include in my employment application served me extremely well. Franklin and Marshall advertised for a one semester full time position and the classes they needed were the classes I had already taught. My time at F&M set me up for the position I took at The Colorado College (CC), another nationally ranked liberal arts college. CC became the springboard for my move to Georgia State University where I spent eleven years. Cumulatively, these experiences allowed me to move through the tenure ranks, gain administrative experience and come back to my native Philadelphia to chair the Sociology and Criminal Justice Department at La Salle University. As someone that has been on the hiring side of the table at least a dozen times having a strong teaching record is an amazing advantage in an extremely tight and competitive job market.
But my teaching, at least for me, served a much more important function than having a potential employer take a slightly longer look at my application package. The undergraduate classes I taught provided me with an almost unending feedback loop that allowed me to work through my dissertation proposal. Some 20 years ago I remember having a discussion in class with my students based on a reading that said racial ideology renders whiteness and white privilege invisible to whites. Many of my white students were apoplectic; they did see race and what they saw was that their whiteness was now a liability. The literature at the time made one assertion about white privilege while I was hearing an entirely different narrative from the population academics were said to be describing. My classes helped me find the broader contours of my research questions while my advisors worked with me to develop my theoretical frame for my work and develop a research schedule. The classes I took, the faculty who mentored me and the classes I taught, all complemented and built on one another.
I can't help but feel that the combination of rigorous grad classes, strong faculty mentorship, cutting your teeth in the classroom and the research that emerges out of the intersection and integration of all three was unique to Temple's Sociology department. Last year I taught a new class, "Immigration Nation." Next semester I will be teaching a new honors class "Immigrant Philadelphia: Past and Present." In June I'll be interviewing whites and blacks in three Philadelphia neighborhoods on their attitudes towards new immigrants. New classes, new course preps and a new research project; the research model I embraced at Temple continues to shape my academic career. My guess is I'll be hitting up my old Temple mentors for some feedback on my project, again.
Feel free to contact me or check out my research!
Fertility and Family Statistics Branch
Social, Economic, and Housing Statistics Division
US Census Bureau
I received my PhD from Temple Sociology in 2006 and soon after took a position with the Fertility and Family Statistics branch at the U.S. Census Bureau. I work on variety of issues related to work and family, including child care, maternity leave, father involvement, and child well being.
There are many exciting challenges at the Census. In addition to authoring official reports and blog posts, I redesign child care, fertility, and child well being survey questions for major surveys at the Census Bureau, including the Survey of Income and Program Participation. Writing and testing survey questions for a major national survey is a huge task that requires knowledge of the subject area as well as how to best collect information from a variety of populations.
Communicating with the public about all the data Census is an even more challenging task. I get daily phone calls from journalists researching a story or academics looking for a data source. Educating the public about the wealth of data available from Census is one of my favorite duties. I've even appeared on C-SPAN to help inform the public about the role of child care in American life.
My graduate education at Temple prepared me well for my work at Census. While at Temple I was a research assistant on a large survey project on child care and employment outcomes among low-income families. The position provided me the opportunity to learn about survey design and collection. I was also awarded a dissertation grant by the Department of Health and Human Services to use the data I helped collect. Classes in research methods, survey sampling, family sociology, and work and organizations also provided a strong foundation for the work I do at Census.
I am proud that the work I do at Census enables thousands of other scholars, business analysts, and ordinary citizens to get the demographic information they need to better understand our society. I may not have my summers off, like a traditional academic, but I still engage in original research, attend academic conferences, and mentor graduate interns. I work with a group of talented sociologists, demographers, geographers and economists. I feel lucky to be building my career in such a great environment and look forward to expanding on my current work. Reach me at Lynda.L.Laughlin@Census.gov.
I am a sociologist who studies social inequalities in the context of families and neighborhoods. I recently completed a book project about how people create and maintain intimate relationships across systems of stratification. It's called Beyond Loving: Intimate Racework in Lesbian, Gay, and Straight Interracial Relationships (Oxford University Press, 2012). Though I still live in Philadelphia with my family, I work as an Assistant Professor at Dickinson College, in Carlisle, Pennsylvania. I am lucky to have wonderful colleagues and very bright students.
My graduate training at Temple has definitely shaped the kind of sociologist I have become. I was encouraged, for instance, to develop proficiency in both quantitative and qualitative research methods. My advisor, Julia Ericksen, suggested that even if I thought that qualitative methods would be the most useful tool for exploring the questions that interested me at the moment, it was important to understand and appreciate quantitative research. I should always be able to pick up a journal or listen to a job talk and have the skills to think critically about a wide range of sociological studies. I think this was valuable advice. Though my dissertation research used in-depth interviews and ethnographic fieldwork, for several semesters I volunteered to work with Shanyang Zhao as a teaching assistant in his Data Analysis course. I then worked as an intern in the Social Science Data Library and eventually as a Fellow at Temple's Institute for Survey Research. Now at Dickinson College, I teach Quantitative Research Methods and have published articles using both qualitative and quantitative methods.
There is another way in which my graduate training at Temple has influenced my professional trajectory--through the department's emphasis on good teaching. As a graduate student, I knew my professors had active research agendas, but they also modeled a dedication to teaching that I have come to believe is unique among faculty at research-intensive universities. While I was in the department, both Kevin Delaney and Julia Ericksen won Temple's Great Teaching award. I also greatly admired Mary Stricker, who has an incredible capacity to inspire students. These professors made a real impression on me. They instilled a desire to be excellent.
When I look back at my years as a graduate student, I feel grateful for the opportunities I had and the relationships I established. At Temple I found a supportive department and a dynamic environment in which to study sociology. Reach me at firstname.lastname@example.org.