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The Chicago School of Sociology heralded a new age: that of the rise and establishment of sociology as an academic discipline in the US. It also spurred on an intellectual…
The Chicago School of Sociology heralded a new age: that of the rise and establishment of sociology as an academic discipline in the US. It also spurred on an intellectual tradition in ethnography that focuses on a wide array of methodological tools and empirical data with a focus on the specificity of place that continues to live on in contemporary urban sociology. Yet, its traditions have also been extensively criticized. Burawoy (2000) is one preeminent scholar, who has denounced the Chicago School as being parochial, ahistorical, and decontextualized from the national and international processes that shape cities. Instead, he calls for a move toward “global ethnography,” one that focuses on “global processes, connections, and imaginations” (Burawoy et al., 2000). Increasingly, US urban sociologists study research sites that are located outside the US and pay attention to how global actors and/or transnational connections influence US dynamics. Given this trend, what, if any lessons can global and urban sociologists take away from the Chicago School? In this chapter, I highlight three such lessons: (1) the global is central to city life; (2) rooting our work in the specificities of place helps extend and build theory; and (3) the School still provides useful conceptual and methodological tools to study the global. In doing so, I argue that scholars should recognize the plurality of approaches to global ethnography and how each approach can further our understanding of how the global shapes social life.
The aim of this chapter is to consider the importance of the Chicago School in urban sociology today, both theoretically and methodologically. I will start by showing some…
The aim of this chapter is to consider the importance of the Chicago School in urban sociology today, both theoretically and methodologically. I will start by showing some indicators and reflections on its importance in American urban sociology. I will then focus on how this heritage has been used and adapted in Italy. In particular, I will present some theoretical and empirical studies implemented in the Bologna metropolitan area by a group of sociologists who, in the Italian context are probably using the Chicago School tools to study urban change and urban problems most explicitly. My contribution is based on bibliographic research carried out both in Italy and in the United States, as well as on some interviews conducted with American urban sociologists. The main findings show the persistent importance of several key elements of the Chicago School, both in Italy and in the United States: the general theoretical approach (space and place affect people), some specific concepts (community, neighborhood, and natural area), and methodology (combination of qualitative and quantitative tools).
The first contribution to this section is by Richard Schmalensee titled “Thoughts on the Chicago school legacy in U.S. antitrust.” It appears the purpose of this essay is…
The first contribution to this section is by Richard Schmalensee titled “Thoughts on the Chicago school legacy in U.S. antitrust.” It appears the purpose of this essay is to set up a target for the rest of the contributors to shoot at – a target that is emphatically pro-Chicago. In his essay, Schmalensee reviews some of the aspects of U.S. antitrust policy that outraged Chicago school lawyers and economists in the 1970s. He takes a brief look at some of Chicago's subsequent victories that he claims are now generally accepted as positive changes. And finally, he argues that some of Chicago's lost battles also constitute positive aspects of its legacy. His discussion is focused on four broad issues: the objectives of antitrust, the past policy toward “no-fault” concentration, the treatment of productive efficiency, and the evaluation of non-standard business conduct (pp. 11–12).
The purpose of this paper is to examine the independent effects of principal background, training and experience as well as teacher academic qualifications on school…
The purpose of this paper is to examine the independent effects of principal background, training and experience as well as teacher academic qualifications on school proficiency growth through time.
The authors analyzed the entire population of all elementary and middle schools in the state of Illinois, n=3,154 schools, from 2000 to 2001 through 2005-2006 using growth mixture modeling. The authors examined growth at the school level in the percentage of students meeting or exceeding standards on the Illinois Standard Achievement Test, analyzing separate models for Chicago and non-Chicago schools.
The results suggest that there are two statistically significantly different latent school proficiency trajectory subgroups through the six-year time period, one high and one low, for both Chicago and non-Chicago schools. In addition, the models suggest that teacher academic qualifications, principal training, principal experience as a principal and an assistant principal, and experience of the principal as a teacher previously in their schools are significantly related to school proficiency growth over time, dependent upon school context.
Recent studies on the independent effects of principal experience, training and teacher academic qualifications have shown inconsistent results on school achievement growth. The authors demonstrate that principal training and background may have an effect on school-level proficiency score growth.
This study is one of the first to examine statistically different proficiency growth trajectories using an entire state-wide data set over a long-term, six-year timeframe.
Discusses urban school reform in American cities, in particularChicago and Pittsburgh, and compares the different ways these ideas arecarried through to fruition on…
Discusses urban school reform in American cities, in particular Chicago and Pittsburgh, and compares the different ways these ideas are carried through to fruition on different sides of the Atlantic. Looks at the severe difficulties which are experienced by the ethnic minorities in urban schools (only 5 per cent of which are white students). Concludes that the autonomy of school districts does not assist in development and that the challenge is for the United States as a whole.
The purpose of this paper is to describe a university-multi-school district partnership that positively affected the lives of P-12 immigrant, migrant and refugee students…
The purpose of this paper is to describe a university-multi-school district partnership that positively affected the lives of P-12 immigrant, migrant and refugee students and their parents through an iterative collaboration of talent and resources among institutions.
This is a case study describing a university-school partnership grant-funded program detailing the processes, products, and implications for policy and practice.
University faculty and public school educators must work through intentional, contextually informed partnerships. It is through these partnerships that scarce resources of time, talent, and funds can be used wisely to build sustainable systems to educate students in K-12 schools and prepare future leaders for this work.
This is a case study limited to the suburban Chicagoland area. Generalities to other communities cannot be directly made.
This study builds on the extant literature of university-school district partnerships and sustainable leadership theory by exploring the processes for creating iterative and individualized structures that benefit both university and public school districts. This study implores universities to re-examine priorities and purpose, especially within schools and colleges of education, in order to remain viable, relevant institutions for positive school improvement.
This chapter challenges and augments the received view of the history of symbolic interaction at the University of Chicago. The history of the discipline’s development at…
This chapter challenges and augments the received view of the history of symbolic interaction at the University of Chicago. The history of the discipline’s development at the University of Chicago between 1889 and 1935 is well-known, especially the work of George Herbert Mead and John Dewey, sometimes called “the Chicago school of sociology” or symbolic interaction. But the Hull-House school of sociology, led by Jane Addams, is largely unknown. In this chapter I explore her founding role in feminist symbolic interaction. Her perspective analyzes micro, meso, and macro levels of theory and practice. Feminist symbolic interaction is structural, political, rational, and emotional, and employs abstract and specific models for action. Addams led a wide network of people, including sociologists, her neighbors, and other citizens, who implemented and institutionalized their shared visions. Addams led many controversial social movements, including the international peace movement, recognized in 1931 by the Nobel Peace Prize. “Feminist symbolic interaction” expands the scope of symbolic interaction by being more action-oriented, more political, and more focused on a successful social change model than the traditional approach to this theory. In addition, many new sociologists are added to the lists of important historical figures.
While there are a number of diversity programs centered on advanced science, technology, engineering, and mathematics (STEM) initiatives at colleges and universities…
While there are a number of diversity programs centered on advanced science, technology, engineering, and mathematics (STEM) initiatives at colleges and universities throughout the country, the Chicago Area Health and Medical Careers Program (CAHMCP) is unique because of combination of the longevity of the program, its healthcare focus, its affiliation over the years with multiple institutions, and the scale of its impact. CAHMCP is a pipeline program focused on identifying and recruiting students at any point in their academic development, providing educational programming, and supporting them until they are medical professionals.
Over the course of its nearly 40-year history, CAHMCP has recruited participants as early as elementary school and advised them until they were established in their careers. With its combination of personalized mentoring, classroom teaching, and community healthcare engagement, CAHMCP has succeeded in identifying the needs of the community and its young people. Beyond helping students enhance their academic profile over time, CAHMCP helps youth develop as community leaders. Giving back to the community has been a core principle of the program, so as they are matured, CAHMCP alumni have given back to the program as well as influencing broader healthcare and medical education initiatives. This chapter discusses the unique nature of the CAHMCP program and its successes.