Section on the Sociology of Education’s Anna Julia Cooper Award
2023: Prudence L. Carter, Brown University
2023: Karolyn Tyson, Georgetown University
2023: William Velez, University of Wisconsin-Milwaukee
Section on the Sociology of Education’s David Lee Stevenson Graduate Student Paper
The Stevenson Award is for the best paper written by a graduate student in the field of sociology of education, and is awarded annually.
2023: Alexandra Cooperstock, Cornell University, “The Demographics of School District Secession.”
2023 Honorable Mention: Meaghan Mingo, Cornell University, “Stay in a Child’s Place: Adult Authority and Schooling in the Black Belt.”
2022: Peter Francis Harvey, University of Pennsylvania, “‘She’s a Real Bitch’: How Teacher-Student Relationships Foster Race and Class Discrimination”
2022 Honorable Mention: Shauna Dyer and Giovanni Román-Torres, University of Michigan, “Latina/o Postsecondary Education: Trends in Racial/Ethnic Education Gaps and the Role of Citizenship in Access to Higher Education”
2021: Jasmine L. Whiteside, Ohio State University, “Becoming Academically Eligible: University Enrollment among First Generation, Rural College Goers”
2021 Honorable Mention: Tabitha J. Wilbur, Indiana University-Bloomington, “Stressed but not Depressed: A Longitudinal Analysis of First-Generation College Students, Stress, and Depressive Symptoms”
2020: Karlyn Gorski, University of Chicago, “‘My Voice Matters’: High School Debaters’ Acquisition of Dominant and Adaptive Cultural Capital.”
2019: Christina Ciocca Eller, Columbia University, “Superficially Coupled Systems: The Organizational Production of Inequality in Higher Education”
2019 Honorable Mention: Jaymes Pyne, University of Wisconsin-Madison, “Suspended Attitudes: Exclusion and Emotional Disengagement from School”
2018: Joel Mittleman, Princeton University, “Childhood Suspensions and the Path to Juvenile Arrest”
2018 Honorable Mention: Jared Furuta, Stanford University, “Rationalization and Student/School Personhood in U.S. College Admissions: The Rise of Test-optional Policies, 1987 to 2015,” Sociology of Education 90(3):236-254. 2017.
2017: Heidi M. Gansen, “(Re)Producing Heteronormativity: Examining Gendered Sexual Socialization in Preschool Classrooms”
2016: Peter Rich, “White Parental Flight and Avoidance: Neighborhood Choices in the Era of School District Desegregation”
2015: Queenie Zhu, “On Common Ground: How Spatial Layout Facilitates Schools’ Power to Segregate Students”
2014: Julia Andrea Behrman, “Is Schooling a ‘Social Vaccine’ Against HIV for Adolescent Girls? Evidence from Malawi and Uganda”
2013: Joseph Merry, Ohio State University, “Tracing the U.S. Deficit in PISA Reading Skills to Early Childhood: Evidence from the U.S. and Canada,” Sociology of Education 86(3):234-252. 2013.
2012: Margaret Frye, University of California, Berkeley, “Bright Futures in Malawi’s New Dawn: Educational Aspirations as Assertions of Identity” American Journal of Sociology 117(6):1565-1624. 2012.
2011: Jessica McCrory Calarco, University of Pennsylvania, “Can you help me get ahead?: Social Class Differences in Elementary Students’ Efforts to Negotiate Opportunities for Learning”
2010: Oren Pizmony-Levy, Indiana University, “A Multilevel Approach to the Study of Global Curricula Scripts: The Case of Environmental Education”
2009: Kyle Longest, University of North Carolina and Furman University, “Popularity Lost: Identity Status and Its Consequences in the Transition to Young Adulthood”
2008: Fabian Pfeffer, University of Wisconsin, Madison, “Persistent Inequality in Educational Attainment and its Institutional Context,” European Sociological Review 24(5):543-565. 2008.
2007: Donna Bobbit-Zeher, The Ohio State University, “The Gender Income Gap and the Role of Education,” Sociology of Education 81(1):1-22. 2007.
2005: Douglas Lee Lauen, University of Chicago, “Contextual Explanations of School Choice,” Sociology of Education 80(3):179-209. 2007.
2004: Jennifer Booher-Jennings, Columbia University, “Below the Bubble: ‘Educational Triage’ and the Texas Accountability System,” American Educational Research Journal 42(2):231-268. 2005.
2004: Jennifer C. Lee and Jeremy Staff, University of Minnesota, “When Work Matters: The Varying Impact of Adolescent Work Intensity on High School Dropout”
2003: Sean Kelly, University of Wisconsin, Madison, “The Black-White Gap in Mathematics Course Taking,” Sociology of Education 82(1):47-69. 2009.
2002: HyunJoon Park, University of Wisconsin, Madison, “Educational Expansion and Inequality in Korea,” Research in Sociology of Education 14:33-58. 2004.
2001: Simon Cheng and Brian Starks, Indiana University, Bloomington, “Elaborating Racial Differences in Educational Expectations: A Test of Three Core Assumptions”
2000: Christopher B. Swanson, University of Chicago, “Cooling-out and Warming Up:The Role of Postsecondary Institutional Environment in Managing Ambitions”
1999: Mark J. Schafer, Indiana University, “International Nongovernmental Organizations and Third World Education in 1990: A Cross National Study,” Sociology of Education72(2):69-88. 1999.
1998: Salvatore Saporito, Temple University, “Exercising Strategic Choice in Education Contexts: Why School Choice Increases Segregation in Public Schools”
1997: William Carbonaro, University of Wisconsin, Madison, “I Get By with a Little Help from My Friends’ Parents? Family Structure, Social Capital, and Effects on Educational Outcomes”
1996: Vincent J. Roscigno, North Carolina State University, “Race, Place, and the Reproduction of Educational Disadvantage: The Black-White Gap and the Influence of Local Context”
1995: John Robert Warren, University of Wisconsin, Madison, “Social Background, Migration History, and English Language Ability: Educational Attainment Among White and Mexican Origin Children in the American Southwest, 1990”
1994: Kim M. Lloyd, State University of New York, Albany, “Family Size & Educational Attainment: Differences by Gender, Race, & Ethnicity”
1993: Sally K. Gallagher, University of Massachusetts, Amherst, “Family & Community Caregiving by the Elderly: The New Volunteers?”
Section on the Sociology of Education’s Doris Entwisle Early Career Award
The Doris Entwisle Award for early career achievement in the field of sociology of education is awarded every two years (alternating with the Willard Waller Award).
2023: Jeremy Fiel, Rice University
2023: Derron Wallace, Brandeis University
2021: Natasha Quadlin, University of California, Los Angeles
2021: Anthony Jack, Harvard University
2021 Honorable Mention: Jayanti Owens, Brown University
2019: Tressie McMillan Cottom, Virginia Commonwealth University
2019: Fabian Pfeffer, University of Michigan, Ann Arbor
2017: Jessica McCrory Calarco, Indiana University
2015: Laura Hamilton, University of California, Merced
The Section on the Sociology of Education’s James Coleman Award for the Best Article in the field of Sociology of Education
The James Coleman Award is for the best article in the sociology of education published in the two preceding years, and it is awarded annually. Nominations for section awards may be made by either an ASA member or the nominee him or herself.
2023: Jayanti Owens, Yale University, “Double Jeopardy: Teacher Biases, Racialized Organizations, and the Production of Racial/Ethnic Disparities in School Discipline.”
2022: Jordan A. Conwell, University of Texas, Austin, “Diverging disparities: Race, parental income, and children’s math scores, 1960 to 2009.” Sociology of Education, Vol. 94(2), 124-142. 2021.
2022 Honorable Mention: Jared N. Schachner, University of Chicago. “Racial Stratification and School Segregation in the Suburbs: Evidence from Los Angeles County.” Social Forces. 2021.
2021: Natasha Warikoo. “Addressing Emotional Health while Protecting Status: Asian American and White Parents in Suburban America.” American Journal of Sociology. 2020.
2021: Deni Mazrekaj, Kristof De Witte, and Sofie Cabus. “School Outcomes of Children Raised by Same-Sex Parents: Evidence from Administrative Panel Data.” American Sociological Review. 2020.
2020: Deirdre Bloome, Shauna Dyer, & Xiang Zhou, “Educational Inequality, Educational Expansion, and Intergenerational Income Persistence in the United States.” ASR 83(6): 1215-1253. 2018.
2020: Jeremy E. Fiel, & Yongjun Zhang, “With All Deliberate Speed: The Reversal of Court-Ordered School Desegregation, 1970–2013.” AJS 124(6): 1685-1719. 2019.
2019: Natasha Quadlin, “The Mark of a Woman’s Record: Gender and Academic Performance in Hiring,” American Sociological Review 83(2):331-360. 2018.
2019 Honorable Mention: Paul von Hippel, Joseph Workman, and Douglas Downey, “Inequality in Reading and Math Skills Forms Mainly in Kindergarten: A Replication and Partial Correction of “Are Schools the Great Equalizer?” Sociology of Education 91(4):323-357. 2018.
2018: Dr. Margaret Frye, Princeton University, “Cultural Meanings and the Aggregation of Actions: The Case of Sex and Schooling in Malawi,” American Sociological Review 82(5):945-976. 2017.
2017: Amy Binder, Daniel Davis, and Nick Bloom, “Career Funneling: How Elite Students Learn to Define and Desire ‘Prestigious’ Jobs,” Sociology of Education 89(1):20-39. 2016.
2016: Brea Perry, Indiana University, and Edward Morris, University of Kentucky, “Suspending Progress: Collateral Consequences of Exclusionary Punishment in Public Schools,” American Sociological Review 79(6):1067-1087. 2014.
2015: Marissa King, Jennifer Jennings, and Jason Fletcher, “Medical Adaptation to Academic Pressure: Schooling, Stimulant Use, and Socioeconomic Status,” American Sociological Review 79(6):1039-1066. 2014.
2014: Julia Burdick-Will, “School Violent Crime and Academic Achievement in Chicago,” Sociology of Education 86(4):343-361. 2013.
2013: Florencia Torche, “Is a College Degree Still the Great Equalizer? Intergenerational Mobility across Levels of Schooling in the United States,” American Journal of Sociology 117(3):763-807. 2011.
2012: Jennie Brand, University of California, Los Angeles, and Yu Xie, University of Michigan, “Who Benefits Most from College? Evidence for Negative Selection in Heterogeneous Economic Returns to Higher Education,” American Sociological Review 75(2):273-302. 2010.
2011: Dennis Condron, Emory University, “Social Class, School and Non-School Environments, and Black/White Inequalities in Children’s Learning” American Sociological Review 74(5):685-708. 2009.
2010: Robert Crosnoe, University of Texas, “Low-Income Students and the Socioeconomic Composition of Public High Schools,” American Sociological Review 74(5):709-730. 2009.
2009: Douglas B. Downey, The Ohio State University, Paul von Hippel, The Ohio State University, and Melanie Hughes, University of Pittsburgh, “Are ‘Failing’ Schools Really Failing?” Sociology of Education 81(3):242-270. 2008.
2008: Claudia Buchmann, The Ohio State University, and Thomas A. DiPrete, Columbia University, “The Growing Female Advantage in College Completion: The Role of Parental Resources and Academic Achievement,” American Sociological Review 71(4):515-541. 2006.
1999: Suet-ling Pong, Pennsylvania State University, “The School Compositional Effect of Single-Parenthood on Tenth-Grade Achievement,” Sociology of Education 71(1):23-42. 1998.
1996: Robert Dreeben, University of Chicago, “The Sociology of Education: Its Development in the United States,” in Research in Sociology of Education and Socialization, Volume 10. Emerald. 1994.
1993: Alan Sadovnik, Adelphi University, “Basil Bernstein’s Theory of Pedagogic Practice: A Structuralist Approach,” Sociology of Education 64(1):48-63. 1991.
1987: Richard Rubinson, Florida State University, “Class Fromation, Politics, and Institutions: Schooling in the United States,” American Journal of Sociology 92(3):519-548. 1986.
The Section on the Sociology of Education’s Pierre Bourdieu Award for the Best Book in Sociology of Education
The Pierre Bourdieu Award is for the best book in the sociology of education published in the preceding two years (e.g., 2010 and 2011 for the 2012 award). It is awarded annually.
2023: Yi-Lin Chiang, National Chengchi University, Study Gods: How the New Chinese Elite Prepare for Global Competition. Princeton University Press. 2022.
2023: Charlie Eaton, University of California, Merced, Bankers in the Ivory Tower: The Troubling Rise of Financiers in US Higher Education. The University of Chicago Press. 2022.
2023 Honorable Mention: Natasha Warikoo, Tufts University, Race at the Top: Asian Americans and Whites in Pursuit of the American Dream in Suburban High Schools. The University of Chicago Press. 2022.
2022: Laura Hamilton, University of California, Merced, and Kelly Nielson, Cornell University, Broke: The Racial Consequences of Underfunding Public Universities. University of Chicago Press. 2021.
2022: Joanne Golann, Vanderbilt University, Scripting the Moves: Culture and Control in a “No-Excuses” Charter School. Princeton University Press. 2021.
2022 Honorable Mention: Matt Rafalow, Google and Stanford Ethnography Lab, Digital Divisions: How Schools Create Inequality in the Tech Era. University of Chicago Press. 2020.
2021: Douglas B. Downey, Ohio State University, How Schools Really Matter: Why Our Assumption about Schools and Inequality is Mostly Wrong
2021 Honorable Mention: Erica Turner, University of Wisconsin, Suddenly Diverse: How School Districts Manage Race & Inequality
2021 Honorable Mention: Yingyi Ma, Syracuse University, Ambitious and Anxious: How Chinese College Students Succeed and Struggle in American Higher Education
2020: Jessica McCrory Calarco, Indiana University, Negotiating Opportunities: How the Middle Class Secures Advantages in School, Oxford University Press.
2020 Honorable Mention: Anthony Jack, Harvard Graduate School of Education, The Privileged Poor: How Elite Colleges Are Failing Disadvantaged Students, Harvard University Press.
2019: Freeden Blume Oeur, Black Boys Apart: Racial Uplift and Respectability in All-Male Public Schools. University of Minnesota Press. 2018.
2019 Honorable Mention: Steven Brint, Two Cheers for Higher Education: Why American Universities Are Stronger than Ever – And How to Meet the Challenges They Face. Princeton University Press. 2018.
2018: Dr. Laura Hamilton, University of California, Merced, Parenting to a Degree: How Family Matters for College Women’s Success. University of Chicago Press. 2016.
2017: Roberto G. Gonzales, Lives in Limbo: Undocumented and Coming of Age in America. University of California Press. 2015.
2016: Jennifer Lee and Min Zhou, The Asian American Achievement Paradox. Russell Sage Foundation. 2015.
2015: Elizabeth A. Armstrong and Laura T. Hamilton., Paying for the Party: How College Maintains Inequality. Harvard University Press. 2015.
2014: Maia Bloomfield Cucchiara, Marketing Schools, Marketing Cities: Who Wins and Who Loses When Schools Become Urban Amenities. University of Chicago Press. 2013.
2013: Elizabeth Popp Berman, Creating the Market University: How Academic Science Became an Economic Engine. Princeton University Press. 2012.
2012: Karolyn Tyson, University of North Carolina, Integration Interrupted: Tracking, Black Students, and Acting White after Brown. Oxford University Press. 2011.
2011: Thomas J. Espenshade and Alexandria Walton Radford, No Longer Separate, Not Yet Equal: Race and Class in Elite College Admission and Campus Life. Princeton University Press. 2009.
2010: William G. Bowen, Mellon Foundation, and Matthew M. Chingos and Michael S. McPherson, Harvard and Spencer Foundation, Crossing the Finish Line: Completing College at America’s Public Universities. Princeton University Press. 2011.
2009: Mitchell L. Stevens, Stanford University, Creating a Class: College Admissions and the Education of Elites. Harvard University Press. 2007.
2003: James Rosenbaum, Northwestern University, Beyond College for All: Career Paths for the Forgotten Half. Russell Sage Foundation. 2001.
2000: Samual Roundfield Lucas, University of California, Berkeley, Tracking Inequality: Stratification and Mobility in American High Schools. Teachers College Press. 1999.
1997: Kevin J. Dougherty, Manhattan College, The Contradictory College: The Conflicting Origins, Impacts, and futures of the Community College. State University of New York Press. 2001.
1994: Anthony S. Bryk, University of Chicago, Valerie E. Lee, University of Michigan, and Peter B. Holland, Belmont School District (MA), Catholic Schools and the Common Good. Harvard University Press. 1993.
Section on the Sociology of Education’s Willard Waller Award
The Willard Waller Award is for lifetime achievement in the field of sociology of education, and is awarded every two years (alternating with the Doris Entwisle Award).
2022: Brian Powell, Indiana University
2020: George Farkas, University of California, Irvine
2018: Dr. Adam Gamoran, William T. Grant Foundation
2016: Barbara Schneider, John A. Hannah, Michigan State University, Chair and University Distinguished Professor
2013: Robert Dreeben, University of Chicago
2010: Robert Hauser, University of Wisconsin
2007: Charles Bidwell, University of Chicago
2001: Basil Bernstein, Institute of Education, University of London, Lifetime Career Achievments
1998: Alan C. Kerckhoff, Duke University
1995: John Meyer, Stanford University, Lifetime Career Accomplishments
1992: Christopher Jencks, Northwesternn University, Lifetime contributions
1990: William Sewell, University of Wisconsin, Madison, Lifetime contributions
1988: James S. Coleman, University of Illinois, Chicago, Lifetime contributions
1986: Wilbur B Brookover, Michigan State University, Lifetime contributions
