The Sociology Project: Introducing the Sociological Imagination

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9780205093823: The Sociology Project: Introducing the Sociological Imagination

Inspiring the Sociological Imagination

 

The Sociology Project conveys the power of the sociological imagination and engages us to interact with the questions, mysteries, and challenges of our world.

  

Seeking to spark students’ sociological imaginations, The Sociology Project provides an interactive approach for discovery. The passion and insight of the sociological perspective are revealed through a collaborative authorship.  

 

Teaching and Learning Experience
This program will provide a better teaching and learning experience – for you and your students. Here’s how:

  • Personalize Learning - Featuring the most immersive media program available, MySocLab delivers dynamic, engaging experiences that personalize, stimulate, and measure learning for every student.
  • Improve Critical Thinking - The Big Questions pedagogical framework is designed to foster intellectual curiosity.
  • Engage Students - The text provides links to a wider world of content, including interactive maps, videos, and activities.
  • Explore Theory - Because each author is a specialist on the chapter’s topic, students learn about the most current theory, research and debates in the field.
  • Support Instructors — In addition to a robust support program, instructors can join the conversation with the authors and fellow teachers in our Facebook Group.

 

Note:  MySocLab does not come automatically packaged with this text. To purchase MySocLab, please visit www.mysoclab.com or you can purchase a ValuePack of the text + MySocLab:  ValuePack ISBN-10: 0205949606 / ValuePack ISBN-13: 9780205949601.

 

"Sinopsis" puede pertenecer a otra edición de este libro.

About the Author:

 

Richard Arum. Professor of Sociology and Education; Department of Humanities and Social Sciences
Education: (Ph.D., University of California, Berkeley, 1996; M.Ed. Harvard Graduate School of Education, 1988).
Selected Works:  Richard Arum and Josipa Roksa, Academically Adift: Limited Learning on College Campuses (University of Chicago Press, 2011).  Richard Arum and Melissa Velez, eds. Improving Learning Environments in Schools: Lessons from Abroad (Stanford University Press, 2012).  Yossi Shavit, Richard Arum and Adam Gamoran, eds. Stratification in Higher Education: A Comparative Study (Stanford University Press, 2007).  Richard Arum and Walter Mueller, eds. The Reemergence of Self-Employment : A Comparative Study of Self-Employment Dynamics and Social Inequality (Princeton University Press, 2004). Judging School Discipline: The Crisis of Moral Authority (Harvard University Press, 2003) with Irenee Beattie, Richard Pitt, Jennifer Thompson and Sandra Way. The Structure of Schooling: Readings in the Sociology of Education, 2nd edition (Pine Forge-Sage, 2010), coedited with Irenee Beattie and Karly Ford.
Current Research: Education, legal and institutional environments of schools, social stratification, student achievement and socialization, formal organizations, self employment. 
Teaching: I am teaching methodology, stratification, and the sociology of education in the Department of Humanities and Social Sciences (Steinhardt School of Culture, Education and Human Development) and in the Department of Sociology (Faculty of Arts and Sciences).

 

Vivek Chibber. Associate Professor of Sociology

Ph.D. 1999 (Sociology), University of Wisconsin; M.A. 1991 (Sociology), University of Wisconsin; B.A. 1987 (Political Science), Northwestern University.

Areas of Research/Interest: Economic sociology; sociology of development; Marxian theory; political sociology; comparative-historical sociology; social theory.

 

Troy Duster is a sociologist with research interests in the sociology of science, public policy, race and ethnicity and deviance. He is a Chancellor’s Professor of Sociology at UC Berkeley and professor of sociology and director of the Institute for the History of the Production of Knowledge at New York University. He contributed to White-Washing Race: The Myth of a Color-blind Society.

He is the grandson of civil rights activist Ida B. Wells-Barnett. In 1970, he published "The Legislation of Morality," in which he showed how the moral indignation regarding addiction at the time of the Harrison Narcotic Law (1914) pointed fingers not at the middle- and upper-class users of drugs but at the lower classes of Americans.

 

Paula England is Professor of Sociology at New York University and an affiliate of the Clayman Institute for Gender Research. Her research focuses on gender issues in labor markets, and on how changes in family life are affected by gender and class systems. England's work on gender inequality often takes an interdisciplinary approach, successfully fostering dialogue between sociologists, economists, demographers, and feminists. She recently received the Distinguished Career Award, American Sociological Associations Section on Sociology of the Family and was elected Francis Perkins Fellow, American Academy of Political and Social Science.

 

Thomas Ertman. Associate Professor of Sociology; Director of Undergraduate Studies

Ph.D. 1990, M.A. 1985, B.A. 1981, Harvard University.

Areas of Research/Interest: Comparative/historical sociology; political sociology; social theory; sociology of the arts.

For as far back as I can remember, I have struggled to understand why Europe--and especially Germany--left the path of peace and prosperity after 1914 for that of war and genocide. While an undergraduate, I thought philosophy might throw some light on this problem, but I found its answers too abstract. It was the intellectual dynamism of historical sociology in the early 1980's, open as it was to the latest developments in history, social theory and political science, that persuaded me that I could best pursue this question further as a graduate student in sociology. 

 

Kathleen Gerson is Professor of Sociology and Collegiate Professor of Arts and Science at New York University. Her work focuses on the connections among gender, work, and family life in post-industrial societies. She conducts research that seeks to combine the deep understandings of qualitative, life history interviews with the rigor of systematically collected samples and carefully situated comparisons. Her theoretical concern aims to explain the interactive links between processes of social and individual change, with special attention to how institutional conflicts and contradictions prompt creative human action. She is currently at work on a new project investigating “new moral dilemmas of work and care.”

Kathleen’’s most recent book, The Unfinished Revolution: Coming of Age in a New Era of Gender, Work, and Family (Oxford University Press, paperback, 2011, hardback, 2010) examines how new generations have experienced growing up amid changing families and blurring gender boundaries. The Unfinished Revolutionshows how irreversible but incomplete change has created a growing clash between new egalitarian ideals and resistant social institutions. Although young women and men hope to fashion flexible, egalitarian gender strategies, they are falling back on less desirable options that foster a new gender divide between “self-reliant” women and “neo-traditional” men. The solution to these 21st century conundrums is to finish the gender revolution by creating more flexible, egalitarian workplaces and child-supportive communities.

Professor Gerson is also the author or co-author of four additional books and over fifty articles, essays, and opinion pieces. Her first major work, Hard Choices: How Women Decide About Work, Career, and Motherhood(University of California, 1985; paperback, 1986), provided an early framework for understanding women’’s paths and strategies amid revolutionary shifts in work, marriage, and parenthood. A finalist for the C. Wright Mills Award and the William J. Goode Distinguished Book Award, Hard Choices continues to inform ongoing debates about women’’s work and family commitments. Her next book, No Man’’s Land: Men’’s Changing Commitments to Family and Work (Basic Books, 1993; paperback, 1994), analyzed the pervasive but often ignored changes in men’’s lives and charted men’’s responses to institutional shifts that have given them both expanded freedom to avoid family responsibilities and rising incentives to become more involved in family life.No Man’s Land was chosen as an ASA "Author Meets the Critics" featured book and selected as a “new and noteworthy” paperback by The New York Times Book Review.

More recently, Gerson teamed with Jerry A. Jacobs (University of Pennsylvania) on The Time Divide: Family, Work, and Gender Inequality (Harvard University Press, 2004, paperback, 2005), which draws on census, survey, and cross-national data to explain how and why growing inequality in working time is dividing Americans in new ways. The Time Divide was named a ““best business book”” by Strategy Business magazine, received honorable mention for the Mirra Komarovsky Book Award, and was featured at ““Author Meets the Critics”” sessions for the ASA, the ESS, and the Southern Sociological Society. Work from this project also received the Rosabeth Moss Kanter Award for Excellence in Work-Family Research.

Kathleen has held visiting positions at the Russell Sage Foundation (New York City) and the Center for the Study of Status Passages and Risks in the Life Course (Bremen, Germany) and has served as President of the Eastern Sociological Society, NYU Sociology Department Chair, Chair of the ASA Family Section, and an editorial board member of the American Sociological Review and Work and Occupations. She has participated in a wide range of research and policy initiatives, including the Ford Foundation Project on Integrating Work, Family, and Community; the Sloan Foundation Research Network on Work-Family Issues; the Gender Module of the General Social Survey; the Council of Research Advisors for Purdue’s Center for Families; and Catalyst’s Advisory Board for “The Next Generation of Women Leaders.” She has served as a board member of the Council on Contemporary Families and was named Distinguished Feminist Lecturer on Women and Social Change by the Sociologists for Women in Society and the Charles Phelps Taft Lecturer (at the University of Cincinnati) and the Kingsley Birge Endowed Lecture (at Colby College).

Kathleen grew up in Montgomery, Alabama, and San Francisco, California. After receiving her B.A. from Stanford University and her Ph.D. from UC Berkeley, she joined the NYU faculty and has resided in New York City ever since.

 

Jeff Goodwin. Professor of Sociology, NYU. His research interests include social movements, revolutions, and terrorism. He has conducted research in Central America, the Philippines, South Africa, and Ireland as well as in the United States. He earned his BA (1980, Social Studies), MA (1983, Sociology), and PhD (1988, Sociology) at Harvard University.

 

Guillermina Jasso. Professor of Sociology; Silver Professor. Ph.D. 1974 (Sociology), Johns Hopkins University.

Areas of Research/Interest: Sociobehavioral theory; distributive justice; status; international migration; inequality; probability distributions; mathematical methods for theory building; factorial survey methods for empirical analysis.

External Affiliations: Advisory Committee for the Social, Behavioral and Economic Sciences (SBE) Directorate, National Science Foundation; Scientific Advisory Board, DIW Berlin (Deutsches Institut für Wirtschaftsforschung -- German Institute for Economic Research); Census Advisory Committee of Professional Associations; Board of Directors, DIW DC (Deutsches Institut für Wirtschaftsforschung -- German Institute for Economic Research).

Fellowships/Honors: Research grants from the National Institutes of Health, National Science Foundation, Pew Charitable Trusts, Rockefeller Foundation, Russell Sage Foundation; Keynotes and distinguished lectures at the National Science Foundation, EQUALSOC, University of Notre Dame, Knight Center for Specialized Journalism at the University of Maryland, Research Data Centres Network of Canada, Oldendorff Institute at Tilburg University, Swedish Sociological Society, Canadian Population Society, International Society for Justice Research, and Immigration and Ethnic History Society; Research Associate, Center for Public Policy at the University of Houston; Research Fellow, IZA Bonn; Fellow, Center for the Study of Poverty and Inequality at Stanford University; Fellow, Center for Advanced Study in the Behavioral Sciences; Elected member/fellow of the Johns Hopkins Society of Scholars, the Sociological Research Association, and the American Association for the Advancement of Science.

 

Jennifer Jennings is an Assistant Professor at NYU. She received her B.A. at Princeton University (2000), her M.Phil. in Education at the University of Cambridge (2003), and her Ph.D. in Sociology at Columbia University (2009).
Her recent publications include: "How Does Test Exemption Affect Schools' and Students' Academic Performance?" in Educational Evaluation and Policy Analysis, "A Multiplex Theory of Urban Service Distribution: The Case of School Expenditures" in Urban Affairs Review, and "Learning to Label: Gender, Socialization, and High-Stakes Testing in Elementary School" in theBritish Journal of Sociology of Education. Dr. Jennings has served as a reviewer for theAmerican Sociological Review, Social Science Quarterly and many other journals. She has presented her work at the International Sociological Association, the American Sociological Association and the American Education Research Association. Before joining the NYU faculty, she will spend two years as a Robert Wood Johnson Health and Society Postdoctoral Scholar at Harvard University.

 

Colin Jerolmack. Assistant Professor of Sociology, Environmental Studies

Ph.D. 2009, M.A. 2005 (Sociology), City University of New York; B.S. 2000 (Psychology), Drexel University.

Areas of Research/Interest: Ethnography; urban communities; environmental sociology; animals and society; culture; health; social theory.

Fellowships/Honors: Robert Wood Johnson Foundation Scholar in Health Policy, Harvard University [2008-2010]

Select Publications:

Jerolmack, Colin.  2010.  “Humans, Animals, and Play: Theorizing Interaction When Intersubjectivity is Problematic.”  Sociological Theory, Forthcoming.  

Jerolmack, Colin.  2009.  “Primary Groups and Cosmopolitan Ties: The Rooftop Pigeon Flyers of New York.”  Ethnography, 10(2/3): 211-233.

Jerolmack, Colin.  2008.  “How Pigeons Became Rats:  The Cultural-Spatial Logic of Problem Animals.”  Social Problems, 55(2): 72-94.

Jerolmack, Colin.  2007.  “Animal Practices, Ethnicity and Community: The Turkish Pigeon Handlers of Berlin.”  American Sociological Review, 72(6): 874-894.

 

Lynne Haney, Professor of Sociology Ph.D. 1997 (sociology), California (Berkeley); M.A. 1992 (sociology); B.A. (Magna Cum Laude) 1990 (sociology), California (San Diego).

Areas of Research/Interest: Gender studies/feminist theory; political sociology; European studies; the welfare state; ethnographic methods.

External Affiliations: American Sociological Association; Sociologists for Women in Society; Social Science History Association; European Social Science History Association; Society for the Study of Social Problems.

Fellowships/Honors: American Sociological Association Award for Distinguished Contribution to Scholarship in Sex and Gender, 1999; American Council of Learned Societies Postdoctoral Fellowship, 1999-2000; Faculty Fellow, The Remarque Institute, NYU, 1999-2000; Phi Beta Kappa Dissertation Award, 1996; Chancellor’s Dissertation Fellowship, 1996.

Select Publications:

Offending Women: Power, Punishment, and the Regulation of Desire.  (University of California Press, 2010.)

“Working through Mass Incarceration: Gender and the Politics of Prison Labor from East to West.” Signs, Autumn 2010 (in press).

Inventing the Needy: Gender and the Politics of Welfare in Hungary (University of California Press, 2002.)

...

Review:

Instructor Reviews

 

“I think it is excellent! It is creative, innovative, collaborative, cutting-edge, interesting, forward-thinking and well-written. I also like the idea of a collaborative book drawing on experts in their fields.”

—Bernadette Barton, Moorehead State University

 

“Fresh, insightful and engaging. By far the most interesting strategy that I have seen in a long time. It is so needed and timely.”

-David Townsend, Ivy Tech Community College

 

“I think it is brilliant. Using experts in each area of Sociology to write the chapters is a wonderful idea.”

- Jan Schall, Riverside Community College

 

"This book really is a collection of the best."

-Huiying Wei-Arthus, Weber State University

 

"I am very excited about the collaborative nature of authorship. I especially like the idea that the author of each chapter is one who teaches and researches in the subject of the chapter."

-Tiffany Parsons, University of West Georgia

 

 

 

Student Reviews

 

"I would say this is much better than the textbook I am currently using. Two main reasons why this book is better. The first is the organization of the book. I personally feel that this book flows better from subject to subject and using examples that relate to more of today's society. The second reason is the helpful tools the textbook provides. I like how the book highlights important ideas throughout the passage. In addition to the highlighted passages there were these big questions that helped direct what information you should be getting out of the reading.The most compelling feature was the big questions that are throughout the chapter. They make a real difference when trying to discern what to take away from the chapter."

-Jacob Diehl, Bowling Green State University

 

"When I first skimmed over the chapter I immediately found it more interesting than the current textbook. I liked the tone the author had throughout and the questions that were posed in the sections were thought provoking and questions that I've actually had myself."

-Symone Whitfield, East Carolina University

 

"I watched the 'Is Race Real?' video, and it really was informative. I like that the book has the interaction option built into the book. It gives the reader multiply ways of getting the information, and understanding it becomes easier. I also used the Infograph for the percentage of the population being white in Philadelphia and how it has changed over time. This tool really brings the information to life and helps the visual learners like myself better understand the topics in the book."

-Megan Spitler, Kennesaw State University

 

"I liked this chapter because it was not just a bunch of facts listed off. It made you think about how we ourselves think of race and ethnicity. I liked that it explained different examples without telling you what is right and wrong."

-Stephanie Spaniak, Northern Michigan University

 

"I absolutely loved the chapter, and enjoyed reading it. The chapter is much better then the chapter with my current text book. The information is very elaborate, and so much more interesting."

-Leah Wallace, Wor Wic Community College

 

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