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Faculty and Graduate Student Contacts Faculty: Adam Gamoran | Robert M. Hauser | Ruth López Turley | Michael Olneck | Sara Rab | Zhen Zeng Students: Brian An | Sarah Barfels | Cecile T. David | Sean Kelly | Carolina Milesi | Hyunjoon Park | Martín Santos | Tona Williams Adam Gamoran, Professor of Sociology and Educational Policy Studies; Director of the Wisconsin Center for Education Research; gamoran@ssc.wisc.edu Adam Gamoran’s current projects include: 1) Research on the long-term effects of school desegregation, using national surveys from students who attended high school in 1978-82 and 1988-92, with follow-up surveys 8-10 years later. 2) Study of school and district organizations as contexts for teaching reforms in mathematics and science. Based on six in-depth cases, we examine how schools and districts both support and pose barriers to teachers who are trying to improve their teaching. 3) Analysis of the effects of a teacher development program (The Partnership for Literacy) on classroom discourse and student achievement in 72 middle school English classes. The study has an experimental design: participants are volunteers who were randomly assigned to "treatment" and "comparison" groups in the first year. All teachers will participate in the “treatment” in the second year. Gamoran, Adam, Charles W. Anderson, Pamela A. Quiroz, Walter G. Secada, Tona Williams, and Scott Ashmann. 2003. Transforming Teaching in Math and Science: How Schools and Districts Can Support Change. New York: Teachers College Press. Porter, Andrew C., and Adam Gamoran, Editors. 2002. Methodological Advances in Cross-National Surveys of Educational Achievement. Washington, DC: National Academy Press. Gamoran, Adam. 2001. "American Schooling and Educational Inequality:
Forecast for the 21st Century." Sociology of Education, 34
(Extra Issue), 135-153. Robert M. Hauser, Vilas Research Professor of Sociology; Director, Center for Demography of Health and Aging, University of Wisconsin-Madison; hauser@ssc.wisc.edu, www.ssc.wisc.edu/~hauser Robert M. Hauser has wide-ranging research and teaching interests in aging, social stratification, and social statistics. He collaborated with David L. Featherman on the 1973 Occupational Changes in a Generation Survey, a replication and extension of the classic Blau-Duncan study. Beginning in 1969, he collaborated with William H. Sewell on the Wisconsin Longitudinal Study, and he has led the WLS since 1980. The WLS began as a study of the transition from high school to college or the work force. It has become a multi-disciplinary study of the life course and aging, and the next major round of WLS surveys will begin late in 2002. In recent years, Hauser has combined work on the WLS with studies of trends and differentials in educational attainment and of the role of achievement testing in American society. View abstracts of projects: "Economic and Social Inequalities of Schooling: Distribution, Transitions, and Timing" and "As We Age: The Wisconsin Longitudinal Study" Robert M. Hauser, Devah I. Pager, and Solon J. Simmons. "Race-Ethnicity, Social Background, and Grade Retention." (view paper in .pdf format) William H. Sewell, Robert M. Hauser, Kristen Springer, Taissa S. Hauser. "As We Age: The Wisconsin Longitudinal Study, 1957-2001." (view paper in .pdf format) Center for Demography of Health and Aging Ruth López Turley; Assistant Professor, Department of Sociology; rturley@ssc.wisc.edu; www.ssc.wisc.edu/~rturley Ruth López Turley is investigating why high school students whose parents did not graduate from college are less likely to apply to college than peers with similar achievements but with college-educated parents, and why this gap is wider for high-achieving students. In particular, she’s interested in the role of information channels, as well as the parents’ desires for their children to live at home during college. Her previous work has focused on neighborhood effects, relative deprivation, and the children of teenage mothers. Turley, Ruth N. López. 2003. "Are Children of Young Mothers Disadvantaged Because of Their Mother’s Age or Family Background?" Child Development, 74(2):1-10. Turley, Ruth N. López. 2003, in press. "When Do Neighborhoods Matter? The Role of Race and Neighborhood Peers." Social Science Research. Michael Olneck, Professor, Educational Policy Studies and Sociology; olneck@education.wisc.edu Michael Olneck teaches in the areas of sociology of education, cultural pluralism and education, race and ethnicity and education, education and public policy, and social sciences and education. His current research interests center on the historical and contemporary character of cultural pluralism and multiculturalism in American education. Olneck, Michael. 2000. "Can Multicultural Education Change What Counts as Cultural Capital," American Educational Research Journal, Summer. Olneck, Mickael. 2001. "Re-naming, Re-imagining America: Multicultural Curriculum as Classification Struggle," Pedagogy, Culture, and Society, Volume 9. Professor Olneck has authored a series of articles analyzing early twentieth century Americanization of immigrants, intercultural education in the interwar period, and contemporary multicultural education. These appear in the American Journal of Education. He is also a co-author of Who Gets Ahead?: The Determinants of Economic Success in America, published in 1979. Additional journals in which he has published include Sociology of Education, Social Psychology Quarterly, the Journal of Political Economy, the American Economic Review, and History of Education Quarterly. Sara Youcha Goldrick-Rab, Assistant Professor of Educational Policy Studies and Sociology; srab@education.wisc.edu Sara Youcha Goldrick-Rab's research is in the area of higher education policy. She is particularly interested in the complex ways in which social class background shapes undergraduate persistence, including where, how, and when students attend college. Current projects include: an examination of path-dependence in postsecondary educational transitions; a study of the causes and consequences of multi-institutional attendance patterns; and research on the effects of financial aid on community college students. She teaches courses on higher education policy, community colleges, and sociology of education. Dr. Goldrick-Rab is a faculty affiliate of the Wisconsin Center for the Advancement of Postsecondary Education and the Institute for Research on Poverty, and a consultant with the Workforce Strategy Center (NY). Shaw, Kathleen, Sara Youcha Rab, Christopher Mazzeo, and Jerry A. Jacobs. Work-First or Work Only? Welfare Reform, The Workforce Investment Act, and Access to Postsecondary Education. Book manuscript currently under revision. Kathleen Shaw and Sara Rab. 2003. "Market Rhetoric Versus Reality in Policy and Practice: The Workforce Investment Act and Access to Community College Education and Training." Annals of the American Academy of Political and Social Science, v586, March, 172-193. Christopher Mazzeo, Sara Rab and Susan Eachus. 2003. "Work-First or Work Only: Welfare Reform, State Policy and Access to Postsecondary Education." Annals of the American Academy of Political and Social Science, v586, March, 144-171. Christopher Mazzeo, Sara Rab and Julian Alssid. 2003. Building Bridges to Colleges and Careers: An Examination of Contextualized Basic Skills Programs at Community Colleges. Annie E. Casey Foundation: Baltimore, MD. Zhen Zeng, Assistant Professor, Department of Sociology; zzeng@ssc.wisc.edu ; http://www.ssc.wisc.edu/~zzeng Zhen Zeng is interested in the stratification and assimilation processes of Asian Americans. Her recent work investigated the role of foreign human capital. i.e., education and work experience acquired abroad, in explaining the white-Asian earnings gap. She is also working on interracial friendship choice among adolescents, in particular, the effects of school racial composition on students’ tendency to make cross-race friends. Zeng, Z. and Y. Xie. 2004. "Asian-Americans' Earnings Disadvantage Reexamined: the Role of Place of Education." American Journal of Sociology 109(5):1075-108.
Brian An, Graduate Student; ban@ssc.wisc.edu Interests: Sociology of education, inequality, stratification (second year student) Sarah Barfels, Graduate Student; sbarfels@ssc.wisc.edu, 608/294-5507 Interests: Sociology of education, stratification, race and ethnicity Barfels, Sarah E. and Michael Delucchi. 2000. "A Class Above the Rest: the Hidden Curriculum of Work in Higher Education." Research in Post-Compulsory Education, Vo. 5 (1): 63-76. Master’s thesis, 2002: "The Impact of School Racial Composition on the Occupational Integration and Occupational Attainment of African Americans: A Multilevel Modeling Approach." Current research with Adam Gamoran focuses on the long-term effects of school desegregation on the educational and occupational attainment of African Americans. The first paper from the project, using data from the High School and Beyond Survey, will be presented at the American Educational Research Association conference in April 2002 (view abstract). In cooperation with researchers at Vanderbilt University, the next phase of the project will also assess educational and occupational outcomes as a function of school racial composition for students from the National Educational Longitudinal Survey. Cecile T. David, Graduate Student; cdavid@ssc.wisc.edu Interests: School organizations, minority education, immigrant education, bilingual education, school desegregation, racial socialization in schools, comparative studies of education between U.S., Canadian, Australian and Western European models, and internationl education and the development of education institutions in former colonial societies, particularly in Southeast Asia. Dissertation (in progress): Examines how schools and communities respond to demographic change, in terms of organizational responses to population growth or changes in racial composition within school districts. Sean Kelly, Graduate Student; skelly@ssc.wisc.edu Interests: Sociology of education, social stratification View abstracts of presentations: 2001. "Are Teachers Tracked? On What Basis and with What Consequences," examines how teachers can experience a wide variety of working conditions through the phenomenon of teacher tracking. 2001. "Between and Within School Determinants of the Black-White Gap in Mathematics Course-taking." 2001. "Do Increased Levels of Parental Involvement Account for the Social Class Difference in Track Placement?" 2001. Adam Gamoran & Sean Kelly, "How Schools Work to Produce What is Learned in School: Teaching and Learning in Secondary School English Classrooms." Carolina Milesi, Graduate Student; cmilesi@ssc.wisc.edu Interests: Sociology of education, social stratification Masters thesis, 2001: "Effects of Family Background and Childrearing Practices on Kindergarten Achievement,"focuses on the effect of social background on early student achievement, as mediated by childrearing practices. Presented at the 2002 meeting of the American Sociological Association, Chicago ( August) (view abstract). Gamoran, Adam and Carolina Milesi. 2003. "Quantity of Schooling and Educational Inequality: Full-Day Kindergarten in the USA," Presented at the meetings of the Research Committee on Social Stratification, International Sociological Association, Tokyo (March). 2003. "Effect of Early Health on Cognitive Ability." Presented at the annual meeting of the Population Association of America, Minneapolis (May). Working Paper: "The Effect of Class Size and Instruction on Kindergarten Achievement,"with Adam Gamoran. Hyunjoon Park, Graduate Student; hypark@ssc.wisc.edu Hyunjoon Park is analyzing and comparing the process of social stratification in Japan, Korea, and Taiwan. His main interest is on cross-national differences in inequality in social mobility, education, and health status. His research regarding the Sociology of Education includes 1) educational expansion and inequality in Korea 2) trends and patterns in educational homogamy in East Asian countries and 3) gender differences in the transition from school to work in Korea. Martín Santos, Graduate Student; msantos@ssc.wisc.edu Martín Santos (first year student) is focusing on: (1) sociology of education and stratification - in particular, the role of discourses (in the sense of Bourdieu and Foucault) of class, race and gender in reproducing social inequalities, and classrooms as hierarchical micro-orders; and (2) socio-cultural factors affecting educational achievement - in particular, the effect of power relations (teachers-students, among students) and social emotions on high school students’ educational achievement. Tona Williams, Graduate Student; twilliam@ssc.wisc.edu,
www.ssc.wisc.edu/~twilliam Dissertation (in progress): "Discourses of the K-12 Curriculum: Organizational Websites and School Subject Cultures" compares core and peripheral subject areas of the K-12 curriculum, examining the discourses that represent each subject within a large group of education-related websites (view abstract). Masters Thesis, 1997: "Getting the Kids through School: Parents, Gender and the Division of Labor in Education," combines interviews with parents in one community with national survey data from the Longitudinal Study of American Youth. The analysis compared mothers' and fathers' styles of involvement in their children's education, and explored gender-social class interactions. |