To pick up your final paper at the end of the quarter, you must go to your professor's office during his/her office hours the following quarter. You may also be asked to sign a waiver in class which allows your instructor to leave your final paper or exam in a designated location so that you can pick it up the following quarter. If you have any specific questions about this, ask the class reader, TA or instructor about the procedure in their particular class. The Main Office in the Department of Sociology will not have your papers after finals week for pick up.
If you would like your paper mailed back to you, simply included a stamped large envelope with your final paper or exam.
Instructors are required to retain examination papers for at least one full quarter following the final examination period, but its best not to wait until he last minute if you want your paper back. "Do it now."
FINALS WEEK
The schedule for final exams is printed in the front of each Schedule of Classes. The instructor may give a final examination at an alternative time during examination week. However, you are permitted to take a equivalent examination at the originally scheduled time if you so desire. The instructor may not require a "take home" final examination to be turned in before the date and hour at which the examination in the course was scheduled by the Registrar.
An instructor may administer an examination to a you at an alternative time if a valid reason is given for not taking the regularly scheduled examination. Such reasons include illness, family emergency, or religious holidays.
As a registered sociology major, you should routinely pick up the newsletter for sociology majors entitled SOCIO-PATHS in the main office. This newsletter contains information on visiting professors and highlights upcoming courses. "Special Topic" courses are more fully described and new information in the field of sociology is covered. Programs available to sociology majors are also highlighted and updates on the status of courses and new requirements will appear. This is a good way to stay up-to-date and involved with you major department.
A minor in Sociology consists of any two lower-division Sociology courses and any four upper-division Sociology courses, excluding 197, 198 and 199. All courses for the minor must be taken for a letter grade. You may use transfer course to satisfy a portion of your minor in sociology with permission of the Faculty Undergraduate Advisor.
If you're like most students, you're concerned, or at least wondering about the kind of employment a sociology major can expect after graduation. You enjoy the major and the course of study, but will it get you a job? Rest assured, there is life after sociology at UCSD for sociology majors. In fact, you may be surprised to find that your broad liberal arts education gives you a wide range of career options.
One of the virtues of a sociology major is its flexibility in the job market. Actual entry-level job titles of UCSD sociology graduates show this diversity; operations planner for a defense firm, program assistant for a social service agency, teacher, programmer, production coordinator for a publishing firm, social worker for a large, local health agency, communications technician for a telecommunications company, sales representative, analyst, and Peace Corps volunteer. For a more thorough list of positions held by recent graduates of UCSD in sociology, check with the Career Services Center and ask to see the Career Survey results from previous years.
Now that you know the opportunities exist, how do you proceed with your own career search? Remember three crucial pieces of advice which will enhance your chances of finding meaningful employment after graduation.
First, decide what you want to do. A clear career goal is the essential first step of any career search. It doesn't have to be a lifetime goal, just a plan of action for now. The Career Services Center has many services available to help you identify an occupation you'd like to pursue. There is an intensive goal-setting and decision-making workshop, a computerized career guidance program, printed resources on various occupations, and helpful advisors who can assist you in putting all the information together.
Occupations of alumni who have been in the work force for a few years will reveal even more opportunities. Some examples are: magazine editor, contract and grants administrator, attorney, personnel manager, probation officer, career counselor, information specialist, and political consultant. You can speak to these alumni about their jobs and how they applied their sociology education. Check the Career Consultant notebook in the Career Services Center, which are cross-indexed by UCSD major.
Second, get practical, work-related experience. For students who enter the job market, studies have shown that part-time practical experience is a significant factor of their college years that helped them to achieve success. Graduates who had such experience consistently show a lower unemployment rate, higher salaries, and better career potential for their jobs than those without it. Even if you decide to go on to graduate or professional school, admissions committees for advanced degrees favor candidates with such experience. In addition, practical experience can help you decide what you might like to do in the work force. By trying or "testing" the occupation before committing to a full-time career, you can see if it suits you.
There are many ways you can find pre-professional employment while going to school. The Part-Time Employment Office in the Career Services Center lists on and off-campus part-time and temporary jobs as well as paid internships and co-op positions. Other offices on campus, specifically the Associated Students Internship Office and Academic Internship Program in the Literature Building list Internships as mentioned previously in this handbook. If you have ideas for developing your own Internship and need assistance approaching employers, you can discuss them with a career advisor.
Third, don't rely exclusively on advertised job listings or on-campus interviews when you're ready to search for a job. Those are only the most obvious methods of job hunting. Employers who recruit on campus are those who need to fill many high-demand positions such as technical and sales jobs. Sociology majors and other liberal arts graduates have to be a little more sophisticated when looking for competitive jobs.
Any savvy job hunter knows that 80% of all jobs are unadvertised and most often filled by word-of-mouth. The most effective method of job hunting is to meet people who can hire you or who can lead you to others with hiring ability. Alumni have proven this to be true. In survey after survey, the majority of UCSD graduates find their first jobs through some form of personal contact with the employer: either they knew him/her previously or were referred by someone who knew the employer; or they initiated contact with the employer on their own.
So how can you tap this hidden job market? You don't have any personal contacts, especially with employers in firms you want to work for, you say? Of course you do. The Career Services Center has a workshop called Finding the Hidden Job Market that will show you how to start with your own friends and acquaintances and build them into an extensive network of contacts in your career field. To get you started with the process, Career Services even provides you with an initial contact. Their Mentor Program pairs you with a professional in the community working in your career field who, over the course of a month, will introduce you to his/her colleagues and give you inside job search advice.
As you heed this advice, remember, you don't have to do it alone. The Career Services Center is there to help, at whatever stage you are at in the search process. Even if you reach your senior year and haven't followed the conventional wisdom described here, it's not too late. Custom-made programs for last-minute job seekers prepare seniors and even graduates for employment.
WHAT WILL I HAVE TO OFFER?
There are numerous skills developed through the sociology major that you might want to highlight on your resume. They include: researching; analysis; writing; quantitative/statistical skills; critical thinking; sociological/cultural perspectives. For personalized assistance with your resume, go directly to the Career Services Center. Do not pass go. Do not collect $200 until after you get a job!
WHERE ARE THEY NOW?
There is life after UCSD, and there are quite few recent success stories from the Department of Sociology at UCSD. For those that choose to go on with a career in lieu of jumping into a graduate program after receiving their BA, here is a list of jobs by recent sociology graduates: Alcohol Counselor (Inland Behavioral Service), Systems Analyst (Electronic Data Systems), Human Resources Specialist (Sharp Cabrillo Hospital), Social Worker (American Cancer Society), Teacher (The Children's School-La Jolla) (San Diego County Juvenile Department), Social Worker (Department of Social Services-San Diego) (American Cancer Society-San Diego Branch), Legal Aide (U.S. Congressional Office-Washington, D.C., Director (Calprig), Analyst (COM 3 Forecasting), Operation Planner (General Dynamics), Production Coordinator (Hartcourt, Brace, Jovanovich-San Diego), Student Affairs Officer (UCLA), Buyer (U.S. Navy), Marketing Representative (Greater S.D. Health Plan, Admissions Representative (DeVry Institute of Technology), Business Analyst (Pan Pacific Trading), Buyer (USN), Psychology Technician (VA Medical Center - La Jolla), and the list goes on and on.
In addition to these jobs, some of our graduates have an enriching experience as a volunteer in the Peace Corps. One of our recent graduates was located in Thailand and acted as a teacher for the community. As you can see from the jobs listed above, the possibilities are endless.
As you consider career options with a sociology major, you may find you need some additional education to achieve your goal. A BA in sociology can provide solid preparation for an advanced degree. Previously, UCSD sociology graduates have pursued law, medicine, social work, education, or business degrees, as well as Ph.D.'s in sociology or other academic disciplines.
Two pieces of advice can help you succeed in applying to graduate or professional school. First, plan ahead. Gaining admission to graduate or professional schools involves more than just completing and sending applications by the deadline and waiting for a response. Start the process at least by your junior year. Meet with your professors and conduct independent research under their guidance on topics that interest you. (See Special Studies...Alias Soc/E199, in this handbook for proper procedures.)
The advantage of doing a Soc/E 199 is two-fold. Admissions committees for graduate programs want a proven record of your ability to do scholarly work on your own. By working closely with a faculty member on a
Soc/E 199, you can later collect a specific letter of recommendation from one who knows you and your work. Visit the professional and graduate school advisors at the Career Services Center. They can explain the process more thoroughly and recommend a timetable to follow to maximize your preparation for graduate school.
Explore a wide range of schools and programs when you apply. Successful applicants research many schools to find the ones whose requirements match their qualifications. The Pre-Graduate School Advisor in sociology as well as other faculty members can tell you about different emphases in the study of sociology at various universities. The Career Services Center has a comprehensive reference area upstairs with catalogs and literature on a whole range of graduate and professional schools from academic degree programs in sociology to social work, business, health administration, law, and medical schools.
Whether you seek employment immediately after graduation or pursue an advanced degree, it's important to plan ahead. "The best time to start the process," recommends Neil Murray, the director of Career Services, "is when it's on your mind." That sounds like sound advice.
Once you are registered as a sociology major, you may want to become more involved in the programs and activities that are exclusive to the department. A great way of getting involved is to attend the next SOCIOLOGY CLUB meeting. This gives you an excellent opportunity to meet other soc. majors or students from other departments interested in sociology, and exchange ideas about projects, courses, and events. The SOCIOLOGY CLUB is a student-led group which seeks students interested in meeting, talking, and planning activities during the academic year. Some projects that have been organized in the past include: film festivals, dinners with the professors, speaker series, colloquium receptions, field trips, and non-academic speaker programs. New ideas are always welcome, and so are you. Please check with the front office for the next date and time, and location.
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RICHARD BIERNACKI - received his B.A. from the University of Chicago and his Ph.D. from UC Berkeley. He taught for one year at the University of Chicago before coming to UCSD. His research has focused on the development of factories and the rise of labor movements in Western Europe. He is also interested in methods of comparison in historical sociology and in the evolution of sociological theory in Europe. He is presently completing a book about the influence of culture on production practices in nineteenth-century German and British textile mills.
RAE LESSER BLUMBERG - received a B.S. in journalism and an M.A. and Ph.D. in sociology from Northwestern University. Her research focus is on theories of gender stratification and gender and development. Publications include Gender, Family and Economy: The Triple Overlap; Making the Case for the Gender Variable: Women and the Wealth and Well-being of Nations; Engendering Wealth and Well-being (in press), Stratification: Socioeconomic and Sexual Inequality, and "A General Theory of Gender Stratification: in Sociological Theory (1984). She has conducted field research on gender and development around the world, most recently in Ecuador, Guatemala, Nigeria, Thailand, Nepal and the Dominican Republic.
LISA CATANZARITE received her B.A., two M.A.s and her Ph.D. from Stanford University. She was a post-doctoral scholar and taught courses at UCLA prior to coming to UCSD. Dr. Catanzarite's publications include "Gender, Education, and Employment in Central America: Whose Work Counts?" in Stromquist (ed), Women and Education in Latin America: The Dialectics of Change. Boulder: Lynne Rienner Publishers. 1991; and Catanzarite and Strober, "Gender Recompositions of the Maquila Workforce in Ciudad Juarez," Industrial Relations, January, 1993. She is currently working on several theoretical and empirical articles on occupational segregation by gender and race/ethnicity. Her most recent research is on racial-ethnic differences in the impact of work and family on women's poverty. Dr. Catanzarite's areas of expertise are: Sociology of Work and Labor Markets -- especially Gender, Race/Ethnicity and Employment; Social Stratification; Sociology of Education; Comparative International Development: and Research Methods.
MARIA CHARLES - received her B.A. from UC Santa Barbara, and her Ph.D. from Stanford University in 1990. Her research interests include stratification, comparative/historical sociology, gender, and quantitative methodology. Results of her dissertation were published in a research article entitled "Cross-National Variation in Occupational Sex Segregation" in the American Sociology Review. She is currently involved in research projects that attempt to account for contextual differences in the process of gender stratification.
STEPHEN CORNELL - received his B.A. in English from Mackinac College and A.M. and Ph.D. in sociology from the University of Chicago. His primary research interests include ethnicity and race relations, collective identity, economic development, and Native Americans. He is currently engaged in an extensive, comparative study of development strategies and outcomes on American Indian reservations. Dr. Cornell is the author of The Return of the Native: American Indian Political Resurgence (1988). He taught at Harvard University for nine years before joining the Department of Sociology at UCSD in the fall of 1989.
JUAN DIEZ MEDRANO - received his Ph.D. from the University of Michigan. The title of his dissertation was "Nationalism and Independence in Spain: Basques and Catalans". He is also involved in the World Values Survey, as part of the Spanish team. Currently he is working on a new project on the development of a European Identity, in the context of European integration. His specialties are Comparative Historical Sociology, Political Sociology, Nationalism, Social and Political Change in Spain, and Demography.
STEVEN EPSTEIN - received his B.A. from Harvard College (Social Studies, 1983) and his Ph.D. from UC Berkeley (Sociology 1993). He spent a year as a postdoctoral fellow in the Science Studies Program at UCSD before joining the Sociology department faculty. His dissertation, "Impure Science: AIDS, Activism, and the Politics of Knowledge," is a study of the politicized production of knowledge in the AIDS epidemic in the U.S.; this work reflects his interest in the construction of expertise, the democratization of science, and the resolution of medical controversies. He has also published articles on the sociology of sexuality and gay identity. His areas of interests include social theory (classical and contemporary), sociology of medicine, sociology of science, social movements, sexuality, and lesbian/gay studies.
IVAN EVANS - studied at the University of the Western Cape, South Africa (B.A.) and the University of Wisconsin-Madison (M.Sc., Ph.D.). He has been an Assistant Professor at the University of the Western Cape and a Visiting Scholar at UC-Los Angeles. Dr. Evans has published several articles on South Africa and is currently working on a book dealing with the administrative aparatus of the South African state. His next project is a comparative analysis of race and class in South Africa and Brazil. He teaches the Sociology of Development, Political Sociology, Urban Sociology and has a special interest in Southern African historiography.
ALI GHEISSARI - received his B.A. in Political Science from Tehran University, his M.A. in Sociology from the University of Essex, and his D.Phil. from St. Antony's College, University of Oxford. His doctoral dissertation was entitled: "The Ideological Formation of the Iranian Intelligentsia." He has published Main Currents in Sociological Theory in Persian, and has also completed a translation of Immanuel Kant's Fundamental Principles of the Metaphysic of Ethics. The undergraduate courses he teaches include Introduction to the Sociology of Time, Sociology of Knowledge, Islam in the Modern World, and Middle Eastern Societies.
HARVEY GOLDMAN - received his B.A. from Michigan State University in Comparative Literature and his Ph.D. in Political Science from UC-Berkeley. Though his degree is in political science, with a specialty in political theory, he has always taught both social and political theory together. He is the author of a book on conceptions of self and work in Max Weber and Thomas Mann, and another book on Weber's and Mann's understanding of culture, society, and politics. His principal interest is in contemporary social theory and its philosophical antecedents, as well as in sociology of literature. He is presently working on the reception of Nietzsche among contemporary French intellectuals.
JEFFREY HAYDU - received his B.A. from Swarthmore College and his Ph.D. from UC-Berkeley. He taught at UC-Berkeley and at Syracuse University before coming to UCSD. The author of Between Craft and Class: Skilled Workers and Factory Politics in the U.S. and Britain, 1890-1922 (U.C. Press, 1988), he studies U.S. labor in historical and comparative perspective. His current research looks at government measures to reform and re stabilize labor relations in the U.S., Britain, and Germany during the World War I era. The undergraduate courses he teaches include Sociology of Work, Social Movements, and American Society.
BENNETTA JULES-ROSETTE - received her B.A. (Summa Cum Laude) in Social Relations from Radcliffe and her M.A. (1970) and Ph.D. (1973) from Harvard University in Social Relations (Sociology and Anthropology). Professor Jules-Rosette's research interests include semiotic studies of religious discourse, tourist art, and new technologies in Africa. Dr. Jules-Rosette's major publications include: African Apostles (Cornell, 1975), A Paradigm for Looking (Ablex, 1977), The New Religions of Africa (Ablex, 1979), Symbols of Change (Ablex, 1981), The Messages of Tourist Art (Plenum, 1984), and Terminal Signs: Computers and Social Change in Africa (Mouton de Gruyter, 1990), and Parisianism and Universalism. African Writing and Identify in Fance, forthcoming.
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REBECCA KLATCH - received her B.A. (Summa Cum Laude) in sociology from UC-Berkeley and her Ph.D. from Harvard University. She taught at Washington University and at UC-Santa Cruz before joining the UCSD department. The author of Women of the New Right (Temple University Press, 1987), she is interested in social and political movements, gender, culture and ideology, and field research methods. Her current research project compares female and male activists of both the left and right during the 1960s in the U.S.
MARTHA LAMPLAND - received her Ph.D. in anthropology from the University of Chicago. Her book entitled Struggling for Possession. Agrarian Labor in Socialist Hungary, analyzes the collectivization of agriculture and the commodification of labor during the socialist period. She has also written a second book, now being revised, exploring earlier phases of capitalist development in Hungary, entitled Transforming Objects. The Transition from Feudalism to Capitalism in 19th Century Hungary. Lampland has written about the socialist state's construction of women's identity in Hungary, about the relationship in 19th century Hungarian writings between ideologies of gender and the nation, and also about Hungarian historical consciousness and the revolutions of 1848 and 1956. Her specialties include political economy, history, feminist theory, social theory, and the symbolic analysis of complex societies.
RICHARD MADSEN - received his B.A. from Maryknoll College and his Ph.D. from Harvard. His research is in the comparative sociology of culture. He has authored or co-authored three books on China, Chen Village (with Anita Chan and Jonathan Unger), Morality and Power in a Chinese Village, and Unofficial China (with Perry Linto and Paul Pickowicz). He is a co-author (with Robert Bellah, William Sullivan, Ann Swidler, and Steven Tipton) of Habits of the Heart, and The Good Society. Finally, he is author of China and the American Dream, a work on the cultural dimensions of the US-China relations.
TIMOTHY L. McDANIEL - received his B.A. from UC-Santa Cruz and his Ph.D. from UC-Berkeley in 1979. He has lived in and conducted research on Latin America and the Soviet Union. His major areas of interest are the sociology of development and revolutions and Soviet society. Dr. McDaniel's second book, Autocracy, Modernism, and Revolution in Russia and Iran, was published by Princeton in 1991.
HUGH B. MEHAN - received his Ph.D. in sociology from the UC-Santa Barbara in 1971. He studies how society produces such social facts as intelligence, deviance, health, illness and more recently: nuclear weapons. Dr. Mehan is the author three books, including The Reality of Ethnomethodology (with Houston Wood), Learning Lessons, and Handicapping the Handicapped (with Alma Hertweck and J. Lee Meihls). He is also the editor of three other books, and the author of more than 40 journal articles and book chapters.
CHANDRA MUKERJI - received her Ph.D. from Northwestern in 1971. She specializes in the areas of popular culture, the sociology of culture, science and technology studies and material culture studies. She is the author of From Graven Images, a book on culture and the Industrial Revolution, and
A Fragile Power, a book on the relationships between science and the state. She also co-edited (with Dr. Michael Schudson) a book illustrating and analyzing recent popular culture studies in anthropology, history, sociology and literature.
DAVID P. PHILLIPS - received his B.A. (magna cum laude) from Harvard and his Ph.D. from Princeton in 1970. He taught at Johns Hopkins University from 1967 to 1970 and at SUNY Stony Brook from 1970 to 1974, before joining the UCSD faculty. His articles have appeared in Science, the New England Journal of Medicine, the American Sociological Review, the American Journal of Sociology, and in other journals and compilations. In 1981 he received the Revelle College Award for Excellence in Teaching. In 1983 he received the Shneidman Award from the American Association of Suicidology for his work on suicide. In 1984 he received the 1983 Socio-Psychological Prize from the American Association for the Advancement of Science for his work on homicide. He has served as a consultant to General Motors Research Laboratories, to the Canadian Solicitor General, and to numerous law firms. He teaches courses on introductory sociology, statistical analysis of sociological data, the sociology of suicide, and the mass media.
AKOS RONA-TAS - received his Ph.D. from the University of Michigan. Dr. Rona-Tas' dissertation is on the second (or private ) economy in Hungary and attempts to answer the question: what are the social origins of the market in a socialist economy? His general areas of interest include economic sociology, comparative social stratification, East European societies, rational choice theory and statistical and survey methodology.
MICHAEL SCHUDSON - received his B.A. from Swarthmore College and M.A. and Ph.D. from Harvard University (1976). He taught at the University of Chicago before coming to UCSD in 1980 with a joint appointment in sociology and communication. He is the author of Discovering the News:, Advertising, the Uneasy Persuasion (Basic Books, 1984), Watergate in American Memory (1992), and co-editor of Reading the News (1987) and Rethinking Popular Culture (1991). He has been awarded a Rockefeller Foundation Fellowship, a Guggenheim fellowship, and a MacArthur Foundation fellowship. He teaches courses on the news media, political communication, and the sociology of culture.
ANDREW T. SCULL - received his B.A. from Oxford University in 1969, and his Ph.D. from Princeton in 1974. He taught at the University of Pennsylvania and at Princeton prior to coming to UCSD. His books include Museums, of Madness; Decarceration; Madhouses, Mad-Doctors, and Madmen; Durkheim and the Law (with Steven Lukes); Social Control and the State (with Stanley Cohen); and Social Order/Mental Disorder, and The Most Solitary of Afflictions: Madness and Society in Britain, 1700-1900. His articles have appeared in leading journals in a variety of disciplines, including British Journal of Psychiatry, Psychological Review; European Journal of Sociology; Medical History. He has held fellowships from (among others) the Guggenheim Foundation, the American Council of Learned Societies, and the Davis Center for Historical Studies, and in 1992-93 was the President of the Society for the Social History of Medicine.
GERSHON SHAFIR - received his two B.A.'s -- one in sociology, anthropology and political science, and the other in economics--from Tel Aviv University, his M.A. from UC-Los Angeles in 1974, and his Ph.D. from UC-Berkeley in 1980. His major area of interest is comparative historical sociology, with emphasis on nationalism. In 1989, Cambridge University Press published his book Land, Labor and the Origins of the Israeli-Palestinian conflict, 1992-1914. His current work seeks to comprehend peacemaking in South Africa and Israel/Palestin.
STEVEN SHAPIN - received his B.A. from Reed College, and his M.A. and Ph.D. (in history and sociology of science) from the University of Pennsylvania. From 1972 to 1989 he was Lecturer and Reader at the Science Studies Unit, University of Edinburgh. He is author of A Social History of Truth: Civility and Science in Seventeeth-Century England (University of Chicago Press, 1994), and co-author of Leviathan and the Air-Pump: Hobbes, Boyle, and the Experimental Life (Princeton University Press, 1985) and has written numerous papers in the history and sociology of science. His interests include the study of science in 17th to 19th-century Britain, the sociology of knowledge, and specifically the sociology of scientific knowledge, the sociology of work and skill in relation to scientific practice.
RICARDO STANTON-SALAZAR - received his undergraduate education in sociology at UCSD in 1979, and taught elementary school for a number of years. In 1990, he received his Ph.D. in Education from Stanford University. He specializes in the fields of Urban Education, Race and Ethnic Relations, and Family Studies. Special areas of interest include social networks and mobility, the study of minorities in the educational system, and the study of ethnic differences in adaptation to institutional discrimination. His dissertation was entitled "The Relation Between Acculturation, Social Networks, and the Academic Performance of Mexican-Origin High School Students."
CHRISTENA TURNER - received her Ph.D. from Stanford in 1987. Her areas of expertise include social inequality, as well as the study of organizations. She will be quite involved in the building of the recently launched Japanese Studies program at UCSD, and will be involved in the Graduate School of International Relations and Pacific Studies. Dr. Turner has had extensive training in both anthropology and East Asian Studies, with advanced work on both Japan and China. The primary focus of her present work is the study of Japanese business organizations, and she has conducted research in both Hong Kong and Taiwan. She is fluent in Chinese, and has an extensive background in Chinese Studies.
CARLOS H. WAISMAN - received his B.A. from the University of Buenos Aires, Argentina, and his Ph.D. from Harvard in 1977. His field is comparative Political Sociology. He has worked on the comparative study of the incorporation of the working class into the political system, the causes of different elite strategies toward labor, the development of Argentina, the consolidation of new democracies, and the transitions to open-market capitalism in the Southern Cone of Latin America and Central/Eastern Europe. He has published Modernization and the Working Class: The Politics of Legitimacy (University of Texas Press, 1982), Reversal of Development in Argentina: Postwar Counterrevolutionary Policies and their Structural Consequences (Princeton University Press, 1987, winner of the Hubert Herring Awards for the best book in Latin American studies), and From Military Rule to Liberal Democracy in Argentina (co-edited, Westview, 1987). He is co-editing a volume on institutional design in new democracies in Latin America and Eastern Europe.
KATHRYN WOOLARD - received her B.A. in English Literature at the University of Michigan; M.A., Ph.D. (Anthropology) at UC-Berkeley. Her areas of teaching and research interest include sociolinguistics, bilingualism, ethnicity, language and education, and discourse analysis. Dr. Woolard's current research includes: a comparative study of language ideology in Spain, Mexico and the U.S.; gender and class differences in bilingual practices in Catalonia; and pragmatics of codeswitching.
LEON ZAMOSC - received his B.A. and M.A. from the University of Haifa (Israel), and his Ph.D. from the University of Manchester (England) in 1983. Before joining UCSD in 1985, he was an Assistant Professor of Sociology at the University of Kansas. He has written in Spanish and English on Latin American social history and peasant political participation. His book The Agrarian Question and the Peasant Movement in Colombia (Cambridge University Press) won the 1986 Hubert Herring Award for best book of the year on Latin America. He teaches on social change, development issues, social movement and Latin American societies.
BENNETT M. BERGER - received his B.A. at Hunter College, 1950 and his Ph.D. at UC-Berkeley in 1958. He taught at the University of Illinois from 1959-1963, and at UC-Davis from 1963-1973. He began teaching at UCSD in 1973. Dr. Berger is the author of Working-Class Suburb, The Survival of a Counter-Culture, a collection of articles called Looking for America, and is the editor of a recent collection of intellectual auto-biographies by 20 American sociologists, titled: Authors of their Own Lives. He has written widely on cultural topics for both academic and popular journals, and at present is interested in the sociology of culture. His latest book, An Essay on Culture will be published by UC Press early in 1995.
AARON V. CICOUREL - received his B.A. and M.A. from the UCLA in 1951 and 1955, and his Ph.D. from Cornell University in 1957. He was a Visiting Assistant Professor at Northwestern University (1958-1960); Assistant Professor , Associate Professor, UC-Riverside (1960-1965); Lecturer in Sociology at UC Berkeley (1965-1966); Professor of Sociology at UC Santa Barbara (1966-1970); and has been Professor of Sociology in the School of Medicine and the Department of Sociology at UCSD since 1970. He held a Russell Sage Foundation Post Doctoral Fellowship at UC-Los Angeles Medical Center (1957-1958); National Science Foundation Senior Postdoctoral Fellowship, London, England (1970-1971); Guggenheim Fellowship, Madrid, Spain (1975-1976); and was a Fulbright Lecturer, Brazil (1986) and Barcelona, (1992). His areas of specialization are: sociolinguistics, medical communication, decision-making, and child socialization.
JACK DOUGLAS - received his B.A. from Harvard (1955-1958) in social relations and his Ph.D. in sociology from Princeton (1965). He has written and edited some 25 books in the social sciences, including The Social Meanings of Suicide, American Social Order, Crime and Justice in American Society, Research on Deviance, Introduction to the Sociologies of Everyday Life, and Love, Intimacy and Sex (forthcoming). His interests encompass anything of fundamental importance in understanding human life. He is working on a very long-run project on "Human Nature In Civilization." He has taught courses on human nature, love, economics and business, foreign policy and military strategy, politics and deviance.
JOSEPH GUSFIELD - received his Ph.D. in Sociology from the University of Chicago in 1954. He has taught there, at Hobart and William Smith Colleges, at the University of Illinois (1955-1969) and started at the Department of Sociology at UCSD in 1968. His current interests are in social ritual and symbol, sociology of law, social movements and the rhetoric of social science. Among his major works are Symbolic Crusade: Status Politics and the American Temperance Movement and The Culture of Public Problems: Drinking-Driving and the Symbolic Order. He has also taught and conducted research in India and Japan.
JACQUELINE P. WISEMAN - received her B.A. from the University of Denver and her Ph.D. from the UC-Berkeley in 1968. She held the following positions: Staff of National Opinion Reserach Center; Project Director, Standford Research Insititute; Professor, San Francisco State University, 1967-1974; Professor, UCSD, 1974-1991. Winner of the C. Wright Mills Awards for her monograph, Stations of the Lost. Winner, the George Herbert Mead Award for lifetime research; Member, National Academy of Sciences, Alcohol Policy Panel.
ADJUNCT FACULTY
YEN LE ESPIRITU - completed her undergraduate work in Communications at UCSD and received her M.A. and Ph.D. from UC-Los Angeles. She specializes in Race and Ethnic Relations as well as Asian American Studies. Her work centers on Comparative Ethnic and Race Relations, Immigration, Asian American Studies, and Comparative and Historical Methods. Dr. Espiritu is the author of Asian American Panethnicity: Bridging Institutions and Identities (Temple University Press, 1992). She also has an interest in the sociological determination of ethnicity, and has co-authored an article entitled "Panethnicity" published in the journal, Ethnic and Racial Studies. She has also written a paper on the "twice minorities" entitled "Beyond the Boat People: Ethnicization in America" which argues that ethnic groups which were already minorities in their own countries before immigration, such as the Chinese in Vietnam, enjoy important advantages in the creation of ethnic solidarity in their new countries.
MARY L. WALSHOK - received her B.A. from Pomona College and her M.A. and Ph.D. in Sociology from Indiana University. Currently she is the Associate Vice Chancellor for Extended Studies and Public Service and Adjunct Associate Professor of Sociology. Walshok is an industrial sociologist with numerous publications on work and education issues and has a book published by Doubleday, Blue Collar Women: Pioneers on the Male Frontier. Walshok is very active in the local community and over the years has talked about women and employment issues in a variety of national media. Her most recent book, The University and It's Public, Jossey-Bass, emphasizes the ways in which technology is transforming the workplace.
Harvard University - (Bennetta Jules-Rosette, Rebecca Klatch,
Richard Madsen, Carlos Waisman)
Northwestern University - (Chandra Mukerji, Michael Schudson)
Princeton University - (Andrew Scull)
Stanford University - (Lisa Catanzarite, Carlos Waisman)
State University of New York, Stony Brook - (David Phillips)
UC-Berkeley - (Steve Epstein, Rebecca Klatch, Tim McDaniel)
University of Chicago - (Stephen Cornell, Michael Schudson)
UC Santa Barbara - (Hugh Mehan)
UC Los Angeles - (Lisa Catanzarite)
University of Michigan - (Juan Diez Medrano, Akos Rona-Tas)
University of Pennsylvania - (Andrew Scull)
The principle of honesty must be upheld if the integrity of scholarship is to be maintained by an academic community. The University expects that both faculty and students will honor this principle and in so doing protect the validity of University grading. This means that all academic work will be done by the student to whom it is assigned, without unauthorized aid of any kind.
Academic Dishonesty
"No student shall engage in any activity that involves attempting to receive a grade by means other than honest effort; for example:
No student shall knowingly procure, provide, or accept any materials
that contain questions or answers to any examination or assignment to be given at a subsequent time.
No student shall complete, in part or in total, any examination or assignment for another person.
No student shall plagiarize or copy the work of another person and submit it as his or her own work.
No student shall employ aids excluded by the instructor in undertaking course work.
No student shall, without proper permission, alter graded class assignments or examinations and then resubmit them for grading.
Responsibility
The instructor should state the objectives and requirements of each course at the beginning of the term, clearly informing students what kinds of aid and collaboration, if any, are permitted on assignments. Students are expected to complete the course requirements in compliance with the standards described under 'Academic Dishonesty' above.
The primary responsibility for maintaining the standards of academic honesty rests with two University authorities: the faculty and the administration. When a student has admitted to or has been found guilty of a violation of the standards of academic honesty, two separate actions shall follow. The instructor shall determine the student's grade on the assignment and in the course as a whole. The recommended academic consequence of a serious breach of academic honesty is failure in the course, although less serious consequences may be incurred in less serious circumstances. The Dean of the student's college shall impose an administrative penalty. Under normal circumstances, the recommended minimum administrative penalties are probation for the first offense and suspension or dismissal for a subsequent offense. The transcript of a student who is dismissed for academic dishonesty shall bear a notation that readmission is contingent upon approval form the Chancellor."
The College Dean's office can inform students about their procedural right to a hearing and appeal.