Title: Sociology InvestiGator
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Title: Sociology InvestiGator
Physical Description: Serial
Language: English
Creator: Department of Sociology, University of Florida
Publisher: Department of Sociology, University of Florida
Place of Publication: Gainesville, Fla.
Publication Date: Spring 2005
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Bibliographic ID: UF00094644
Volume ID: VID00002
Source Institution: University of Florida
Holding Location: University of Florida
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SPRING 2005


ehe Sociology




INVESTIGATOR
DEPARTMENT OF SOCIOLOGY.UNIVERSITY OF FLORIDA.GAINESVILLE.FLORIDA.32611


The Knowledge

Production Enterprise:

Learning by Doing

by William Marsiglio, Professor ofSociology

I hear and Iforget
I see and I remember
I do and I understand
-Confucius


Teaching done well,
Teaching, is accom-
plished in sundry ways. For me,
fostering students' ability to learn
by "doing" is central to my
teacher/scholar philosophy. I pro-
vide students with various oppor-
tunities to learn about and experi-
ence the spectrum of activities
that shape the knowledge produc-
tion process.
When I was a 21-year-old first-
term college senior, my favorite
sociology professor, Dr. Gale
Largey, offered me the chance to
do an Independent Study for cred-
it. In an early meeting, he shared,
"Why don't you take a look at this
book manuscript, a Social
Problems text I'm reviewing, and
let me know what you think from
a student perspective. Jot some
notes about any thoughts you
have on the material, how it's
organized, how well it reads,
whether you like the examples; I'm
interested in your reaction."
"Okay," I replied, thinking curious-
ly to myself, "I've never seen, let
alone read a book manuscript, just
bound books."
Excited about my new venture,
I read furiously, compiling notes to


impress my professor with my
emerging sociological perspective.
When we discussed my reactions a
few weeks later, my comments
were mostly positive. I told him
the material paralleled very closely
the stuff I had learned in his
Social Problems course the previ-
ous semester. And it did, for good
reason. It was my professor's man-
uscript.
Shortly after learning the
secret, my initial surprise faded
and I silently rejoiced, feeling
proud and energized. My mentor
had deemed me worthy of a back-
stage pass; I was an insider to the
book development process and
had become an informal research
assistant.
Today, inspired by my former
professor's trust in me, I individu-
ally mentor motivated students in
the rigors and politics of doing
research. I also sensitize them to
the art of conveying in writing
sociological insights for varied
audiences, including scholars, stu-
dents, interest groups, and the
general public. My teacher/scholar
philosophy mirrors what some
contemporary education reformers
advise: faculty members at


research unive
should maxim
chances to tra
students as w
graduates in t
process.
Because
involving male
reproductive h
hood, and ste
writing often
national deba
troversial topi
pregnancy, se:
schools, abort
relationships
In both m
and classroom
stress to stud
knowledge is
larger sociopo
text. By sharir
sonal experier
the Federal Fa
Initiative and
National Camp
Prevent Teena
Pregnancy, I il
trate how wha
know is con-
strained and


In this issue

The Knowledge Production
Enterprise: Learning by Doing
PAGE 1

Awards & Honors
PAGE 2

Change & Progress
PAGE 3
New Books by
Faculty
PAGE 4
ersities
ize their Reflections: "What
in graduate are you going to
'ell as under- do with that?"
he research PAGE 5

I study issues Bruce Stone
e sexuality, Receives
health, father- Outstanding
family life, my Alumni Award
speaks to PAGE 6
tes about con-
cs, e.g., teenage Degree
x education in Recipients
ion, and men's 2004-2005
with children. PAGE 6
y one-on-one
teaching I Selected Faculty
ents that all Publications
produced in a PAGE 7
litical con-
ig my per- Address Change
nces with and Update Form


therhood
the
paign to P
ge
lus-
it we


PAGE 8
Humor Corner


(CONTINUED ON PAGE 4)











Awards

Honors


Over the past year, various members of our community have received

awards, honors, and other forms of recognition. Here are a few examples.


Two promotions occurred this year.
Professor Stephen Perz was promoted to
Associate Professor. Stephen joined the
Department in 2000 after completing his
Ph.D. at the University of Texas at
Austin. The co-author of more than 25
articles and book chapters, Stephen has
received funding from the National
Science Foundation and National
Aeronautics and Space Administration to
conduct research on land use and land
cover change in the Amazon. He also
takes undergraduate and graduate men-
toring seriously. Several of his under-
graduate students have gone on to
graduate school, and he has participat-
ed in over 20 graduate committees.
Stephen teaches several courses, includ-
ing undergraduate and graduate ver-
sions of "Environment and Society." He
told the Investigator the promotion "pro-
vides a long-awaited opportunity to go
work on bigger, long-term projects that
can have greater scholarly as well as
practical impacts."
Professor Kendal Broad was pro-


moted to Associate Professor. Kendal
joined the Department in 1998 after
completing her Ph.D. at Washington
State University. The author of more
than twelve articles and one book,
Kendal is an expert on social move-
ments, gender, and sexuality. Like many
sociology faculty, she has been an active
mentor for both undergraduate and
graduate students. For example, she has
co-authored several articles with gradu-
ate students. As appropriate for her
joint-appointment, Kendal teaches cours-
es for both Women's Studies and
Sociology. In Sociology, she regularly
teaches "Sociology of Gender" and
"Qualitative Research Methods." As an
added bonus, Kendal and her partner
are the proud new parents of their
daughter, Teyah Aidan Broad-Wright,
born on October 26th, 2004. She told
the Investigator that the promotion "pro-
vides an exciting opportunity to contin-
ue my work about social movement
allies and the production of social move-
ment meanings and to continue my col-
laboration with graduate students."
At last fall's annual meeting of the
American Society of Criminology, a large
crowd attended an "Author Meets
Critics" session organized to discuss
Professor Leonard Beeghley's new book,
Homicide: A Sociological Explanation.
Leonard teaches "Social Inequality" and
the graduate seminar in "Classical
Sociological Theory."
At last fall's annual meeting of the
National Council on Family Relations,
Professor Felix Berardo was honored by
having a new mentoring award named
after him. This will be a cash award.
Fundraising for an endowment has
begun and anyone wishing to contribute
should contact the Executive Director of


NCFR via their website. Felix is now an
emeritus faculty member, having recently
retired from the Department of Sociology
after a long career.
Professor Tanya Koropeckyj-Cox has
been awarded a grant entitled "Childless
Adults in Mid-Life: Life Paths, Attitudes,
and Psychological Well-Being" by the
Midlife in the United States Pilot Grant
Program. She will analyze data compar-
ing the psychological well being of par-
ents and childless adults in middle age.
Tanya teaches the "Sociology of Gender
and Aging" and "Marriage and Family."
Professor Terry Mills has been
appointed to a four year term on the
National Advisory Council on Aging.
Comprising eighteen members, it advis-
es the Directors of the National
Institutes of Health and the National
Institute on Aging about matters relating
to the conduct and support of biomed-
ical, social, and behavioral research.
Terry teaches "Sociology of Aging" and
also serves as Associate Dean of
Minority Affairs.






















Change

Progress


The end of the spring term this year
brought with it a changing of the
guard in the Sociology Department office
as Sheran Flowers, Office Manager in the
Department for the past 27 years,
retired. Sheran was a familiar face to
generations of UF sociology students,
and we will all cherish her generous
spirit and warm humor. The Department
held a marvelous barbecue party on
April 23rd to celebrate the many years
we have worked with Sheran. In addition
to current faculty and graduate students,
we were joined by a number of retired
faculty, as well as Mary Robinson-who
many graduate students will remember
as the staff member who dealt with
graduate program matters until her
retirement in 2000. We will miss her
greatly.
The past year has been marked by
significant progress on a goal I first dis-
cussed in this column two years ago.


During that time, Sociology has been
working to increase our presence in the
mix of disciplines researching and teach-
ing on the topic of the environment.
Issues of global warming and the sus-
tainable use of natural resources are
likely to be critical social topics over the
entire lifetime of our students, and we
should address such important matters
in our course offerings. Moreover, this
priority area opens up exciting research
opportunities as faculty members collab-
orate with colleagues in a number of
natural science departments. This year
we hired a new faculty member in this
area who will be joining us in Fall 2005.
Christine Overdevest is receiving her
Ph.D. in Sociology from the University of
Wisconsin. Her research focuses on the
sociological implications of environmen-
tal regulation of forestry resources. When
she joins us in the fall, we will be able
to broaden our course offerings in envi-
ronmental sociology as
well as develop research
and teaching in collabo-
ration with UF's School of
Forest Resources and
Conservation.
On April 30, I
attended the College of
Liberal Arts and Sciences
commencement ceremony
to greet the new sociolo-
gy graduates as they
walked across the stage.
This is the fourth year


our college has held its own spring
graduation ceremony, and the result is a
smaller, more personal, and more enjoy-
able graduation than you may remember
from your student years. I find the cere-
mony truly delightful as the students'
energy, optimism, and joy spreads to
everyone in attendance.
Commencement is also a reminder
that the most enduring rewards of being
a faculty member lie in our relationships
with our students. Our Sociology faculty
are very committed to their roles as
undergraduate teachers, and we strive to
instill that attitude in our graduate stu-
dents as they prepare for a teaching
career. Sometimes our students surpass
our accomplishments! This year one of
our graduate students, Ramon Hinojosa,
was selected as one of the recipients of
the Graduate School's Graduate Student
Teaching Award. Recipients are chosen
after a exhaustive process which
includes class visits by the selection
committee. The faculty joins with me in
congratulating Ramon on this well-
deserved honor.
As always, we value your support
and interest in the department. If you
write to us about the exciting develop-
ments in your lives, we will share them
with your friends in a future issue of the
Investigator. Best wishes for a relaxing
and enjoyable summer.

John Henretta
Chair, Sociology


G












New Books by Faculty


In Punk Rockers' Revolution: A
Pedagogy of Race, Class, and
Gender, Curry Malott and Milagros
Pefia show that during the 1970s a
counter culture developed among
some white, male, working and
middle class youths. They used
music, which became punk rock,
as tools of rebellion. By examining - -- i- l
the content of three record labels., =7
the authors show how punk rock
both subverts American society
and accommodates to it. Malott
and Pefia argue that punk will con :
tinue to be a significant music
form because it reflects the often hostile and exploitive relation-
ships that exist among races, classes, and genders in American
society. Milagros Pefia is Associate Professor of Sociology at UF.
She teaches the Sociology of Religion, Racial and Ethnic
Relations, and the Sociology of Gender.


(The Knowledge Production Enterprise CONTINUED FROM PAGE 1)


In the Fourth Edition of The Iu eO
Structure of Social Stratification in Il1111
the United States, Leonard
Beeghley distinguishes between I I
individual and structural level
explanations of inequality. He
describes the three bases of
inequality in this country-race,
gender, and social class-and
argues that modern societies dis-
play an increasing emphasis on
achievement and higher rates of
upward mobility as a result. Even
so, birth (ascription is the jargon
term) still matters; people's race, lIII
gender, and class of origin remain important determinants of
success. Leonard Beeghley is Professor of Sociology at UF. He
teaches, Classical Sociological Theory, Social Inequality, and
Social Problems.


shaped by politicians' decisions about
what research and programs they will
fund.
I use my qualitative research, book
projects, and other reports as sites to
provide students with novel learning
experiences about substantive issues
and the practice of being a knowledge
producing social scientist. For example,
my Independent Study students get to
read my book outlines and grant appli-
cations, the external reviews they gener-
ate, manuscript drafts-often in an
unpolished form, and PowerPoint slide
presentations displaying the fruits of my
labors. In addition, I have one-on-one
chats with students to discuss the
countless theoretical, methodological,
substantive, ethical, and practical deci-
sions involved in producing and sharing
knowledge. On occasion I include stu-
dents in my extensive online debates or
conference calls with colleagues, or I
invite them to engage in brain-storming
sessions with me. When feasible, I edu-
cate students on the various options I
have as I mull over how best to frame
my writing about controversial issues.
Sometimes I directly incorporate
undergraduates and graduate students
as junior members of my research and
writing teams. For example, they have


participated as screening interviewers,
transcribers and data entry personnel,
literature reviewers, recruiters for partici-
pants, editors of my work, advisors on
contemporary hip hop culture, and co-
authors. I encourage students to be pro-
active and provide feedback on a wide
range of issues. In short, I establish a
collegial environment in which students
learn to appreciate their ability to con-
tribute to a research venture. They wit-
ness first-hand the myriad behind-the-
scenes activities that comprise the time-
intensive work of pursuing knowledge
and the strategic moves scholars make
to communicate their ideas to others.
In my formal courses, I strive to
give students a taste of what it's like to
do research by assigning several types
of hands-on data-based projects. In a
few courses, I ask students to identify a
theoretically informed research question,
develop a semi-structured interview
guide, conduct three face-to-face taped
in-depth interviews, and analyze the
results by developing a thematic essay. I
work with students individually to help
them shape their research question and
polish their interview guide. In my
Sociology of Reproduction and Gender
course I meld the individual and group
approach. Students conduct one or two


in-depth interviews with a person of
their choosing using a modified version
of one of my interview guides. They ask
individuals to talk about various aspects
of their significant reproductive experi-
ences (e.g., pregnancy scares, pregnan-
cies, miscarriages, abortions, adoptions,
and births) and to discuss their sense of
readiness for becoming a father/mother.
After students transcribe their interviews
and write detailed memos about what
they discovered, I organize a two- or
three-hour group session for students to
swap stories, evaluate their research
experiences, and share the substantive
insights their research generated. In all
my upper-division courses I organize
interviewing and writing workshops to
familiarize students with the finer points
of the in-depth interview method.
As a Professor, I'm delighted when I
see my students embrace the Confucian
insight, becoming more enamored with
the process of "doing" sociology and
mindful of the backstage production of
knowledge.


Professor Marsiglio teaches Social
Psychology, Sociology of Men and
Masculinities, and Sociology of
Reproduction and Gender.












Reflections:


"What are you going


to do with that?"

by Christine Armstrong

Christine Armstrong received her Bachelor's
Degree this spring with Highest Honors. The
Investigator asked her to reflect on her
undergraduate experience.


F anyone who has ever
I r received a degree in
the Social Sciences, this is
not an unfamiliar question.
I've certainly received my fair
share. It all started when I
declared a major in Anthro-
pology. The bewildered looks
only intensified when I added
Sociology and a minor in
Classics. I scoffed at all those
naysayers; didn't they under-
stand that random knowl-
edge is power?
At first, as a budding
archaeology student, I always
just assumed I would go on
to graduate school and
become an expert in some
esoteric field, such as the
breakage patterns of fiber-
tempered pottery. To me,
three thousand year-old
extinct civilizations and the
things they threw away were
just plain nifty.
Sometime during my
sophomore year, I started
taking Sociology courses.
Figuring it would be similar
to my archaeology classes, I
passively took notes as the
professor rattled off socio-
demographics, trends, and
statistics. Then one period,
we watched an intense docu-


mentary about American fami-
lies struggling in poverty.
Suddenly, it clicked. That day
I left class with a realization I
should have had from the
beginning. Sociology isn't
about the endless pursuit of
esoteric knowledge; these are
real, living people.
In the years that fol-
lowed, I filled my schedule
and tried to take as many
Sociology classes as the
University of Florida offered. I
learned about deviant behav-
ior through a book of shock-
ing, first-hand accounts. In
the fall, a roomful of students
and I explored the law and
prison system three times a
week with Dr. Marian Borg.
Dr. Leonard Beeghley gave
instruction about social prob-
lems such as poverty, racism,
and homicide. Training me
and the other young students
to be true social scientists,
Dr. Charles Peek refined our
knowledge with an intense
methods course. He taught
us the intricacies of statistical
software, how to be profi-
cient with large data sets,
and the art of condensing
our knowledge into informa-
tive reports.


In addition to offering a
wealth of undergraduate
courses, the UF Sociology
Department encourages its
students to also explore
graduate seminars. I decided
to try Classical Sociological
Theory as well as Gender and
Aging. At first, the thought of
having class with only nine
other people, all of whom
were degrees ahead of me,
was mighty frightening. The
experience, however, was
wonderful. My undergraduate
Sociology classes had left me
well-prepared for the gradu-
ate experience. I also had the
opportunity to hear about the
interesting research conduct-
ed by our masters and doc-
toral students, including
everything from internet
crime to cross-dressers in
Miami.
The department also
urges its undergraduate stu-
dents to write and consider
publishing. With patient guid-
ance from my professors, I
had an opportunity to be the
sole-author of a paper that
makes a contribution to
research. This experience also
afforded me the chance to
work one-on-one with people


in the Gainesville community,
reiterating to me the impor-
tance of sociological work.
On a personal level, I have
found that I would rather
study the struggles of the liv-
ing than speculate about the
demise of the dead.
Starting next fall, I will begin
my pursuit of a Ph.D. in
Sociology and become anoth-
er proud alumna of the
University of Florida. Since I
first entered the department
as a sophomore, I have
received nothing but support
and encouragement from the
entire faculty. Many have
served as instructors, while
others also acted as editors,
counselors, and mentors.
They have shown me aca-
demic and non-academic
pathways in the Social
Sciences. To all those who
asked us for years what we
will do with our degree, I can
now tell them that a career in
Sociology is by no means
just an accumulation of arbi-
trary knowledge. Rather, it is
the opportunity to explore
society and to discover new
ways of explaining and
improving the human condi-
tion.

e

















A the UF Homecoming in
t November, 2004, Dean Neil S.
Sullivan honored Mr. Bruce Stone with
the College of Liberal Arts and Science
Outstanding Alumni Award. This award,
given annually, recognizes the distinguished
career contributions made by University of
Florida graduates.
Mr. Stone earned a Bachelor of Arts degree in
Sociology with High Honors in 1971 from UF and graduated first in his class at Florida
State University's law school. He has been in private law practice since then. In August,
1998, he was named one of the 45 Best Trusts and Estates Attorneys in the United
States by Town & Country magazine.
Mr. Stone is a past Chair of the Real Property, Probate and Trust Law Section of The Florida Bar. In 2001, the Florida
Bankers Association honored him with its first ever Friend of the Trust Industry Award. He is the principal author of Florida's leg-
islation authorizing dynasty trusts, and he has been heavily involved in drafting Florida legislation affecting the rights of surviv-
ing spouses, trust accounting rules, and other statutes governing trusts and estates.
Mr. Stone is chair of the professional advisory committee for the United Way of Miami-Dade. In addition to his practice, Mr.
Stone is an adjunct professor at the University of Miami School of Law, where he teaches courses in the master's degree pro-
gram on estate planning.




Dere Recipient 2004Is [ iI.2005I~~e


Ph.D. Degrees
Melanie Wakeman
Advisor: Constance Shehan
"Social Change and
Intergenerational Solidarity:
Mother/Daughter
Relationships in the Second
Half of the 20th Century"

Yvonne Combs
Advisor: Joe R. Feagin
"African American Women at
Midlife: The Social
Construction of Health and
Aging"

Michael Ryan
Advisor: Lonn Lanza Kaduce
"The Repression Polemic:
Constructing Normalcy and
Deviance within Therapy
Disciplines"


Susan Eichenberger
Advisor: Joe R. Feagin
"Where Two or More are
Gathered: The Inclusion of
Puerto Ricans in Multiethnic
Latino/a Parishes in Florida"

Leslie Houts
Advisor: Joe R. Feagin
"Backstage, Frontstage
Interactions"

Shannon Houvaras
Advisor: Constance Shehan
"Negotiated Concepts: Body,
Mind, Emotions, and Self in
Women's Childbearing
Narratives"


Master's Degrees
Yuko Fujino
Advisor: Hernan Vera

Clay Hipke
Advisor: Marian Borg

Guillermo Rebollo-Gil
Advisor: Milagros Pefia

Amanda Moras
Advisor: Constance Shehan

Shari Youngblood
Advisor: Tanya Koropeckyj-
Cox


Christopher Chambers
Advisor: Joe R. Feagin

Kristen Lavelle
Advisor: Joe R. Feagin

Liv Newman
Advisor: Joe R. Feagin

Sujan Shrestha
Advisor: Tanya Koropeckyj-
Cox


















Selected
i i urn N


rd


P


Reset
toget
select


A
H
"S


Professor Monica Ardelt published "Wisdom
as Expert Knowledge System: A Critical
Review of an Ancient Concept" in Human
Development. She then replied to her crit-
ics in "Where can Wisdom be Found?"
also in Human Development. Note that
the presence of critics suggests this is
an important article. Monica teaches
"Sociology of Aging and the Life
Course" and the required "Seminar in
Sociological Methods."


Ly Professors Felix Berardo and Connie
Shehan published "Family Problems
on Global Perspective" in the new
I 1cati s Handbook of International Social
Problems. Felix has recently retired.
Connie teaches "American Families" and
arch and teaching ojien fit "Feminists' Perspectives on the Family."

her, as suggested by these Along with her students Sara
Crawley and Lara Foley, Professor Kendal
tedfaculty publications. Broad published "Doing 'Real' Family
Values: The Interpretive Practice of 'Families'
in the GLBT Movement" in Sociological
Quarterly.

Along with his student Ramon Hinojosa, Professor
Bill Marsiglio published "Stepfathering: Doing the
Family Dance" in a new book, Couples, Kids, and
Family Life (Gubrium and Holstein, editors). Bill teaches
"Social Psychology" and "Sociology of Reproduction and
Gender."

Along with his students Nicole Alea and Joseph Cheong, Professor
Terry Mills published "Differences in the Indicators of Depressive
Symptoms Among a Sample of African-American and Caucasian Older Adults" in
Community Mental Health Journal. Terry teaches "Sociology of Aging" and also serves
as Associate Dean of Minority Affairs.

Professors Charles Peek, Tanya Koropeckyj-Cox, Barbara A. Zsembik, and Raymond T. Coward
published "Race Comparisons of the Household Dynamics of Older Adults" in Research on Aging.
Charles teaches "Sociological Methods" and "Sociology of Aging."

Along with their students Eugenio Arima and Robert T. Walker, Professors Stephen G. Perz and
Marcellus M. Caldas published "Theorizing Land Use and Land Cover Change: Loggers and Forest
Fragmentation in the Amazon Basin" in Annals of the American Association of Geographers. Stephen
teaches "Sociological Methods" and "Environmental Sociology."

long with her student Dana Fennel, Professor Barbara A. Zsembik published "Ethnic Variation in
health and the Determinants of Health among Latinos" in Social Science & Medicine. Barbara teaches
ociology of Gender and Health" and "Sociology of Population."

s





Keep your classmates up to date! Please use this form for address changes
and/or to tell us what you are up to. Alumni updates can be sent via post
to the address above or emailed to Professor Leonard Beeghley at
lbeegh@soc.ufl.edu.

Name:

Address:



Date Graduated:

Present Activities:


UNIVERSITY OF
FLORIDA
Department of Sociology
3219 Turlington Hall
PO Box 117330
Gainesville FL 32611-7330


Non-Profit Org
US Postage Paid
Permit No 94
Gainesville FL


Address Service Requested


E-mail:


H umor Corner:i [


Student at Florida State
University went into an
appliance store and found a
real bargain.
"I would like to buy this
TV," he told the sales clerk.
"Sorry, we don't sell to FSU
students," the clerk replied.
He hurried home and
changed clothes, donning
University of Tennessee colors.
Then he went back into the store
and again told the sales clerk, "I
would like to buy this TV."
"Sorry, we don't sell to FSU
students," the clerk replied.
"Darn, he recognized me,"


he thought. So he went for a
complete disguise this time: He
got a haircut and pierced his
nose. He waited a few days and
put on University of Florida col-
ors along with a pair of large
sunglasses.
He went back to the store
and again said, "I would like to
buy this TV."
"Sorry, we don't sell to FSU
students," the clerk replied.
Really frustrated now, the
student exclaimed: "How do
you know I attend FSU?"
"Because that's a
microwave," the clerk replied.




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