IDEALISTS VS. CAREERISTS · 2016-04-29 · IDEALISTS VS. CAREERISTS: Graduate School Choices of...

A M E R I C A N S O C I O L O G I C A L A S S O C I AT I O N

DEPARTMENT OF RESEARCH AND DEVELOPMENT

INTRODUCTION

This research brief suggests that sociology canattract both idealists and careerists, and thatboth types of students find a place in graduateschool. Sociological skills and concepts arebeneficial both to students who go on tograduate school in applied and professionalfields and to those who continue on insociology.

BACKGROUND: THE GROWTH OF OCCUPATIONALAND PROFESSIONAL DEGREESThe decline of arts and sciences as coredisciplines and the corresponding growth ofprofessional programs are importantdevelopments in higher education over the last30 years, according to sociologist Steven Brintand his colleagues (2002; 2005). Occupationalor professional degree programs are viewed asproviding students with knowledge and skillsacquisition that prepares them for the labormarket (Council of Graduate Schools 2006;

Glazer-Raymo 2004; National Academy ofScience 2008). Currently about 60 percentof bachelor’s degrees awarded are inoccupational/professional fields, includingallied health professions, criminology,information systems, human resources,business, and recreation—fields often housedoutside schools of arts and sciences (Brint etal. 2005). During this 30-year period, themaster’s degree, and especially career-oriented,applied, and professional master’s degreesbecame the fastest growing degree among alloffered by universities (American SociologicalAssociation, Task Force on the Master’sDegree 2009; Council of Graduate Schools,2006; Strauss 2006). As of 2006, about 85percent of all graduate degrees awarded weremaster’s degrees.

IMPLICATIONS FOR SOCIOLOGY PROGRAMSOne result of the shift to the professionalprograms is that sociology undergraduateprograms are sending the majority of majors

A M E R I C A N S O C I O L O G I C A L A S S O C I AT I O N 1

Roberta Spalter-Roth and Nicole Van Vooren

May 2009

IDEALISTS VS. CAREERISTS:Graduate School Choices of Sociology Majors1

1 This study has been funded by the Sociology Program of the National Science Foundation. The views stated here reflect those of the authors.

either directly into the workforce or tomaster’s programs in applied sociology or inneighboring or break-away disciplines directlylinked to specific careers. We find that thestudents who enroll in graduate programs,rather than going directly into the labormarket, tend to be “careerists” who majored insociology because it would prepare them forgraduate or professional school. Alternatively,those students who enroll in sociology master’sprograms in sociology tend to be “idealists.”However, even those students enrolled insociology graduate programs are more likely tobe in master’s programs rather than in PhDprograms. The small percentages of those whointend to obtain a PhD also agree stronglythat they majored in sociology to preparethem for a graduate or professional degree.

THE STUDY

In spring 2005 the American SociologicalAssociation’s Research and DevelopmentDepartment sent an on-line questionnaire to asample of 1,777 seniors to survey theirexperiences and satisfaction with the sociologymajor as well as their future plans for work,graduate school, or both. Early in 2007 we re-surveyed the class of 2005 to learn what theyhad been doing since graduation. Theresponse rate for the second wave of the surveywas 44 percent or 778 graduates.

SECOND-WAVE DATAIn the second wave of the survey we askedabout labor market activities and graduateschool studies. As part of the labor marketinformation, we asked about job searches, jobdescriptions, job satisfaction, and closeness of

employment to sociological training. Thoseformer sociology majors who were either ingraduate school or had completed a post-graduate degree were asked about theirdiscipline and degree level. Thus, we candetermine whether or not they entered asociology program or a more career-orientedprogram.

In addition, we asked everybody aboutthe skills and concepts they used on the job orin graduate school. Skills included thefollowing: forming a causal hypothesis; usingcomputer resources; using statistical software;evaluating research methods; developingevidence-based arguments; using tests ofsignificance; interpreting the results of datagathering; identifying ethical issues inresearch; writing reports; and working indiverse groups with others. Conceptsincluded: current sociological explanationsabout a variety of social issues; socialinstitutions and their impact on individuals;basic theoretical perspectives or paradigms insociology; basic concepts in sociology(including culture, socialization, institutions,or stratification); important differences in thelife experiences of people as they vary by race,class, gender, age, disability and other ascribedstatuses; and views of society from alternativeor critical perspectives.

PRIOR DATAIn the first wave of the study we had askedabout reasons for majoring in sociology. Moststudents major in sociology because theyenjoyed their first course in the subject. Thesecond most frequent reason for majoring islabeled as idealist—students who majorbecause they thought sociology would prepare


IDEALISTS VERSUS CAREERISTS: GRADUATE SCHOOL CHOICES OF SOCIOLOGY MAJORS

them to change society, to understand socialforces or their own place in society. The thirdreason for majoring is careerist—students whothought that sociology would prepare themfor the job that they wanted or for aprofessional or graduate degree.

We used SPSS scaling procedures todetermine whether the answers to a series ofquestions about out-of-classroom activities,asked in the first wave, would cluster togetherinto distinctive indexes, each representing atype of social or cultural capital. We foundthat the activities formed three distinctclusters. These were: (1) Scholarlysocialization including membership in asociology club, participating in thesociological honorary society Alpha KappaDelta, and attending state, regional, or

national sociological meetings; (2) Mentoringactivities including student participation inmentoring programs and in faculty researchand (3) On-the-job training and job networksincluding leadership training, participating ininternships, engaging in community activities,taking part in service learning programs, andattending job fairs. (The distribution ofsociology majors participating in theseactivities can be seen in Decreasing the Leakfrom the Sociology Pipeline: Social and CulturalCapital to Enhance the Post-BaccalaureateSociology Career at http://www.asanet.org/galleries/default-file/ASASocPipeBrief.pdf .)

MATCHING THE FIRST AND SECOND WAVEWe were able to match the answers from thefirst wave of the survey, including



42.1

60.3

22.0

13.1

26.9

22.0

8.84.7

Job Only Graduate School Both NeitherOnly

2005

2007

Figure 1. More Sociology Bachelor’s Recepients are in the Labor MarketPlans for the Future in 2005 versus Status in 2007

Source: ASA Research and Development Department, What Can I Do With a Bachelor's Degree in Sociology? Wave I and Wave II

demographic characteristics, skills andconcepts learned, reasons for majoring insociology, and participation in a range of out-of-classroom activities with the work andgraduate school experiences described in thesecond wave. As a result of this matching, weare able to determine what factors significantlyincrease the likelihood that sociology majorswill enter graduate school, generally, and whatfactors increase the likelihood that sociologymajors will enter graduate school in sociologyprograms, in particular.

FINDINGS

WHO GOES TO GRADUATE SCHOOL?Before graduation, we had asked the class of2005 about their future plans (Spalter-Rothand Erskine 2006). The largest group (42.1percent) said they intended to find a job. Figure1 shows that, in fact, by 2007, 60.3 percentwere working, 20 percentage points more thaninitially projected. Although 22 percentplanned to go to graduate school and not seekemployment in 2005, only 13.1 percent did soin 2007. Finally, 26.9 percent planned to bothattend graduate school and seek employment.By 2007, about 22 percent were both in thelabor market and in graduate school.

How do the demographic characteristicsof those who enrolled in graduate schoolcompare to those who did not? Table 1compares the characteristics of those formermajors who go on to graduate school withthose who do not. The table also comparestype of undergraduate institution attended,parents’ level of education, participation inextra-classroom activities, skills and conceptslearned, type of combination majors with

sociology, reasons for majoring in sociology,and Grade Point Average (GPA).

We find that the demographiccharacteristics of sociology majors who wenton to graduate school are not significantlydifferent than those who did not. In otherwords, relatively similar percentages ofwomen, African Americans, Hispanics, andformer majors whose parents have less than acollege degree enrolled in graduate school andjoined the labor force. Although thedifferences were not significant, a somewhatgreater percentage of African Americans andHispanics were enrolled in graduate school ascompared with their percentage in thepopulation of former majors as a whole.Parents’ education and the type of institutionof higher education that former majorsattended were not significantly different forthose who enrolled in graduate school andthose who did not.

Type of combined major was significant,however, for those who combined psychologyand sociology, but not for those whocombined sociology and criminal justice. Theformer were significantly more likely to attendgraduate school than were those with othercombined degrees or with stand-alonesociology majors, while the latter were not. Inother words, joint psychology and sociologymajors were significantly more likely to go tograduate school, in contrast with jointcriminology and sociology majors, who weremore likely to enter the labor force upongraduation.

The GPA of those who enrolled ingraduate school was significantly higher thanthose who did not attend. By contrast, there isno relationship between mastery of skills and





Table 1: Characteristics of Sociology Undergraduate MajorsWho Go to Graduate School Compared to those Who Do Not

Gender ØRace ØType of Undergraduate Institution ØMother's level of education ØFather's level of education Ø

Combination MajorsCriminal Justice ØPsychology �

Sociology GPA �

Skills and ConceptsResearch ØCommunication ØConceptual Ø

Extra Classroom ActivitiesOn the Job Training & Networking ØMentoring �Scholarly Socialization �

Reasons for MajoringIdealist �Careerist �


� Statistically significant difference Chi-square or T-test (p < 0.05)

Ø Not statistically significant

the likelihood of continuing one’s educationbeyond the bachelor’s level. However, Table 1does show that those students who participatein some extra-classroom activities, such asmentoring or scholarly socialization activities,are significantly more likely to go on tograduate school. Finally, idealists and careeristsare more likely to enter graduate school thanthose who did not enroll, and these differencesare statistically significant.What happens when we compare thesecharacteristics relative to one another? Weused bi-variate logistic regression analysis toanswer this question. The independentvariables in the model are the following: raceand ethnicity, overall GPA, GPA in sociologycourses, type of major (joint or single),research skills learned, participation in

mentoring, scholarly socialization, or on-thejob-training and networking activities, andwhether or not they were careerists or idealists.The dependent variable was whether or notthe former sociology major enrolled ingraduate school (see Figure 2).

Sociology majors who enroll in graduateschool have much higher GPAs in sociologythan their peers who do not enroll in graduateschool. When GPA in sociology is included in



1 2 3 4 5 6 7 8 9

Figure 2. Factors Predicting Which Sociology UndergraduateMajors Attend Graduate School, 2007

Odds Ratio


Sociology GPA

Black/Hispanic

Careerist Major

8.082

1.787

1.345

“…those students who participate insome extra-classroom activities, such asmentoring or scholarly socializationactivities, are significantly more likely togo on to graduate school…”

the model, overall GPA loses significance anddrops out of the model. However, Figure 2shows that a higher sociology GPA increasedthe likelihood of going to graduate schoolmore than eightfold. The skills and conceptslearned as sociology majors are not significantpredictors of graduate school enrollment. Thislack of significance of skills or conceptslearned is probably because those who learnedthese skills received higher GPA’s than thosewho did not.

Extra-classroom activities available tomajors, including on-the-job training andnetworking activities; mentoring; andsociology socialization, were not significant inpredicting who goes to graduate school, despitetheir significance in the descriptive analysis.

The relative small numbers of Blacks and

Hispanics who answered the second wave ofthe survey were almost twice as likely to enrollin graduate school as are other racial andethnic groups (namely, whites, NativeAmericans, and Asians). And, finally, thosewho go on to enroll in graduate school aresignificantly more likely to be careerists thanthose who do not enroll. They major becausethey think sociology will prepare them forgraduate or professional school or perhaps acareer. Although majoring for idealistic reasonswas significant in the descriptive analysis, itwas not significant in the regression model.

In short, GPA in sociology, identifying asAfrican-American or Hispanic, and majoringin sociology for careerist motives significantlyincrease the odds of sociology majors enrollingin graduate school.



Figure 3. Skills Listed on Graduate School Applications, 2007Percentage of sociology undergraduate majors reporting listing skills

Source: ASA Research and Development Department, What Can I Do With a Bachelor's Degree in Sociology? Wave II

Community, Political,Other Volunteer Activity

Write a Report

LeadershipDevelopment

Development Evidence-Based Arguments

Evaluate ResearchMethods

77%

66%

58%

54%

53%

USING SKILLS AND CONCEPTSIN GRADUATE SCHOOLThe second wave of the survey asked formersociology majors about the skills listed ontheir applications to graduate school and theirongoing use of skills learned during theirgraduate programs. Figure 3 shows the skillsthat at least 50 percent of majors mentionedwhen applying to graduate school.Community and political activities were themost frequently listed on graduate schoolapplications, perhaps because the majoritywent into applied fields oriented towardworking with clients in particularcommunities (See What are They Doingwith a Bachelor’s Degree in Sociology? athttp://www.asanet.org/galleries/Research/ASAResearchBrief_revised.pdf ). Second was

the ability to write reports. Third wasleadership development. Finally, about half ofall majors mentioned research and statisticalskills, including developing evidence-basedarguments and evaluating the appropriateresearch method for embarking on a study.

Although survey respondents mentionedthe skills that they learned as majors inapplying for graduate school, it is the conceptslearned that they reported using on a dailybasis in graduate school. In contrast to Figure3, Figure 4 shows that at least 70 percent ofthose enrolled in graduate school said thatsociological theories and concepts were “veryuseful” in their graduate coursework. Theseincluded understanding the differences in thelife experiences of people as they vary by race,class, gender, age, disability, and other ascribed



Figure 4. Concepts Used in Graduate Programs, 2007Percentage of sociology undergraduate majors reporting concepts as being

“very useful” in graduate school

Source: ASA Research and Development Department, What Can I Do With a Bachelor's Degree in Sociology? Wave II

Viewing Life Experiences as they Varyby Race, Class and Gender

Viewing Society from Alternative orCritical Perspectives

Sociological Theories ofCurrent Social Issues

Basic Sociology Concepts

78%

74%

73%

70%

statuses; viewing society from alternative orcritical perspectives; knowledge of sociologicalexplanations about current social issues suchas crime, racism, poverty, family formation, orreligion; and understanding basic concepts insociology including culture, socialization,institutions, and stratification. The resultssuggest that these concepts can be used in awide variety of degree fields in whichsociology majors enroll.

CHOICE OF DEGREE FIELDSAbout three-quarters of those in graduateschool were pursuing master’s degrees, about13 percent were pursuing professional degrees,and about 11 percent were pursuing degreesthat would lead to a PhD. Table 2 shows thefield of graduate study in which 2005sociology majors were enrolled in 2007. Thelargest group was pursuing degrees insociology (22.4 percent), yet the majority wasin other fields (77.6 percent). These fieldsincluded social work, education, law,psychology/counseling, other social sciences,business, public policy, and engineering.About 70 percent of undergraduate sociologymajors were pursuing degrees in what can becharacterized as applied, vocational, orprofessional-oriented fields.

CHARACTERISTICS OF THOSE WHO CHOOSESOCIOLOGY IN GRADUATE SCHOOLAre there differences between those sociologymajors who enroll in graduate sociologyprograms and the much larger number whoenroll in the other programs? Table 3 showsthat few differences achieve statisticalsignificance. There are no significantdifferences by type of undergraduate

institution, gender, race or ethnicity, orparents’ level of education. These two groupsare also not distinguished by GPA.

The first set of significant differences (orthe lack of them) relates to participation inextra-classroom activities. Majors who go on toenroll in graduate sociology programs aresignificantly more likely to participate inactivities that socialize them into thesociological field. They are more likely thantheir peers to be selected for sociology honorsprograms, to participate in Alpha Kappa Delta,and to attend state, regional, or nationalsociology meetings usually at the instigation oftheir professors. They are significantly lesslikely to be joint psychology/ sociology majorsthan regular sociology majors.

The table also shows that those enrolledin sociology programs are significantly morelikely to strongly agree that they learned



FIELD OF STUDY

Sociology 22.4%

Social Work 16.9%

Education 11.4%

Law 10.5%

Other Social Sciences 9.4%

Psychology/Counseling 8.6%

Engineering 7.3%

Business/Management 4.5%

Public Policy/Affairs 3.8%

Other 5.1%

TOTAL 100%

Table 2: Graduate Fields of Study of 2005Sociology Graduates, 2007

(in percents)

Source: ASA Research and Development Department, What Can I DoWith a Bachelor's Degree in Sociology? Wave I and Wave II

research and statistical skills as undergraduates,including developing evidence-basedarguments, evaluating the appropriate researchmethods for embarking on a study, andmastering statistical computer packages, thanthose enrolled in other programs. Finally, thoseenrolled in sociology graduate programs weresignificantly more likely to have majored insociology because they were idealists ratherthan careerists.

In contrast, there are no significantdifferences in mentoring activities and on-the-job training and networking activities. In otherwords, sociology faculty members seem equallylikely to mentor and include majors who go onto enroll in other graduate fields of study intheir research projects as they are those who goon to sociology graduate programs. Sociologymajors who enrolled in other graduateprograms were as likely to participate incommunity activities, internships and otheron-the-job training and networking activitiesas those who enrolled in sociology programs.As noted, community activities are the mostlikely activity to be listed on graduate schoolapplications, and both groups headed tograduate school took advantage of these out-of-the-classroom events.

In what follows, we use bi-variate logisticregression analysis to determine whichcharacteristics are still significant whencompared to one another in predicting whogoes to graduate school in sociology. As in theprevious regression analysis, the independentvariables in the model are those that weresignificant in the cross-tabulations shown inTable 3. These include whether or not theywere joint psychology/sociology majors,

whether or not they participated in scholarlysocialization activities, whether or not they areidealists, as well as the number of researchskills they learned.

Figure 5 shows that all but one of thesepredictors continues to be significant in theregression model. The number of researchskills that respondents strongly agreed thatthey learned as undergraduates increased thelikelihood of going to graduate school insociology rather than in another program byabout 1.3 times. Being an idealist increases theprobability of becoming a sociology graduatestudent by 1.5 times. In contrast, being a jointpsychology/sociology major significantlydecreases the likelihood of attending graduateschool in sociology, as these joint majorsare more likely to enroll in psychologyprograms. Scholarly socialization is notsignificant, however.

In sum, those who enroll in sociologygraduate programs strongly agree that they



“…those who enroll in sociologygraduate programs strongly agree thatthey have mastered research skills andare more likely to be idealists thancareerists. Scholarly socialization,including participation in honorsprograms, sociology clubs, and sociologymeetings…may be helpful inencouraging sociology majors to attendgraduate school in their discipline.”



Table 3: Characteristics of Those Enrolled in Sociology GraduatePrograms Compared to Those Enrolled in other Programs, 2007

(in percents)

Gender ØRace ØType of Undergraduate Institution ØMother's level of education ØFather's level of education Ø

Extra Classroom ActivitiesOn the Job Training & Networking ØMentoring ØScholarly Socialization �

Skills and ConceptsResearch �Communication ØConceptual Ø

Combination MajorsCriminal Justice ØPsychology �

Reasons for MajoringIdealist �Careerist Ø

Sociology GPA Ø


� Statistically significant difference Chi-square or T-test (p < 0.05)

Ø Not statistically significant

2.338

0 1 2 4 6 8 10

8.613

0.324

Figure 6. Factors Predicting Which Sociology Undergraduate MajorsEnroll in PhD Programs, 2007

Odds Ratio


Careerist

Sociology GPA

On-the-job activities



0.5 1.0 1.5 2.0

1.461

0.231

1.236

0.0

Figure 5. Factors Predicting Which Sociology Undergraduate MajorsPursue Sociology in Graduate School, 2007

Odds Ratio


Idealist Major

Research Skills

Psychology/Sociology Major

have mastered research skills and are morelikely to be idealists than careerists. Scholarlysocialization, including participation in honorsprograms, sociology clubs, and sociologymeetings, though not significant in theregression analysis, may be helpful inencouraging sociology majors to attendgraduate school in their discipline.

ON TO THE PHDAlthough a PhD degree is considered theculmination of a sociological education, only11 percent of this 2005 cohort enrolled inPhD programs. Those in sociology graduateprograms are the most likely to be enrolled ina PhD program (29.6 percent), followed bythose in psychology programs (22.7 percent),and other social science programs (21.7percent). Students who enrolled in law schoolexpect a professional degree, but for theremainder, virtually all students are enrolled inmaster’s level programs.

What differences exist between thosewho enrolled in masters and those whoenrolled in PhD programs? There are nosignificant differences between those whoparticipated in scholarly socializationactivities, but there are significant differencesin those who participated in mentoringactivities and on-the-job training activities.Participating in mentoring and researchactivities is important for encouragingsociology majors to pursue PhD degrees. On-the-job training activities are significant forthose who enroll in master’s programs.

When we examine the differencesbetween those who enter a PhD programversus those who do not, we find a negativerelationship between participation in on-the-

job and networking programs with workingtowards a PhD degree, in a bi-variateregression analysis (see Figure 6). Mentoringand scholarly socialization are not significantand fall out of the model. Here again, GPA insociology is significant, while overall GPAdrops out of the model. Those with higherundergraduate GPAs are more than eighttimes as likely to go into a PhD program.Last, PhD students are twice as likely as otherrespondents to strongly agree that thesociology major prepared them for graduate orprofessional school.

CONCLUSIONS

At times during its history, sociology hasextolled its practical expertise (most recentlywith an initiative to create a public sociology).This research brief suggests that the sociologymajor is a gateway to graduate study inprofessional and applied programs as well asthe liberal arts and sciences. Almost 8 out of10 majors who go on to graduate school do sofor degrees other than sociology. Those thatenroll in social work, education, counseling,business, and public policy graduate programsbelieve that the undergraduate sociologymajor prepares them for their graduate orprofessional school careers. Half of them listedstatistical and methodological skills they hadlearned on their graduate school applications.At least 70 percent of those who go on tograduate schools find sociology concepts andperspectives, such as social problems, race andgender inequalities, stratification, culture, andcritical perspectives, to be very useful in theirgraduate schooling, regardless of the field.Students who go on to graduate school have



higher GPAs in sociology course work, areflection of their greater mastery ofsociological skills, theories, and concepts.

By advertising the sociology major as acoherent framework that results in entry intoboth practical and academic career pipelines,the student and alumni base should continueto grow. Many students enrolling in appliedand professional degree programs alreadybelieve this, strongly agreeing that thesociology major is good preparation forgraduate and professional school.

Those who do enroll in master’sprograms in sociology strongly agree that theyhave mastered research skills including usingstatistical software packages, interpreting theresults of data gathering, and evaluatingdifferent research methods. They are likely tobe idealists who majored in sociology because

they want to change society and to understandsocial institutions and the relation betweensocial forces and individuals. They have beensocialized in the field by belonging to sociologyclubs such as Alpha Kappa Delta, and byattending state, regional, or national sociologymeetings with their professors. Those enrolledin PhD programs are also likely to stronglyagree that the sociology major is helpful forentering graduate or professional school.

In conclusion, sociology attracts majorswith an exciting first course, appealing to bothidealists and careerists. As noted, both types ofstudents find a place in graduate school.Sociological skills and concepts, learned asundergraduates, are seen as beneficial forgraduate school applications and for daily usein graduate school in applied and professionalfields and in sociology.



References

American Sociological Association, TaskForce on the Master’s Degree inSociology, 2009. Thinking about theMaster’s Degree in Sociology: Academic,Applied, Professional, and Everything inBetween. Washington, DC: AmericanSociological Association.

Brint, Steven. 2002. “The Rise of the‘Practical Arts.’” Pp. 231-59 in TheFuture of the City of Intellect: TheChanging American University, edited byS. Brint. Stanford, CA: StanfordUniversity Press.

Brint, Steven, Mark Riddle, Lori Turk-Bicakci and Charles S. Levy. 2005. “Fromthe Liberal to the Practical Arts inAmerican Colleges and Universities:Organizational Analysis and CurricularChange.” The Journal of Higher Education76(2):151-80.

Council of Graduate Schools. 2006.Professional Master’s Education: A CGSGuide to Establishing Programs.Washington, DC: Council of GraduateSchools.

Glazer-Raymo, Judith. 2004. “Trajectoriesfor Professional Master’s Education.”Communicator 37:2(1-2, 5).

National Academy of Science, NationalResearch Council, Committee onEnhancing the Master’s Degree in theNatural Sciences. 2008. ScienceProfessionals: Master’s Education for aCompetitive World. Washington, DC: TheNational Academies Press.

Spalter-Roth, Roberta and William Erskine.2006. “What Can I Do With a Bachelor’sin Sociology? A National Survey ofSeniors Majoring in Sociology—FirstGlances: What Do They Know andWhere Are They Going?” Research Brief.Washington, DC: American SociologicalAssociation.

Strauss, Valerie. 2006. “More Master’sCourses Designed to Expedite Studentsinto Jobs.” Washington Post, April 18,p. A06.



Research BriefsThe following are links to research briefs and reports produced by the ASA’s Department

of Research and Development for dissemination in a variety of venues and concerning topicsof interest to the discipline and profession. These briefs can be located at

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TITLE YEAR FORMAT

Sociology Faculty Salaries AY 2008/09: Better Than Other Social Sciences,But Not Above Inflation (**Brief Currently Available to ASA Members Only) 2009 PDF

What's Happening in Your Department: Who's Teaching and How Much? 2009 PDFDecreasing the Leak from the Sociology Pipeline: Social and Cultural Capital to

Enhance the Post-Baccalaureate Sociology Career 2009 PDFWhat's Happening in Your Department? A Comparison of Findings From the

2001 and 2007 Department Surveys 2008 PDFPhD's at Mid-Career: Satisfaction with Work and Family 2008 PDFToo Many or Too Few PhDs? Employment Opportunities in Academic Sociology 2008 PDFPathways to Job Satisfaction: What happened to the Class of 2005 2008 PDFSociology Faculty Salaries, AY 2007-08 2008 PDFHow Does Our Membership Grow? Indicators of Change by Gender,

Race and Ethnicity by Degree Type, 2001-2007 2008 PDFWhat are they Doing With a Bachelor's Degree in Sociology? 2008 PDFThe Health of Sociology: Statistical Fact Sheets, 2007 2007 PDFSociology and Other Social Science Salary Increases: Past, Present, and Future 2007 PDFRace and Ethnicity in the Sociology Pipeline 2007 PDFBeyond the Ivory Tower: Professionalism, Skills Match, and Job Satisfaction

in Sociology [Power Point slide show] 2007 PPTWhat Sociologists Know About the Acceptance and Diffusion of Innovation:

The Case of Engineering Education 2007 PDFResources or Rewards? The Distribution of Work-Family Policies 2006 PDFProfile of 2005 ASA Membership 2006 PDF“What Can I Do with a Bachelor’s Degree in Sociology?” A National Survey of Seniors

Majoring in Sociology—First Glances: What Do They Know and Where Are They Going? 2006 PDFRace, Ethnicity & American Labor Market 2005 PDFRace, Ethnicity & Health of Americans 2005 PDFThe Best Time to Have a Baby: Institutional Resources and Family Strategies AmongEarly Career Sociologists 2004 PDFAcademic Relations: The Use of Supplementary Faculty 2004 PDFHave Faculty Salaries Peaked? Sociology Wage Growth Flat in Constant Dollars 2004 PDFAre Sociology Departments Downsizing? 2004 PDFSociology Salary Trends 2002 PDFHow Does Your Department Compare? A Peer Analysis from the AY 2000-2001 Survey of

Baccalaureate and Graduate Programs in Sociology 2003 PDFGraduate Department Vitality: Changes Continue in the Right Direction 2001 PDF

Minorities at Three Stages in the Sociology Pipeline 2001 PDFThe Pipeline for Faculty of Color in Sociology 2001 PDFProfile of the 2001 ASA Membership 2001 PDFUse of Adjunct and Part-time Faculty in Sociology 2001 PDFGender in the Early Stages of the Sociological Career 2000 PDFNew Doctorates in Sociology: Professions Inside and Outside the Academy 2000 PDFAfter the Fall: The Growth Rate of Sociology BAs Outstrips Other Disciplines Indicating an

Improved Market for Sociologists 1998 PDFUpdate 1: After the Fall: Growth Trends Continue PDFUpdate 2: BA Growth Trend: Sociology Overtakes Economics PDF

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